6. Nor must I forget the suddenly changing seasons of the northern clime.

There is no long and lingering spring, unfolding leaf and blossom one by one; no long and lingering autumn, pompous with many-colored leaves and the glow of Indian summer. But winter and summer are wonderful, and pa.s.s into each other. The quail has hardly ceased piping in the corn when winter, from the folds of trailing clouds, sows broadcast over the land snow, icicles, and rattling hail. The days wane apace. Erelong the sun hardly rises above the horizon, or does not rise at all. The moon and the stars shine through the day; only at noon they are pale and wan, and in the southern sky a red, fiery glow, as of a sunset, burns along the horizon and then goes out. And pleasantly under the silver moon, and under the silent, solemn stars, ring the steel shoes of the skaters on the frozen sea, and voices, and the sound of bells.

--Longfellow: _Rural Life in Sweden_.

7. Extreme _busyness_, whether at school or college, kirk or market, is a symptom of deficient vitality; and a faculty for idleness implies a catholic appet.i.te and a strong sense of personal ident.i.ty. There is a sort of dead-alive, hackneyed people about, who are scarcely conscious of living except in the exercise of some conventional occupation. Bring these fellows into the country, or set them aboard ship, and you will see how they pine for their desk or their study. They have no curiosity; they cannot give themselves over to random provocations; they do not take pleasure in the exercise of their faculties for its own sake; and unless Necessity lays about them with a stick, they will even stand still. It is no good speaking to such folk: they _cannot_ be idle, their nature is not generous enough; and they pa.s.s those hours in a sort of coma, which are not dedicated to furious moiling in the gold mill. When they do not require to go to the office, when they are not hungry and have no mind to drink, the whole breathing world is a blank to them. If they have to wait an hour or so for a train, they fall into a stupid trance, with their eyes open. To see them, you would suppose there was nothing to look at and no one to speak with; you would imagine they were paralyzed or alienated; and yet very possibly they are hard workers in their own way, and have good eyesight for a flaw in a deed or a turn of the market. They have been to school and college, but all the time they had their eye on the medal; they have gone about in the world and mixed with clever people, but all the time they were thinking of their own affairs. As if a man's soul were not too small to begin with, they have dwarfed and narrowed theirs by a life of all work and no play; until here they are at forty, with a listless attention, a mind vacant of all material amus.e.m.e.nt, and not one thought to rub against another while they wait for the train. Before he was breeched, he might have clambered on the boxes; when he was twenty, he would have stared at the girls; but now the pipe is smoked out, the snuffbox is empty, and my gentleman sits bolt upright on a bench, with lamentable eyes. This does not appeal to me as being Success in Life.

--Robert Louis Stevenson. (Copyright, by Charles Scribner's Sons.)

_B._ Examine the themes which you have written. Does each paragraph have a topic statement? Have you introduced sentences which do not bear upon this topic statement? Are the paragraphs real ones treating of a single topic, or are they merely groups of sentences written together without any close connection in thought?

+Theme XVIII.+--_State two or three advantages of public high schools over private boarding schools. Use each as a topic statement and develop it into a short paragraph._

(Add to each topic statement such sentences as will prove to a pupil of your own age that the topic statement states a real advantage. Include in each paragraph only that which bears upon the topic statement. Consider the definition of a paragraph on page 68. Does this definition apply to your paragraphs?)

+39. Reproduction of the Thought of a Paragraph.+--Our ability to reproduce the thought of what we read will depend largely upon our ability to select the topic statements. In preparing a lesson for recitation it is evident that we must first determine definitely the topic statement of each paragraph. These may bear upon one general subject or upon different subjects. The three paragraphs on page 67 are all concerned with one subject, the uses of rivers. A pupil preparing to recite them would have in mind, when he went to cla.s.s, an outline about as follows:--

General subject: The uses of rivers.

First topic statement: The fertility of flood plains is improved by irrigation.

Second topic statement: Streams are the easiest routes of travel and commerce.

Third topic statement: Man is indebted to streams for beauty of scenery.

While such a clear statement is the first step toward a proper understanding of the lesson, it is not enough. In order to understand thoroughly a topic statement, we need explanation or ill.u.s.tration. The idea is not really our own until we have thought about it in its relations to other knowledge already in our possession. In order to know whether you understand the topic statements, the teacher will ask you to discuss them.

This may be done by telling what the writer said about them, or by giving thoughts and ill.u.s.trations of your own, but best of all, by doing both. It is necessary, then, to know in what way the writer develops each topic statement.

Read the following paragraph:--

The most productive lands in the world are flood plains. At every period of high water, a stream brings down mantle rock from the higher grounds, and deposits it as a layer of fine sediment over its flood plain. A soil thus frequently enriched and renewed is literally inexhaustible. In a rough, hilly, or mountainous country the finest farms and the densest population are found on the "bottom lands" along the streams. The flood plain most famous in history is that of the river Nile in Egypt. For a distance of 1500 miles above its mouth this river flows through a rainless desert, and has no tributary. The heavy spring rains which fall upon the highlands about its sources produce in summer a rise of the water, which overflows the valley on either side. Thus the lower Nile valley became one of the earliest centers of civilization, and has supported a dense population for 7000 years. The conditions in Mesopotamia, along the Tigris and Euphrates rivers, are similar to those along the lower Nile, and in ancient times this region was the seat of a civilization perhaps older than that of Egypt. The flood plains of the Ganges in India, and the Hoang in China, are the most extensive in the world, and in modern times the most populous. The alluvial valley of the Mississippi is extremely productive of corn, cotton, and sugar cane.

