Practical English Composition: Book II. - For the Second Year of the High School

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Title: Practical English Composition: Book II. - For the Second Year of the High School
Author: Miller, Edwin L.
Language: English
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Directions for Correcting a Theme

When a theme is returned to you, number each correction, and draw a
heavy circle about the number. Then take another sheet of paper, and
using the numbers that correspond to those on your theme, state in each
case the error you made; then correct it, and give your reason for
making this correction: for instance, if the mistake is marked W,
i.e. a word misused, state whether the word to which the critic
objected is not in good usage, or is too often repeated, or does not
give the idea intended. Next, supply the proper word and show that it
fits the place. Answer any questions asked by the critic and follow out
any suggestion given. Put the sheet of corrections in proper form for a
M.S. Fasten the sheet to your original theme and hand both to the
teacher in charge of the laboratory. No credit will be given for any
written theme until the mistakes are corrected.

The following signs are used to indicate mistakes in a theme:

C--Capital needed.

lc--No capital needed.

A--Mistake in use of the apostrophe.

S--Word misspelled.

P--Mistake in punctuation.

G--Mistake in grammar.

W--Wrong word used.

Cons--The construction of the sentence is poor.

D--The statement is ambiguous.

O--Order. This may refer to arrangement of words in a sentence, of
sentences in a paragraph, or of paragraphs in a theme.

U--The sentence or paragraph lacks unity.

X--Discover the mistake for yourself.

PRACTICAL
ENGLISH COMPOSITION

BOOK II
FOR THE SECOND YEAR OF THE HIGH SCHOOL

BY
EDWIN L. MILLER, A.M.

PRINCIPAL OF THE NORTHWESTERN HIGH SCHOOL
DETROIT, MICHIGAN

BOSTON NEW YORK CHICAGO
HOUGHTON MIFFLIN COMPANY
The Riverside Press Cambridge

THE RIVERSIDE PRESS
CAMBRIDGE. MASSACHUSETTS
U . S . A

PREFACE

This volume is the second in a series of four, each of which has been
planned to cover one stage in the composition work of the
secondary-school course. These books have been designed to supply
material adapted as exactly as possible to the capacity of the pupils.
Most of the exercises which they contain have been devised with the idea
of reproducing in an elementary form the methods of self-instruction
which have been employed by successful writers from Homer to Kipling.
Nearly all of them have been subjected to the test of actual classroom
use on a large scale. They may be used independently or as supplementary
to a more formal textbook. Each volume contains rather more work than an
ordinary class can do in one hundred recitations.

In each volume will be found exercises that involve each of the four
forms of discourse; but emphasis is placed in Book I on description, in
Book II on narration, in Book III on exposition, and in Book IV on
argumentation. Similarly, while stress is laid in Book I on
letter-writing, in Book II on journalism, in Book III on literary
effect, and in Book IV on the civic aspects of composition, all of these
phases of the subject receive attention in each volume.

In every lesson of each book provision is made for oral work: first,
because it is an end valuable in itself; second, because it is of
incalculable use in preparing the ground for written work; third,
because it can be made to give the pupil a proper and powerful motive
for writing with care; and, fourth, because, when employed with
discretion, it lightens the teacher's burden without impairing his
efficiency.

Composition is not writing. Writing is only one step in composition. The
gathering of material, the organization of material, criticism,
revision, publication, and the reaction that follows publication are
therefore in these volumes given due recognition.

The quotation at the head of each chapter and the poem at the end are
designed to furnish that stimulus to the will and the imagination
without which great practical achievement is impossible. On the other
hand, the exercises are all designed on the theory that the sort of
idealism which has no practical results is a snare. Indeed, the books
might be characterized as an effort to find a useful compromise between
those warring types of educational theory which are usually
characterized by the words "academic" and "vocational."

The specific subject of this volume is newspaper writing. The author has
himself had enough experience in practical newspaper work to appreciate
the difficulties and to respect the achievements of the journalist. He
knows that editors must print what people will buy. It seems probable,
therefore, that instruction in the elementary principles of newspaper
writing, in addition to producing good academic results, may lead pupils
to read the papers critically, to discriminate between the good and the
bad, and to demand a better quality of journalism than it is now
possible for editors to offer. If this happens, the papers will improve.
The aim of this book is therefore social as well as academic. It is also
vocational. Some of the boys and girls who study it will learn from its
pages the elements of the arts of proof-reading and reporting well
enough to begin, by virtue of the skill thus acquired, to earn their
bread and butter.

For the chapters on advertising I am indebted to Mr. Karl Murchey, of
the Cass Technical High School of Detroit, Michigan. Mr. John V.
Brennan, Miss Grace Albert, and Miss Eva Kinney, of the Detroit
Northwestern High School, have rendered me invaluable help by
suggestions, by proof-reading, and by trying out the exercises in their
classes. Mr. C. C. Certain, of Birmingham, Alabama, and Mr. E. H. Kemper
McComb, of the Technical High School, Indianapolis, by hints based on
their own wide experience and ripe scholarship, have enabled me to avoid
numerous pitfalls. My thanks are due also to Mr. Francis W. Daire, of
the _Newark News_, and Mr. C. B. Nicolson, of the _Detroit Free Press_,
who have given me the benefit of their experience as practical newspaper
men. Above all, I am indebted to my friend, Mr. Henry P. Hetherington,
of the _Detroit Journal_, whose untimely death in June, 1914, deprived
me of a never-failing source of wisdom and a critic to whose ripe
judgment I owe more than I know how to describe.

E. L. M.

CONTENTS

I. THE NEWSPAPER 1
II. NEWS ITEMS 9
III. BIOGRAPHICAL NOTICES 15
IV. REPORTING ACCIDENTS 19
V. CONSTRUCTIVE NEWSPAPER WRITING 23
VI. HUMOROUS ITEMS 29
VII. THE USE OF CONTRAST 33
VIII. THRILLERS 38
IX. BOOK REVIEWS 45
X. REPORTING GAMES 52
XI. REPORTING SPEECHES 63
XII. DRAMATIC NOTICES 71
XIII. INTERVIEWS 77
XIV. THE EXPOSITION OF MECHANICS 84
XV. THE EXPOSITION OF IDEAS 90
XVI. EDITORIALS--CONSTRUCTIVE 97
XVII. EDITORIALS--DESTRUCTIVE 102
XVIII. ADVERTISEMENTS 108
XIX. ADVERTISEMENTS (_continued_) 114
XX. ADVERTISEMENTS (_concluded_) 118

"Whoever wishes to attain an English style, familiar but not
coarse, and elegant but not ostentatious, must give his days and
nights to the volumes of Addison."
SAMUEL JOHNSON. _Life of Addison._

"Children learn to speak by watching the lips and catching the
words of those who know how already; and poets learn in the same
way from their elders."
JAMES RUSSELL LOWELL. _Essay on Chaucer._

"Grammars of rhetoric and grammars of logic are among the most
useless furniture of a shelf. Give a boy Robinson Crusoe. That
is worth all the grammars of rhetoric and logic in the world....
Who ever reasoned better for having been taught the difference
between a syllogism and an enthymeme? Who ever composed with
greater spirit and elegance because he could define an oxymoron
or an aposiopesis?"
THOMAS BABINGTON MACAULAY.
_Trevelyan's Life of Lord Macaulay._ Chapter VI.

PRACTICAL ENGLISH COMPOSITION BOOK II

CHAPTER I

THE NEWSPAPER

"Truth is the highest thing that man may keep."
CHAUCER.

I. Introduction

The object of this book is to teach high-school boys and girls how to
write plain newspaper English. Next to letter-writing, this is at once
the simplest and the most practical form of composition. The pupil who
does preëminently well the work outlined in this volume may become a
proof-reader, a reporter, an editor, or even a journalist. In other
words, the student of this book is working on a practical
bread-and-butter proposition. He must remember, however, that the
lessons it contains are elementary. They are only a beginning. And even
this beginning can be made only by the most strenuous and persistent
exertions. English is not an easy subject. It is the hardest subject in
the curriculum. To succeed in English three things are required: (1)
Work; (2) _Work_; (3) WORK.

II. The Newspaper

The modern city newspaper is a complicated machine. At its head is
usually a general manager, who may be one of its owners. Directly
responsible to him are the business manager, the superintendent of the
mechanical department, and the managing editor.

The business manager has under him three sub-departments: (1)
Advertising; (2) Circulation; (3) Auditing. To the first of these is
entrusted the duty of taking care of those small advertisements which,
owing to the fact that each occupies only a line or two, are called
"liners"; the management of a corps of solicitors; and the maintenance
of amicable relations with the business men of the community. The
circulation department includes not only the management of local and
foreign circulation, but also the collection of money from subscribers,
dealers, and newsboys. The auditor keeps the books, has charge of the
cash, and manages the payroll.

The superintendent of the mechanical department has three subordinates.
These are the foreman of the composing-room, the foreman of the
pressroom, and the foreman of the stereotyping-room. Each, of course,
always has several assistants and often many.

The managing editor has charge of the collection and distribution of
news. He has no routine duties, but is responsible for the conduct of
his subordinates, for the character of the paper, and for its success as
a business enterprise. The relation of the paper to the public is in his
keeping. Not infrequently he has serious differences of opinion with the
business manager, especially when he publishes news which does not
please important advertisers. Among his chief occupations are devising
methods of getting news and avoiding libel suits. The subordinates who
report directly to him are the writers of special columns, the
cartoonists, the editorial writers, the editor of the Sunday paper, and
the assistant managing editor, or news editor. It is with the latter and
his staff that we are at present chiefly concerned.

The news editor, or night editor, as he is called on a morning paper,
has charge of all the routine that is involved in the production of the
paper. Its make-up is in his hands. An autocrat on space and place, he
is seldom praised, but must take the blame for everything that goes
wrong. Under him are: (1) A telegraph editor, whose business it is to
handle news from outside the State; (2) a State editor, who directs as
best he may a horde of local correspondents who represent the paper in
the rural and semi-rural districts; (3) one or more "rewrite men" or
copy-readers, whose business it is to write out the news sent in by
telephone, to correct the errors of illiterate reporters, and to rewrite
articles when necessary; and (4) the city editor.

This last functionary is frequently the most important man on the paper.
He is responsible for gathering nearly all of the original news that
goes into its columns. To be able to do this he must have a wide and
exact knowledge of the people and the history of the city. He works like
a slave; and the reporters, who are under his direct control, find in
him a stern but appreciative taskmaster.

These reporters, or news-gatherers, lead a strenuous but not unhappy
life. It is somewhat like that of the huntsman, their business being to
stalk news, which is perhaps the biggest and certainly the most elusive
game which the world produces. Their lives are sometimes, their liberty
oftener, and their jobs always, in danger. If one of them permits a
rival paper to get a "scoop," he is apt to find himself in the situation
of the warrior described in Shakespeare's sonnet:

"The painful warrior, famousëd for fight,
After a thousand victories once foiled,
Is from the book of honour razëd quite,
And all the rest forgot for which he toiled."

Some reporters hunt everywhere; others are assigned to special "beats."
Of the latter the city hall is the most important, but the central
police station yields the largest number of good stories, because it is
there that tales of human folly, crime, and tragedy are most promptly
known. On most papers the law courts, politics, sport, drama, religion,
education, marine affairs, and society provide other "beats."

The organization thus briefly sketched is fairly typical, though by no
means universal. The outline on page 5 may make it a little clearer.

{Liner Department
{Advertising Manager {Street Men
{
{ {Newsboys
{ {Local Dealers
{Business {Circulation Manager {Mailing Department
{ Manager { {Collections
{ {
{ {Auditor {Bookkeeping
{ {Treasury
{Sup't of {Composing Room
{ Mechanical {Stereotyping-Room
{ Dep't {Pressroom
{
General { {Editorial
Manager { { Writers
{ {Cartoonists
{ {Special
{ { Writers
{ { {Editor of {Artists
{ { { Sunday {Special Writers
{Managing { { Paper
{ Editor { {
{ {Telegraph
{ { Editor
{Assistant {
{ Managing {State Editor
{ Editor {
{ or {Copy-Readers,
{ News { or Rewrite {City Hall
{ Editor { Men {Police
{ {Politics
{City Editor, in {Stock Market
{ charge of six {Courts
{ to twenty-five {Sport
{ reporters {Society
{Marine
{Religion
{Drama
{Music

Good reporters are not numerous. The reason is that, to succeed in this
work, a man or a woman must be able to gather news and to write. There
are plenty of people who can do either, but few who can do both.

In order to get news one must be physically tireless, fond of adventure,
persistent, unabashed, polite, courageous, and resourceful in the
highest degree. To the successful reporter an impossibility is only an
opportunity in disguise. In his lexicon there is no such word as "fail."
He must know how to make and keep friends. He must have that kind of
originality which is called "initiative." Above all, he must be
scrupulously honest. He must be actuated by a fixed determination to get
the news, the whole news, and nothing but the news.

In order to write well one must be able to spell, punctuate, and
capitalize; know the laws of grammar and how to apply them; be familiar
with the principles of rhetoric; and have a wide acquaintance with
good books. These qualities are not usually found in company with
those which make a successful news-gatherer. A person who has both is
therefore worth his weight in gold to a newspaper. The fact that this
combination of qualities is so rare leads many papers to employ special
rewrite men whose business it is to put into good English the raw
material furnished by the news-gatherer.

One other newspaper functionary remains to be noticed, the writer of
editorials. News items are confined to facts. Editorials contain
expressions of opinion. Everybody reads news, because it speaks for
itself. Editorials are designed to mould public opinion. Unless they are
characterized by extreme good sense or brilliancy, nobody heeds them,
though, if he makes a mistake in one, the writer of editorials is apt to
conclude that everybody reads them. The writer of editorials must
therefore be a person of exceptional qualifications.

III. Class Organization

For the present the teacher of the class studying this book may act as
city editor and the pupils as reporters. Later, perhaps, a more formal
organization may be effected, with pupils as managing editor, assistant
managing editor, city editor, etc.

IV. Newspaper Coöperation

The editor of the local paper will probably be willing to print any
really good material that the class produces. If possible, an
arrangement for this purpose should be made with him. It is also
possible that he may be willing to supplement this chapter by talking to
the class.

V. Topics for Oral Discussion

1. What Is a Newspaper?
2. The History of Journalism.
3. Why is a Study of Journalistic Writing Practical?
4. The Organization of a Newspaper.
5. The Managing Editor.
6. The Composing-room.
7. The Business Manager.
8. The Assistant Managing Editor.
9. The Telegraph Editor.
10. The State Editor.
11. The City Editor.
12. The Reporter.
13. "Beats."
14. "Scoops."
15. Editorials.
16. The Gospel of Work.

VI. Suggested Reading

Kipling's _The Man Who Would Be King_ and _The Light That Failed_.

VII. Memorize

A PSALM OF LIFE

Tell me not, in mournful numbers,
Life is but an empty dream,
For the soul is dead that slumbers
And things are not what they seem.

Life is real, life is earnest,
And the grave is not its goal;
"Dust thou art, to dust returnest,"
Was not spoken of the soul.

Not enjoyment and not sorrow
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.

Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world's broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

(_Continued on Page 13._)

CHAPTER II

NEWS ITEMS

"Facts are stubborn things."
LE SAGE.

I. Assignment

Find and report some unusual and interesting thing that has been made or
done by boys or girls. Do not get your information from literature. Get
it from life. Above all, don't make it up. It must be fact, not fiction.

When the city editor gives a reporter an assignment, he does not expect
to answer questions. The reporter's business is to give the city editor
copy, not to rely on him for information. The reporter who does not
promptly learn this fact soon ceases to be a reporter.

II. Getting the Facts

In all writing the gathering of material is more important than any
other one thing. In reportorial work it is almost all-important. Almost
anybody can tell a story if he has the facts. Energy, persistent
politeness, and a pair of stout legs are more essential in reporting
than is a large vocabulary. The pursuit of news is always a fascinating
and sometimes a dangerous game. If you do not believe this, read
_Fighting in Flanders_, by E. Alexander Powell; or _The Events Man_, by
Richard Barry. Above everything else, remember that the most
uncompromising adherence to facts is essential.

Do not make the mistake of supposing that newspaper men fail to
recognize the importance of telling the exact truth. They strive
constantly and strenuously to do so. In the office of the _New York
World_ there used to be, and probably still is, a placard on which
Joseph Pulitzer had printed these three words: "Accuracy, ACCURACY,
=ACCURACY=." All reporters strive constantly to be accurate. If they do
not always succeed, it is due to the difficulty of the task. They have
to work fast lest the news grow cold. Usually they write in the midst of
an uproar. When you are disposed to find fault with them by reason of
their carelessness, remember that Sir Walter Raleigh, unable to
determine the facts concerning a quarrel that occurred under his own
window, concluded that his chance of telling the truth about events that
happened centuries previous was small.

III. Writing

In preparing manuscript the typewriter in these days is almost
indispensable. The value to a reporter of a course in typewriting is
therefore obvious. It is also obvious that copy must be letter-perfect.
Before it can be printed, it must be entirely free from mistakes in
spelling, punctuation, capitalization, and the other essentials of good
usage.

IV. Model

The following article is clipped from a New York daily. In what it says
and leaves unsaid it is an excellent model.

FARTHEST NORTH IS RIGHT HERE IN TOWN

Hundreds of persons were attracted yesterday to Brook Avenue,
near One Hundred and Forty-ninth Street, to inspect the
handiwork in snow of three fourteen-year-old boys.

They had built a thick-walled cottage, 25 feet high and with
15 × 16 feet ground dimensions. Roof and walls, inside and out,
had been smoothed; and a coat of water had turned the snow house
into a shimmering glaze.

The interior was divided into four rooms, all bearing out the
truthfulness of the sign tacked up without, which read: "House
to let, three rooms and bath." Even the bath, modeled in snow,
was there. Rugs, tables, chairs, and sofas made the Esquimau
edifice cozy within; and an oil stove kept eggs and coffee
sizzling merrily at dinner time.

The builders were three days at their task. They are Tom Brown,
of No. 516 East One Hundred and Forty-seventh Street; Arthur
Carraher, of No. 430 Brook Avenue; and Walter Waller, of No. 525
East One Hundred and Forty-fifth Street.

V. Notes and Queries

1. State the reason for the use of each capital letter and each
mark of punctuation in the model.

2. Tell whether each sentence is simple, complex, or compound.

3. Explain the syntax of each adverb in the model.

4. Point out three words or phrases that have color, character, or
distinction.

5. What is the subject of each paragraph?

6. Are the "Four W's" sufficiently indicated? Point them out.

7. Study the heading. The art of writing good headings is almost as
difficult as that of writing good poetry, which it resembles in
that, as the poet is limited to a certain number of syllables,
the writer of headlines is limited to a fixed number of letters.

