6. Instead of equipping a boy well for his future career, he is sent out with only a smattering of knowledge.

7. By studying English is meant the endeavor to understand some of the classics of our language, and that we try to express ourselves correctly.

8. Soon after his return home, and discovering his loss, he tried to think of some one to suspect, fastening his vague misgivings upon him.

9. This passage shows that his accusation had caused him to despise his fellow-men, and he was hating his neighbors.

10. He had lavished on this inanimate object a wealth of affection, which another might have reserved for relatives, bestowing it on a dear friend.

II. Training is necessary to fit us for active life after we leave school, and when we must rely upon ourselves.

12. We feel that the course of Japan was justifiable, and let us hope for her success.

13. Johnson's style has none of Addison's colloquial elegance, and it is not characterized by Swift's idiomatic terseness.

14. The poems of Burns possess exquisite tenderness, are refined in humor and with a native ease and grace unsurpassed in English poetry.

15. Without more ado he knelt where he stood, beads in hand, fixing his eyes upon the one point of devotional interest.

355. Summary I: Essentials of Coherence. From our study of the structure of the sentence we may say that coherence depends upon:

1. The arrangements of the parts of which the sentence is composed.

2. The proper agreement between related parts. 3. The use of exact connectives between the parts. 356. Coherence Defined. - Coherence is that quality which exists in the sentence when it is so constructed that the relations between the various parts is obvious.

357. Summary II: Means of securing Coherence. — Our studies in the preceding pages have shown us that:A. To secure proper arrangement,

1. Parts closely related in thought should be placed near together in the sentence.

2. Parts distinct in thought should be separated.

B. To secure proper agreement,

1. Pronouns must agree with their antecedents.
2. Their antecedents must be expressed.
3. Their antecedents must not be ambiguous.
4. Participial constructions must be properly de-
pendent.

5. Parts similar in thought or common in depend-
ence should be similar in construction.

C. To designate proper relationships:

1. Exact conjunctions must be used.

2. Dependent ideas must be properly subordinated. 3. Principal thoughts must be properly coördinated.

GENERAL EXERCISE

358. In the following sentences incoherence may be due to one or to several causes.. First find out what the causes are, and then reconstruct the sentences.

1. The two-family house combines many of the features of a private house and an apartment, which does not satisfy some people.

2. When he was about to depart he hoped that I would not be lonesome.

3. John had more confidence in Waldemar than the others.

4. Looking out over the bay, it was discovered that an oceanliner was grounded.

5. In the morning the bard was awakened, and his companions proposed returning to Bedford.

6. English scenery is always verdant, so a slight rise in temperature has a marked quickening effect, and the landscape becomes animating.

7. By filing in this office a list of your references, a record of your age and previous experience, we can soon secure you employment.

8. They found Dr. Manette sitting at his bench, after climbing several flights of stairs, and he seemed very anxious when they entered to finish a pair of shoes which he was making.

9. Replying to your favor of recent date, it is impossible for us at the present time to give you the information you desire. 10. Unlike to mankind's mixed characters, a bundle of virtues and vices, inextricably intertwisted, and not to be unraveled without hazard, he is good throughout.

II. Scott passed much of his early life at the farm of his grandfather, in consequence of delicate health, amid the legends and ruins of Kelso.

12. Both of Defoe's parents were Puritans, and the active lad was trained in an academy where vigorous Saxon English was taught.

13. Bees are overwhelmed by wind and rain, spiders catch them, the cattle crush them, are drowned in rivers and ponds, benumbed by cold, and in many nameless ways cut off and disabled.

14. In June, when there is the smell of clover in the fields, of blooming rye on the hills, with the sweet honeysuckle about the house, I know the day of the wild strawberry is at hand.

15. At one end of the street stands a house that belonged to my grandfather, while at the other end can be seen that of his arch enemy, the Colonel.

16. Passing up Waterloo Place, on the left-hand side, as one enters lower Regent Street, stands a dull red building of Corinthian architecture.

17. Athelstane replied that he would fight on the following day in the general mêlée, which did not please Cedric.

18. He is a boy of parts, with a decided liking for literature, and having the energy to accomplish something in the world.

359. Symbols for Marking. In the correction of themes the following symbols may be used to indicate the cause of incoherence:

S-C to denote that there is incoherence between parts of the sentence.

Cs.

Ca.

to denote that incoherence is due to lack of parallel structure.

to denote that incoherence is due to faulty arrangement.

CHAPTER VII

DESCRIPTION

360. The Nature of Description.

There are two

kinds of material with which we deal in composition: objects and ideas. In description we are dealing with objects. The object may be at rest or in motion, but our aim in either case is the same; namely, the presentation of the chief characteristics of a particular object with such vividness that a mental picture is created in the minds of our hearers or readers. Furthermore, the purpose we generally have in describing is to affect the feelings of the reader or hearer. We see something which moves us to laughter, to thrills of joy, to pity, or to tears, and we undertake to describe the object to our friends that they may see what we saw and feel what we felt. Always when we do this we deal with a specific object, not with a class. When we deal with a class we deal with ideas. We sometimes speak of describing one's pleasure, one's anger, or one's grief; but in reality we do not do so; we describe the person under the effects of these feelings. Description, then, deals with the appearance of specific, concrete objects, and aims at the reproduction in the mind of another of a mental image, and consequent feelings similar to those experienced by the writer when he saw the object itself.