sis on connective words. The substantive clause has no connective word. In this it differs from the attributive clause. The word, "that," usually found at the beginning of the substantive clause usual form and also in the indirect quotation, is not a connective but merely a form word or expletive. It does ot express the relation between the thought expressed by the principal clause and the thought expressed by the substantive clause. It has no antecedent or substantive expression in the principal clause which means the same as the word, "that," as in the adjective clause, nor does it express an adverbial idea of time, place, degree, etc., as the connective ofte ndoes in the adverbial clause. This word, "that," in the substantive clause, has no meaning; it expresses no idea. It is merely a form word which helps to make the sentence more euphonious or smooth and it is often omitted and can be omitted without in any way injuring the sense of the expression; e. g., We know that the earth is round. We know the earth is round. The student who sees this clearly will be able to distinguish substantive clauses from the adjective clause, containing the word, "that," used as a relative pronoun. He will never confuse these two subordinate clauses and these two uses of the word, "that:" The fact, that mold is a plant, is wonderful. The fact that we learned here was never forgotten. The first clause is substantive usual form and the word, "that," is an expletive. It expresses no meaning; it has no antecedent. It merely introduces the substantive clause and may be omitted without injuring the sense. The second is an adjective clause and the word, "that," is a relative pronoun. It means the same as the word, "fact," its antecedent, and it is used as the direct objective modifier of the verb, "learned," in the adjective clause. It cannot be omitted in explaining the clause, though the relative pronoun is sometimes understood. It is necessary to express the relation between the thought expressed by the principal clause and the thought expressed by the subordinate clause. By the way, I may say in passing, that I have been told by good teachers of Latin, that this study of the substantive clause in English helps beautifully to clear up the difficult topic of indirect discourse in Latin. Now we re ready to begin our study of the attributive clauses. We have seen that the attributive clause is a clause which is used in the sentence with the value of an attributive word; e. g., The truth which we live is the only truth for us. When the sun rises the fog will disappear. It is easy to see that the first attributive clause is used in the sentence with the value of an adjective and the second, with the value of an adverb. We can then divide the attributive clause into two classes, the adjective and the adverbial clause. Definitions of each may be easily formed. The adjective clause is an attributive clause which is used in the sentence with the value of an adjective. The adverbial clause is an attributive clause which is used in the sentence with the value of an adverb. Taking up the adjective clause, we may easily see, by examining a few examples, that they are not all alike; e. g,, God rules the world which he created. The book which we chose for study was a history of Greece. The first adjective clause does not narrow the meaning of the word, "world," which it modifies; it does not exclude any worlds. The sentence does not mean that God rules the world which he created but he does not rule worlds which he did not create. The clause just adds an additional fact not necessary to the main assertion; it simply gives an additional bit of information. Its chief purpose is to emphasize or call our attention to this additional fact or attribute of the world; viz., God created it. We call this a descriptive adjective clause. It is always largely explanatory, sometimes parenthetical or almost so. It may sometimes narrow the meaning of the word which it modifies somewhat, but this is not its chief purpose; e. g., The field, which was beautiful, was sown to clover. This clause does narrow the meaning of the word, "field," but that is not what the author of the sentence uses it for, not its chief purpose. Its chief purpose is to emphasize this attribute of the field. This is incidental to the main thought, the field was sown to clover. Now an adjective clause, the chief purpose of which is to emphasize or call our attention to an attribute, in this way, we call a descriptive adjective clause. The other adjective clause, in the sentence, The book which we chose for study was a history of Greece, is just the opposite of the descriptive adjective clause. It not only limits the meaning of the word, "book," but that is what the author of the sentence uses it for. He desires to exclude from his thought all books except the book which was chosen. The chief purpose of this adjective clause is to narrow the meaning of the word which it modifies. Some times such a clause does call attention to an attributive; e. g., The boy who has a strong body, other things being equal, will succeed best in life. This clause emphasizes the attribute, having a strong body, but that is not what the author of the sentence intends chiefly to accomplish by using it. Its chief purpose is to exclude from the statement boys having weak bodies. Now an adjective clause whose chief purpose is to narrow the meaning of the substantive word which it modifies is a limiting adjective clause. The student will see that there is the same difference between a descriptive adjective clause and a limiting adjective clause as there is between a descriptive adjective modifier and a limiting adjective modifier or between a descriptive adjective and a limiting adjective. One other thing the student will see here in this study, if it is pointed out to him, that is, that the descripive adjective clause is usually set off from the rest of the sentence in which it occurs by the comma; but the teacher need not expect him to imbibe this fact or to pick it up incidentally and make it a part of his working knowledge of English. It must be taught; the student's attention must be called to it over and over; and he must be required to use it when he writes, held responsible for it, until it becomes a part of his mental equipment for writing and he puts the comma in, almost automatically, whenever he writes a descriptive adjective clause. All knowledge of English must finally become in this way, somewhat automatic with the student, if he is to become effective and free in his use of the language in writing and speaking. Titania and Oberon Mrs. E. E. Olcott. HILDREN enjoy "playing" a lesson. The Hoosier boys and girls receive fine training in expression through the dramatized form of lessons in the Child Classics Primer and First Reader. In a rural school of many grades, if the older pupils have never learned to put life into their reading, they should catch the spirit of it from the little folks who render The Orange Man and Aladdin. Titania and Oberon (Fourth Reader, p. 261) is a play, a fairy play, the very play which Dan and Una performed on Midsummer Eve, in the fairy ring when Puck came, so it should have a threefold appeal for the children. But between the child and the joy of reading stands a hedge of words and expressions hard to pronounce and understand. The lesson needs to be translated into familiar conversational English so that it comes home to the child's experience. As stated in the Reading Note Book, the study of a lesson may be considered under the following heads: I. Preparation. 