VI. Suggested Time Schedule

_Monday_

Discuss Sections I, II, and III of this chapter. Send the class to the
board and dictate the model as an exercise in spelling, punctuation, and
capitalization. Review last week's work.

_Tuesday_

Recitation on Notes and Queries.

_Wednesday_

Oral Composition: i.e., each pupil will bring to class his news
article--not written but in his head--and be prepared to deliver it to
the class as if he were a reporter dictating to a stenographer or
telephoning his report to his paper.

_Thursday_

Profiting by Wednesday's discussion, the pupils will write their
articles and hand them to the teacher, who will proof-read them and
return them on Monday.

_Friday_

Public Speaking--Organize the class as a club. Let the officers arrange
a program consisting of declamations, debates, essays, dialogues, etc.
This day may also be used for the reading of the best articles that
members of the class have written.

VII. Organization of Material

After you get your story, you must decide on a plan for its discussion.
This will depend largely on its nature. Indeed, the plan and the style
of any piece of writing are to the material as are the clothes to the
body. They must fit the body. The body determines their shape.

The model in Section IV is a bit of exposition composed partly of
description and partly of narration. Its framework is as follows:

Par. 1. The "Four W's": Who=hundreds of people;
What=handiwork in snow; When=yesterday;
Where=Brook Avenue near One Hundred and
Forty-ninth Street.

Par. 2. The Exterior of the House.

Par. 3. The Interior.

Par. 4. The Architects.

VIII. Some Possible Subjects

1. The Gas Engine that Jack built.
2. A Profitable Garden.
3. How a Boy earned his Education.
4. A Cabinet.
5. How to bind Books.
6. Stocking and keeping an Aquarium.
7. How to build a Flatboat.
8. How to make Dolls from Corn-Husks.
9. Metallic Band Work.
10. A Sled made of Ice.
11. Silk Culture.
12. Chickens.
13. A Good Notebook.
14. A Sketch-Book.
15. A Successful Composition.
16. Skees.
17. A Paper Boat.
18. Toys made in the Manual Training Rooms.
19. A Hat.
20. A Dress.
21. The best subject of all, however, is none of these, but one that
the pupil finds himself.

IX. Suggested Reading

Elbert Hubbard's _A Message to Garcia_.

X. Memorize

A PSALM OF LIFE (_continued from Page 7_)

Trust no future, howe'er pleasant!
Let the dead Past bury its dead!
Act, act in the living Present!
Heart within and God o'erhead!

Lives of great men all remind us,
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

Footprints that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
HENRY WADSWORTH LONGFELLOW.

TO TEACHERS. At this point a review of Chapter V, "Proof-Reading" and
Chapter VI, "The Correction of Themes," of _Practical English
Composition_, Book I, will be found an invaluable exercise.

CHAPTER III

BIOGRAPHICAL NOTICES

"Lives of great men all remind us
We can make our lives sublime."
LONGFELLOW.

I. Assignment

Write a biographical note of about two hundred words concerning a
citizen who has just come into public notice.

II. Obtaining the Facts

If the subject of the note is already distinguished, the facts can
usually be collected from books and periodicals. Poole's _Index of
Periodical Literature_ will point the way. Most newspapers keep an
indexed mass of biographical material, which, of course, is at a
reporter's disposal. When these sources fail, the man himself must be
interviewed, which is a task that requires tact, politeness,
persistency, a good memory, and a clear idea of the character and
quantity of the information needed.

III. Models

James McHenry was born in Ireland, 1753; came to Philadelphia,
1771; studied medicine under Dr. Benjamin Rush; served in the
Revolutionary War as surgeon; became Washington's secretary,
1778; sat in Congress, 1783-86; was a member of the
Constitutional Convention; was Secretary of War under Washington
and Adams, 1796-1801; and died in Baltimore, 1816. His most
conspicuous public service was rendered in inducing Maryland to
ratify the Constitution. Fort McHenry, the bombardment of which
in 1814 inspired Francis Scott Key to write the _Star-Spangled
Banner_, was named in McHenry's honor.

Alexander Hamilton is one of those great Americans of whose
services to the nation no American can afford to be ignorant. As
a soldier in the Revolution, no man possessed more of
Washington's confidence. To him as much as to any one man was
due the movement that resulted in the formation of the
Constitution; he took a leading part in the debates of the
Convention; and the ratification of the Constitution was brought
about largely by the _Federalist_, a paper in which he so ably
interpreted the provisions of that instrument that it has ever
since been regarded as one of the world's political classics. As
Secretary of the Treasury under Washington he performed wonders;
Daniel Webster said of his work in this office: "He rent the
rock of the national resources, and abundant streams of revenue
gushed forth. He touched the dead corpse of Public Credit, and
it sprung upon its feet." He was born in Nevis, one of the West
Indies, in 1757, and was mortally wounded by Aaron Burr in a
duel, 1804, at Weehawken, New Jersey.

IV. Organization of Material

Models I and II illustrate two types of biographical notes. That about
James McHenry consists of three sentences, which give: (1) A
chronological survey of his life; (2) a statement of his chief public
service; (3) the fact by which he is most likely to be remembered by the
casual reader. It is a good brief form to use in writing about most men
and women. Model II is better if the subject is remarkable for many
achievements. Its structure is as follows: (1) A keynote sentence; (2),
(3), (4) three illustrations of the fact stated in (1); (5) dates. The
same principles apply to notices of living people. In writing use one
model or the other; do not deviate from them, unless you first find a
better model, and can persuade your teacher that it is better.

V. Exercises

1. Reduce some biography which you have read and enjoyed to a
biographical note of two hundred words.

2. Write a biographical note of two hundred words about a living
person of national reputation.

3. Write a biographical note of two hundred words about a living
person of state or city reputation.

4. Write a biographical note about the school janitor, the school
engineer, a member of your own family, your hired man, your
maid, or any other interesting person from whom you can extract
the desired information.

VI. Suggested Reading

Carl Schurz's _Life of Abraham Lincoln_.

VII. Memorize

THE SEVEN AGES OF MAN

All the world's a stage,
And all the men and women merely players.
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woful ballad
Made to his mistress's eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard;
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
SHAKESPEARE, _As You Like It_, Act II, Scene 7.

CHAPTER IV

REPORTING ACCIDENTS

"The truth, the whole truth, and nothing but the truth."

I. Assignment

Report an accident which you have seen. The object of this exercise and
those which are to follow is threefold:

1. Vocational--to begin to teach the art of reporting, and hence
perhaps lay a foundation for students' earning a living.

2. Ethical--to show all the pupils how a report should be made and
thus give them a standard by which to measure newspapers.

3. Artistic--to teach all how to write modern English clearly,
simply, and correctly.

II. Model

This is a report of an accident on a city street, witnessed by a
reporter, and telephoned to a colleague at the newspaper office.

With a crash that could be heard for blocks, a high-powered
touring car, owned and driven by Mrs. William J. Sheldon, wife
of the millionaire gum manufacturer, who lives at East Boulevard
and Clifton Drive, collided late last night with a heavy milk
wagon at Payne Avenue and East 30th St. Both Mrs. Sheldon and
John Goldrick, 656 East 105th St., driver of the milk wagon,
escaped injury, except for a few minor cuts and bruises.

Mrs. Sheldon was driving east on Payne Avenue on the way to the
Pennsylvania Station at Euclid Avenue to meet her husband, who
was coming from New York. The street at Payne Avenue and East
30th St. had just been flushed; and, when Mrs. Sheldon
endeavored to turn out toward the car tracks to avoid hitting
Goldrick's wagon, which was just turning into Payne Avenue, the
car skidded and side-swiped the wagon.

One wheel of the machine and the mud guard were torn loose,
while glass from the shattered wind-shield rained over Mrs.
Sheldon as she strove desperately to twist the wheel. Goldrick
was hurled from his seat, landing in the back of the wagon,
which was piled high with cases of milk bottles. The horses were
thrown from their feet by the shock.

Mrs. Sheldon and Goldrick were extricated from the wreckage and
conveyed to the office of Dr. W. A. Masters, Payne Avenue and
East 32d St., where their injuries were dressed. Later they were
taken to their homes.

III. Suggested Time Schedule

_Monday_--Dictation of Model and Study of Last Week's Errors.
_Tuesday_--Notes and Queries.
_Wednesday_--Oral Composition--e.g., Telephoning.
_Thursday_--Written Composition.
_Friday_--Public Speaking.

IV. Notes, Queries, and Exercises

1. How many paragraphs are there in the report in Section II?

2. What is the subject of each?

3. The object?

4. Point out the "Four W's."

5. State why each capital and each mark of punctuation in the model
is used.

6. Tell whether each sentence is simple, complex, or compound.

7. Find in the model an adverbial phrase, an adverb, a noun used
adverbially, a noun in apposition, a clause modifying a verb, a
participle modifying the subject of a verb, a non-restrictive
clause, and a clause used as an adjective.

8. Point out four words or phrases that give color to the story.

9. Write an appropriate heading for the model.

V. Oral Composition

Prepare a report of some accident which you have yourself seen or which
has been described to you by an eye-witness. Be sure to get into the
report in the proper order the "Four W's," the cause, and the result.
Note that a good story usually consists of three parts:

1. The Previous Situation.
2. What Happened = The Climax.
3. The Result = The Dénouement.

These are all in the model, but 2 is put first because it is most
important. Observe the order of the model. Each member of the class will
have a chance to make his report orally, and it will be subjected to the
analysis of the class and teacher, who will blame or praise it according
to its deserts. The reporter must defend himself, if attacked. Each
pupil will therefore in turn play the rôle of a reporter, telephoning a
story to headquarters while the class and teacher enact the part of the
city editor.

VI. Written Composition

After the process outlined in Section IV of this chapter has shown the
reporter how to go about the job, the report is to be written,
proof-read by the teacher, corrected by the reporter, and rewritten
until it is letter-perfect.

VII. Suggested Reading

Kipling's _007_ in _The Day's Work_.

VIII. Memorize

SUNSHINE

Think every morning when the sun peeps through
The dim leaf-latticed windows of the grove
How jubilant the happy birds renew
Their long melodious madrigals of love;
And, when you think of this, remember too
'Tis always morning somewhere, and above
The awakening continents from shore to shore
Somewhere the birds are singing evermore.
LONGFELLOW, _The Birds of Killingworth_.

CHAPTER V

CONSTRUCTIVE NEWSPAPER WRITING

"The drying up a single tear has more
Of honest fame than shedding seas of gore."
LORD BYRON.

I. Introduction

The worst thing about most news articles is that they tell of
destruction, failure, and tragedy instead of construction, success, and
happiness. If one were to judge from the papers, one would be forced to
conclude that the world is rapidly advancing from civilization to
barbarism. To test the truth of this assertion, you have only to examine
almost any current newspaper. A man may labor honorably and usefully for
a generation without being mentioned; but if he does or says a foolish
thing, the reporters flock to him as do cats to a plate of cream. The
reason is obvious. Tragedy is more exciting than any other form of
literature; it contains thrills; it sells papers. However, aside from
the fact that the publication of details concerning human folly and
misfortune is often cruel and unjust to the sufferers, its influence
upon the public is debasing in the same way, if not in the same degree,
as public executions were debasing.

Newspaper writing should, therefore, deal with progress rather than with
retrogression. Most newspaper men admit that this is true, but declare
that the public will not buy the kind of papers which all sensible
people approve. Just as soon as such papers can be made to pay, they
say, we shall have them. One of the objects of this course is to create
a taste for constructive rather than destructive newspapers.

As an exercise tending to produce this result, the student should each
day examine the local paper for the purpose of ascertaining how many
columns of destruction and how many of construction it contains. The
result should be reported to the class and thence to the papers as news.

There are three kinds of items which boys and girls can write and which
are constructive. These are:

1. Items dealing with progress.
2. Humorous stories.
3. Items based on contrast.

The work this week will be on the first of these.

II. Models

ST. LOUIS, Feb. 22.--L. C. Phillips will plant 1,000 acres of
his southeast Missouri land in sunflowers this year as a further
demonstration that this plant can be cultivated with profit on
land where other crops may not thrive so well. Phillips has been
experimenting for several years in the culture of sunflowers,
whose seed, when mixed with other seed, makes excellent chicken
and hog feed. Last year he planted nearly 100 acres in
sunflowers. The cost of planting and harvesting is about $6 an
acre, he says, and the returns from $35 to $48.

HALIFAX, N.S., Dec. 25.--One of the most extraordinary
endowments bestowed by nature on any land is enjoyed by the
fortunate group of counties round the head of the Bay of Fundy,
Nova Scotia.

Along the shores of this bay there are great stretches of meadow
land covered with rich grass and dotted with barns. These
meadows have been brought into existence by the power of the
tides in the Bay of Fundy, which have no parallel elsewhere on
the globe. There is sometimes a difference of sixty feet between
the levels of the water at low and at high tide. The tide sweeps
in with a rush, carrying with it a vast amount of solid material
scoured out of its channel.

The accumulated deposits of the ages have produced a soil
seventy or eighty feet deep. Owing to its peculiarities, this
meadow land retains its fertility in a marvelous way, producing
heavy crops of hay annually without diminution and without
renewal for an indefinite number of years.

When renewal is desired it is only necessary to open a dike,
which allows the tide to flood the land again and leave a fresh
deposit of soil.

III

WASHINGTON, Dec. 25.--Michigan holds sixth place among the
States in the value of its mineral production, with an output in
1912 valued at $180,062,486, according to the United States
Geological Survey, its prominence being due to its great wealth
in copper and iron. Ranking second only to Minnesota in the
production of iron ore, it is third in the production of copper,
being exceeded only by Arizona and Montana. It also stands first
in the production of salt, bromine, calcium chloride, graphite,
and sand lime brick.

In 1911 Michigan's production of iron ore was 8,945,103 long
tons, valued at $23,810,710, and in 1912 it increased to
12,717,468 long tons, valued at $28,003,163.

The production of copper in Michigan, the value of which in the
last two years has exceeded that of the output of iron ore,
amounted in 1912 to 218,138,408 pounds, valued at $135,992,837,
a decrease in quantity, but an increase in value of over
$8,000,000.

The mining of copper in Michigan is of prehistoric origin, the
metal having been used by the North American Indians before the
advent of the white man. The records since 1810, or for a little
more than 100 years, show that the total production of copper in
Michigan from that date to the close of 1912 has amounted to
over 5,200,000,000 pounds, which is about 30 per cent of the
total output of the United States.

III. Oral Composition

All three of these items are evidently condensations of longer articles.
The writers have boiled down a vast amount of material into the form in
which it here appears. The student will find similar material in
abundance in _The Literary Digest_, in _The Scientific American_, in
_The National Geographical Magazine_, in many government reports, and in
almost any daily newspaper. In preparing for this exercise he should
observe the following steps:

1. Find his material.

2. Boil it down, to the size desired, which is a most useful
exercise of the judgment.

3. Make a careful framework, in doing which the models will be
useful.

4. Get the whole so well in mind that he can present it fluently.
Hesitation should not be tolerated.

IV. Suggested Time Schedule

_Monday_--Dictation.
_Tuesday_--Notes and Queries.
_Wednesday_--Oral Composition.
_Thursday_--Written Composition.
_Friday_--Public Speaking.

V. Notes, Queries, and Exercises.

1. Write an appropriate heading for each item.

2. Point out the "Four W's" in each.

3. Tell whether each sentence is simple, compound, or complex.

4. Explain the syntax of the nouns in Model I, the pronouns in II,
the verbs in III.

5. Explain the location of St. Louis, Halifax, Nova Scotia, the Bay
of Fundy, Washington, Michigan, Minnesota, Arizona, and
Montana.

6. Where is the copper country of Michigan? The salt, bromine,
calcium, chloride, graphite, and brick regions?

7. Explain the etymological signification of "demonstration,"
"extraordinary," "accumulated," "Nova Scotia," "annually,"
"geological," "Arizona," "Montana," "advent."

8. How many words does Model I contain? II? III?

9. Discover and write out the framework of each model.

10. Find one subject on which you could make an item like Model I.
Do the same for II and III.

VI. Written Composition

Remember that you are writing for the compositor. Every letter must be
right. If you do a good piece of work it is altogether probable that
your composition will get into one of the local papers.

VII. Suggested Reading

Mark Twain's _Tom Sawyer_, _Huckleberry Finn_, _Pudd'nhead Wilson_, or
_Roughing It_.

VIII. Memorize

GOETHALS, THE PROPHET ENGINEER

A man went down to Panama
Where many a man had died
To slit the sliding mountains
And lift the eternal tide:
A man stood up in Panama,
And the mountains stood aside.

For a poet wrought in Panama
With a continent for his theme,
And he wrote with flood and fire
To forge a planet's dream,
And the derricks rang his dithyrambs
And his stanzas roared in steam.

Where old Balboa bent his gaze
He leads the liners through,
And the Horn that tossed Magellan
Bellows a far halloo,
For where the navies never sailed
Steamed Goethals and his crew;

So nevermore the tropic routes
Need poleward warp and veer,
But on through the Gates of Goethals
The steady keels shall steer,
Where the tribes of man are led toward peace
By the prophet-engineer.
PERCY MACKAYE.[1]

[1] "He [Goethals] received last week three medals--one at Washington,
at the hands of President Wilson, from the National Geographical
Society; another in New York, at the hands of Dr. John H. Finley, head
of the New York State Educational System, from the _Civic Forum_; and a
third, also in New York, at the hands of Hamilton W. Mabie, from the
National Institute of Social Sciences. At the presentation of the _Civic
Forum_ medal, a poem written for the occasion was read by its author,
Mr. Percy MacKaye." (_The Outlook_. March 14, 1914.) This poem is here
quoted, by permission, from Mr. MacKaye's volume, _The Present Hour_.
Published by The Macmillan Company, New York.

CHAPTER VI

HUMOROUS ITEMS

"To laugh, if but for an instant only, has never been granted to
man before the fortieth day from his birth."--PLINY.

I. Introduction

Laughter, when it hurts nobody, is wholesome. It is the handmaid of
happiness. It enriches life. Pleasant but not silly humor and wit are
therefore altogether desirable in a paper. Few days in anybody's life
are devoid of incidents that tickle the fancy. Material for good
humorous stories is abundant everywhere. The faculty of recognizing it
when it is seen, and the ability to present it effectively, however,
need a little training. To make a beginning in these directions is the
object of the exercises that follow.

