1. Niagara is the largest cataract in the world, while Yosemite is the highest; it is the volume that impresses you at Niagara, and it is the height of Yosemite and the grand surroundings that make its beauty.

Niagara is as wide as Yosemite is high, and if it had no more water than Yosemite has, it would not be of much consequence. The sound of the two falls is quite different: Niagara makes a steady roar, deep and strong, though not oppressive, while Yosemite is a crash and rattle, owing to the force of the water as it strikes the solid rock after its immense leap.

2. It is not only in appearance that London and New York differ widely.

They also speak with different accents, for cities have distinctive accents as well as people. Tennyson wrote about "streaming London's central roar"; the roar is a gentle hum compared with the din which tingles the ears of visitors to New York. The accent of New York is harsh, grating, jarring. The rattle of the elevated railroad, the whir of the cable cars, the ringing of electric-car bells, the rumble of vehicles over the hard stones, the roar of the traffic as it reechoes through the narrow canyons of down-town streets, produce an appalling combination of discords. The streets of New York are not more crowded than those of London, but the noise in London is subdued. It is more regular, less jarring and piercing. The m.u.f.fled sounds in London are due partly to the wooden and asphalt pavements, which deaden the sounds. London must be soothing to the New Yorker, as the noise of New York is at first disconcerting to the Londoner.--_Outlook._

3. Now their separate characters are briefly these. The man's power is active, progressive, defensive. He is eminently the doer, the creator, the discoverer, the defender. His intellect is for speculation and invention; his energy for adventure, for war, and for conquest wherever war is just, wherever conquest necessary. But the woman's power is for rule, not for battle, and her intellect is not for invention or creation, but for sweet ordering, arrangement, and decision. She sees the qualities of things, their claims, and their places.

--Ruskin: _Sesame and Lilies_.

+Theme XXV.+--_Write a paragraph using comparison or contrast._

Suggested topics:--

1. The school, a beehive.

2. The body, a steam engine.

3. Two generals about whom you have read.

4. Girls, boys.

5. Two of your studies.

6. Graded school work, high school work.

7. Animal life, plant life.

8. Two of your cla.s.smates.

(Have you used comparison or contrast? Have you introduced any of the other methods of development? Have you developed the paragraph so that the reader will understand fully your topic statement? Omit sentences not really needed.)

+49. Development by Stating Cause and Effect.+--We are better satisfied with our understanding of a thing if we know the causes which have produced it or the effects which follow it. Likewise we feel that another has mastered the topic statement of a paragraph if he can answer the question, Why is this so? or, What will result from this? When either is stated, we naturally begin to think about the other. The idea of a topic statement may, therefore, be satisfactorily developed by stating its causes or its effects. A cause may be stated and the effects given or the effects may be made the topic statement for which we account by giving its causes.

The importance of the relation of cause and effect to scientific study is discussed in the following paragraph from Mill:--

The relation of cause and effect is the fundamental law of nature. There is no recorded instance of an effect appearing without a previous cause, or of a cause acting without producing its full effect. Every change in nature is the effect of some previous change and the cause of some change to follow; just as the movement of each carriage near the middle of a long train is a result of the movement of the one in front and a precursor of the movement of the one behind. Facts or effects are to be seen everywhere, but causes have usually to be sought for. It is the function of science or organized knowledge to observe all effects, or phenomena, and to seek for their causes. This twofold purpose gives richness and dignity to science. The observation and cla.s.sifying of facts soon become wearisome to all but the specialist actually engaged in the work. But when reasons are a.s.signed, and cla.s.sification explained, when the number of causes is reduced and the effects begin to crystallize into essential and clearly related parts of one whole, every intelligent student finds interest, and many, more fortunate, even fascination in the study.

--Mill: _The Realm of Nature_. (Copyright, 1892, by Charles Scribner's Sons.)

EXERCISES

_A._ In your reading, notice how often the effects are indicated by the use of some one of the following expressions: _as a result, accordingly, consequently, for, hence, so, so that, thus._

_B._ Which sentences state causes and which state effects in the following paragraphs?

