to which one comes along an
alley decorated uniformly with upright square shafts like classic termae
in stone and bronze. The impression of the antique lines is striking: it
springs at once to the eyes, at first in this portico with columns and a
heavy entablature, but lacking a pediment.

_B._ Read again the selections beginning on page 46. Do you form complete
images in every case?

_C._ Notice in each of your lessons for to-day what images are incomplete.
Bring to class a list of the words you would need to look up in order to
form complete images. Do not include all the words whose meanings are not
clear, but only those that assist in forming images.

+Theme XII.+--_Form a clear mental image of some incident, person, or
place. Write about it, using such words as will give your classmates
complete and accurate images. The following may suggest a subject:_--

1. A party dress I should like.
2. My room.
3. A cozy glen.
4. In the apple orchard.
5. Going to the fire.
6. The hand-organ man.
7. A hornets' nest.
8. The last inning.
9. An exciting race.

(Consider what you have written with reference to the images which the
_reader_ will form. Do you think that when the members of the class hear
your theme, each will form the same images that you had in mind when
writing? Notice how many of your sentences begin in the same way. Can you
rewrite them so as to give variety?)

+28. Reproduction of Images.+--If we were asked to tell about an accident
which we had seen, we could recall the various incidents in the order of
their occurrence. If the accident had occurred recently, or had made a
vivid impression upon us, we could easily form mental images of each
scene. If we had only read a description of the accident, it would be more
difficult to recall the image; because that which we gain through language
is less vitally a part of ourselves than is that which comes to us through
experience.

When called upon to reproduce the images suggested to us by language, our
memory is apt to concern itself with the words that suggested the image,
and our expression is hampered rather than aided by this remembrance. The
author has made, or should have made, the best possible selection of words
and phrases. If we repeat his language, we have but memory drill or copy
work; and if we do not, we are limited to such second-class language as we
may be able to find.

Word memory has its uses, but it is le