II. Assignment

Find, but not in a book or a paper, a humorous story, and tell it, first
orally, then in writing.

III. Models

Called on to decide the ownership of a hen claimed by George
Bass and Joseph Nedrow, of Arnold City, Justice of the Peace
John Reisinger hit upon a "Solomonesque" solution. "Take this
fowl to Arnold City," he directed his constable, "and release it
near the poultry yards of these two men. In whose hen house it
goes to roost, to him it belongs." The constable, accompanied by
Bass and Nedrow, did as directed. When liberated, the bird
promptly flew into the chicken yard of Charles Black, where the
constable decided it would have to stay under the justice's
ruling. The costs in the case amount to ten times the value of
the hen.

James M. I. Galloway, veterinary surgeon of Kirkintilloch,
Scotland, arrived yesterday from Glasgow with photographs of a
cow with a wooden leg on the starboard quarter, which the
veterinary says is almost as good to the cow as an ordinary leg
of beef and much more effective in knocking out folks who try to
milk her on the wrong side.

Other veterinaries laughed at Galloway, who is young and of an
experimental temperament, when he decided to save the life of
this cow after the leg had been cut off by a locomotive. He
insisted, however, on fitting the wooden leg, which he regards
as much more useful than wooden heads on Scotch veterinaries.

The only time the wooden leg gets the cow into trouble is when
she stands too long in a damp field and the leg sinks in a foot
or so.

III

The written orders of Mr. J. W. Brooks, a once celebrated
American railroad manager of Michigan, were, it is said, almost
beyond deciphering. On a certain occasion, when a double track
had been laid on one of his roads, it was reported at
headquarters that the barn of an old farmer stood partly upon
land which the company had bought, and dangerously near to
passing trains. Mr. Brooks, who was just getting ready for a
trip down the Mississippi, wrote to the farmer that he must move
his barn from the company's land at once. If he delayed he would
be liable to a suit for damages. The old farmer duly received
the letter, and was able to make out the manager's signature,
but not another word could he decipher. He took it to the
village postmaster, who, equally unable to translate the
hieroglyphics, was unwilling to acknowledge it. "Didn't you sell
a strip of land to the railroad?" he asked. "Yes." "Well, I
guess this is a free pass over the road." And for over a year
the farmer used the manager's letter as a pass, not one of the
conductors being able to dispute his translation of the
instrument.

IV. Notes and Queries

1. A good story always has three parts: (1) A Situation; (2) a
Climax; (3) a Solution. Do the models possess these elements? If
they do, point them out.

2. Point out the "Four W's" in each.

3. Tell whether each sentence is simple, complex, or compound.

4. Tell why each mark of punctuation is used.

5. Tell why each capital letter is used.

6. Explain the syntax of the adjectives in I, the adverbs in II,
the prepositions in III.

7. Explain the etymological signification of the following words:
"solution"; "fowl"; "constable"; "photographs"; "veterinary";
"locomotive"; "decipher"; "liable"; "translate";
"hieroglyphics"; "conductors."

8. Find on the map Uniontown, Arnold City, Kirkintilloch, Michigan,
and the Mississippi River.

9. Explain the reference in "Solomonesque."

10. What are "costs"?

11. Find a metaphor in II.

V. Suggested Time Schedule

As usual, except that on Friday one number of the program may be a
magazine composed of the best stories written during the week by pupils.

VI. Oral Composition

Be sure that your story has a good point; is free from slang; and
possesses a beginning, a middle, and an end.

VII. Written Composition

_Suggestion_: Imagine that the classroom is the local room of a daily
paper, the pupils reporters, and the teacher the editor. The stories may
be written in class.

VIII. Memorize

THE GRASSHOPPER AND THE CRICKET

The poetry of earth is never dead:
When all the birds are faint with the hot sun,
And hide in cooling trees, a voice will run
From hedge to hedge about the new-mown mead;
That is the Grasshopper's;--he takes the lead
In summer luxury;--he has never done
With his delights, for when tired out with fun
He rests at ease beneath some pleasant weed.
The poetry of earth is ceasing never:
On a lone winter evening, when the frost
Has wrought a silence, from the stove there shrills
The Cricket's song, in warmth increasing ever,
And seems to one in drowsiness half lost
The Grasshopper's among some grassy hills.
JOHN KEATS.

CHAPTER VII

THE USE OF CONTRAST

"Give unto them beauty for ashes, the oil of joy for mourning,
the garment of praise for the spirit of heaviness."--ISAIAH.

I. Introduction

Antithesis, or contrast, is one of the two most effective devices at the
disposal of any artist, whether he works with words or colors. Its
skillful use often enables a newspaper writer to make a good item out of
trifling material. The object of this week's work is to teach a little
of the art of using antithesis effectively in reportorial work.

II. Models

LONDON, Dec. 25.--Mrs. Rebecca Clarke, who is 109 years of age,
presided this morning at the wedding breakfast of her baby son,
Harry, who is 67. This is Mr. Clarke's second venture on the
matrimonial sea. His two brothers are sprightly bachelors of 70
and 73 years. Mrs. Clarke toasted the newly married couple and
ate the first slice of the wedding cake. She attended the
Christmas wedding celebration in the evening.

Commuters in Yonkers took advantage of the Christmas holiday to
mow their lawns. The grass has been getting longer and longer,
owing to the spring weather, until it just had to be cut.

Players on the Dunwoodie Country Club course, also at Yonkers,
had to keep moving to keep warm yesterday, but they played on
greens which had been mowed only a few days ago, and those who
were fond of flowers stopped now and then to pick a buttercup.

The greens keeper at Dunwoodie says that the greens have been
mowed four times since the latter part of September, when in
ordinary seasons the grass is mowed for the last time until
spring. The condition of the course is about the same as in May,
according to the greens keeper.

Up in Bronx Park the grass has not been mowed recently, but it
is unusually long for the time of year, and so it is in the
other city parks. The same condition prevails in the nearby
cemeteries. Out in New Jersey a fine crop of grass is in
evidence.

Farmers in the vicinity of New York are saving on their usual
bills for winter fodder, for with the spring weather and the
long grass the animals can pick up a living out of doors.

III

NEW YORK, Dec. 31.--An order for $2,000,000 worth of shrapnel,
to be used in the war in Europe, has been rejected by the
Commonwealth Steel Company of Granite City, Ill., it was learned
to-day, because Clarence H. Howard, president of the
organization, believes warfare should not be recognized.

Mr. Howard, who lives in St. Louis, is known all over the
country as the "Golden rule steel man," because he tries to run
his plant in accordance with the Golden Rule by sharing profits
with the employes.

He is stopping at the Biltmore Hotel. Although he talked freely
of the trouble in Europe, he frowned at the report about the
$2,000,000 shrapnel order, and then said with blazing eyes:

"Why, our company would not accept an order for $15,000,000
worth of shrapnel! The war itself is a bitter shame. It is
something that does not belong in the general scheme of
enlightened humanity. If men would only think in unison, and
think purely and strongly for the abolition of war, it would
stop. There should be a general movement in the United States in
this direction.

"When I was a youngster I left my home in Centralia, Ill., to
win my own way in the world, and my mother gave me five
maxims--one for each finger--which I since have followed with
great profit. They are:

"'Seek company among those whom you can trust and association
with whom will make you better.

"'Never gamble or go where gambling is done.

"'Never drink or go where drinking is done.

"'As to smoking, it isn't so bad as drinking or gambling, but
take my advice and let it alone.

"'When in doubt about where to go, stop and ask if it would be a
good place to take your mother.'

"Platitudes, eh! Some might call them that; but they have
brought me happiness, and they have brought happiness to others.
Not long ago I sat down and figured how much I had saved by not
drinking, gambling, or the like. I figured it out at $1,000 a
year, and it had been 30 years since my mother gave me the
advice."

III. Notes

1. The contrast in Model I consists in the incongruity between the
ages of the people and their occupations; in II the contrast is
obviously the same as that alluded to in Byron's famous line,

"Seek roses in December, ice in June";

in III Mr. Howard's ideas, ideals, and conduct are in contrast with
those of some men.

2. Antithesis between the actual and the normal is always
interesting.

IV. Queries and Exercises

1. Explain the syntax of all nouns, adverbs, and infinitives in the
models.

2. Find a metaphor in I.

3. Discuss the meaning and etymology of the following words:
matrimonial, commuters, Christmas, December, animals.

4. Is "nearby" a better word than "adjacent"?

5. Where is Yonkers?

6. Tell whether the sentences are simple, compound, or complex.

7. What is the subject of each paragraph in II and III?

8. Write double headings for I and II. "Double" means in two parts.
For example:

Remember that you can use only a fixed number of letters in each
line.

9. Define antithesis and metaphor. Find an example of each in
to-day's paper.

V. Composition

1. _Choosing a Subject._ Select an incident that has come within
the circle of your own observation; that has never, as far as
you know, been described in print; and that is sufficiently
unique to present a good contrast to the usual course of events.

2. _Collecting Material._ Get as many concrete details as possible.
Generalities never glitter. They are useful only to cure
insomnia.

3. _Arranging Material._ Look out for the "Four W's." Make a
framework that is definite. It should be determined, in the last
analysis, not by the model but by the material.

4. _Oral Composition._ Rehearse your article to your mother or to
any other person whom you can induce to listen.

5. _Written Composition._ "Festinâ lente." "Hasten slowly." When a
French student takes his college entrance examinations, he is
plucked if he misspells one word, misplaces one capital letter,
or makes a single mistake in punctuation. Lord Bacon somewhere
says: "Let us proceed slowly that we may sooner make an end."
Sheridan wrote:

"You write with ease to show your breeding,
But easy writing's curst hard reading."

Care in No. 5 will eliminate No. 6.

6. _Revision and rewriting._

VI. Suggested Reading

Coleridge's _The Rime of the Ancient Mariner_.

VII. Memorize

MUSIC

Let me go where'er I will,
I hear a sky-born music still:
It sounds from all things old,
It sounds from all things young,
From all that's fair, from all that's foul,
Peals out a cheerful song.

It is not only in the rose,
It is not only in the bird,
Not only where the rainbow glows,
Nor in the song of woman heard,
But in the darkest, meanest things
There alway, alway something sings.

'Tis not in the high stars alone,
Nor in the cup of budding flowers,
Nor in the redbreast's mellow tone,
Nor in the bow that smiles in showers,
But in the mud and scum of things
There alway, alway something sings.
OLIVER WENDELL HOLMES.

TO TEACHERS. At this point a review of Chapter XII, "Vade Mecum, or
Catechism," of _Practical English Composition_, Book I, will be found an
invaluable exercise.

CHAPTER VIII

THRILLERS

"'Tis strange, but true; for truth is always strange,
Stranger than fiction."
BYRON.

I. Assignments

1. Relate the most exciting adventure that has occurred to you. Use
the third person. Reporters usually are not allowed to use the
pronoun "I."

2. Relate the most exciting adventure that has befallen any person
whom you personally know well enough to interview on the
subject.

3. If you can obtain material in neither of the foregoing ways, get
a story from the movies, after the manner suggested in the
following dispatch:

TEACH REPORTING BY "MOVIES"

_Journalism Instructors at Columbia Use Films to Develop
Students' Faculty of Observation._

Reporters' "copy" telling in graphic style of the Balkan War
poured into the "city room" of the newspaper plant at the
Columbia University School of Journalism yesterday. The reason
was that moving pictures had been adopted as a means of giving
to the students an opportunity to exercise their powers of
observation and description in such a fashion as would be
required of them in real newspaper work.

The idea of using a moving picture machine to train future
newspaper reporters in accuracy of observation was originated by
Professor Walter B. Pitkin, and was approved immediately by Dr.
Talcott Williams, director of the school. Dr. C. E. Lower,
instructor in English, is the official operator, but this work
will probably be given later to a student.

4. A last resort is literature. In Stevenson, Poe, or Conan Doyle,
you can probably find a story that can be translated into a
sufficiently thrilling newspaper dispatch.

II. Models

Colonel Folque, commander of a division of artillery at the
front, recently needed a few men for a perilous mission, and
called for volunteers. "Those who undertake this mission will
perhaps never come back," he said, "and he who commands will be
one of the first sons of France to die for his country in this
war."

Volunteers were numerous. A young graduate of a polytechnic
school asked for the honor of leading those who would undertake
the mission. It was the son of Colonel Folque. The latter paled,
but did not flinch.

His son did not come back.--_Boston Herald_.

Villagers in fear of death were scuttling out of little homes
like rats driven from holes by flood.

One person in the village remained at her accustomed post and
from time to time recorded into the mouth of a telephone
receiver the progress of the conflict, while a French general at
the other end of the wire listened. Presently her communications
were interrupted. "A bomb has just fallen in this office," the
girl called to the general. Then conversation ceased.

It is always that way with the telephone girl when tragedy
stalks abroad and there is necessity to maintain communication
with the outside world. The telephone girl of Etain may be
lionized in lyric literature. She deserves it. The telephone
girl of Etain may find brief mention in history. She deserves
that much at least. And yet the telephone girl at Etain is but
one of her kind the world over.--_Sioux City Journal_.

III. Oral Composition

1. Point out in each story the situation, the climax, and the
_dénouement_.

2. Discuss the meaning of "polytechnic," "lionized," "lyric."

3. Discuss the etymology of "volunteers," "mission," "graduate,"
"telephone," "literature."

4. Describe Etain.

5. Find in the models examples of antithesis, alliteration, and
simile.

IV. Written Composition

1. Do not exceed the length of the models.

2. Be sure that your story is in three paragraphs, arranged thus:
(1) Situation; (2) Climax; (3) Dénouement.

3. Put your story in the form of a news article with a heading.
Don't forget the "Four W's."

V. Model

NEW YORK, November 21. The mystery of the disappearance of Mrs.
Pauline Edwards on November 18 was cleared up to-day. A party of
police visited her home at 96 East Twenty-third St. at 9 A.M.
for the purpose of making a final examination of the premises.
They found Mr. Allan Edwards, her husband, at home, and
compelled him to accompany them on their tour of inspection.
Careful scrutiny of all the rooms having failed to reveal any
evidence of foul play, they were about to leave the cellar,
which they had visited last, when Edwards, who was apparently
under the influence of liquor or strong excitement, called their
attention in abusive language to the construction of the walls,
at the same time rapping heavily with a cane upon the bricks of
the foundation of a chimney. His blows were answered by a sound
from within the chimney. It seemed at first like the sobbing of
a child and then swelled into an indescribable scream, howl, or
shriek. The wall was broken down, revealing the bloody corpse
of Mrs. Edwards. It stood erect. On its head sat a black cat.

On being arraigned before Police Justice O'Toole, Edwards
confessed his guilt and told the story of his life. He comes
from an excellent family, is a graduate of the University of
Utopia, and had a thriving business until, several years ago, he
became addicted to drink. During the summer of 1913, in a
drunken frenzy, he gouged out one eye of a cat named Pluto, who
had formerly been one of his pets. More recently he had
destroyed this animal by hanging it with a clothes line in his
yard. Remorse for this cruel deed caused him about two months
ago to domesticate another cat, which was exactly like the first
except that, whereas the first was entirely black, the second
had on its breast a white spot, shaped like a gallows.

This circumstance, the fact that the animal had only one eye,
and his own nervous condition soon made Edwards loathe and fear
the new cat. On the morning of November 17, he and Mrs. Edwards
went to the cellar to inspect their supply of coal. The cat
followed them down the steep stairs and nearly overthrew
Edwards, who thereupon seized an axe and would have slain it,
had not Mrs. Edwards interposed. In his fury at being thwarted,
he buried the axe in her skull. As the cellar had been newly
plastered, he had no difficulty in removing some bricks from the
chimney, in concealing the remains in its interior, and in
repairing the wall in such a way that it did not differ in
appearance from the rest of the cellar.

Dr. Felix Leo, Professor of Zoölogy at Columbia, on having these
facts told him this morning, said he thought it unlikely that
Cat Number Two was the same individual as Cat Number One, though
the story of Androcles and the lion, if true, would indicate
that animals of the feline species sometimes remember and
reciprocate a kindness. "Why, then," said the doctor, solemnly
closing one eye, "may we not suppose that a cat would have the
will and the intelligence to revenge an injury?"

The theory of Edwards, who is now confined in a padded cell in
the Tombs, is different. He maintains that the two cats are one
and the same, and that the body of the beast is occupied by that
ubiquitous spirit who is variously known as Satan, Hornie,
Cloots, Mephistopheles, Pluto, and Old Nick.

VI. Analysis of Model

This story is simply a translation into newspaper English of Edgar Allen
Poe's story entitled _The Black Cat_. Its three parts are as follows:

1. _Situation._ A man is converted by drink into such a beast that
he first tortures and kills a pet and afterwards in his frenzy
murders his wife, concealing her body in a chimney.

2. _Climax._ His crime is revealed by the wail of the cat, which he
had supposed dead but had walled up with the corpse.

3. _Dénouement._ He is to be executed.

Poe puts the _dénouement_ first, the situation second, and the
climax last, which is a common and effective method in tales of
horror and mystery. The newspaper method is to put the climax
first, the _dénouement_ second, and the situation last. This
arrangement, which is as old as Homer's _Odyssey_, is thus
alluded to by Byron:

"Most epic poets plunge in _medias res_,
(Horace makes this the heroic turnpike road),
And then your hero tells, whene'er you please,
What went before--by way of episode."

For newspaper purposes this method is desirable because it makes
a good lead. That is, the first paragraph, and if possible the
first sentence, tells the biggest fact about the case. Readers'
attention being thus caught and economized, they get the habit
of buying papers.

VII. Assignments

1. Write headlines for the models in this chapter.

2. Rewrite the Models in Section II on the plan of that in
Section V.

3. Rewrite on the same plan one of Poe's other detective stories,
one of Conan Doyle's Sherlock Holmes tales, Stevenson's _Dr.
Jekyll and Mr. Hyde_ or _The Wrecker_, one of Cooper's novels,
or any other thrilling story.

VIII. Cautions

1. Be sure that you have your three situations in the right order.

2. Be exceedingly particular about the Four W's. Make them stand
out vividly in each situation.

3. Use the shortest words that will convey your meaning.

4. Use adjectives and adverbs sparingly. How many does the model
contain?

IX. Suggested Reading

Jules Verne's _Mysterious Island_; Robert Browning's _Hervé Riel_;
Tennyson's _Revenge_; Whittier's _Barbara Frietchie_; Samuel Rogers's
_Ginevra_.