1. The power of water to dissolve most minerals increases with its temperature and the amount of gases it contains. Percolating water at great depths, therefore, generally dissolves more mineral matter than it can hold in solution when it reaches the surface, where it cools, and, being relieved of pressure, much of its carbonic acid gas escapes to the atmosphere or is absorbed by aquatic plants or mosses. Hence, deep-seated springs are usually surrounded by a deposit of the minerals with which the water is impregnated. Sometimes this deposit may even form large hills; sometimes it forms a mound around the spring, over the sides of which the water falls, while the spray, evaporating from surrounding objects, leaves them also incrusted with a mineral deposit. Percolating water evaporating on the sides and roof of limestone caverns, leaves the walls incrusted with carbonate of lime in beautiful ma.s.ses of crystals. Water slowly evaporating as it drips from the roof of caverns to the floor beneath leaves a deposit on both places, which gradually grows downward from the roof as a _stalact.i.te_, and upward from the floor as a _stalagmite_, until these meet and form one continuous column of stone.

--Hinman: _Eclectic Physical Geography_.

2. The frequent use of cigars or cigarettes by the young seriously affects the quality of the blood. The red blood corpuscles are not fully developed and charged with their normal supply of life-giving oxygen. This causes paleness of the skin, often noticed in the face of the young smoker.

Palpitation of the heart is also a common result, followed by permanent weakness, so that the whole system is enfeebled, and mental vigor is impaired as well as physical strength. Observant teachers can usually tell which of the boys under their care are addicted to smoking, simply by the comparative inferiority of their appearance, and by their intellectual and bodily indolence and feebleness. After full maturity is attained the evil effects of commencing the use of tobacco are less apparent; but competent physicians a.s.sert that it cannot be safely used by those under the age of forty.

--Macy-Norris: _Physiology for High Schools_.

3. In many other ways, too, the Norman Conquest affected England. For example, before long all the best places in the Church were filled with foreigners. But most of the new bishops and abbots were far superior in morals and education to the Englishmen whom they succeeded. They were also devoted to the Pope of Rome, and soon made the English National Church a part of the Roman Catholic Church. But William, while willing to bow to the Pope as his chief in religious matters, refused to give way to him in things which concerned only this world. No former English king had done that, he knew, and no more would he. This union with the Roman Catholic Church was of the greatest benefit to England, as it brought her once more into connection with the educated men of Europe. Indeed, Lanfranc, the Conqueror's Archbishop of Canterbury, was one of the best and wisest men of his day.

--Higginson and Channing: _English History for American Readers_.

+Theme XXVI.+--_Develop one of the following topic statements into paragraphs by stating causes or effects:_--

1. A government which had no soldiers to call upon in an emergency would not last long.

2. One of the first needs of a new country is roads.

3. The number of people receiving public support is smaller in this country than in Europe.

4. An efficient postal system is a great aid to civilization.

5. A straight stream is an impossibility in nature.

6. Mountain ranges have great influence upon climate.

7. The United States holds first place as a manufacturing nation.

8. There are many swift rivers in New England.

9. Towns or cities are located at the mouths of navigable rivers.

(Which sentences state causes and which state effects? Would the effects which you have stated really follow the given causes?)

+50. Development by Repet.i.tion.+--The repet.i.tion of a thought in different form will often make plain that which we do not at first understand. This is especially true if the repet.i.tions are accompanied by new comparisons.

In every school the teacher makes daily use of repet.i.tion in her efforts to explain to the pupils that which they do not understand. In a similar way a writer makes use of this tendency of ours, and develops the idea of the topic sentence by repet.i.tion. Each sentence should, however, do more than merely repeat. It should add something to the central idea, making this idea clearer, more definite, or more emphatic. If repet.i.tion is excessive and purposeless, it becomes a fault.

Repet.i.tion may extend through the whole paragraph, or it may be used to explain any sentence or any part of a sentence. It may tell what the thing is or what it is not, and in effect becomes a definition setting limits to the original idea.

EXERCISE

Notice how the idea in the topic statement of each of the following paragraphs is repeated in those which follow:--