the name of a person should be begun with a capital letter. He also wrote "candlestick holder," when it is clear that candlestick or candle holder is enough; and this too had to be corrected before the story was printed. If he had had time before the teacher took his paper, he might have corrected his errors; but as he did not, some of them have been corrected for him. Others, however, have been left uncorrected so that you may correct them. The same is true of the girl's story. For example, a. Have you discovered that the boy, in ending his story, wrote something not quite in harmony with what he had written in the beginning? And have you noticed that he once wrote "mantlepiece" when he meant something else? How can you correct his error? b. In the girl's story occurs this sentence: "When I was first put in the schoolroom I was very innocent and pretty." Then she goes on to say that she thought all children were cherubs, that is, very good indeed, but that she afterwards learned that some children are not very good. Her thinking that all children were cherubs could undoubtedly be due to her being "innocent," that is, ignorant of the ways of the world, but how could it be due to her being "pretty"? Are pretty people necessarily ignorant of the ways of the world? One might as well say, "I had blue eyes; therefore I was ignorant of the ways of the world." It must be clear, then, that being pretty had nothing to do with the case. How may the error be corrected? c. The boy's story contains the expression, "ringing her hands." When a bell or a drinking glass is struck, it rings; but did you ever hear of a hand ringing? There certainly must be some error here. How can you correct it? Can you discover any other errors in the compositions? SPELLING: A STUDY OF HOMONYMS 117. You have doubtless discovered that the boy wrote "ring" when he should have written wring. The spelling of the words of our language is certainly strange; for here are two words that sound alike but are spelled differently and have different meanings. Such words are called homonyms. This word comes from the Greek language, and means the same name. Words that are the same in sound and perhaps in spelling, but have different meanings, are homonyms. The term is often applied also to words that are spelled alike but have different pronunciation and different meanings, like bow, meaning to bend, and bow, meaning a weapon. The following words are homonyms.. If you do not know their meanings, consult the dictionary. These are only a few of the homonyms that you use nearly every day. If you find that you misspell some of them, you should refer to section 59 and take the advice given there. And if you find such words misspelled in the compositions your friends write, you should ask them to take the same advice. SUBJECTS FOR ORAL COMPOSITIONS 118. Perhaps it is well to remind you again that you can think of a good deal more to say when you are speaking than when you are writing. This is probably because you are more accustomed to express your thoughts orally than with a pen. Ever since you were small children you have been talking, and sometimes talking a great deal; indeed, it is likely that your parents sometimes think you talk too much. And it is easier to talk with some one, exchanging experiences and opinions in conversation, than it is to stand before a schoolroom and do all the talking yourself for a number of minutes at a time. Experience, however, is a wonderful teacher. Eventually you will be able to do this with ease if you have practice enough, and if you organize your thoughts before you begin to speak. The outline of a composition given in section 60 was an exercise in the organization of thought. Perhaps you have not discovered it, but you really do not know how much you know about a subject until you organize the subject matter. Let us select a subject that you are sure How I Made a Batch of Bread How I Made a Hat How I Made a Telegraph Key and Sounder How I Made a Workbench and Vise How I Made a Table How I Made a Chair Having chosen your subject, you should think over the matter of outline. In section 60 a rather full outline was given; now you should be able to do this part of the work with less help. The following should be sufficient; and remember that it is a suggestion to you as to how you may do it — not how you must do it. How I happened to make the thing Selecting the material The place where I did the work Doing the work The help I received Finishing the work The use to which it was put The pleasure it gave me Each of these topics, or whatever topics you choose, should be fully dwelt upon until you have told everything that directly pertains to it, so that when the class offers criticism no one will have to say that you left any important thing untold. When you have prepared your outlines, speak from them, until every one in the room has spoken. This will take several class periods, no doubt; but it is good practice and may be continued for a long time with interest and profit. EXERCISE IN CRITICISM The 119. After each speech, members of the class will offer their opinions to the speaker. following points may be of assistance: a. After listening to the speaker's account of his work, could you make the thing he made? If not, why not? b. Did he speak more fully on some topic of his theme than seemed necessary? c. Did he speak less fully on some topic of his theme than he should have spoken? d. Both these questions may be summed up in this one: Did every topic have as much attention as its importance made it deserve? For it must be clear that all the topics of a composition are not of equal importance. One, for example, of the titles given as help in making an outline in the preceding section is more important than any other, and should have more emphasis than any other. This is a very important matter, and should receive your careful attention. |