X. Memorize

THE WAR-SONG OF DINAS VAWR

The mountain sheep are sweeter,
But the valley sheep are fatter;
We therefore deemed it meeter
To carry off the latter.
We made an expedition;
We met an host and quelled it;
We forced a strong position,
And killed the men who held it.

On Dyfed's richest valley,
Where herds of kine were browsing,
We made a mighty sally,
To furnish our carousing.
Fierce warriors rushed to meet us;
We met them, and o'erthrew them:
They struggled hard to beat us,
But we conquered them, and slew them.

As we drove our prize at leisure,
The king marched forth to catch us:
His rage surpassed all measure,
But his people could not match us.
He fled to his hall-pillars;
And, ere our force we led off,
Some sacked his house and cellars,
While others cut his head off.

We there, in strife bewildering,
Spilt blood enough to swim in:
We orphaned many children,
And widowed many women.
The eagles and the ravens
We glutted with our foemen;
The heroes and the cravens,
The spearmen and the bowmen.

We brought away from battle,
And much their land bemoaned them,
Two thousand head of cattle,
And the head of him who owned them:
Ednyfed, King of Dyfed,
His head was borne before us;
His wine and beasts supplied our feasts,
And his overthrow, our chorus.
THOMAS LOVE PEACOCK.

CHAPTER IX

BOOK REVIEWS

"A good book is the precious life blood of a master spirit."
JOHN MILTON.

I. Assignments

1. Write a review of a book of travels.
2. Write a review of a biography.
3. Write a review of a novel.

II. Models

FRASER, JOHN FOSTER. _The Amazing Argentine._ Pp. 291,
illustrated. New York: Funk & Wagnalls Company. $1.50 net.

This volume should go far to dissipate any idea that there is
not much of any consequence south of the Rio Grande besides the
Panama Canal. In the story of his journeyings over the length
and breadth of this enormous country--twice the size of
Mexico--Mr. Fraser paints us a picture of a progressive people,
and a country that is rapidly assuming a position as the
foremost producer of the world's meat-supply. Stretching from
the Atlantic to the Andes Mountains and from north of the Tropic
of Capricorn to the Straits of Magellan, it supports 30,000,000
cattle, over 80,000,000 sheep, and 8,000,000 horses. The
railroads, in which the British have invested £300,000,000, are
among the best equipped in the world, and carry annually
40,000,000 tons of freight, with approximate receipts of
£25,000,000. The export trade is advancing by leaps and bounds,
and in 1912 the value of wool exports was £50,000,000,
live-stock products £35,000,000, and agricultural produce
£53,000,000; while the extent of the frozen-meat business
may be gaged from the fact that £11,000,000 is invested in
freezing-houses. The book is a distinct help to Americans in
showing them a little more of the great country that is opening
up to their enterprise.--_The Literary Digest_, October 17,
1914.[2]

[2] Reprinted by permission of Funk & Wagnalls Company.

LE SUEUR GORDON. _Cecil Rhodes._ 8vo, pp. 345. New York:
McBride, Nast & Co. $3.50.

Cecil Rhodes must be looked upon as the Clive of South Africa.
He found that country a land of wilderness and savagery. He
transformed it into a fair and industrious province. He
possessed the unscrupulous and relentless spirit of such
conquerors as Julius Cæsar, and he was at the same time a
financier of the widest resource. But some nefarious or alleged
nefarious transactions which stained his name as a business man
and a politician deprived him of royal recognition. He was not
only denied a title, but even failed to obtain a decoration, and
it was not until his death that a magnificent monument was
unveiled to his memory in the heart of Rhodesia, a province
which he had created and which was named after him.

Cecil John Rhodes (1853-1902) was born, like so many eminent
Englishmen, in the house of a clergyman. Into the forty-nine
years of his life he compressed a very stirring chapter of
British victory. There was something of the buccaneer in his
character when he prompted the notorious Jameson Raid and
eventually brought the British Government into conflict with the
cunning and ambition of Kruger--Oom Paul, as he was styled. For
the bitter and bloody Boer War the blame has always been laid
upon the shoulders of Rhodes.

Rhodes was an Oxford man and an omnivorous reader. He began by
working in the diamond-mines at Kimberley as a common laborer;
he ended by becoming manager of the Chartered Company, and
amassing a vast fortune.--_The Literary Digest_, April, 1914.[3]

[3] _Ibid._

III

_Sense and Sensibility._ A Novel. By Jane Austen. London:
Egerton. 1811.

Though inferior to _Pride and Prejudice_, this work is about as
well worth reading as any novel which, previous to its
publication, had been written in the English language. Its
interest depends, not on its descriptive and narrative power,
but on character portrayal and humor.

Though both lovable girls, the two heroines, Elinor and
Marianne, are as imperfect and as different as sisters are apt
to be in real life. Vulgar match-making Mrs. Jennings, as Austin
Dobson calls her, like many a flesh-and-blood dowager, at first
repels us by her foolish prattle and finally wins our respect by
her kindness. Sir John Middleton, with his horror of being
alone; Lady Middleton, with her horror of impropriety; Miss
Steele, who can always be made happy by being teased about the
Doctor; Lucy Steele, pretty, clever, not over-fastidious in her
principles, and abominably weak in her grammar; Robert Ferrars,
whose airs are justly punished by his marriage to Lucy; Mrs.
Ferrars, who contrives to be uniformly unamiable; Mrs. John
Dashwood, fit daughter to such a mother; and Mr. John Dashwood,
fit husband to such a wife--together form a gallery of portraits
of which any author might be proud.

The book, too, is rich in humor. Among other delightful things
we read of a will which, like almost every other will, gave as
much disappointment as pleasure; of a child of three who
possesses the usual charms of that age, an imperfect
articulation, an earnest desire of having his own way, many
cunning tricks, and a great deal of noise; of apricot marmalade
applied successfully as a remedy for a bruised temple; of a
company who met to eat, drink, and laugh together, to play at
cards or consequences, or any other game that was sufficiently
noisy; of a husband who is always making remarks which his wife
considers so droll but cannot remember; of Constantia wine,
which is equally good for colicky gout and broken hearts; of a
face of strong natural sterling insignificance; of a girl who
was pleased that a man had called and still more pleased that
she had missed him; of a woman of few words, for, unlike people
in general, she proportioned them to the number of her ideas;
of a newspaper item that interested nobody except those who knew
its contents before; and of a man who was perfectly the
gentleman in his behavior to guests and only occasionally rude
to his wife and mother-in-law.

It is true that the two heroes are not very heroic, Edward
Ferrars being only a curate and Col. Brandon a poor old man of
36 with a flannel waistcoat; but the latter is pretty thoroughly
the gentleman and the former gives up a fortune of 30,000 pounds
in order to marry a girl whom he does not love, thereby
furnishing, if not an example of good sense, at least an
agreeable contrast to Marianne's lover, Willoughby, who marries
a girl whom he does not love in order to get the money which he
is too genteel to earn.

On the whole, it is a wonderful book to have been written by a
girl of twenty-one.[4]

[4] Reprinted, by permission of The Macmillan Company, from the
introduction of _Sense and Sensibility_, edited by Edwin L. Miller.

III. Notes, Queries, and Exercises

1. Among the important functions of a newspaper is the task of
announcing the appearance of new books, describing their
contents, and commenting on their merits. The style of such
notices should, above everything else, be clear. Most of them
are unfortunately disfigured by a jargon which repels readers
instead of inducing them to peruse the books reviewed.

2. What information should the heading of a book notice furnish?

3. Model I is an excellent example of what a review in a single
paragraph should be. The first sentence bridges the intellectual
and geographical space between the United States and Argentina,
between the reader and the subject, which is just what an
introduction should do. The second sentence describes the
country in general terms, ending in a clause that leads directly
to the most striking single fact about Argentina, its importance
as an agricultural country. The three sentences that follow give
concrete facts in support of this clause. The final sentence
drives home the point stated in the first.

4. Discuss the meaning and etymology of "dissipate," "Rio Grande,"
"annually," "approximate," "exports," "enterprise."

5. Point out one restrictive and one non-restrictive clause.

6. Describe orally the location and character of the Rio Grande,
Mexico, the Panama Canal, the Atlantic, the Andes, the Tropic of
Capricorn, the British, and the Straits of Magellan.

7. What figure of speech have we in the phrase, "the Amazing
Argentine?"

8. In Model II we have an illustration of a biographical review in
three paragraphs. It presents a vivid picture of Cecil Rhodes in
spite of the fact that it is not well organized. Try the
experiment of rewriting it according to this plan:
Par. I--Introduction, or Bridge; Par. II--Rhodes's Services to
Mankind; Par. III--Rhodes's Faults; Par. IV--Rhodes's Private
Life.

9. Find in the model an example of alliteration and an example of
antithesis.

10. Explain the allusions in "Clive," "Julius Cæsar," "buccaneer,"
"Jameson Raid," "Kruger," "Boer War," and "Oxford."

11. Define "financier," "nefarious," "politician," "notorious,"
"ambition," and "omnivorous." From what language do these words
come?

12. Analyze Model III as I and II have already been analyzed for
you.

13. Find in III an antithesis and an alliteration.

14. Which of the books do you wish most to read? Why?

15. Do these models observe the law of presenting concrete rather
than abstract statements?

16. Make a list of the books you have read, putting in one column
the books of travel, into another the biographies, and into a
third the novels.

17. Choose one of these as the subject of a review which you are to
write.

IV. Oral Composition

In preparing for this observe the following points:

(a) Remember that your main purpose is to persuade others to read
the book.

(b) In your first paragraph make a bridge from the minds of your
audience to the book.

(d) In your last paragraph restate the idea of the first but do
it in some other form.

V. Written Composition

Concentrate your attention on perfection of sentence structure.

VI. Suggested Time Schedule

_Week I_ _Week II_

_Monday_ --Dictation Oral Composition.
_Tuesday_ --Dictation. Oral Composition.
_Wednesday_--Notes, Queries, Exercises. Written Composition.
_Thursday_ --Notes, Queries, Exercises. Revision.
_Friday_ --Speaking. Program.

VII. Suggested Reading

1. Macaulay's _Frederic the Great_, _Clive_, and _Hastings_.
2. Mark Twain's _Roughing It_.
3. Scott's _Ivanhoe_.

VIII. Memorize

GUILIELMUS REX

The folk who lived in Shakespeare's day
And saw that gentle figure pass
By London Bridge, his frequent way--
They little knew what man he was.

The pointed beard, the courteous mien,
The equal port to high and low,
All this they saw or might have seen--
But not the light behind the brow!

The doublet's modest gray or brown,
The slender sword-hilt's plain device,
What sign had these for prince or clown?
Few turned, or none, to scan him twice.

Yet 'twas the king of England's kings!
The rest with all their pomps and trains
Are mouldered, half-remembered things--
'Tis he alone that lives and reigns!
THOMAS BAILEY ALDRICH.

CHAPTER X

REPORTING GAMES

"It is not strength but art obtains the prize,
And to be swift is less than to be wise."
_Iliad._

I. Assignment

If it is fall, report a football game; if winter, a basket-ball game; if
spring or summer, a baseball game.

II. Material

In order to be able to report a football game, one must understand the
rules of the game, be familiar with the _personnel_ and history of the
opposing teams, and know the names of the officials. The task therefore
resolves itself into three parts:

1. Learning the rules of the game.
2. Studying the teams and officials.
3. Attending the game and taking notes.

Those members of the class who are familiar with the rules may be
assigned the task of explaining them to the others; this is an excellent
exercise in oral composition. It should include: (1) A short history of
football; (2) A description of the field; (3) a description of the
equipment of a team; (4) an account of the organization of a team; (5) a
description of the way a game is played; (6) an explanation of the
rules. _Spalding's Football Guide_ contains all of the information
necessary, though it may be supplemented by encyclopædias. It is
suggested that this exercise be organized for presentation as a
program.

The study of the opposing teams may be managed in the same way. It
should include: (1) Their past history; (2) their _personnel_; (3) some
account of the officials and their qualifications.

Quick and accurate observation of what happens during a game is
essential. A good scheme for recording everything as it occurs is to
make a chart of the field in a notebook, and, as the game progresses, to
mark on it the progress of the ball, using a blue pencil when it is in
the possession of one side and a red pencil when the other has it. On
this chart brief notes of the methods by which the ball is advanced may
also be made.

III. Composition

Football reports vary in length from a bare statement of the result of a
game to many columns, the determining factor in this particular being
the amount of public interest. The style is sometimes rendered
picturesque by a skillful use of metaphor, antithesis, and slang, but
more often is severely plain. The latter method is the only safe one for
beginners. Except in the hands of a genius, the former is sure to result
in silly vulgarity. The models which follow are of convenient length and
in style are admirable, being clear, correct, and free from vulgarity.

IV. Models

MICHIGAN, 15; M.A.C., 3

Michigan defeated the Michigan Agricultural College at Lansing
on Saturday, Oct. 14, in a game which marked the first defeat of
the Aggies on their home field. The Wolverines went into the
late minutes of the third quarter without a score and with
3 points against them, and, by the kind of football that has
made Yost teams famous, played the "farmers" to a standstill.
Michigan was returned a winner by a score of 15 to 3. The game
brought out Jimmie Craig in the new rôle of halfback and assured
him a permanent berth behind the line. Six hundred Michigan
rooters attended the game.

The summary:

_Michigan_, 15 _Position_ _M.A.C._, 3

Garrels L.E. {Stone (Capt.)
{Davis

Conklin (Capt.) L.T. {Bekeman
{Day

Bogle L.G. McLaughty

Paterson C. McWilliams

Allmendinger} R.G. {Culver
Quinn } {Martin

Pontius R.T. Gifford

Wells R.E. Gorenflo

Craig } Q. Riblet
McMillan}

Torbet }
Herrington} L.H. Hill
Craig }

Carpell R.H. Markem

Thomson F.B. {Bullard
{Julian

_Officials_--Referee, Hackett, West Point; Umpire, Eckersall,
Chicago; Field Judge, Allen, Northwestern; Head Linesman,
Yeckley, Penn. State. _Time of Periods_--10 minutes.

MICHIGAN, 19; OHIO STATE, 0

Michigan's defeat of O.S.U. on Ferry Field Saturday, October 21,
was due largely to the superior endurance of the Wolverine team.
State outplayed Michigan in the first quarter of the game, but
Michigan soon settled to the task and rolled up 19 points
against no score for the visitors. Foss, the Ohio quarterback,
was the individual star of the game.

The summary:

_Michigan_, 19 _Position_ _O.S.U._, 0

Conklin (Capt.) L.E. {Trautman
{McCoy

Bogle } L.T. Barriklow
Roblee}

Bogle} L.G. Raymond
Quinn}

Paterson C. Geib

Allmendinger} R.G. Geisman
Garrels }

Pontius R.T. Markley (Capt.)

Wells R.E. {Pavey
{Stover

McMillan} Q. Foss
Pickard }

Craig L.H. Smith, L.J.

Carpell} R.H. Cox
Huebel }

Thomson F.B. {Wright
{Willaman

_Officials_--Referee, Thompson, Georgetown; Umpire, Hoagland,
Princeton; Field Judge, Lieut. Nelly, West Point; Head Linesman,
Macklin, Penn. _Time of periods_--15 minutes.

III

MICHIGAN, 9; VANDERBILT, 8

Michigan was played to a standstill in the game with McGugin's
Vanderbilt eleven on Ferry Field Saturday, Oct. 28, and it was
by the closest of margins that the Wolverines won out by a 9 to
8 score. A field goal was scored by each team and each team made
a touchdown, but Michigan was more fortunate than her southern
rivals in that McMillan made a perfect punt-out and Conklin
kicked goal, while Captain Roy Morrison of Vanderbilt fell down
on the same play and lost his team the chance to try for a goal
from touchdown when he overkicked on the punt-out. Yost was far
from satisfied by the showing of the Michigan team.

The summary:

_Michigan_, 9 _Position_ _Vanderbilt_, 8

Conklin (Capt.) L.E. K. Morrison

Bogle L.T. {Freeland
{Covington

Quinn L.G. Metzger

Paterson C. Morgan

Garrels R.G. C. Brown

Pontius R.T. T. Brown

Wells R.E. E. Brown

McMillan Q. R. Morrison (Capt.)

Craig L.H. Hardage

Carpel R.H. {Collins
{Curlin

Thomson F.B. Sikes

_Officials_--Referee, Bradley Walker, Virginia; Umpire,
Eckersall, Chicago; Field Judge, Lieut. Nelly, West Point; Head
Linesman, Heston, Michigan.

G. E. ELDERIDGE.
_Michigan Alumnus, November, 1911._

V. Queries and Topics for Oral Composition

1. What knowledge is necessary in order to report a football game?

2. How old is the game of football?

3. Wherein do Rugby, soccer, Canadian, and American football
differ?

4. Describe the field on which American football is played.

5. Describe the shoes, costumes, headgear, and ball used in the
game.

6. What is a stadium?

7. Describe the functions of each player on a team.

8. Explain the following terms: "kickoff," "tackling," "end run,"
"line buck," "interference," "blocking," "holding," "off side,"
"punt," "drop kick," "forward pass," "fair catch," "downs,"
"scrimmage," "touchdown," "touchback," "safety," "goal from
touchdown," and "goal from field."

9. How many yards must a team carry the ball in four downs in order
to keep it?

10. How much does a touchdown count? A safety? A field goal? A goal
from touchdown?

11. How would you go to work to find out the past history of a team
and the character of its personnel?

12. What method of taking notes is recommended?

13. How long should the report of a game be?

14. In what style should it be written?

15. How many words does each model contain?

16. Observe how the writer seizes on the one or two salient points
of each game, omitting what is unessential. This requires
judgment and the effort to do it is a good training in judgment.

17. Tell whether each sentence is simple, complex, or compound.

18. Explain why each mark of punctuation is used.

19. Find a metaphor in the models.

VI. Exercise

Write a report of Saturday's game.

VII. Suggested Time Schedule

_Week I_ _Week II_

_Monday_--(a) Review past errors. Queries.
(b) Assign work on Sections
II and III of this chapter.
_Tuesday_--Program on Section II. Queries.
_Wednesday_--Program on Section III. Oral Composition
_Thursday_--Dictation of Models. Written Composition
and Reviews.
_Friday_--Dictation of Models. Public Speaking.

VIII. Suggested Reading

Thomas Hughes's _Tom Brown at Rugby_; Homer's _Iliad_, Book XXIII;
Virgil's _Æneid_, Book V.

