of a god! The eye, too, it looks-out inquiry, why the world was of such a Oks, this 'voice of ten silent centuries,' homable song.'- Carlyle: On Heroes, Ben Hur, chaps. ii. and viii.; Bracebridge and Naseby, in Carlyle's Cromwell; Pater's his Studies in the History of the Renaissance; II. p. 380. Note the advantage of epithet and is kind. A few portrait sketches are included . Short sketches of persons and faces known to utside of class by students, for presentation in s, portraits of well-known historical characters escriptions made of them. Facter Sketches. tches depends upon the writer's rincipal trait of character pos the sketch, the predominating p other traits as the natural ity, in the light of which the e sketch are to be explained. as a central quality about which That we speak naturally of In's honesty, and Queen Elizcious evidence of this. This furnish the paragraph theme. by deeds, events, and words. five language tend to make a nd effective. The following pry of the English People, Vol. S. points: utterly against the conception of an Engl up under Plantagenet or Tudor. His big h his quilted clothes, his rickety legs, stood trast with all that men recalled of Henry and rhodomontade, his want of personal coarseness of speech, his pedantry, his per ter contrasted with portrait] Under this lay no small amount of moral courage a James was a ripe scholar, with a consideral mother wit, and ready repartee. His ca political and theological controversies of th phrases, with puns and epigrams and to retain their savour. His reading, especia was extensive; and he was already a volu which ranged from predestination to tobaco tral quality—a confirmed pedantry] But ing only left him, in the phrase of Henry t wisest fool in Christendom." He had, in fa a pedant's conceit, a pedant's love of theo ity to bring his theories into any relation this fatal defect that marred his political ab had shown no little capacity in his smalle and good temper had held even Melville at to wait and how to strike; and his patien rewarded with a fair success. He had stud as he had studied Scotch affairs; and of th eign courts he probably possessed a greater lishman save Robert Cecil. But what he he never could gain, was any sort of kno lishmen. He came to his new home a Scot to the life, the thoughts, the traditions of he remained strange to them to the last. А insensibly imbibed the temper of the me genius would have flung himself into the feeling and made it his own. But James man of genius. He was already in middle Border; and his cleverness and his concei need of any adinstment of his conclusiona o . illustrations of character sketches will be found in Hosn Irving's Philip of Pokanoket (last par.), in the Sketch tory of England, Vol. II. chap. iii. p. 316. A few charac among the paragraphs given in Appendix B. After stu these, the student may attempt to write a description of friend. THE RELATED PARAG Each of the paragraphs examined th has been treated as a complete compos tention will now be directed to those mo ure which result when a paragraph be essay. Related paragraphs are those wh form a complete essay. In most of th not materially different from that whi ered in one or another of the various fo paragraph. Like the isolated paragraph graphs have distinct topic-sentences wh one or more of the ways already poin sentences, in the case of related paragr turn the various headings and sub-hea outline. There are a few special kin graphs, however, so different in form any of the isolated paragraphs studied notice and illustration at the outset. are will appear from a comparison of t various sentences in an isolated parag the various paragraphs in an essay. 1. SPECIAL FORMS. be found in Hosmer's Samuel Adams, p. 363; ar.), in the Sketch Book, p. 409; Green's His316. A few character sketches are also included ndix B. After studying and analyzing some of te a description of the character of an intimate ED PARAGRAPH. examined thus far in our study and sub-headings of the essay essay. As the subject sentence of a paragra theme, so the introductory paragrap more or less distinctly, the theme of tion words and sentences may be connect the sentences of a paragra graphs may be needed at focal poin nect the paragraphs of the essay. 'yet,' 'still,' 'however,' presenting paragraph to arrest the thought and ent channel. There are paragraph purpose in the essay. A sentence m restricting, defining, repeating, amp enforcing an idea set forth in a pre an essay whole paragraphs may be e defining, repeating, amplifying, ill the idea of a preceding paragraph. expressions at important points in a thought back to the subject sentence graphs in an essay that show the be contiguous paragraphs upon the mai ⚫course these functions vary in diffe tions, since the paragraphs are color piece as a whole. In a given essa entirely, not being needed for the hand, just as in a given paragraph development, indicated in the typ dix A 11), are absent. A few of t indicated and illustrated. (a) INTRODUCTORY AND CONCLU Of these little need be said. The tory paragraph is to segregate the id tion usually needs to do little more th and indicate briefly the line of develop In a description, the introduction frequ impression produced by the object des introduction usually requires nothing n and time of the story. A newspaper important series of events usually empl paragraph for the purpose of giving events detailed at length in the succeed such an article, the introduction tells brief. [The subject of the section from which the taken is "Political Institutions of Germany. gives as the subject of this paragraph, "Want in Germany."] It was the misfortune of Germany in the six centuries that, [Subject of section] with most of for the formation of national unity, [Subject of really national institutions. There was [Sul paragraphs to follow] an Emperor, who look English King, and a Diet, or General Assembly thing like an English Parliament, but [Subject the resemblance was far greater in appearan Gardiner: Thirty Years' War, p. 1. The concluding paragraph should gat force of all the preceding paragraphs. 1 to leave a strong impression. It is no pla but must be in line with what has been s A great deal must be allowed to Pope for the and not a little, I think, for the influence of Sw ince he still stands unapproachably alone. [E made in the essay] If to be the greatest satiri ittle more than state the theme, ne of development to be followed. luction frequently gives the total he object described. A narrative res nothing more than the place newspaper article narrating an usually employs the introductory se of giving a summary of the n the succeeding paragraphs. In duction tells the whole story in from which the following paragraph is s of Germany." The marginal note graph, "Want of National Institutions many in the sixteenth and seventeenth h should gather into itself the In his own prov- writing, which in his hands was living and it to express artificial modes of thinking society. Measured by any high standard found wanting; tried by any test of wit My Study Windows, p. 433. Other examples of introductory and concluding pendix D 1. (b) TRANSITIONAL AND DIREC Transitional and directive paragra the logical connection between the course and to direct the thought bot preceding paragraph and to that of t Transitional paragraphs have, there form. There must be the "backwar that precedes, and the "forward lo follows. The following will serve t [In a preceding paragraph the author ha that Confucius is worthy of high respect. opening sentence.] Confucius belongs select ones whose lives have been devoted their fellow-men. Among them he stand new subject] he sought to implant the pure morals in the character of the whole peop it. To show that this was his purpose definitely stated] it will be necessary to gi -Clarke: Ten Great Religions, p. 45. Other examples of transitional and directive paragra (c) AMPLIFYING PAR It is often the case that a though on the subject, but which can be m |