ancient mariner passed to England. He then went to his own village a small settlement on the sea-coast. He walked alone to the kirk where he had knelt in childhood days. As he stood gazing over the water he seemed to see all the crew beckoning to him to come to them.

(2)

In addition to minor faults, give special attention to the lack of unity in the theme as a whole, and to the lack of proportion in treatment of details. Has the subject been fully developed?

A Summer in the Adirondacks

When school closes, I immediately go up to the Adirondacks, and enjoy a vacation of two months. We take an early train that stops at only a few stations. When we get up there a stage takes us to a lake, under the name of "Rainbow". The first week seems very tiresome. My cousin comes up a week after I do and then the fun begins.

We go fishing very often, and oftener come home without the fish, but we enjoy the attempt just as well. We dread the thunder storms worse than anything else as it is not very pleasant to lay in the hut, and dodge the leakings at the same time. My cousin is much afraid of lightening, because one time when he was in the country about two years ago a tree was struck by lightening and he was under another near enough to be stunned by the shock. We are about four miles by land, and two-and-a-half-miles by boat, to the nearest store. We take turns in rowing over to the store, to get the supplies in. It is very tiresome and even monotonous in having fish for breakfast, fish, for dinner, and fish for supper.

One day we started ont in the early morning to go to a place by boat, six miles from the camp. Going there, the wind was with us, and we got there in a very short time. We did not reckon on the wind and we stayed in that place until nearly dark, when we started to go home. Well, before we had gone a mile and a half, it was dark. We rowed on, and I tell you we worked very hard against the wind we

ran ashore, but we could not find our camp. So we waited until morning. Oh! what a night! I thought morning would never come. When it did come we found that we were about two miles from camp. When we got to camp we could not find the fellows who had stayed there. So we scraped up something to eat. Taking a swim, we started out in our canoes each taking a different course. I searched all around my route and could not find them, so I came home to camp. When I got there they were all talking in excited tones. I found out, that near morning, a wild cat was scented by Rover, the dog. Then the whole camp started after him The guide was the lucky one who shot him.

We do not return home till a few days before the opening of school.

(3)

The following composition is very defective in punctuation and the use of words, in addition to want of unity and coher

ence.

The Wanderings of the Brook

The little brook finds its source in one of those beautiful nooks in the Cheviot hills. It is a spring of fresh, clear,. sparkling water, which affords many a drink for passers by and even for the cattle in the neighboring pasture. The spring is surrounded by great trees which droop gently over it thereby keeping the water cool and the place shady. The water leaves the spring and winds its way through broad and far reaching fields which are filled with all kinds of cultivation, such as fruits and vegetables. Passing these fields it flows by the great castle where lived Sir Launfal, who when about to set out in search of the Holy Grail, had a vision. The vision taught him that it is better to spend one's life in doing good to his fellowmen than to spend it in a vain quest for a relic even though sacred. His castle is situated in beautiful meadows, shaded by the foliage of large and massive trees. It stands open now to the poor. It next makes its way through dark and lonely woods which echo back its song caused by the rushing of the water over the stones and make

the birds flying overhead stop to taste of the delicious water. It works its way out of the woods and passes another castle called Castle Douglas which in centuries back was used as a gathering place for men when in war. It travels until it comes to the great city of Glasgow where the great ship yard is in which the iron steamboats are made. Hurridly passing Glasgow it comes to the port of Glasgow where it ends in the great and boundless Ocean.

CHAPTER VII

THE SENTENCE: ITS RELATIONSHIP ΤΟ OTHER

SENTENCES

179. Nature of the Sentence.- We all know, or think we know, what a sentence is. We say that it is a group of words so arranged that a complete thought is expressed. But, if we examine any sentence of ordinary length, we shall find that it is made up of several groups of words, each of which represents an idea. Ideas properly connected make thought. This suggests in part the nature of the sentence. It is composed of words and groups of words which have various relationships with one another; and these words and groups of words represent ideas which have various relationships with one another.

But the sentence usually has other relationships than these within itself. Our thoughts do not exist separately and singly, they almost invariably form a series. And often one thought, though expressed in a complete sentence, would mean little if placed out of its connection with other thoughts. We speak and write in groups of sentences, and these various sentences are commonly connected in form as well as in thought. Each sustains to its neighbors relationships similar to those which a group within the sentence bears toward its neighbors.

132

These various relationships which are inherent in the nature of the sentence, we may summarize as follows:

I. Relationships between the various parts of the

sentence.

A. In thought, or substance.

B. In form, or expression.

II. Relationships with other sentences.
A. In thought, or substance.

B. In form, or expression.

180. Kinds of Relationship Between Sentences.— We may say that there are two general kinds of relationship between sentences, which, although not entirely distinct, are worth considering separately. One of these is that which exists between the question and it answer. It is the common relationship of a very large proportion of all our conversation, or oral composition. In our homes, at the market, on the athletic field, in the class room, we are continually asking or answering questions. The other kind of relationship is that existing between the various sentences which form a series in the development of a single theme. It is not uncommon in spoken discourse, and is characteristic of nearly all written discourse.

181. Question and Answer Relationship.-— Although question and answer relationship is almost as common as speech itself, it is one that is frequently violated in the school room. Your teacher asks you a question with the purpose of getting definite information on a particular subject. Your reply, in order