IX. Model II.

NEW YORK, October 9, 1913.--Cornelius McGillicuddy's Murder
Association, incorporated, convened at the Polo grounds this
afternoon, transacted routine business, and adjourned.

On motion of Brother Edward Collins, supported by Brother J.
Franklin Baker, and carried by acclamation, it was voted to
resume the task of tearing the hide off the Giants. Messrs.
Collins and Baker were appointed a special committee of two to
carry out the work and seven others were assigned to assist
them.

After the meeting refreshments consisting of singles, doubles,
triples, and home runs were served; and a good time was had by all,
excepting John J. McGraw and his employes and friends numbering
upward of 25,000. The latter class was unanimous in declaring the
Mackmen a bunch of vulgar, common persons who play professional
baseball for a living and thus are not entitled to associate with
amateurs, such as some of the New York players.

To get to the point of things, Philadelphia had what some of the
fans called "one of them afternoons." There is no use trying to
describe all the details of this so-called contest, for it is
demoralizing to the young to see such things in print. Many
criminals have confessed on the scaffold that they got their
start watching the Athletics assault some honest young pitcher
who was trying to support his aged mother. They say that, if the
Macks can get away with their rough work, anything ought to go.

Eight to two was the score to-day, if anybody cares. We can't
just figure out where New York got the two, but it was there on
the score board and must have happened. Also there is a
well-grounded belief that McGraw has subsidized the scoreboard
boy so that he cheats the visitors somewhat. But, anyhow, it is
reasonably certain that the Mackmen had plenty, while New York
was several shy of the total that would have cheered the heart
of Gotham, if indeed Gotham has a heart.

Connie Mack and John J. McGraw each had to do some guessing
to-day in the matter of picking a pitcher. Lean Connie picked up
the right answer and Fat John did not. There's the whole story.
The Philadelphia boss shook up the names of his young pitchers
in a hat, shut his eyes, and drew out the name of Joe Bush.
McGraw, by and with the consent and advice of his entire club,
picked Jeff Tesreau. At least it was popularly believed, during
and before the game started, that John had given his mound corps
a careful slant and chosen Jeff as the best bet. Afterward some
of the experts believed that the New York manager, by way of
showing a delicate bit of courtesy to a guest, had accorded
Connie the privilege of naming New York's gunner. Certainly
Tesreau was the best player Philadelphia had and the Athletics
were seriously crippled when he retired in the seventh, just
after Baker had knocked Doyle's right leg out into the field.

About all that Tesreau had was a fine physique and a mouthful of
slippery elm. Almost before the umpires and managers had ceased
to chat over the rules, the Macks had lumped three hits, and
with a wild heave by Artie Fletcher had scored three runs, which
was one more than the Giants got all day. In the next inning
some more hammering gave another pair of markers. Then Tesreau
settled down and went along fairly well until the seventh. The
Athletics had another rush of hits to the outfield in this
inning and Otis Crandall came in to finish up the contest, or
scandal, whichever you choose to term it. By this time Connie's
men were getting hungry for supper, so they made only one tally
off Crandall, this coming when Wallie Schang bakered one into
the right field stand.

Of course, under such conditions, Joe Bush didn't have a real
test. Connie Mack himself, or his crippled batboy, could have
pitched the game and won it from the second inning on. Joe just
kept slamming them over and, though he had a couple of wild
spells that gave the Giants a chance to figure in the game, he
always was able to pull himself together before there was any
real danger.

Nobody here had heard much about this Joe Bush previous to
to-day. Even the experts, who see all things that are and a lot
that aren't, didn't have the dope on him. They had heard of
Donie Bush and Anheuser Busch and Bush leaguers, but Joseph was
a new one. For the information and guidance of those who may be
interested, we furnish the data that he came From the Missoula
Club of the Union--or is it Onion--Association last fall, and is
a right hander.

Bush has the reputation of being almost as speedy as Walter
Johnson on his good days and this was one of them. In the early
stages of the game he depended almost entirely on his fast ball
but later began to unbelt a few curves which had the right sort
of a fold to them. Although in a hole with many batters, he
passed only four and hit one. Great fielding helped him at
times, the Macks pulling off a double play in each of three
innings in which New York appeared to have something started.

Any child wonder who can come all the way from Missoula to
Broadway in one year and win a world's series game is of course
entitled to much credit, but this boy certainly fell into a
particularly soft spot. With the Macks' billion dollar infield
killing base hits for him and the attack getting him eight runs,
he would have had a hard time slipping the game to McGraw if he
had sold out before hostilities started. Bush permitted the
Giants, who were commonly reported to be moaning for the gore of
Mack's youngsters, just five hits. Two of these were bunched in
one inning and resulted in one of the runs. The others straggled
through.[5]

[5] Reprinted by permission of the author, Mr. G. A. Batchelor, of the
_Detroit Free Press_.

_The Score_

PHILADELPHIA AB R H TB BB SH SB PO A E

E. Murphy, r.f. 5 1 2 2 0 0 0 2 0 0
Oldring, l.f. 5 3 2 2 0 0 1 0 0 0
Collins, 2b. 5 2 3 5 0 0 1 5 4 0
Baker, 3b. 4 1 2 2 0 0 1 3 1 0
McInnis, 1b. 4 0 0 0 0 0 0 9 0 0
Strunk, c.f. 4 0 0 0 0 0 0 1 0 0
Barry, s.s. 4 0 1 1 0 0 0 2 3 0
Schang, c. 4 1 1 4 0 0 0 5 2 1
Bush, p. 4 0 1 1 0 0 0 0 1 0
-----------------------------
Total 39 8 12 17 0 0 3 27 11 1

NEW YORK AB R H TB BB SH SB PO A E

Herzog, 3b. 4 0 0 0 0 0 0 1 0 0
Doyle, 2b. 4 0 1 1 0 0 0 5 1 0
Fletcher, s.s. 2 0 1 1 1 0 1 2 2 1
Burns, l.f. 4 0 0 0 0 0 0 3 0 0
Shafer, c.f. 3 1 1 2 1 0 0 2 0 0
Murray, r.f. 3 1 1 1 1 0 1 4 0 0
McLean, c. 2 0 1 1 0 0 0 3 1 0
Wilson, c. 2 0 0 0 0 0 0 2 0 0
Merkle, 1b. 2 0 0 0 1 0 0 3 0 0
Wiltse, 1b. 0 0 0 0 0 0 0 2 0 0
Tesreau, p. 2 0 0 0 0 0 0 0 0 0
Crandall, p. 1 0 0 0 0 0 0 0 2 0
[A]Cooper 0 0 0 0 0 0 1 0 0 0
-----------------------------
Total 29 2 5 6 4 0 3 27 6 1

[A] Ran for McLean in fifth.

Philadelphia 3 2 0 0 0 0 2 1 0--8
New York 0 0 0 0 1 0 1 0 0--2

Two-base hit--Shafer. Three-base hit--Collins. Home run--Schang.
Struck out--by Tesreau, 3; by Crandall, 1; by Bush, 3. Double
plays--Collins-Barry; Bush-Barry-McInnis; Doyle (unassisted);
Schang-Collins. Time--2:11. Umpires--Rigler at plate, Connolly
on bases, Klem and Egan in field.

X. Exercises

1. In this report we have a good example of baseball reporting as a
literary art. The writer, Mr. E. A. Batchelor, of the _Detroit
Free Press_, uses metaphor and antithesis with effect. The
framework, as is usual in good comic writing, is excellent.
Observe it:

1. Four W's--Par. 1.
2. Business Meeting--Par. 2.
3. Refreshments--Pars. 3-12, inclusive.
What New York suffered--Par. 3.
What Philadelphia did--Par. 4.
The Score--Par. 5.
The Pitchers--Pars. 6-10.
Their Choice--Par. 6.
What New York's didn't do--Pars. 7-8.
Joe Bush--Pars. 9-12.

2. _Use of Metaphor._ (a) Analyze the metaphor in "Murder
Association." (b) Point out the words in the first three
paragraphs that serve to sustain and amplify the comparison.
(c) Explain the metaphors that lurk in "rush of hits to the
outfield," "bakered," "unbelt," "in a hole," "straggled
through."

3. _Antithesis._ In Par. 3 the first sentence contains a fine
contrast, "A good time was had by all, excepting," etc., "all"
including fewer persons than there are in the group excepted. It
is an old but good trick. In the same paragraph note also the
contrast between professionals and amateurs. The rest of the
story contains at least a half-dozen antitheses in addition to
those already mentioned. Find them.

4. _Topics for short expository speeches_: Cornelius McGillicuddy;
J. Franklin Baker; the Giants; John J. McGraw; The Spelling of
the Word "Athletics"; How Baseball is Played; Gotham; Joe Bush;
Jeff Tesreau; Doyle; A Mouthful of Slippery Elm; Otis Crandall;
Wallie Schang; Donie Bush; Missoula; Curves; Broadway; The
Macks' Billion Dollar Infield.

5. _Translate_: "The fans"; "one of them afternoons"; "if the Macks
can get away with their rough work, anything ought to go";
"shy"; "a careful slant"; "his best bet"; "slamming them over";
"pulling off a double play"; "something started"; "slipping the
game to McGraw."

6. _Subject for Debate_: Resolved--that the use of slang should be
avoided.

7. Make a study of the art of reporting baseball games, following
the hints for football already given, and report a school game.
The boys in the class can be relied upon to furnish all of the
technical information that will be needed.

XI. Memorize

ENDYMION

A thing of beauty is a joy for ever:
Its loveliness increases; it will never
Pass into nothingness; but still will keep
A bower quiet for us, and a sleep
Full of sweet dreams, and health, and quiet breathing.
Therefore, on every morrow, we are wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o'er-darkened ways
Made for our searching: yes, in spite of all,
Some shape of beauty moves away the pall
From our dark spirits. Such the sun, the moon,
Trees old and young, sprouting a shady boon
For simple sheep; and such are daffodils
With the green world they live in; and clear rills
That for themselves a cooling covert make
'Gainst the hot season; the mid forest brake,
Rich with a sprinkling of fair musk-rose blooms:
And such too is the grandeur of the dooms
We have imagined for the mighty dead;
All lovely tales that we have heard or read:
An endless fountain of immortal drink,
Pouring unto us from the heaven's brink.
JOHN KEATS.

CHAPTER XI

REPORTING SPEECHES

"Words are like leaves, and where they most abound
Much fruit of sense beneath is seldom found."
POPE.

I. Assignment

Report a speech, lecture, or sermon in two hundred words.

II. Explanation

It is easy to obtain the material for this assignment because one has
only to attend, listen, and take notes. Indeed, in some instances,
speakers are ready and willing to furnish reporters with copies of what
they intend to say. The part of the task which requires skill is what is
known as boiling down, condensing, or reducing the report to the
dimensions required by editors. This involves: first and foremost, a
determination not to misrepresent in any way what is said; second, the
ability to select the essential points; third, an eye for such detail as
may be used to spice the report without making it too long. Too many
reporters, in their anxiety to make a good story, observe only the last
of these requirements, and in consequence are unjust to speakers. In the
arrangement of the material, it is well to begin with a statement of the
main point of the speech and to follow it with such details as space
permits.

III. Speech Construction

Every good speech, however long, has only one main point. Its details
serve only to illustrate and enforce this central theme. The reporter
needs to bear this in mind. He must discover the central point, or
thesis, before he can write a good report. A knowledge of the principles
underlying speech construction is therefore of great value to him, even
if not essential. Fortunately, these are comparatively simple. Nearly
every good speech, from Demosthenes down, has consisted of the following
parts in the following order:

1. _Exordium, or Introduction._ A bridge from the audience to the
subject, designed to conciliate and interest.

2. _Status, or Plan._ An outline of what the speaker intends to
say.

3. _Statement of Facts._ A presentation of the situation on which
the orator intends to found his argument.

4. _Argument._ Here is presented in detail the plan or conclusion
which the speaker has in mind, with the reasons in favor of it.

5. _Refutation._ A reply to objections which have been or may be
urged against the plan.

6. _Peroration, or Conclusion._ This may be a summary of the
speech, a good-humored bit of color, a picture of the benefits
to be derived from the adoption of the orator's plan, or an
impassioned appeal for action.

Sermons and political speeches are usually argumentative and hence of
this type. Sometimes, however, an orator and his theme are so well known
that he omits all except 3 and 4; occasionally all except 4 disappear.
Lectures often contain only 3, as their purpose is only to convey
information. Usually, however, a speech without an argument is like a
gas engine without gas; it has no "go." The speech that does not aim to
get people to do something is usually flat, stale, and unprofitable.

IV. Models

LONDON, March 22, 1775.--Conciliation as a means of allaying the
present discontent in the American colonies was advocated in the
House of Commons to-day by Mr. Edmund Burke. He proposed that
Parliament abandon the idea of taxing the colonies, and instead
place on the statute book an act acknowledging that the various
colonial legislative bodies have the power to grant or refuse
aids to the crown. Though his speech, which lasted over three
hours, was heard with respect, the measures which he proposed
were defeated by a strict party vote, 270 to 78.

Mr. Burke spoke with a dignity and power which have not been
surpassed even by the Earl of Chatham. His mastery of the
subject was so complete and the form of his speech so perfect
that competent judges pronounce it a classic. His speech is to
be printed at once as a pamphlet.

In outline Mr. Burke said: "As I have studied this American
question for years, have held fixed opinions on it since 1766,
and have nothing to gain except disgrace if I suggest a foolish
solution of the problem, I believe that you will hear me with
patience. My speech will consist of the discussion of two
questions: (1) Should we attempt to conciliate the Americans?
(2) If so, how? America is already powerful by virtue of
population, commerce, and agriculture. The chief characteristic
of the American people is their fierce love of freedom. There
are only three ways to deal with this spirit: (1) To remove it
by removing its causes; (2) to punish it as criminal; (3) to
comply with it as necessary. Its causes are irremovable, being
the love of independence which caused their ancestors to leave
England; their religion in the North, which is the Protestantism
of the Protestant religion; the fact that in the South they hold
slaves; the general diffusion among them of education; the
circumstance that they speak English and that an Englishman is
the unfittest man on earth to argue another Englishman into
being a slave; and the 3000 miles of ocean, between us and
them. It cannot be treated as criminal, there being no way to
draw up an indictment against a whole nation. Indeed, you have
already tried to do this and failed. There remains no way of
treating the American spirit except to comply with it as
necessary. I propose, therefore, to erect a Temple of British
Concord with six massive pillars by granting to America in six
propositions the identical rights which for generations have
been by acts of Parliament secured to Ireland, Wales, Chester,
and Durham, except that, owing to the distance of America from
England, each colony, instead of sending members to Parliament,
shall have the power, through its own legislature, to grant or
refuse aids to the Crown. If adopted, these measures, I believe,
will substitute an immediate and lasting peace for the disorders
which Lord North's measures have created. The unbought loyalty
of a free people, thus secured, will give us more revenue than
any coercive measure. Indeed, it is the only cement that can
hold together the British Empire."

EDINBURGH, Sept. 20, 1887.--Edmund Burke was the theme of a
lecture delivered last night before the Edinburgh Philosophical
Society by Mr. Augustine Birrell. "Nobody is fit to govern this
country who has not drunk deep at the springs of Burke," said
Mr. Birrell, and he backed up this contention with a wealth of
wit and argument which delighted and convinced his audience.

The following is a summary of his lecture: "To give a full
account of Burke's public life is no part of my plan. I propose
merely to sketch his early career, to explain why he never
obtained a seat in the cabinet, and to essay an analysis of the
essential elements of his greatness. Born in 1729 in Dublin, he
grew up with a brother who speculated and a sister of a type who
never did any man any serious harm; acquired at school a brogue
which death alone could silence; at Trinity College, Dublin,
became an omnivorous reader; came in 1750 to London to study
law, armed with a cultivated curiosity and no desperate
determination to make his fortune; immediately, like the
sensible Irishman he was, fell in love with Peg Woffington; for
six years rambled everywhere his purse permitted, read
everything he could lay his hands on, and talked everlastingly;
in 1756 published an 'Essay on the Sublime and Beautiful,' and
married Miss Jane Mary Nugent; in 1758 dared at David Garrick's
dinner table to contradict Dr. Johnson; in 1765 became a member
of Parliament; and for the next sixteen years was the life and
soul of the Whig party. When that party, in 1782, finally came
into power, Burke's only reward, however, was a minor office, a
fact which, in view of his great merits, has amazed posterity.
The explanation is that his contemporaries probably knew him,
not as a commanding genius, but as an Irishman who was always in
debt, whose relatives were rather disreputable, whose judgment
was often wrong, and whose temper was violent. His significance
for us grows from the fact that he applied the imagination of a
poet of the first order to the business of life. He saw
organized society steadily and saw it whole. Perceiving that
only a thin crust of conventionality protects organized society
from the volcanic heats of anarchy, he was afraid of reformers.
He could not agree to dispense with the protection afforded by
the huge mountains of prejudice and the ancient rivers of
custom. He was the High Priest of Order. He loved justice and
hated iniquity. The world needs his wisdom to-day."

Mr. Birrell's lecture was full of good phrases. For instance:

1. We have the spectacle of Burke in his old age, like another
Laocoön, writhing and wrestling with the French Revolution.

2. Lubricating religious differences with the sweet oil of the
domestic affections.

3. Quaint old landladies wonder maternally why he never gets drunk,
and generally mistake him for an author until he pays his bill.

4. I love him for letting me warm my hands at it (his wrath at
Gerard Hamilton) after a lapse of a hundred and twenty years.

