does valuable service in securing and perfecting other great and essential qualities. The value to the pupil of the habit of using imagery is incalculable. Since all imagery is based upon the relations which things sustain to each other, the coining of images compels to a detection of these relations, and in this way begets a close observation of nature. It has been said that wisdom consists in the ready and accurate perception of analogies. How much greater truth the statement would have if for analogies we substituted the manifold relations between things, upon which imagery rests. Pupils should be stimulated in all ways to the cultivation of this quality of style. Let the teacher welcome it in their daily recitations, and exact it from them in their written efforts. Nothing can be more indicative or promotive of intellectual health and vigor, for it is the product of the excited imagination, of powers aroused and alert and rejoicing in their strength. As the pupil has found in his hunt for images, these flowers spring up in almost every line of poetry, of impassioned oratory, and of the eloquent essay. Especially should they be found in the speech of youth, who are not yet trained to exact scientific thinking or statement. If the young tree has no grace and litheness, what will be true of it when the bulk of its wood has dried and hardened, and little sap circulates through its veins? The teacher should prune closely here. Let him see to it that the image is choice and apt and not far-fetched, that there is no mixing of incongruous things in it, that, so far as may be, it is the pupil's own, and that he does not use it solely for ornament, varnishing or veneering his style with it, but that he lays it under tribute to his thought-thinks in it, and expresses himself by it, and through it. IMAGERY. A SCHEME FOR REVIEW. Things first Known and Named. Basis of Imagery. I. The Comparison, or Simile. Rhetorical Value (Les- II. The Metaphor. Rhetorical Value (Lessons 46. 47, 55, and 56). Change of Comparisons into Metaphors and of Metaphors into Comparisons (Lesson 47). Faded and So-called Mixed Metaphors (Lessons 48, 55, and 56). Comparisons and Metaphors Containing Allusions (Lessons 49, 55, and 56). III. Personification-Three Grades. Rhetorical Value (Lessons 50, 55, and 56). IV. The Apostrophe. Rhetorical Value (Lessons 51, 55, and 56). V. Antithesis. Grades. Rhetorical Value (Lessons 52, VI. The Metonymy-The Seven Kinus. Rhetorical VII. The Synecdoche-The Two Kinds. Rhetorical Tropes Metaphors, Personifications, Apostrophes which personify, Metonymies, and Synecdoches. Hyperboles (Lesson 54). LESSON 57. ENERGY. SPECIFIC WORDS. Thought may be expressed so feebly as to make little impression on the hearer or reader; it may be put so forcibly as to produce a profound effect, so stamping itself on his memory that it cannot be forgotten. ENERGY is that quality of style by the use of which thought is forcibly expressed. Perspicuity is essential to energy, since what is indistinct is not seen, and is not felt; imagery conduces to energy, as it presents the thought more graphically than plain language can do it: but energy, employing these grand qualities of style, is something different from them. A thought may be perfectly distinct, and may be expressed in a figure; but it may not concentrate upon itself one's whole attention, and powerfully affect him. NOT ALL THOUGHT EXPRESSED WITH ENERGY.-In the ordinary communication of one with another, in description, in narration, in simple instruction of every kind, the easy manner is appropriate. But when the thought is weighty, when its comprehension demands exhausting effort, when upon its acceptance something vital seems to depend, especially when feeling respecting some duty is to be awakened, and the putting forth of an act of the will is to be secured, then the thought must be expressed with great earnestness. The speaker or writer will then be aroused to strong feeling, and his passion will pervade his thought as light fills the air, guiding him in the choice of words and in the construction of his sentences. Energy is assisted not only by the means which secure perspicuity, and by the use of imagery, but also by the use of I. SPECIFIC WORDS.-Words which denote individual things, having a narrow breadth of meaning, are more readily understood and produce a deeper impression than those whose meaning is broader, those which name classes of objects. Specific words, presenting each a single idea, prevent the reader's wasting his energy upon the language, and enable him to bestow it upon the thought expressed. Direction.-Recast these sentences, substituting generic words for those in Italics, and changing the other words so far as you need for this purpose, and note the loss of expressiveness and energy: 1. Will you die of hunger on the land which your sweat has made fertile? 2. Did this save the Crown of James the Second? 3. Did this save the head of Charles the First? 4. We are two millions, one-fifth fighting men. 5. Dogs and ravening fowls shall rend thy body. 6. I sat by her cradle, 1 followed her hearse. 7. Who comprised that gallant army without food, without pay, shelterless, shoeless, penniless, and almost naked, in that dreadful winter at Valley Forge? 8. Will you behold your villages in flames and your harvests destroyed? 9. Will you die under the exterminating sword of the savage Russians ? 10. God is seen in the growth of the grass, in the movement of the stars, in the warbling of the lark, in the thunder of heaven. II. My wind, cooling my broth, would blow me to an ague. 12. Had he intended to make Ireland a slave, he should have kept her a beggar. 13. I now say, and say to your beard, that you are not an honest man. 14. Will you look on while the Cossacks of the far North tread under foot the bodies of your fathers, mothers, wives, and children? 15. If you have tears, prepare to shed them now. 16. I saw the breast that had nourished me trampled by the hoof of the war-horse, the bleeding body of my father flung amidst the ing rafters of our dwelling. 17. Exactly as you have seen the sea leap up at the breakwater, the advance surges over the crest, and, in a moment, those flags fluttered where fifty guns were kennelled. 18. When Miss Hunt or Miss Preston or Miss Avery or the Misses Blackwell, accomplishing themselves in medicine, carry the balm of life to suffering humanity, it is as much their right as it is that of any longhaired, sallow, dissipated boy, who hisses them as they go upon their holy mission. 19. Do men gather grapes of thorns or figs of thistles? 20. Will you erect a gibbet in every field and hang men like scarecrows? Direction. Bring in as many sentences containing specific words, and do with them as directed above. LESSON 58. SPECIFIC WORDS. Direction.—(1) Construct sentences containing these generic words; and then (2) exchange them for their corresponding specific words, and note the gain in expressiveness and energy:— 1. Implement. 2. Garment. 3. Disease. 4. Building. 5. Kill. 6. Flower. 7. Animal. 8. Weapon. 9. Plant. 10. Gas. II. Cruel. 12. Grain. 13. Movement. 14. Murdered. 15. Destroy. 16. Substance. 17. Songster. 18. Cattle. 19. Oppose. 20. Perish. Direction. (1) Construct sentences containing these specific words; and then (2) exchange them for their corresponding generic words, and note the loss of expressiveness and energy: 1. Stabbed. 2. Dagger. 3. Gold. 4. Constable. 5. Thief. 6. Fawn. 7. Dazzle. 8. Marble. 9. Boiled. 10. Robin. II. Plank. 12. Cringe. 13. Breath. 14. Bloodless. 15. Bugle. 16. Moonbeam. 17. Torrent. 18. Grandfather. fidious. 19. Per |