their everlasting peaks! How our hearts are bound to the music of their solitary cries, to the tinkling of their gushing rills, to the sound of their cataracts! How inspiring are the odors that breathe from the upland turfs, from the rock-hung flower, from the hoary and solemn pine! How beautiful are those lights and shades thrown abroad, and the fine transparent haze which is diffused over the valleys and the lower slopes as over the vast inimitable picture!

Oh, how the trouble and strife of daily life receded from my view and lessened in the distance, during the ten memorable days we passed on that enchanted ground! What voices spoke from out the thundering water; what faces, faded from the earth, looked out upon me from its gleaming depths; what heavenly promise glistened in those angels' tears, the drops of many hues that showered around, and twined themselves about the gorgeous arches which the changing rainbows made!

Exercises

From "Niagara." - DICKENS.

1. Find in literature examples of exclamatory and interrogative sentences, and explain the circumstances under which they were used.

2. Write an account of a severe storm, using exclamatory sentences when possible.

3. Imagine yourself as commander of a body of troops, addressing them just before a battle. Use sentences to arouse their valor and patriotism.

4. Imagine yourself telling of the charge up San Juan hill to a company of boys. Tell it in such a way as to arouse their national pride.

5. A cruel man struck a small child without provocation. Relate the incident expressing your indignation.

6. Address a company of strikers from the standpoint of one of the workmen or from the standpoint of the employer.

7. Assuming the proper character, make a reply to this address.

Sentences according to Form, Simple, Compound, Complex. Sometimes a sentence is the expression of a single thought, and sometimes several ideas are so closely related in thought that they are grouped together in one sentence.

"The ruby-colored throat of the humming-bird looks like the softest velvet, but in the sunlight it glows and gleams like a flame."

In this sentence there are two simple thoughts so closely related that both are required to express or convey the complete thought. Grammatically the two members of this sentence are independent, but they are so closely joined in thought that they may be combined into one sentence. The coördinate conjunction but, which joins these two members, shows their grammatical independence and their relation to each other. The grammatical independence of the members of compound sentences is usually indicated by the coördinate conjunctions that join them. Sometimes the conjunctions are omitted, but the independence of the members is always apparent.

When ideas are so closely related in thought as to be joined in one sentence, they should not be separated into distinct sentences; nor should ideas that have no real relation to each other be strung together loosely in one compound sentence. The latter is probably the more common error, and one that young writers should carefully avoid.

"John found the task a very difficult one, and after working a short time he threw down his tools in despair and went out, and soon after his mother saw him enter the park with some friends."

Here the relation between the thoughts is not close enough

to allow of their being joined in one sentence. There are, in reality, two distinct statements, one telling what John did and one telling what his mother saw, and they should be expressed in separate sentences.

If you will examine your own compositions you may find that you often crowd together into one long compound sentence thoughts that should be separated into distinct sentences, or that you break up into separate sentences ideas that should be combined into one compound sentence.

A Sentence must contain only one Main Thought. The expression of a single thought may often involve certain details which add items and explanations to the sentence without changing its character. There can be but one central thought; and the words, phrases, and clauses that may be added serve only to explain or add to the meaning of this thought without introducing a new thought. In the sentence, It was a sad day for the Acadians when the soldiers drove them at the point of the bayonet to the boats which were to carry them away from their homes forever," there is only one main thought or statement: "It was a sad day for the Acadians." The rest of the sentence adds no new thought, but merely explains what day is meant, and thus forms a complex sentence.

In the expression of a thought any items may thus be added that contribute to the full and complete expression of a single thought, but nothing should be put into the sentence that is not necessary to the complete presentation of this thought. Each member of a compound sentence may contain explanatory items and details relating to the main thought, thus forming a complex-compound sentence; but in the use of so long a sentence great care must be exercised that no unrelated ideas are put into it.

Exercises

1. Bring to the class five examples each of the simple, compound, and complex sentences found in your reading. Analyze these sentences. *

2. Select some subject and write at least five simple sentences upon it.

3. Rewrite the above, making the sentences complex when possible.

4. Write a paragraph upon the "Advantages of Electricity over the Oil Lamp for Lighting Purposes," using compound sentences when possible.

5. Write two or three paragraphs upon the "Value of the Newspaper," using different kinds of sentences.

The Use of Long and Short Sentences. In the use of sentences one must give attention not only to the correct formation, but to the kind of sentence to be used in each case. The simple, the compound, and the complex sentence each has its particular value; the one form may be found better suited for use in one case, and another form may be better in another case. No absolute rules can be given for the use of the different kinds of sentences; but it may be helpful to know that the direct statements of facts are generally made in short, simple sentences, and that details and explanations usually require compound and complex sentences for their complete presentation. In general, short sentences give vigor, force, and rapidity to composition, and long sentences give dignity and grace. Hence short sentences will usually be found more effective where terseness, emphasis, and rapidity are the qualities

*NOTE. No scheme of analysis is given as teachers usually have their own forms which they prefer to use. A thorough review of analysis should be given at this time.

desired, and long sentences where smoothness, dignity, and the finer modifications of a thought are required.

That kind of sentence should be used in each case which will best express the thought and produce the result intended, whether it be short or long, simple, compound, or complex. One general caution may be given, however: it is best not to make one's sentences too long. Writers of much experience may be able to write long, complex sentences without confusing their ideas; but young writers should avoid putting many details and ideas into one sentence, as there is danger in so doing of losing sight of the main. thought.

The following selections illustrate the use of short sentences. The first shows how they may be used in the simple statement of fact, and the second in the account of an incident.

The war, then, must go on. We must fight it through. And if the war must go on why put off the Declaration of Independence? That measure will strengthen us. It will give us character abroad. The nations will then treat with us, which they can never do while we acknowledge ourselves subjects in arms against a sovereign. . .

If we fail it can be no worse for us. But we shall not fail. Our cause will raise up armies. The people, if we are true to them, will carry us and will carry themselves gloriously through this struggle.

From "Supposed Speech of John Adams.". WEBSTER.

THE FIGHT WITH THE CARRONADE

The gunner knew his piece, and it seemed to him that it must recognize its master. He had lived a long while with it. How many times he had thrust his hands between its jaws! It was his tame monster. He began to address it as he might have done his dog.

"Come!" said he. Perhaps he loved it.

He seemed to wish that it would turn toward him.