1. Assignment. 2. Silent, individual study. 3. Oral class study. II. Recitation. 1. Interpretation, i. e., expressing what the lesson means to the reader. Word-study and thought-study are included in the points under Preparation, and thought-study includes the Expansive Paraphrase. In the preparation of Titania and Oberon, the Expansive Paraphrase may be given with the assignment, in which case the pupils follow and verify the story in their silent study; or it may be given with the oral class study and be made to supplement the story of the lesson which the children "worked out" for themselves. By way of suggestion and assistance to the busy teacher, we give the following: Expansive Paraphrase. One moonlight night when Puck was walking in a wood, or forest, he met a fairy. "Hello, fairy, where are you going?" asked Puck. "I am going everywhere, faster than the moon travels! Our queen will be here soon,' answered the fairy. "The king is coming here, too, tonight! Take care to keep the queen out of his sight," warned Puck, "for King Oberon is very angry because she won't give him that little changeling boy, and when they meet they quarrel so that the fairies creep into acorn cups and hide!" "If I am not mistaken," said the fairy, "you are Robin Good fellow! Aren't you the mischievous fairy that sometimes skim milk, keeps butter from coming, and makes people lose their way at night? Aren't you the one that brings good luck, and does their work for those who call you Hobgoblin and Sweet Puck?'' "You are right," said Puck, "I'm that very fellow! But stand aside, here comes the king." "And here comes the queen," cried the fairy. "I wish Oberon were gone!" But Titania and Oberon met and quarreled again! Titania would not give Oberon the changeling boy, and she and her fairies left that part of the wood. "Come here, Puck," said Oberon, "bring me that flower I showed you once. Its juice if rubbed on a person's eyelids when asleep, will make him or her fall in love with the first creature seen on waking.' In a few minutes Puck brought the flower. Then Oberon found Titania asleep and dropped some of the magic flower juice on her eyelids. In the woods not far from where Titania slept, four men were rehearsing a play. Puck came near and made a noise so that one of them, a man named Bottom, left the others and went to see what made that noise. He saw nothing! But Puck played one of his mischievous pranks and changed Bottom's head to that of a donkey or ass! So that, when he came back, the other three men were afraid, cried out, “We are haunted" and ran away. Bottom didn't know his head had been changed. He said to himself: "They are trying to make an ass of me, (that is are trying to fool me). "But I'll show them! I'll walk up and down here and sing, that will prove that I'm not afraid!" So he walked back and forth and sang. Fancy how a donkey would sing! The song woke Titania. The flower juice had bewitched her, so that she said: "What angel wakes me? Sing again." When she saw Bottom, she loved him dearly and said: "You are wise and beautiful." "No, I am not,' said Bottom, "but if I were wise enough to know how to get out of this wood I'd be glad." "You must not go out of this wood, and I'll give you fairies to wait on you." said Titania. "I love you, Then she called four fairies, Peaseblossom, Cobweb, Moth and Mustardseed, and said to them: "Be kind to this gentleman. Feed him with apricots, dewberries, grapes, figs, and mulberries. Steal honeybags from the bees for him, and fan him with butterflies' wings. Come, wait upon him, lead him to my bower." When they reached Titania's bower, Bottom sat down, and asked: "Ready." answered Peaseblossom. "Scratch my head," commanded Bottom adding: "Where's Cobweb?" "Ready," said Cobweb. 66 "Go kill a bumblebee and bring me the honeybag, take care that the honeybag doesn't break!" "Where's Mustardseed?" 66 'Ready," said Mustardseed, "What's your will?" (That is, what do you wish me to do?) "Help Cobweb scratch!" Bottom was too stupid to remember the names of the fairies. He had told Cobweb to bring the honeybag, and Peaseblossom to scratch his head. So he should have told Mustardseed to help Peaseblossom scratch. Titania asked him: "Sweet love, what would you like to eat?" "A peck of good dry oats, and a bottle of hay," replied Bottom. 'A fairy will bring you some fresh nuts," suggested Titania. "I had rather have a handful or two of dried pease. sleepy," said Bottom, "don't let your fairies disturb me. "Be gone, fairies," commanded Titania. But I'm While Bottom was asleep Titania put a wreath of fresh fragrant flowers on his head. And Oberon came and asked again for the changeling child, and because of the flower juice Titania consented at once and even sent one of her own fairies to take the boy to Oberon's bower. Puck came again and Oberon said: "Puck, take off this donkey's head so that when Bottom wakes up he can go home again. I will release the queen. Then Oberon said to Titania : "Be as you used to be, See as you used to see! Now, my Titania; wake, my sweet queen. Titania awoke and exclaimed: "My Oberon! What visions I have seen!" She was so glad to be herself again that she was willing for Oberon to have the changeling boy. When Bottom woke up his head was all right again; he thought. only that he had a queer dream. FORESTRY PRIZES FOR 1916. The State Board of Forestry has awarded the prizes offered for the best essays on "A Plan for Beautifying the Grounds of Schools by Planting Trees and Shrubs." A large number of essays were received by the Board and with few exceptions the essays were well prepared and followed the outline. The pupils who were awarded prizes were: High School, 1st prize, $12.50, Miss Ruth M. Custer, Logansport. The Board will again offer prizes on some phase of Forestry for 1917, the subject to be announced later. E. A. GLADDEN, Secretary. |