5. I Discover a Bird's Nest

6. The Automobile Turns Over

7. Raising Pigeons

8. The Cat's Funeral

9. Raising a Pup

If none of these subjects suit you, perhaps you will think of others that you can tell something interesting about. In your talk bring out something that makes this particular experience different from others. Leave out details that have no connection with your story.

Improving Your Story. After hearing the stories told by others, see if you cannot improve in telling your own.

Verbs. For one thing, see whether you have made sufficient use of verbs in your account. Verbs are the words that give life and movement to a story, and without them a story is stale and flat. Try to fit your verbs to the action you are narrating. Don't use such colorless verbs as go, stand, is, and seem, but select verbs that suggest the actual motion you wish to recall.

Keep Moving. Sometimes stories are spoiled because the story-teller goes back to tell something he should have told before. A story should be planned so that every incident will fit into its right place. We lose interest in a story when the speaker says, "Oh, I forgot to tell you," and then goes back to catch up a dropped stitch.

Stick to the Point.-If you are telling how you cooked supper in camp, do not stop to relate what happened while you were in swimming. Keep your story headed toward a particular end, and stop when you get there. Sometimes a good story is spoiled because the story-teller goes on after he has come to the end. He tells us that he ate supper, or that when he

CRITICIZING STORIES

73

got home he found his aunt there, or something else that has no real connection with the story.

Criticizing Stories Told in Class. This is a good place to recall the suggestions made early in this book about class criticism. You remember we suggested the following questions: 1. Was the material interesting? Was it worth giving?

2. Was it presented in an interesting way? Did it seem to be well prepared?

3. Was the speaker's manner of standing and speaking satisfactory? Did he stand up or lounge? Did he speak clearly and pleasantly?

4. Did he use correct English in speaking?

To these points we may add two others:

5. Did his story move, or was it hindered by too much repetition? 6. Did he stick to the point, or did he bring in unrelated detail?

EXAMPLES OF ORAL COMPOSITIONS BY PUPILS

1. I wanted to take a ride in the airship at Kanawha City. I asked the aviator how much he charged and he said fifteen dollars. I agreed to the price. When I arrived at the field I just had time to put on my flying suit. The aviator and I got into the airship and were off. We kept going higher and higher until Charleston looked like a small village among the hills. The aviator asked me if I wanted to loop the loop, and I said, "Yes." We did many stunts until we were so low that we were almost in the river. After fifteen minutes the aviator guided the airship to the ground, and we landed without any accident.

2. Boom! Clash! Bang! The battle is on. The greatest battle of the season is being fought between General Winter and General Spring. Here come General Winter's soldiers led by Major North Wind. Over the hills they go with terrific speed, meeting no opposition. General Winter thought one more attack like this would win the victory. He sent Captain Snow to finish the work. Oh, what a drive he made! But Captain South Wind crept in, and where did Captain Snow's soldiers go? Captain South Wind wired Lieutenant Sunshine and he

came.

What a change he made! He warmed the earth, and General

Winter's army fled. General Spring won. with us a long time.

The flowers, birds, and animals are glad that
Everyone is glad, and we hope that he will stay

3. A boy must be at least twelve years old to become a scout. He must then know the composition and history of the American flag and the customary forms of respect due it, the scout laws, the oath, the motto, and the significance of the badge. He must be able to tie the sheepshank, bowline, sheet bend, square or reef, clove hitch, timber hitch, two half hitches, and fisherman's bend knots. After he becomes a scout he must do a good turn daily.

AN EXPERIENCE OF BENJAMIN FRANKLIN'S

When I was a boy seven years old, my friends, on a holiday, filled my pockets with coppers. I went directly to a shop where they sold toys for children, and being charmed with the sound of a whistle that I met by the way in the hands of another boy, I voluntarily offered and gave all my money for one. I then came home and went whistling all over the house, much pleased with my whistle, but disturbing all the family. My brothers and sisters and cousins, understanding the bargain I had made, told me I had given four times as much for it as it was worth; put me in mind what good things I might have bought with the rest of the money; and laughed at me so much for my folly, that I cried with vexation; and the reflection gave me more chagrin than the whistle gave me pleasure.

This, however, was afterwards of use to me, the impression continuing in my mind; so that often, when I was tempted to buy some unnecessary thing, I said to myself, Don't give too much for the whistle; and I saved my money.

As I grew up, came into the world, and observed the actions of men, I thought I met with many, very many, who gave too much for the whistle.

EXERCISE

Have you ever paid too much for something that you afterwards regretted buying, or have you taken a great deal of trouble to get something that was not worth the effort? First tell the class about this experience. Then write a letter about it.

XIV. PUNCTUATION WITHIN THE

SENTENCE

Quotation Marks. In the sentences given below find

the exact words of each speaker:

As Lawrence took his cap and started out, I asked,

you going, Lawrence?"

"Just over to Bill's," was the hurried answer.

"Where are

"Can you tell me where Mr. Brown lives?" asked the stranger. I replied, If you will come this way, I can show you the house." He bowed politely and answered courteously, "Thank you very

much."

The exact words of a speaker are called a quotation. Modern printing, to assist the eye in reading, always incloses these direct quotations in quotation marks. We do not find these marks in some of the older books, the Bible, for instance; but modern books always use them. By examining the quotations given above you will notice that the first quoted word begins with a capital — Where, Just, Can, If, Thank. The first word of a direct quotation is always capitalized.

Commas to Set Off Quotations. You will notice also that a comma separates each quotation except the third one from the remainder of the sentence. When the exact words of a speaker are given, the quotation is usually set off from the remainder of the sentence by a comma.

In the following selection notice the commas that separate the direct quotations from the rest of the sentence:

"You are old, Father William," the young man said,
"And your hair has become very white;
And yet you incessantly stand on your head -
Do you think, at your age, it is right?"

"In my youth," Father William replied to his son,
"I feared it might injure my brain;

But, now that I'm perfectly sure I have none,
Why, I do it again and again."

EXERCISE

Punctuate the following sentences:

I. I want to go where the music is cried my little sister Anna. 2. Do these children all belong to you the soldier asked harshly. 3. I am glad that boy has decided to settle down to work at last his father remarked with satisfaction.

4. Listen to that for conceit said his sister.

5. There is a little boy downstairs who says he wants to see you Mrs. Jackson announced.

6. Bob looked annoyed tell him I can't see him now ask him to come some other evening.

7. Marjorie looked up at her mother quickly are you going to let me dance she asked eagerly.

Commas to Set Off the Names of Persons Addressed. In conversation we frequently address the person to whom we are speaking. Notice how the name of the person addressed is separated from the rest of the sentence:

"I don't see why I can't go, mother," Jack pleaded.

"Jack, you are too little to go with all those big, rough boys," his mother explained.

"I beg your pardon, bishop," James stammered.

James, you have had tough luck," said the bishop.