5. His letters to Arthur Young on the subject of carrots still
tremble with emotion.

6. This is magnificent, but it is not farming.

V. Queries

1. What part of the task of reporting a speech is easy? Why?

2. Wherein lies its difficulty?

3. What are the three essentials of a good report?

4. What is the commonest fault in reporting speeches?

5. What arrangement of material is suggested?

6. How many main ideas should a speech contain?

7. Name and describe the six parts of a speech.

8. Are any of them ever omitted? When, how, and by whom?

9. Discuss the value of argument in a lecture.

10. Who was Demosthenes?

11. When did the battle of Lexington occur?

12. Discuss the etymology of "Parliament."

13. Explain the subject of each paragraph in Model I.

14. Divide Paragraph 3, Model I, into the six parts of a complete
speech.

15. What are the important places in a sentence? Did the writer of
these models recognize this fact?

16. Find a metaphor in Model I. An alliteration. An antithesis.

17. Point out the Four W's, and discuss the sentence structure.

18. What is the subject of each paragraph in Model II?

19. Write a note of fifty words on Augustine Birrell.

20. Explain the nature and location of Ireland, Wales, Chester,
Durham, Dublin, Edinburgh, London.

21. Who were David Garrick and Dr. Johnson?

22. Why did Burke stand no higher with his contemporaries?

23. Explain the nature of Burke's importance to the world to-day.

24. Have the British adopted his principles in the management of
Canada, Australia, New Zealand, and South Africa?

25. Explain the figure of speech in each quotation in the last
paragraph of Model II.

26. Find in Paragraph 2 of Model II a metaphor and an antithesis.

27. How many of the six parts of a speech can you find in Lincoln's
Gettysburg speech?

VI. Composition

Hear and report a speech. If this appears to be undesirable or
impossible, the teacher may read one to the class. The following are
suggested:

1. Macaulay's _Speech on Education_.
2. One of the lectures in Thackeray's _English Humorists_ or
_Four Georges_.
3. Phillips's _Toussaint L'Ouverture_.
4. Webster's _Bunker Hill Speeches_.
5. Lincoln's _Peoria Speech_ against Douglas.
6. One of Birrell's _Obiter Dicta Lectures_.

Others equally good will probably suggest themselves.

VII. Suggested Time Schedule[6]

_Week I_ _Week II_

_Monday_--I, II, III. V, 15-27.
_Tuesday_--IV, 1. Oral Composition.
_Wednesday_--IV, 2. Oral Composition.
_Thursday_--V, 1-14. Written Composition.
_Friday_--Speaking. Speaking.

[6] SUGGESTIONS TO TEACHERS:

1. Inspect notebooks frequently.

2. Do not forget home-reading.

3. Be careful to assign a definite task each day.

4. Do not forget the minutes of the previous meeting.

5. Call on everybody every day, even if it is only to recite one
line of a poem.

6. Don't do the reciting yourself. Give the class a chance. Make
them assume responsibility. Require them to rewrite themes until
they are perfect in technique, but do not bother too much to
point out their errors. Let the pupils discover them.

7. Chapters V, VI, and XII of Book I should be reviewed at frequent
intervals until their contents become as familiar as the
alphabet. This result can be obtained only by time and
persistency. Before it is reached, the average pupil will have
learned and forgotten over and over again the material involved.
These chapters may sometimes be reviewed as wholes, but it is
also well to take a small section of each daily.

VIII. Memorize

THE DESTRUCTION OF SENNACHERIB

The Assyrian came down like the wolf on the fold,
And his cohorts were gleaming in purple and gold;
And the sheen of their spears was like stars on the sea,
When the blue wave rolls nightly on deep Galilee.

Like the leaves of the forest when Summer is green,
That host with their banners at sunset were seen;
Like the leaves of the forest when Autumn hath blown,
That host on the morrow lay withered and strown.

For the Angel of Death spread his wings on the blast
And breathed in the face of the foe as he passed;
And the eyes of the sleepers waxed deadly and chill,
And their hearts but once heaved and forever grew still!

* * * * *

And the widows of Ashur are loud in their wail,
And the idols are broke in the temple of Baal;
And the might of the Gentiles, unsmote by the sword,
Hath melted like snow in the glance of the Lord.
LORD BYRON.

CHAPTER XII

DRAMATIC NOTICES

"To hold the mirror up to Nature."
SHAKESPEARE.

I. Assignment

Write a notice of one of the plays now on the local stage.

II. Explanation

To keep its readers informed of the character of the plays being
presented at local theaters is one of the functions of the newspaper. If
the play is a classic, only the quality of the acting need be discussed.
If it is new, the notice should also include a description of the play
and of its merit. Fortunately, this can always be determined by one
simple test--a test suggested by no less a critic than William
Shakespeare: Does it hold the mirror up to nature? Does it give, in
other words, an accurate picture of life? The stage, it may be added,
always has been and is now infested by many so-called plays which are
not plays at all, but mere conglomerations of more or less (usually
less) moral and amusing jokes and antics. The events which some of them
depict could occur neither on the earth, in the sky above the earth, nor
in the waters underneath the earth. From others it would be impossible
to cut out any character or scene without improving the whole. They fill
the theater with people and the manager's pocket-book with money, but
they are not plays.

III. Models

_The Melting Pot_ comes to New York with a Chicago indorsement
and the authority lent by the name of Mr. Israel Zangwill, as
author. Mr. Zangwill's theme is that the United States is a
crucible in which all the races and nationalities of the world
are to be fused into one glorious people.

As a play _The Melting Pot_ has the intellectual tone to be
expected from Mr. Zangwill. It also has really poetic touches.
In humor it is less successful. In dramatic construction it is
faulty, as are so many of the contemporary plays which try to
teach or preach something.

The play brings back to New York after a long absence that
excellent actor, Mr. Walker Whiteside.--METCALFE in _Life_
(abbreviated).[7]

[7] Reprinted by permission of _Life_.

Of _David Copperfield_, Dickens's favorite among his own works,
there have been dramatizations almost innumerable. The latest,
called the _Highway of Life_, by Louis N. Parker, author of
_Pomander Walk_ and _Disraeli_, has been done with extreme
reverence for the text and with an elaborate scenic investiture
that would have made glad the heart of the novelist, enamored as
he was of the theater.

It was to have been the autumn offering at His Majesty's in
London, with Sir Herbert Tree doubling as _Micawber_ and _Dan'l
Peggotty_. The war caused a change of plans, so the first
performance on any stage took place at Wallack's in New York.
Lennox Pawle, Mr. Parker's son-in-law, realized a long-cherished
ambition to step forth as _Micawber_. Fresh from his
multimillionaire of _The Money Makers_, came Emmet Corrigan for
_Dan'l Peggotty_. _Betsey Trotwood_ fell to Eva Vincent. The
Lieblers were especially happy in their selection of a _Mrs.
Micawber_ in the person of Maggie Holloway Fisher. She spent
days digging out and fashioning the costume she wears, and no
one ever murdered a song more successfully than she at David's
dinner-party. An astonishingly faithful imitation of her
languishing airs is given by Philip Tonge, when, as _Traddles_,
he reads _Micawber's_ letter. J. V. Bryant, the _Copperfield_,
and Vernon Steele, the _Steerforth_, are both English. O. P.
Heggie deserves more than a passing word of commendation for the
things he refrains from doing as _Uriah Heep_. He is not forever
going through that waterless washing of the hands.

There are ten different sets of scenery in _The Highway of
Life_, all charming or effective as the case may be. For the
background of Mr. Wickfield's garden at Canterbury we have a
glimpse of the famous cathedral, and from _Betsey Trotwood's_
domain we get a view of the chalk cliffs and downs at Dover. A
happy conceit throws shadow pictures of the principal characters
upon a sheet as they cross the stage just before the first
curtain rises.--MATTHEW WHITE, JR., in _Munsey's_
(abbreviated).[8]

[8] Reprinted by permission of _Munsey's_.

IV. Notes and Queries

1. What is the subject of each paragraph in Model I?

2. Explain the function of each sentence in Model I.

3. Discuss the meaning and etymology of the following terms:
Chicago indorsement; theme; crucible; fuse; contemporary.

4. Who is Israel Zangwill?

5. Tell the story of David Copperfield.

6. Why does Matthew White not tell it?

7. Discuss the uses of the apostrophe.

8. Discuss the meaning and etymology of: dramatization; extreme;
elaborate; investiture; novelist; enamored; theater; doubling;
ambition; sets.

9. What is the subject of each paragraph in Model II?

10. Find at least two metaphors in the models.

V. Gathering Material

Material for this exercise may be secured in three places:

1. At the theater.

2. At a school play.

3. By reading, in case there is no chance to see a play, one of the
following:

Fitch, W. C. _Barbara Frietchie_, or _Nathan Hale_.
Gilbert, W. S. _The Mikado_, or _Pinafore_.
Goldsmith, O. _She Stoops to Conquer._
Maeterlinck, Maurice. _The Bluebird._
Phillips, Stephen. _Ulysses._
Shakespeare, W. Any play.
Shaw, G. B. _Cæsar and Cleopatra._
Sheridan, R. B. _The Rivals_, or _The School for Scandal_.
Tarkington, Booth. _The Man from Home._

VI. Organization

From the following list of paragraph topics, select those which are best
worth discussing in connection with the play which you desire to review.

Select those about which you can get the fullest information.

1. The Four W's.
2. The Story.
3. The Theme.
4. Poetry.
5. Humor.
6. Construction.
7. Philosophy.
8. The Actors.
9. The Scenery.
10. Character Portrayal.

If the play is noteworthy for its poetry, its wit, or its philosophy,
these should be illustrated by one or two quotations. If the chief
interest is in the story, tell the story. If its strength is derived
from the skill of the actors, from the setting, or from character
portrayal, devote your attention to a clear exposition of these phases
of the play. Do not permit your notice to be shorter than I nor longer
than II.

VII. Suggested Time Schedule

_Monday_--Discussion of Mistakes in former Themes.
_Tuesday_--Study of Models through Dictation.
_Wednesday_--Gathering of Material--Organization.
_Thursday_--Oral Discussion of First Drafts.
_Friday_--1. Present finished work to teacher.
2. Program.

VIII. A Shakespeare Program

If, for any reason, it seems unwise to send pupils to a play, they might
be requested (1) to present the following program, or some modification
of it, as typical of Shakespeare's best work, and (2) to write notices
or critiques thereon. It is perhaps unnecessary to add that no more
profitable or delightful exercise can be devised for a class.

1. Mendelssohn's _A Midsummer Night's Dream_ Music.
2. Antony's Oration (with mob).
3. Songs from _As You Like It_.
4. Quarrel of Brutus and Cassius.
5. The Seven Ages of Man.
6. Hamlet's Soliloquy.
7. The Trial Scene from _The Merchant of Venice_.
8. Songs from Various Plays.
9. The Rude Mechanicals, from _A Midsummer Night's Dream_.

IX. Memorize

THE ART OF ACTING

_Hamlet._ Speak the speech, I pray you, as I pronounced it to
you, trippingly on the tongue: but, if you mouth it, as many of
your players do, I had as lief the town-crier spoke my lines.
Nor do not saw the air too much with your hand, thus, but use
all gently; for in the very torrent, tempest, and, as I may say,
the whirlwind of passion, you must acquire and beget a
temperance that may give it smoothness. O, it offends me to the
soul to hear a robustious periwig-pated fellow tear a passion
to tatters, to very rags, to split the ears of the groundlings,
who for the most part are capable of nothing but inexplicable
dumb-shows and noise: I would have such a fellow whipped for
o'erdoing Termagant; it out-herods Herod: pray you, avoid it.

_First Player._ I warrant your honour.

_Hamlet._ Be not too tame neither, but let your own discretion
be your tutor: suit the action to the word, the word to the
action; with this special observance, that you o'erstep not the
modesty of nature: for anything so overdone is from the purpose
of playing, whose end, both at the first and now, was and is, to
hold, as 'twere, the mirror up to nature; to show virtue her own
feature, scorn her own image, and the very age and body of the
time his form and pressure. Now this overdone, or come tardy
off, though it make the unskillful laugh, cannot but make the
judicious grieve; the censure of the which one must in your
allowance o'erweigh a whole theatre of others. O, there be
players that I have seen play, and heard others praise, and that
highly, not to speak it profanely, that, neither having the
accent of Christians nor the gait of Christian, pagan, nor man,
have so strutted and bellowed that I have thought some of
nature's journeymen had made men and not made them well, they
imitated humanity so abominably.

_First Player._ I hope we have reformed that indifferently with
us, sir.

_Hamlet._ O, reform it altogether. And let those that play your
clowns speak no more than is set down for them; for there be of
them that will themselves laugh, to set on some quantity of
barren spectators to laugh too; though, in the mean time, some
necessary question of the play be then to be considered: that's
villainous, and shows a most pitiful ambition in the fool that
uses it. Go, make you ready.
WILLIAM SHAKESPEARE, _Hamlet_, Act III, Scene 2.

CHAPTER XIII

INTERVIEWS

"To be a well-favored man is the gift of fortune; but to write
and read comes by nature."--SHAKESPEARE.

I. Introduction

For most of his material a reporter must rely upon his success as an
interviewer. This, it has already been pointed out, requires courage,
tact, persistence, and some knowledge of human nature. Its performance
is beyond the powers of most boys and girls, and besides, if they tried
it, they would annoy people. As a substitute, the exercises that follow
have been devised. They involve interviews, it is true, but only with
the members of a pupil's own family.

There are two ways to manage an interview. One may go directly at it,
which is sometimes the best method, or one may approach the subject
cautiously. It depends on the disposition of the person interviewed. The
direct method will probably work well with mother, who is never out of
sorts, but as to father--well, the case may be different; while sisters,
brothers, cousins, aunts, and uncles present endless problems and
opportunities.

Before interviewing anybody, it is a good plan always to write down the
questions you wish to ask. But do not read them to the person
interviewed. Get them so thoroughly into your own mind that you will
forget none of them. As an exercise, make a set of questions such as you
would need to ask in order to learn the facts contained in the
following paragraphs from Franklin's _Autobiography_.

II. Assignments

Write the opening paragraphs of your own biography, covering the topics
suggested below:

Week 1--My Ancestors.
Week 2--My Uncles.
Week 3--My Parents.

III. Model I

MY ANCESTORS

One of my uncles furnished me with several particulars relating
to our ancestors. From his notes I learned that the family had
lived in the same village, Ecton, in Northamptonshire, for three
hundred years, and how much longer he knew not (perhaps from the
time when the name of Franklin, that before was the name of an
order of people, was assumed by them as a surname when others
took surnames all over the kingdom), on a freehold of about
thirty acres, aided by the smith's business, which had continued
in the family until his time, the eldest son being always bred
to that business, a custom which he and my father followed as to
their eldest sons. When I searched the records of Ecton, I found
an account of their births, marriages, and burials from the year
1555 only, there being no registers kept in that parish at any
time preceding. By that register I perceived that I was the
youngest son of the youngest son for five generations back. My
grandfather Thomas, who was born in 1598, lived at Ecton till he
grew too old to follow business longer, when he went to live
with his son John, a dyer at Banbury, in Oxfordshire, with whom
my father served an apprenticeship. There my grandfather died
and lies buried. We saw his gravestone in 1758. His eldest son
Thomas lived in the house at Ecton, and left it with the land to
his only child, a daughter. My grandfather had four sons that
grew up, viz: Thomas, John, Benjamin, and Josiah. I will give
you what account I can of them.

IV. Queries

1. Who was Benjamin Franklin? Answer in a five-minute speech.

2. What is the difference between a biography and an autobiography?

3. Locate Ecton, Northamptonshire, Banbury, and Oxfordshire.

4. Point out all of the adjective phrases.

5. Does Franklin use simple, compound, or complex sentences, and in
what proportion?

6. Make a list of the topics he discusses. Can you improve his
order?

7. Are his sentences long or short?

8. Do they lack unity?

9. Can you find any metaphors or antitheses in the model?

10. Discuss the origin of the name Franklin. What is a surname?
When did the English assume surnames?

V. Composition

Write an account of your own ancestors, choosing either your father's or
your mother's family. Let the length be about the same as that of the
model. The topics discussed should include the following:

1. Origin of surname.
2. European home.
3. Occupations.
4. My grandfather.
5. His sons.

Your father, mother, uncles, aunts, grandfathers, and grandmothers will
furnish you with the material for your composition; and their aid may be
supplemented by the books of genealogy that you will find in the public
library. Remember that the items listed above were suggested to Franklin
by his material; if you have interesting facts or traditions that cannot
be included under the heads which he uses, put them in none the less.
Matter should determine form.

VI. Model II

MY UNCLES

Thomas was bred a smith under his father; but, being ingenious,
and encouraged in learning (as all my uncles were) by an
Esquire, then the principal gentleman in that parish, he
qualified himself for the business of scrivener; became a
considerable man in the county; was a chief mover of all
public-spirited undertakings for the county or town of
Northampton, and his own village, of which many instances were
related of him, and much taken notice of and patronized by the
then Lord Halifax. He died in 1702, January 6, old style, just
four years to a day before I was born. The account we received
of his life and character from some old people at Ecton, I
remember, struck you as something extraordinary. "Had he died on
the same day," you said, "one might have supposed a
transmigration."

John was bred a dyer, I believe, of woolens. Benjamin was bred a
silk dyer, serving an apprenticeship at London. He was an
ingenious man. I remember him well, for when he was a boy he
came over to my father in Boston, and lived in the house with us
for some years. He lived to a great age. His grandson, Samuel
Franklin, now lives in Boston. He left behind him two quarto
volumes, MS., of his own poetry, consisting of little occasional
pieces addressed to his friends and relations. He had formed a
shorthand of his own, which he taught me; but, never practicing
it, I have now forgot it. I was named after this uncle, there
being a particular affection between him and my father. He was
very pious, a great attender of sermons of the best preachers,
which he took down in his shorthand. He was also much of a
politician.

VII. Topics for Oral Composition

1. What is an Esquire? A gentleman? A parish? A scrivener?

2. Explain the term "old style."

3. What is meant by transmigration?

4. What is an apprenticeship? An occasional piece?

5. Explain the terms "quarto," "folio," and "octavo."

VIII. Written Composition

Write an account of your uncles. Make it as rich as possible in concrete
facts, for facts are the life and soul of composition. Let the length be
about the same as that of the model. Note that Franklin discusses his
uncles in an order determined by the principle that first and last
places are the most conspicuous. He put the uncle about whom he knows
most in last place, so as to have a strong ending, which grows, so to
speak, to a climax; he puts the uncle who is entitled to second place
first in order of discussion; and the uncle who is least important is
mentioned in the middle.

IX. Model III

MY PARENTS

Josiah, my father, married young, and carried his wife with
three children into New England about 1682. The conventicles
having been forbidden by law and frequently disturbed induced
some considerable men of his acquaintance to remove to that
country, and he was prevailed with to accompany them thither,
where they expected to enjoy their mode of religion with
freedom. By the same wife he had four children more born there,
and by a second wife ten more, in all seventeen, of whom I
remember thirteen sitting at one time at his table, who all grew
up to be men and women and married. I was the youngest son and
the youngest child but two, and was born in Boston, New England.
My mother, the second, was Abiah Folger, daughter of Peter
Folger, one of the first settlers of New England, of whom
honorable mention is made by Cotton Mather, in his church
history of that country, as "a godly, pious, learned
Englishman." I have heard that he wrote sundry small occasional
pieces, but only one of them was printed, which I saw now many
years since. It was written in 1675, in the home-spun verse of
that time and people, and addressed to those then concerned in
the government there. It was in favor of liberty of conscience
and in behalf of the Baptists, Quakers, and other sectaries
that had been under persecution. The whole appeared to me to be
written with a good deal of decent plainness and manly freedom.
The six concluding lines I remember, though I have forgotten the
two first of the stanza; but the purport of them was that his
censures proceeded from good will and therefore he would be
known to be the author:

"Because to be a libeller
I hate it with my heart.
From Sherburne town, where now I dwell,
My name I do put here;
Without offence your real friend,
It is Peter Folgier!"