--Dryer: _Lessons in Physical Geography_.

Notice that the first sentence gives the topic statement, flood plains are productive. The second and third sentences tell why this is so, and the rest of the paragraph is given up to ill.u.s.trations.

In preparing this paragraph for recitation the pupil should have in mind an outline about as follows:--

Topic statement: Flood plains are the most productive lands in the world.

1. Reasons.

2. Examples: (_a_) Bottom lands.

(_b_) Nile.

(_c_) Tigris and Euphrates.

(_d_) Ganges.

(_e_) Hoang.

(_f_) Mississippi.

In order to make such an outline, the relative importance of the ideas in the paragraph must be mastered. A recitation that omitted the topic statement or the reasons would be defective, while one that omitted one or more of the examples might be perfect, especially if the pupil could furnish other examples from his own knowledge. The ill.u.s.tration about bottom lands is a general one, and should suggest specific cases that could be included in the recitation. The details in regard to the Nile might be included if they happened to be recalled at the time of the recitation, but even the omission of all mention of the Nile might not materially detract from the value of the recitation. The effort to remember minor details hinders real thought-getting power.

It is better not to write this outline. The use of notes or written outlines at the time of the recitation soon establishes a habit of dependence that renders real scholarship an impossibility. With such an a.n.a.lysis of the thought clearly in mind, the pupil need not attempt to remember the language of the writer.

EXERCISES

_A._ Complete the partial outline given for the paragraph below. Which of the ill.u.s.trations might be omitted from a recitation? For which can you furnish different ill.u.s.trations?

Mountain ranges have great influence upon climate, political geography, and commerce. Many of them form climatic boundaries. The Cordilleras of western America and the Scandinavian mountains arrest the warm, moist, western winds which rise along those great rock barriers to cooler alt.i.tudes, where their water vapor is condensed and falls as rain, so that the country on the windward side of the mountains is wet and that on the leeward side is dry. Mountain chains stretching east and west across central Asia protect the southern part of the continent from frigid arctic winds. The large winter tourist traffic of the Riviera is due to the mountains that shield this favored French-Italian coast from the north and northeast continental winds, giving it a considerably warmer winter's temperature than that of Rome, two and a half degrees farther south. As North America has no mountain barriers across the pathway of polar winds, they sweep southward even to the Gulf of Mexico and have twice destroyed Florida's orange groves within a decade. Mountain ranges are conspicuous in political geography because they are the natural boundary between many nations and languages, as the Pyrenees between France and Spain, the Alps between Austria and Italy, and the Himalayas between Tibet and India.

Mountains sometimes guard nations from attack by the isolation they give, and therefore promote national unity. Thus the Swiss are among the few peoples in Europe who have maintained the integrity of their state.

Commercially, mountains are of great importance as a source of water, which they store in snow, glaciers, and lakes. Snow and ice, melting slowly on the mountains, are an unfailing source of supply for perennial rivers, and thus promote navigation. Mountains are the largest source of water-power, which is more valuable than ever now that electricity is employed to transmit it to convenient centers for use in the industries. A large part of the mining machinery in the United States is run by water power. Switzerland, which has no coal, turns the wheels of its mills with water. Mountains supply most of the metals and minerals, and are therefore the scene of the largest mining industry. They are also among the greatest sources of forest wealth. Though the slopes are not favorable for agriculture they afford good pasturage, and the debris of the rocks washed into the valleys and plains by mountain torrents supplies good soil. Thus the Appalachians have been worn down to a comparatively low level, and the soil formed from their rock particles is the basis of large husbandry.

The scenic attractions of many mountain regions is a source of large revenue. The Alps attract crowds of tourists, who spend about twenty million dollars a year in Switzerland and Austria, and give to many thousands of persons.

--Adams: _Commercial Geography_.

OUTLINE (to be completed)

Mountain ranges have great influence upon-- I. Climate.

Why?

Where?

_a, b,_ etc.

II. Political geography.

Why?

Where?

_a, b,_ etc.

III. Commerce.

Why?

Where?

_a, b,_ etc.

_B._ Make an outline of the following paragraph:--

1. The armor of the different cla.s.ses was also accurately ordered by the law. The first cla.s.s was ordered to wear for the defense of the body, brazen helmets, shields, and coats of mail, and to bear spears and swords, excepting the mechanics, who were to carry the necessary military engines and to serve without arms. The members of the second cla.s.s, excepting that they had bucklers instead of shields and wore no coats of mail, were permitted to bear the same armor and to carry the sword and spear. The third cla.s.s had the same armor as the second, excepting that they could not wear greaves for the protection of their legs. The fourth had no arms excepting a spear and a long javelin. The fifth merely carried slings and stones for use in them. To this cla.s.s belonged the trumpeters and horn blowers.

--Gilman: _Story of Rome_.

_C._ In preparing your other lessons for to-day, make outlines of the paragraphs.

+Theme XIX.+--_Reproduce the thought of some paragraph read to you by the teacher._