that which pertains to the subject. There are always many more ideas that seem to bear upon a subject than can be included in the theme. It will be well to jot down brief notes that will suggest these ideas and then to reject from this list all that seem irrelevant or trivial. Even those ideas which do pertain directly to the subject may be omitted if we have already said all that needs to be said in order to fulfill the purpose of the theme.

Which items in the following should be omitted as not being necessary to the complete treatment of the subject indicated by the title? Should anything be added?

My First Partridge

My eagerness to go hunting.

Kinds of game: partridge, quail, squirrels.

Partridge drumming.

Other boys went hunting often.

Birch brush near hemlock; partridge often found in such localities.

Borrowing the gun; loading it; a muzzle loader.

Going to the woods.

Why partridge live near birch brush.

Fall season.

Hunting for partridge allowed from September to Decem

ber.

Tramping through the woods.

Something moving.

Creeping up.

How I felt; excited; hand shook.

Partridge on log.

Gun failed to go off; repriming it.

The shot; the recoil.

The flurry of the bird.

How partridges fly.

How they taste when cooked.

Getting the bird.

Going home.

Partridges are found in the woods; quail in the fields.

How proud I was.

What my sister said.

My brother's interest.

My father's story about shooting three partridges with one shot.

What mother did.

2. The second step in outline making will be concerned with coherence. After we have rejected from our notes. all items whose introduction would interfere with the unity of our theme, we should next arrange the remaining items in a coherent order. One method of securing coherence is illustrated by simple narration. Here coherence may be obtained by following the time-order. We naturally group together in our memory those events which occurred at a given time, and in recalling a series of events we pass in order from one such group to another. These groups form natural paragraph units, and the placing of them in their actual time-order gives coherence to the composition.

After rejecting the items in the preceding list not necessary for unity re-arrange the remaining ones in a coherent order. How many paragraphs would you make and what would you include in each?

3. The third step in making an outline will be concerned with emphasis. Consider your outline with reference to emphasis. In some outlines emphasis would be given by placing the more important points either first or last. In this particular outline we have a natural time-order to

follow, and emphasis will be determined mainly by the relative proportion to be given to different paragraphs. Do not give the unimportant ones too much space. sure that the introduction and conclusion are short.

Be

Theme XLV.- Write a personal narrative at least three paragraphs in length.

Suggested subjects:

1. How I was saved from drowning.

2. The largest string of fish I ever caught.

3. An incident of the skating season.

4. What I did on Christmas day.

5. A Saturday with my grandmother.

6. To the city and back.

(Make an outline. Keep in mind unity, coherence, and emphasis. Consider each paragraph with reference to unity, coherence, and emphasis.)

85. Development of a Composition with Reference to the Time-Order. Of the several methods of developing a composition let us consider first that of giving details in the natural time-order. (See Section 46.) If a composition composed of a series of paragraphs possesses coherence, each paragraph is so related to the preceding ones that the thought goes steadily forward from one to another. Often the connection in thought is so evident that no special indication of it is made, but if the paragraphs are arranged with reference to a time-order, this is usually indicated.

Notice how the relation in time of each paragraph to the preceding is shown by the following sentences or parts of sentences taken in order from a magazine article entitled "Yachting at Kiel," by James B. Connolly :

1. It was slow waiting in Travemunde. The long-enduring twilight of a summer's day at fifty-four north began to settle down . . . 2. The dusk comes on, and on the ships of war they seem to be getting nervous

3. The dusk deepens

4. It is getting chilly in the night air, with the rations running low, and the charterers of some of the fishing boats decide to go

5. It is eleven o'clock

dark night and the breeze is freshening,

when the first of the fleet heaves in sight.

6. After that they arrive rapidly.

7. At midnight there is still no Meteor

• o

8. Through the entire night they keep coming. . . 9. Next morning

Theme XLVI.

Write a narrative, four or more para

graphs in length, showing the time-order.

Suggested subjects

1. The race up the river.

2. The life of some well-known man

3. The cake that fell.

4. Retell some incident that you have recently read.

5. Relate some personal experience.

6. A story suggested by the picture on page 160.

(Make an outline. Consider the unity, coherence, and emphasis of each paragraph separately and of the whole composition. Notice what expressions you have used to indicate the relations in time. Have you used the same one too often?)

86. Development of a Composition with Reference to Position in Space. A second method of development is relating details with reference to their position in space. Just as we may give either a paragraph or a whole theme