X. Questions and Topics for Oral Composition

1. What is the subject of "disturbed," line 3?
2. Discuss the subject of "conventicles."
3. To what religious sect did Josiah Franklin belong?
4. Why did he come to America?
5. Who was Cotton Mather?
6. Define "sundry" and "occasional."
7. What is "homespun verse"? Explain the figure.
8. Define "sectaries" and "stanza."

XI. Exercises

1. Rewrite Model III in modern English.

2. Write an account of your own parents of about the same length as
Model III.

3. Before deciding finally on the style of this account of your
parents, seek in the corresponding sections of several
biographies for hints. Good ones may be discovered in Boswell's
_Johnson_, Lockhart's _Scott_, Southey's _Nelson_, Trevelyan's
_Macaulay_, and Hallam Tennyson's _Tennyson_.

XII. Suggested Reading

O. W. Holmes's _Grandmother's Story of Bunker Hill_ and _Dorothy Q_.

XIII. Memorize

PROCRASTINATION

Be wise to-day; 'tis madness to defer;
Next day the fatal precedent will plead.
Procrastination is the thief of time.
At thirty, man suspects himself a fool;
Knows it at forty, and reforms his plan;
At fifty chides his infamous delay,
Pushes his prudent purpose to resolve,
In all the magnanimity of thought
Resolves, and re-resolves; then dies the same.
EDWARD YOUNG.

CHAPTER XIV

THE EXPOSITION OF MECHANICS

"'Tis not in mortals to command success.
But we'll do more, Sempronius; we'll deserve it."
JOSEPH ADDISON.

I. Assignments

1. Explain the plan of your own house.

2. Explain the plan of some new house that you pass on your way to
school.

3. Explain the structure of a new locomotive, railway car, street
car, automobile, ship, or aeroplane.

4. Explain the plan of your schoolhouse.

5. The papers contain many descriptions of new houses. These are
usually written with a fine disregard of the laws of
composition. Find and rewrite one of them. Do the same with a
description of a ship such as is common in periodicals.

II. Model I

The new suburban home of John Doe is located in a ten-acre tract
on the northern side of the Seven-Mile Road, midway between
Woodward Avenue and the Gratiot E. Turnpike. The material is
reinforced concrete; the style, Colonial; the roof of green
shingles; the size, 48 feet by 36 feet.

From a front entrance porch a central hall 7 feet wide extends
29 feet to the rear of the house, terminating in a flight of
stairs broken in the middle by a landing. Above this landing a
circular window gives plenty of light and at the same time forms
a decorative feature.

On the right, as one enters the hall, is a room 9 feet by
14 feet, which may be used as a den or a reception room. Back of
this is a living-room, 14 feet by 20 feet, with a fireplace at
the rear end, and a French door that leads to a side piazza.
This piazza, which is 20 feet by 7 feet, is covered and is
equipped with sliding windows.

On the other side of the hall, in front, is the dining-room,
16 feet by 14 feet. This room has a fireplace, which faces the
street, and a French door, which leads to a side porch 8 feet by
10. The latter is enclosed with glass and is used as a breakfast
porch. Directly behind this porch is a small sewing-room, and,
partly behind the sewing-room and partly behind the dining-room,
is the kitchen, which is 12 feet square. In the northwest corner
of the house, directly north of the sewing-room and west of the
kitchen, are a small back porch and an entry large enough for a
refrigerator. East of the kitchen, between it and the main hall,
are a passage and service stairways leading to the cellar and
the upper floors. The kitchen is thus separated from the rest of
the house, either way, by two doors, which prevents the odors of
the cooking from escaping.

The walls of the first floor are finished in oiled and waxed
gumwood. The floors are oak, except in the kitchen, where hard
pine is used.

On the second floor the rear of the space above the main hall is
occupied by a passage, the front by a bathroom. On the eastern
side of this passage, above the den, is a bedroom 16 feet by
14 feet, and back of this, above the living-room, a bedroom
14 feet by 11 feet. The latter has a fireplace in the north
wall. On the western side of the passage, in front, above the
dining-room, is the owner's chamber, 16 feet by 14 feet. From
its southeast corner a door leads to the bathroom already
mentioned; on its southwest side is a porch, and in its northern
wall are two closets and a fireplace. In its rear a passage
leads to a fourth chamber, 14 feet by 10 feet, which has an
alcove, 9 feet by 8 feet. This alcove is directly above the
sewing-room and the chamber is in the northwest corner of the
house. Between it and the service stairway is a second bathroom.

On the third floor are three large chambers, an unfinished room
for storage, and a servants' bath.

The cellar contains a laundry, a vegetable closet, coal-bins,
and a hot-water heating-plant.

III. Analytical Discussion

1. Note the framework:
(a) "Four W's"--Par. 1.
(b) First Floor--
Par. 2. Main Hall.
Par. 3. Right Side.
Par. 4. Left Side.
Par. 5. Floors and Walls.
(c) Second Floor--Par. 6.
(d) Third Floor. Par. 7.
(e) Cellar--Par. 8.

2. _Words._ Define and explain the etymology of "suburban,"
"located," "reinforced," "concrete," "Colonial," "reception,"
"piazza," "porch," "refrigerator," "separated," "except,"
"servant," "closet," "effect."

3. _Sentences._ (a) Tell whether they are simple, complex, or
compound. (b) Do any of them lack unity?

4. _Paragraphs._ (a) Can you find any violations of paragraph
unity? (b) Observe that the following particulars are
mentioned in Par. 1: location, material, shape, color, size. Is
the same plan used in describing each room? In order to
determine this, make a list of the items that are mentioned in
explaining the construction of each.

5. _Transition._ Point out all of the transition words in the
model.

6. _Figures of Speech._ Find a metaphor and an antithesis in the
model.

IV. Model II

The _Arizona_ is the latest and greatest addition to the battle
fleet of the United States.

Her displacement is 31,400 tons, her length over all 600 feet,
her maximum breadth 97 feet, and her draft under normal
conditions 28 feet, 10 inches. Parsons's turbines of 29,000
horse-power give her a speed of 21 knots. Her fuel supply is
2322 tons of oil. She carries a crew of 1000 men. Her cost was
$16,000,000.

Her armament consists of twelve fourteen-inch and twenty-two
five-inch guns, four three-pounders for the launches, two
three-inch guns for salutes, and four twenty-two-inch torpedo
tubes. The big guns are mounted in four turrets, two forward and
two aft, each containing three guns. The turrets nearer to the
middle of the ship are enough higher than the forward and aft
turrets to permit their guns to be fired directly ahead and
astern respectively. This arrangement permits the concentration
of six guns forward, six aft, and twelve on either broadside.

This vessel is probably armored more heavily than any other
warship afloat. Her main belt is sixteen inches thick, while the
_Iron Duke_, one of the latest British dreadnoughts, carries
only twelve inches.

V. Notes and Queries

1. Observe the structure:
Par. 1. General Description.
Par. 2. Statistics.
Par. 3. Offensive Power.
Par. 4. Defensive Arrangements.

2. Could the same structure be used for the description of a
freight boat, a passenger steamer, a ferryboat, a schooner, a
sloop, a brig, a brigantine, a tugboat, a launch, a locomotive,
a railway carriage, an airship, or an automobile?

3. What changes, if any, would you suggest?

4. Explain the terms "displacement," "draft," "normal," "knots,"
"pounds," "turrets."

5. Explain the metaphor in "belt." Is it a good one?

VI. Gathering Material

Do not get your material from reading; get it from observation. Don't
steal it; earn it. Catch your fish; don't buy a string of dead ones at
the fish-market, and then lie about the way you obtained them. Few of us
can be original, but we can all be honest and industrious.

VII. Organization

Before you write, make a plan. It is as necessary in composition as in
building. If the nature of your subject or the kind and quantity of your
material render it desirable to deviate from the model, do not hesitate
to do so. As a rule, however, it will be best to follow its plan rather
closely. At all events, work from some plan. Don't get the idea that you
can dash off a finished exposition in a few minutes.

VIII. Writing

Exposition above everything else should be clear. Say what you mean and
mean what you say.

IX. Criticism

The written expositions of house plans may be tested by having the
pupils exchange papers, and asking the recipients to draw the plans from
the compositions.

X. Suggested Reading

Rudyard Kipling's _The Ship that Found Herself_.

XI. Memorize

CHARITY

Then gently scan your brother man,
Still gentler sister woman;
Though they may gang a kennin' wrang,
To step aside is human.
One point must still be greatly dark,
The moving why they do it,
And just as lamely can ye mark
How far perhaps they rue it.

Who made the heart 'tis he alone
Decidedly can try us;
He knows each chord--its various tone,
Each spring--its various bias.
Then at the balance let's be mute;
We never can adjust it;
What's done we partly may compute,
But know not what's resisted.
ROBERT BURNS.

CHAPTER XV

THE EXPOSITION OF IDEAS

"But words are things, and a small drop of ink,
Falling like dew upon a thought, produces
That which makes thousands, perhaps millions, think."
LORD BYRON.

I. Introduction

The exposition of ideas is difficult and important. It takes many forms,
but only three can be noticed in this chapter: (1) Exposition through
Narration; (2) Exposition through Condensation; (3) Exposition through
Comparison. The three following models illustrate these three forms,
respectively.

II. Model I

PUFFERS

The wise men of antiquity loved to convey instruction under the
covering of apologue; and, though this practice is generally
thought childish, we shall make no apology for adopting it on
the present occasion. A generation which has bought eleven
editions of a poem by Mr. Robert Montgomery may well condescend
to listen to a fable of Pilpay.

A pious Brahmin, it is written, made a vow that on a certain day
he would sacrifice a sheep, and on the appointed morning he went
forth to buy one. There lived in his neighborhood three rogues
who knew of his vow, and laid a scheme for profiting by it. The
first met him and said, "Oh Brahmin, wilt thou buy a sheep? I
have one fit for sacrifice." "It is for that very purpose," said
the holy man, "that I came forth this day." Then the impostor
opened a bag, and brought out of it an unclean beast, an ugly
dog, lame and blind. Thereon the Brahmin cried out, "Wretch, who
touchest things impure, and utterest things untrue, callest
thou that cur a sheep?" "Truly," answered the other, "it is a
sheep of the finest fleece and of the sweetest flesh. O Brahmin,
it will be an offering most acceptable to the gods." "Friend,"
said the Brahmin, "either thou or I must be blind."

Just then one of the accomplices came up. "Praised be the gods,"
said this second rogue, "that I have been saved the trouble of
going to the market for a sheep! This is such a sheep as I
wanted. For how much wilt thou sell it?" When the Brahmin heard
this his mind waved to and fro, like one swinging in the air at
a holy festival. "Sir," said he to the newcomer, "take heed what
thou dost; this is no sheep, but an unclean cur." "O Brahmin,"
said the newcomer, "thou art drunk or mad!"

At this time the third confederate drew near. "Let us ask this
man," said the Brahmin, "what the creature is, and I will stand
by what he shall say." To this the others agreed, and the
Brahmin called out, "O stranger, what dost thou call this
beast?" "Surely, O Brahmin," said the knave, "it is a fine
sheep." Then the Brahmin said, "Surely the gods have taken away
my senses"; and he asked pardon of him who carried the dog, and
bought it for a measure of rice and a pot of ghee, and offered
it up to the gods, who, being wroth at this unclean sacrifice,
smote him with a sore disease in all his joints.

Thus, or nearly thus, if we remember rightly, runs the story of
the Sanscrit Æsop. The moral, like the moral of every fable that
is worth the telling, lies on the surface. The writer evidently
means to caution us against the practices of puffers, a class of
people who have more than once talked the public into the most
absurd errors, but who surely never played a more curious or a
more difficult trick than when they passed Mr. Robert Montgomery
off upon the world as a great poet.--THOMAS BABINGTON MACAULAY,
_Essay on Mr. Robert Montgomery's Poems_.

III. Topics for Discussion

1. The Fable, which is here illustrated, is a simple story told to
point a moral or to make clear a complicated situation. Æsop and
George Ade are perhaps the most interesting authors of
fables--at least to twentieth-century Americans. An entertaining
program may be arranged by assigning each member of the class a
fable of one of these writers for oral reporting. The model
illustrates well the value of the fable form in newspaper
exposition.

2. Note the paragraph structure: (1) Introduction; (2) "Four W's,"
or Situation 1; (3) Climax, or Situation 2; (4) Dénouement,
Result, or Situation 3; (5) Moral, or Point.

3. Define and discuss the etymology of "antiquity," "apologue,"
"apology," "edition," "fable," "impostor," "accomplice,"
"confederate," "knave," "ghee," "caution," "puffers."

4. What proportion of Macaulay's words in Paragraphs 2, 3, and 4
are monosyllables and dissyllables? Does he here use more or
fewer big words in proportion than in Paragraphs 1 and 5? What
is the effect on his style?

5. What proportion of his sentences are simple? Compound? Complex?

6. Topics for reports or speeches: Mr. Robert Montgomery; Pilpay;
The Brahmins; Æsop; Sanscrit.

7. Explain the allusion in the phrase, "the Sanscrit Æsop."

8. Explain some episode in American history by means of a fable.

9. Write an editorial on some question of local and current
interest, using the fable method to illustrate the situation.

IV. Model II

A Voltairean view of war may be of interest at this time. Some
one has called attention to the illuminating discourse between
Micromegas, gigantic dweller on one of the planets revolving
about Sirius, and a company of our philosophers, as reported in
the seventh chapter of the amusing fantasy bearing the name of
the above-mentioned Sirian visitor. A free translation of a part
of this conversation is here offered. After congratulating his
terrestrial hearers on being so small and adding that, with so
manifest a subordination of matter to mind, they must pass
their lives in the pleasures of intellectual pursuits and mutual
love--a veritable spiritual existence--the stranger is thus
answered by one of the philosophers: "We have more matter than
we need for the accomplishment of much evil, if evil comes from
matter, and more mind than we need if evil comes from mind. Do
you know that at the present moment there are a hundred thousand
fools of our species, wearing caps, who are killing a hundred
thousand other animals wearing turbans, or who are themselves
being massacred by the latter, and that almost everywhere on
earth this is the immemorial usage?" The Sirian, properly
shocked, demands the reason of these horrible encounters between
creatures so puny. "It is all about a pile of dirt no bigger
than your heel," is the reply. "Not that any one of these
millions of men marching to slaughter has the slightest claim to
this pile of dirt; the only question is whether it shall belong
to a certain man known as Sultan or to another having the title
of Czar. Neither of the two has ever seen or ever will see the
patch of ground in dispute, and hardly a single one of these
animals engaged in killing one another has ever seen the animal
for whom they are thus employed." Again the stranger expresses
his horror, and declares he has half a mind to annihilate with a
kick or two the whole batch of ridiculous assassins. "Don't give
yourself the trouble," is the rejoinder; "they will accomplish
their own destruction fast enough. Know that ten years hence not
a hundredth part of these miserable wretches will be left alive;
and know, too, that even if they were not to draw the sword,
hunger, exhaustion, or intemperance would make an end of most of
them. Besides, they are not the ones to punish, but rather those
sedentary barbarians who, from the ease and security of their
private apartments, and while their dinner is digesting, order
the massacre of a million men, and then solemnly return thanks
to God for the achievement." The visitor from Sirius is moved
with pity for a race of beings presenting such astonishing
contrasts.--_The Dial_, January 1, 1915.[9]

[9] Reprinted by permission of _The Dial_.

V. Exercises

1. Topics for short speeches: Voltaire; Micromegas; planets;
Sirius.

2. What is the moral of this fable?

3. Discuss the meaning and etymology of "Micromegas,"
"philosophers," "fantasy," "translation," "terrestrial,"
"intellectual," "Czar," "annihilate," "ridiculous," "rejoinder,"
"sedentary."

4. Find in the model one simple, one compound, and one complex
sentence.

5. One loose and one periodic sentence.

6. Two antitheses.

7. Explain in one paragraph the point of some old book of current
interest.

VI. Model III

Theodor Mommsen's "Law of National Expansion," in view of the
present war, is interesting. In his _History of Rome_, which was
published in 1857, he says in substance that a young nation
which has both vigor and culture is sure to absorb older nations
whose vigor is waning and younger nations whose civilization is
undeveloped, just as an educated young man is sure to supplant
an old man in his dotage and to get the better of a muscular
ignoramus. That nations, as well as individuals, should do this
is, in Mommsen's opinion, not only inevitable but right.

In ancient times the Romans were the only people in whom were
combined a superior political organization and a superior
civilization. The result was that they subdued the Greek states
of the East, which were ripe for destruction, and dispossessed
the people of lower grades of culture in the West. The union of
Italy was accomplished through the overthrow of the Samnite and
Etruscan civilizations. The Roman Empire was built upon the
ruins of countless secondary nationalities which had long before
been marked out for destruction by the levelling hand of
civilization. When Latium became too narrow for the Romans, they
cured their political ills by conquering the rest of Italy. When
Italy became too narrow, Cæsar crossed the Alps.

So far Mommsen. The conclusions drawn from his "law" by some of
his successors are ingenious. They amount to this: As Rome grew
in power and culture, so Brandenburg, since the days of the
Great Elector, has been expanding in spirit and in territory.
That illustrious prince began by absorbing Prussia. Frederick
the Great added Silesia and a slice of Poland. Wilhelm I
obtained Schleswig, Holstein, Alsace, and Lorraine by war, and
Saxony and Bavaria by benevolent assimilation. The present
Kaiser has already acquired Belgium by the former and Austria by
the latter process. Like the Rome of Cæsar, the German Empire is
now at war on the one hand with decadent civilizations and on
the other with a horde of barbarians. What Greece and Carthage
were to Rome, France and England are to Germany, while Russia is
the modern counterpart of the Gauls, Britons, and Germans of the
_Commentaries_. Such at least is what certain writers think the
Germans think.

