B. (8) (9) (10) (11) (12) (13) the sins of many generations: he too experiences that man's tribunal is not in this earth; that if he had no Higher one, it were not well with him. "A King dying by such violence appeals impressively to the imagination; as the like must do, and ought to do. And yet at bottom it is not the King dying, but the man! Kingship is a coat the grand loss is of the skin. The man from whom you take his Life, to him can the whole combined world do more? Lally went on his hurdle; his mouth filled with a gag. Miserablest mortals, doomed for picking pockets, have a whole five-act Tragedy in them, in that dumb pain, as they go to the gallows, unregarded; they consume the cup of trembling down to the (14) lees. For Kings and for Beggars, for the justly doomed and the (15) unjustly, it is a hard thing to die. Pity them all: thy utmost pity, with all aids and appliances and throne-and-scaffold contrasts, how far short is it of the thing pitied!" QUESTIONS. 1. Point out examples of abrupt expression in this passage. 2. With what figure of construction does the paragraph open? How far does it extend? 3. Are any of the expressions harsh or inelegant? 4. Are any of the expressions colloquial or undignified? 5. What figure of language is employed in (5)? 6. Note instances of an inverted construction of sentences: what is the effect of this? 7. What is noticeable in the use of the word “doomed” in (13) and (14)? 8. What is the difference in subject between A. and B. ? 53 PART II.-PROSE THEMES. 61. A Theme is a series of paragraphs discussing the different parts of a subject, so arranged as to give a complete exposition of the subject of which it treats. 62. As already explained in connexion with the Paragraph, there are three kinds of composition, to any one of which mainly, though not exclusively, a Theme may belong. These are Narration, Description, and Exposition. Reflection, as was formerly shown, may better be regarded as an element which may be introduced into any kind of Theme, than as itself a distinct kind of composition. While a Theme is less likely than a Paragraph to belong entirely to only one of the above named classes, it is convenient to classify Themes according to their prominent character, into, I. NARRATIVE THEMES. Chapter I.-Narration. 63. A Narrative Theme has for its object to give a complete account of all that happened in connexion with a particular event; and only such details are to be introduced into it as are necessary for that purpose. 64. The Narrative Theme may therefore be regarded as an expansion and enlargement of the narrative paragraph, as the paragraph is of the sentence (I. § 82). It affords, however, greater scope for the introduction occasionally of descriptive and reflective elements. 65. The particulars embraced in the Theme will generally refer to the following heads: 1. The Event itself. 2. The Persons or Instruments concerned in it. 4. The Place. 5. The manner and accompanying circumstances. 6. Reflections on the causes and consequences of the event. The last two heads will obviously afford the greatest scope for amplification, as they will include a detailed account of the course of events to which the incident under consideration belongs. 66. Narrative Themes may be classified, according to the nature of the subjects treated of, under these three heads::-I. Incidental Themes, including such miscellaneous subjects as Mechanical Processes, and Incidents of every-day life. II. Biographical Themes. I. Narrate the events in the order of their occurrence. II. Introduce Description, only when really necessary to explain objects referred to in the narrative. III. Introduce Reflection sparingly, and always keep it subordinate to Narration, which is the main object of the Theme. IV. Each circumstance which forms a distinct unity should occupy a separate paragraph. As the drawing out of a scheme or skeleton before writing any Theme is an important exercise in itself, only one or two model schemes are here given under each head. It is recommended that, as a first exercise, the pupils should be required to prepare the scheme, and as a second, to write the Theme therefrom. The following directions for scheme-making are given to aid the pupil in doing this for himself. 68. Directions for Scheme-making :— I. When the facts are not derived from personal observation, read some plain and authentic account of them; and in the course of reading, make notes. II. From these notes, select the points most worthy of attention, and arrange them in the order in which they are to be taken up in the narrative. III. Indicate by marginal notes those objects that may require description, and the points which suggest reflections. IV. Write the Theme from the scheme and notes alone, and not from the author consulted. V. The division into paragraphs is most conveniently made in the course of composition. I. INCIDENTAL THEMES. 69. The style, in Incidental Narrative, should be plain and unaffected. The language should be simple and direct, and the construction natural. The sentences should, for the most part, be short and uninvolved. An excess of Periods, in compositions of this class, is apt to make the style formal and pompous, and is generally inconsistent with the character of the subject. Exercise 13. 1. THE OPENING OF PARLIAMENT. The gathering of the Houses-the House of Lords the crowds outside-military guard— arrival of the Queen-Her entrance into the House-arrival of the Commons 2-reading of the Royal speech-withdrawal of the Commonsreading of the speech in the Lower House-the address and debate thereupon in both Houses. D. The interior and aspect of the House. 2 R. The different elements of the constitution. 3D. The form and parts of the speech. 2. A Military Review and Sham Fight. | 4. A Public Funeral. 3. A Jury Trial. 5. A Cricket or Football Match. 6. The Break-up at School. Exercise 14. 1. PAPER-MAKING. 1 Rags collected dusting-sorting-cutting 1washing—teasing—bleaching—stirring pulp in vat-passage through strainer-over wire cloth 2 -vacuum box3-lateral vibration-passage of film between iron rollers-on to felt web-rollers again-under steam-heated cylinders-on to a drum or reel, a perfect web of paper.5 3 4 5 2. The Process of Photographing, * D. = Description. R. Reflection. Exercise 15. 1. A HIGHLAND TOUR. 2 R. Transition from Lowlands to Highlands. 3 D. The scene. Start from Edinburgh1-incidents of the depar- | 1 R. Sense of freedom. ture-view of Linlithgow Palace and Lochapproach Stirling-bustle of the station-crowd of tourists from all parts-meeting of friends discussing different plans-view of Stirling Castle 2. Callander, run for seats- the drive to the Trossachs by Lochs Venacher and Achray-first view of the Trossachs and Ben Venues-Loch Katrine-the sail down the loch -Helen's Isle-the Silver Strand-view of the Trossachs from the lake-Stronachlachar-walk to Inversnaid past Loch Arklet-sail from Inversnaid, past Rob Roy's Cave, to Inverarnan-view of Ben Lomond-drive to Tyndrum-Glenorchy -Dalmally-Kilchurn Castle1-Loch Aweview of Ben Cruachan-Taynuilt-view of Dunstaffnage Castle-to Oban. Excursion to Staffa and Iona,5-returning to Oban. 4 D. The ruin. 5 R. Historical associations. 6 D. The scenery. Excursion to Glencoe,5-returning to ObanOban, by Crinan Canal to Ardrishaig-sail round the Kyles of Bute-by Rothesay-Wemyss Bay -rail to Glasgow-Glasgow' to Edinburgh. 2. A Continental Tour. 4. A Walking Excursion in Skye. 3. The Ascent of a Mountain. 5. A Day in London, Paris, Berlin, etc. 6. A Cruise in the Hebrides. ADDITIONAL SUBJECTS:-See Part I., Exercise 23, Nos. 13-20. II. BIOGRAPHICAL THEMES. 70. A Biographical Theme gives a detailed account of the events in a man's life. Like the paragraph (I. § 95), it may open with 1. A Description, in general terms, of his position and character. Then follows 2. The Narrative proper, in the course of which descriptions or reflections may be introduced, suggested by objects referred to, or by features of character and conduct. The theme may conclude with a formal estimate 3. Of Character, and remarks upon the lessons of the life that has passed under review. The outlines of Biographical paragraphs given in Part I. (Exercise 27), may be used also as the bases of Themes. The |