The new actor is allowed to touch the refrain, and he 'broiders with gold the Blue, while he mellows with gold the Gray.

STANZA 5. So. - How? Another actor is meeting them equally: What else can the North do ?

Catch the liquid melody of the long open vowels, — equal murmur falleth the cooling drip (compare the idea of drip with that of murmur) of the rain.

The refrain of the judgment day is now old and there is no difference in the treatment expressed in the closing lines.

STANZA 6. Stanzas 3, 4, and 5 may be said to represent a series of ideas. Stanza 6 reverts in thought to stanza 3 and the story begins to draw to a close.

Meaning of upbraiding? Sadly; it must be expected that it would be done.

No braver battle than what?

The judgment day is still the one of eternity in stanza 2; while, in the flowers, we sense a touch of hope and brightness in blossoms that changes to one of sadder melody (garlands) for the Gray.

STANZA 7. Conclusion.

From the standpoint of which section of the country is it written ?

Catch the ringing note of love. Heart has touched heart!

The refrain leaves them where it first found them, waiting the judgment day, in the equality of man for man. The heart of the North speaks in the arrangement : Love and tears for the Blue; Tears and love for the Gray.

Reread, applying your understanding of Contrast:

Chap. I, Nos. 16, 25, 27.
Chap. III, Nos. 16, 34.
Chap. IV, No. 28.

Chap. V, Nos. 12, 28, 29, 33.

SUGGESTIVE STUDIES FOR WRITTEN REVIEW

1. Of what.value is the use of contrast in literature ? 2. Give two examples between No. I and No. 8 of a positive statement followed by a negative state

ment.

3. Express the thought of No. 13 in your own words. 4. Mark the contrasted ideas in No. 35 ().

5. Between what thoughts does the contrast lie in No. 37?

6. What method of contrast have the poets used in Nos. 38 and 39, and what is the effect?

7. (No. 41.) Explain the meaning of he never wronged his conscience; the difference in meaning between intrigue and trickery.

What school taught the doctrine of passive obedience? What is that doctrine?

8. (No. 42.) What contrast is implied in lines 5, 6, of stanza I?

9. State in your own words the gist of No. 43.

CHAPTER VII

STUDIES IN PARENTHETICAL EXPRESSIONS,
EXPLANATORY CLAUSES, AND THE LIKE

Many sentences contain expressions thrown more or less loosely among their other parts. Sometimes the expression is a single word (see No. 1), and certain words are generally used in this way; notably, too, therefore, however, consequently. Words used in this manner are technically spoken of as parenthetical.

Such expressions, however, may consist of one word or many, of one phrase or clause or many phrases or clauses. Sometimes they are not essential to the meaning of the sentence (3); sometimes they modify the thought (5); sometimes they present an additional thought (14). Often they come between two important parts of the sentence, as between subject and predicate (16), or between parts of a quotation (44), in which cases they may be termed Intermediate Expressions.

Closely related to these as far as reading is concerned are the parenthetical sentences found in paragraphs (see 59), and the parenthetical paragraphs occasionally found on pages.

Sometimes our attention is attracted to these expressions by brackets (37), which tell us that the matter included is entirely independent of the sentence, and may have been inserted by a person other than the

one who wrote the sentence; but much more often by parentheses (36), dashes (38), or commas (4),according to the degree of "looseness," and frequently according to the particular writer's own preference in punctuation.

Sometimes parenthetical and intermediate expressions are explanatory (16). Explanatory expressions present a variety of forms, and when, as in the case of the longer examples at the end of the chapter, we come upon a paragraph containing a variety of expressions (47), it requires careful thinking to get all the parts straightened out in the mind, and then it requires careful oral practice to read the paragraph so that hearers will comprehend the entire thought and see the relationships of all the parts of the sentence as plainly as we do. It is easier for a reader to catch the thought than it is for a hearer, because the reader has everything right before his eyes, including some very plain punctuation marks, to help him out; but the hearer has nothing but the spoken words, and must often get much of the thought from the way the reader groups the words and the way he utters them.

Now the essential in saying things correctly is thinking them correctly. The short sentences at the beginning of the chapter are easy to read. Why? Because we have spoken others like them many times. We have had practice in saying such things - abundant practice. But we have had comparatively little practice in either thinking or speaking longer and more complicated sentences. So we lead up to them gradually, making each step plain as we go,- which, in all difficult problems, is the only logical way.

PEDAGOGICAL INTRODUCTION

The direction usually printed for the reading of parenthetical expressions is to use a lower tone of voice and a more rapid delivery. One might rely entirely upon such direction in reading short parenthetical expressions in which the thoughts are entirely unconnected; but as we come upon sentences containing inserted expressions related to the main thoughts in manifold degrees of closeness and looseness, we are obliged to reason out for ourselves the manner in which each should be read.

The reading of sentences containing inserted expressions may be indicated roughly as follows:

The difficulty in teaching the reading of such sentences lies not in getting the pupils to change the pitch, but in getting them to change it at a and to return to it at b in such a manner that the second half of the main thought will be unmistakably linked with the first half; in other words, to leave the main thought at a in such a way that the hearer knows it is to be taken up again, and to take it up at b in such a way that the listener's mind immediately links b back to a.

The difficulty lies in the fact that the pupil has either not grasped the connection, or, having grasped it, has failed to hold the first part of the leading thought in mind while he disposed of the inserted portion.

What can the teacher do? She can stop and teach that sentence. She can place it upon the blackboard where it can be marked and the relations shown. There is inspiration for the reading class in having