VII. Notes and Exercises

1. Note the framework: (Par. 1) Mommsen's Law; (Par. 2)
Illustration 1--Rome; (Par. 3) Illustration 2--Germany.

2. Topics for short speeches: Theodor Mommsen; The Rise of the
Roman Empire; The Greeks; The People of the West; The Samnites
and Etruscans; Brandenburg; The Great Elector; Prussia;
Frederick the Great; Silesia; Poland; Schleswig and Holstein;
Alsace and Lorraine; Saxony and Bavaria; Carthage; Julius Cæsar
and his _Commentaries_.

3. Add to the model paragraphs on the expansion of Spain, France,
Russia, England, and the United States, or on any one of them.

VIII. Suggested Reading

Cæsar's _Commentaries on the Gallic War_. Macaulay's _Frederick the
Great_. Southey's _Life of Nelson_. Parkman's _The Conspiracy of
Pontiac_. Parkman's _Montcalm and Wolfe_. Fiske's _The Mississippi
Valley in the Civil War_.

IX. Memorize

HUMANITY

I would not enter on my list of friends,
Though graced with polished manners and fine sense,
Yet wanting sensibility, the man
Who needlessly sets foot upon a worm.
An inadvertent step may crush the snail
That crawls at evening in the public path;
But he that has humanity, forewarned,
Will tread aside and let the reptile live.
The creeping vermin, loathsome to the sight,
And charged perhaps with venom, that intrudes,
A visitor unwelcome, into scenes
Sacred to neatness and repose, the alcove,
The chamber, or refectory, may die;
A necessary act incurs no blame.
Not so when, held within their proper bounds,
And guiltless of offence, they range the air,
Or take their pastime in the spacious field.
There they are privileged; and he that hunts
Or harms them there is guilty of a wrong.
The sum is this: If man's convenience, health,
Or safety interfere, his rights and claims
Are paramount, and must extinguish theirs.
Else they are all--the meanest things that are--
As free to live and to enjoy that life,
As God was free to form them at the first,
Who, in his sovereign wisdom, made them all.
Ye, therefore, who love mercy, teach your sons
To love it too.
WILLIAM COWPER.

CHAPTER XVI

EDITORIALS--CONSTRUCTIVE

"Opinion in good men is but knowledge in the making."
JOHN MILTON.

I. Introduction

An editorial is a newspaper article in which the opinions of the editor
are set forth. News deals with fact. In news articles the opinion of the
writer must be suppressed. The pronouns "I" and "we" have no place in
news. The essence of the editorial, on the other hand, is the opinion of
the writer. On the editorial page, the man who directs the policy of a
paper seeks to interpret the news in accordance with his own views and
to persuade the public to adopt those views.

Editorials are therefore for the most part argumentative. In them the
writer either comments directly on some news item and thus produces what
may be called a constructive editorial, or takes issue with the
editorial opinion of a rival in a controversial editorial, his object
being to destroy the sentiment produced by his rival's article.

The power of the editorial writer for good or for evil is clear. That it
is usually exerted for good is one of the best evidences that the
newspapers of the country are controlled by men who desire to serve the
public well.

II. Assignments

1. Write an editorial calling attention to some feature of current
news.

2. Write an editorial advocating some plan or reform for the good
of city, state, nation, or mankind.

III. Model I

We made the point some months ago that our electric light
companies have been far behind those of Europe in making it
possible for poor people to get their service. It is interesting
to note that the Indiana and Michigan Electric Company, which
operates in South Bend, Ind. (plows, wagons, sewing-machines),
has started a campaign to do just this thing. About a third of
the inhabitants of South Bend are laborers from Poland, Austria,
and the Balkan countries, whose wages average about $1.50 or
$1.75 per day. The electric company has figured out plans
whereby houses can be wired at a cost of from $9 to $15 each,
and lighting service can be given for a minimum of $1 per month.
A Polish sales agent has been hired to talk to the newcomers,
write advertisements for their papers, and attend to their
complaints--in short, to translate electricity into Slovak, etc.
The men engaged in the work are confident of success and are
going after it. The effect in giving these people better ways
and standards of living, in getting them a share in our modern
American civilization, and a feeling that they are so sharing
will necessarily be very great. This is solid public service,
and it is far better than any charity. What is being done on
this problem in your town?--_Collier's Weekly_, November 28,
1914.[10]

[10] Reprinted by permission of _Collier's Weekly_.

IV. Comments and Exercises

1. This is a constructive editorial with just a hint of argument.
Find the argument.

2. Note the framework of the paragraph: (Sentence 1) Topic;
(Sentence 2--Sentence 6) Story; (Sentence 7) Conclusion.

3. Find the "Four W's."

4. Remember that the perfect tense denotes an act begun in the past
and completed in the present. Does its use sufficiently tell
when a thing is or was done?

5. Write a similar editorial commenting on some improvement in your
own town.

V. Model II

Were we suddenly called upon to face a crisis such as Europe was
called upon to face with but very little warning, it would find
us wofully unprepared. In the security of our peace we have
neglected to build up an organization capable of performing the
multitudinous services of war, or of any great disaster, either
political or physical, which may come into a nation's life. The
thousands of young men in colleges and universities offer a field
for the development of such a force of trained men in a way that
would entirely revolutionize our educational as well as our
defensive system.

As our athletics are conducted to-day, a few picked men have
trainers, coaches, rubbers, and waiters for the purpose of
preparing them for a conflict with a correspondingly small group
of similarly trained men from other institutions. The remainder
of the student body, which makes this training possible, is
meanwhile physically utterly neglected.

Yet the average young man entering college is quite as much in
need of physical development and training as of mental. The
country, too, is in need of disciplined, trained men; and this
double need can be met--can be met for less money than is
expended on a single season's football team. A system of
military drill, under the supervision of experts in military
discipline and hygiene, with the coöperation of the athletic
associations of the colleges, and under the auspices of the
United States Government, would prove of inestimable value to
every student in the college, and would furnish to the nation a
groundwork upon which a magnificent national service could be
established. A spirit of true patriotism and of unselfish public
service would be instilled in the students. The nucleus of a
trained military corps would be established from which officers
and men could be recruited with but little additional training
in time of war.--_Puck_.[11]

[11] Reprinted by permission of _Puck_.

VI. Comments and Exercises

1. What is the point of this editorial?

2. Note the point of each paragraph: (Par. 1) Our colleges might
furnish the means of remedying our national lack of preparation
for war; (Par. 2) at present our athletics benefit only a few
individuals; (Par. 3) if military training were introduced into
our colleges, it would benefit both individuals and the nation.

3. A more logical arrangement would be: (Par. 1) The United States
is not prepared for war; (Par. 2) as now organized, our college
athletics benefit only a few individuals; (Par. 3) if military
training were introduced into our colleges, individual students
and the nation alike would be benefited.

4. In which arrangement is paragraph unity better observed?

5. Is the arrangement in the model better in any respect than the
one suggested?

6. The following words are hackneyed: "wofully," "utterly,"
"inestimable," "magnificent," "groundwork." Suggest some synonyms.
Can any of these words be omitted? Lowell's rule was: "Cut out the
adjectives and adverbs. Make the nouns and verbs do the work."

7. Explain the construction of "with but very little warning," "for
the purpose," "from other institutions," "physically,"
"utterly," "drill."

8. What is the difference between "development" and "training"?
Between "true patriotism" and "unselfish public service"?
"College" and "university"?

9. Does this model contain any misstatements of fact?

10. Is the plan feasible or desirable?

11. Could it be extended to secondary schools?

12. Find in the model at least four mixed metaphors. If you do not
know what a mixed metaphor is, perhaps this classic example of
one will inform you: "Mr. Speaker, I smell a rat. I see him
brewing in the air. But, mark me, I shall yet nip him in the
bud."

13. Discuss the meaning and etymology of "crisis," "disaster,"
"political," "physical," "nation," "revolutionize,"
"educational," "athletics," "institutions," "disciplined,"
"military," "supervision," "experts," "auspices," "spirit,"
"instilled," "nucleus," "corps," "recruited," "additional."

14. Shall we say "instilled in," "instilled into," or "developed
in"?

15. Write an answer to Model II.

16. The great merits of Model II lie in its content and its
construction. The fundamental principle on which it is built
might be called the "killing-two-birds-with-one-stone idea." Two
things are wrong; one reform will make both right. Can you think
of any other subject which might be discussed on the same
principle?

VII. Suggested Reading

Lamb's _Dissertation on Roast Pig_. Addison's _Hilpa and Shalum_.
Emerson's _Compensation_. Holmes's _The Broomstick Train_.

VIII. Memorize

METRICAL FEET[12]

Tro͞che͝e | tr̄ı͞ps frŏm | lo͞ng tŏ | sho͞rt ||;
Fr͞om lo͞ng | tō lo͞ng | ı͞n s͞ol|e͞mn s̄o͞rt
Slo͞w Spo͞n|de͞e stālks; || stro͞ng fo͝ot, yĕt | īll ăblĕ
Ēvĕr tŏ | ke͞ep ŭp wĭth | Da͞cty̆l trĭ|sȳllăblĕ;
Ĭa͞m|bŭs mōves | frŏm sho͞rt | tŏ lo͞ng;
Wĭth ă le͞ap | ănd ă bōu͞nd | thĕ swĭft Ān|ăpĕsts thro͞ng.
SAMUEL TAYLOR COLERIDGE.

[12] Coleridge here illustrates the feet while explaining them, an
admirable device in exposition. "Dactyl" is a fine word; in Greek it
means "finger"; like a finger, a poetic dactyl has three parts, one long
and two short. "Anapest" comes from a Greek verb which means "strike
back"; an anapest is a reversed dactyl. Most English poems are written
in iambi. Longfellow's _Hiawatha_ is in trochees, _Evangeline_ in
dactyls, and _The Destruction of Sennacherib_ (see page 70) in
anapests.

CHAPTER XVII

EDITORIALS--DESTRUCTIVE

"O great corrector of enormous times,
Shaker of o'er-rank states, thou grand decider
Of dusty and old titles, that healest with blood
The earth when it is sick, and curest the world
O' the pleurisy of people!"
BEAUMONT AND FLETCHER.

I. Introduction

In Chapter XVI constructive editorials were discussed. The object of
this chapter is to present a few exercises on destructive editorials.
Their object, of course, is not really to create ruin; it is merely to
clear away rubbish in order to prepare the ground for the edifice of
truth.

II. Assignment

Write an editorial in reply to an editorial in which a false position is
assumed by the writer.

III. Model I

Vice-President Marshall's declaration, made some time ago at
Wabash College, that the old man is being shoved off the stage
everywhere, needs revision, as does the opinion of another
statesman that men over fifty are atrophied.

In the last great war between France and Germany the campaign
was planned and led by elderly men. The Emperor William, then
King of Prussia, was in his seventy-fourth year; Von Moltke, the
master strategist of the war, was seventy-one years old; General
von Roon was sixty-eight; and Bismarck, the master mind in the
larger field, was in his fifty-sixth year.

In the next great war in which high military efficiency was
displayed, Admiral Togo was approaching his sixtieth year when
he took the field; Prince Oyama, the commander-in-chief of the
Japanese forces in Manchuria, had passed his sixtieth year;
Field Marshal Nodzu was sixty-three; Field Marshal Yamagata was
sixty-six; General Kuroki was sixty; and General Nogi, who took
Port Arthur after a series of desperate conflicts, carried on
with unflinching energy and almost breathless rapidity, was
nearly sixty years of age.

In the present war Lord Kitchener, the organizing genius of the
English army, is sixty-four; and Sir John French, commanding the
English forces in the field, is sixty-two. When Lord Roberts was
sent to South Africa to snatch victory out of defeat, he was
sixty-eight years of age.

On the French side, General Joffre is sixty-two; General Pau is
sixty-six; General Castelnau, the third in command, is well
advanced in the sixties; and General Gallieni, who is in command
of the defenses of Paris, is seventy.

The German armies are also led by a group of elderly men. Count
von Huelsenberg has reached the mature age of seventy-eight;
Field Marshal von der Goltz is seventy-one; General von Kluck
has reached his sixty-eighth year; General von Emmich was
sixty-six; and General von Hindenberg is sixty-seven.

These figures suggest that, while fifty may be the deadline
among Democratic statesmen, it appears to be a kind of life-line
among great leaders abroad.--Adapted from _The Outlook_,
November 11, 1914.[13]

[13] Reprinted by permission of _The Outlook_.

IV. Analysis

Observe the framework. Paragraph 1 states the point to be proved.
Paragraphs 2-5 are composed of examples, arranged thus:

1. The War of 1871.
2. The War of 1905.
3. The Present War.
(a) France.
(b) England.
(c) Germany.

The order, in other words, is at once the order of chronology and that
of climax, which combine to make the facts easy to remember. Paragraph 6
summarizes the argument and clinches it by a sharp antithesis.

V. Exercises

1. Using a similar framework, write an editorial disproving by
examples the point made by the writer of the model.

2. Write an editorial proving by examples any proposition which you
believe to be true and in which you are deeply interested.

3. Prove or disprove by example any one of the following
propositions:

(a) Left-hand batters are better than right-hand batters.

(b) Germans are better ball-players than Irishmen.

(d) Men write better than women.

(e) Asphalt pavements are more durable than brick pavements.

(f) Germany has contributed more to the world's culture than
England.

(g) College graduates are more successful as statesmen than are
self-made men.

(h) Very tall men have ever very empty heads.

(i) Athletes usually succeed well in after life.

(j) Dr. Samuel Johnson was a great wit. (For Johnson, substitute,
if you wish, Geoffrey Chaucer, William Shakespeare, Francis
Bacon, Samuel Butler, Alexander Pope, Charles Lamb, Sidney
Smith, Oliver Wendell Holmes, James Russell Lowell, or Mark
Twain.)

In the model there are twenty-two examples. In your composition there
must be at least ten.

VI. Model II

WHAT DOES A MAN PRODUCE?

Among the banners of the unemployed in New York when they came
in collision with the police was one reading, "We Want All We
Produce."

There is a common impression among Socialistic workmen,
encouraged by some of the new-fangled college professors, that
the weaver produces all the cloth that comes off the loom he
tends, and he is robbed if his wages are only a part of the
value of the cloth. But he is only one of a long line of
producers, each of whom has to get some of the money for which
that cloth is sold.

There was a farmer who grew the raw fiber. There was a railroad
that transported the fiber. There was a long list of workmen who
did various things in the preparation of that fiber. It took
several classes of men to convert that fiber into yarn. Some men
dug the coal and a railroad hauled it. It took a good many men a
considerable time to build the loom and the engine and the mill,
and all of them have got to be paid. The men who have paid all
these previous classes of workers may reimburse themselves out
of a part of the proceeds of the bolt of cloth without
committing any robbery. What are the dividends but the
reimbursement of the people that have paid the miners and
mechanics and builders for their work before the cloth was sold?

The report of the Comptroller of the Currency shows that the
average return on all the shares and bonds of all the
corporations in the United States is 4.3 per cent. That doesn't
look unreasonable. It isn't very much more than savings-bank
interest. Of course, some corporations make very much more, but
many must make nothing in order to bring the average down to
4.3 per cent. Besides, there are a few bonds that do not pay
4.5 per cent or more, so that the average return on the shares,
which represent the ownership of the mills and factories, would
be less than 4.3 per cent.

What does a man produce? Well, put a man with only his bare
hands upon a spot of earth, or in a mine hole, or by the side of
a stream and how much will he produce? What are the chances that
he will not starve to death before he can produce anything? If
you give him tools, and "grub-stake" him, in mining lingo, or
support him until he has produced something and it has been
marketed, the produce of other men has been given him. They have
got to be paid for their produce in some way. The man in
question can't have all he produces without defrauding the men
who produced the tools and food which he used during the time
he was getting his product made or extracted.[14]--_Philadelphia
Record._

[14] Reprinted by permission of the _Philadelphia Record_.

VII. Analysis

1. What is proved by this editorial?

2. The method of Model I consists of overwhelming the enemy with an
avalanche of examples. The method of Model II is to define the
words used by an opponent and, by analyzing the meaning of what
he asserts, to prove that he does not see his way through the
question.

3. Note the framework: (Par. 1) "Four W's"; (Par. 2) Statement of
Positions of Opponent and Writer; (Par. 3) Exposition of
Writer's Position; (Par. 4) Refutation of Opponent's Idea;
(Par. 5) Conclusion.

VIII. Exercises

1. Define and discuss the etymology of "collision," "transported,"
"convert," "considerable," "reimburse," "dividend,"
"corporations," "factories," "starve," "lingo," "support,"
"extract," "percentage," "average."

2. Subject for short expository speeches: "Socialism," "Shares,"
"Bonds," "Corporations," "Savings Banks," "Interest."

3. Write an answer to the model.

4. Write an editorial refuting some current fallacy or what you
deem such. Use the analytic method of the model.

5. Examine the editorials in some current paper to determine
whether they are expository or argumentative, constructive or
destructive, if their frameworks are as good as those of the
models, if their matter is as convincing, if their style is as
good, and if their total effect is better or worse.

IX. Suggested Reading

Thomas Gray's _Elegy in a Country Churchyard_.

X. Memorize

OLD IRONSIDES[15]

Ay, tear her tattered ensign down!
Long has it waved on high,
And many an eye has danced to see
That banner in the sky;
Beneath it rung the battle shout,
And burst the cannon's roar;--
The meteor of the ocean air
Shall sweep the clouds no more.

Her deck, once red with heroes' blood,
Where knelt the vanquished foe,
When winds were hurrying o'er the flood
And waves were white below,
No more shall feel the victor's tread,
Or know the conquered knee;--
The harpies of the shore shall pluck
The eagle of the sea!

Oh, better that her shattered hulk
Should sink beneath the wave;
Her thunders shook the mighty deep,
And there should be her grave;
Nail to the mast her holy flag,
Set every threadbare sail,
And give her to the god of storms,
The lightning and the gale.
OLIVER WENDELL HOLMES.

[15] Built about 1800, the frigate _Constitution_ had a career that
aroused popular fancy. She was at the bombardment of Tripoli in 1804;
captured the British frigate _Guerrière_ August 2, 1812; captured the
British frigate _Java_ December 29, 1812; and on February 20, 1815,
captured the British ships _Cyane_ and _Levant_. In 1830, when it was
proposed to break her up, Holmes wrote this poem by way of protest. The
result was that the ship was preserved. She now lies at the Boston Navy
Yard, an object of great historic and patriotic interest. The poem is a
kind of poetic editorial.

CHAPTER XVIII