At times, the current bore him under, and he would be lost to sight;
then in a few seconds he would come to the surface again, though his
position would be far from where he had disappeared.
Thus struggling amid the rocks and angry waters, was the noble youth
borne onward, eager to succeed in his perilous undertaking. Those on
shore looked on with breathless interest.
* * * * *
Directions for Reading.--Point out the _emphatic words_ and mark
_inflection_ in the third paragraph on page 295.[17]
What effect has very strong _emphasis_ upon _inflection_? (See
_Directions for Reading_, page 238.)[18]
Should this lesson be read more slowly, or somewhat faster than
conversation?
* * * * *
Language Lesson.--Let pupils fill blanks in the sentences given below,
using in turn, each of the following sets of words:
(1) _saw, knew, was, plunged;_
(2) _sees, knows, is, plunges;_
(3) _perceived, thought, was, jumped;_
(4) _perceives, thinks, is, jumps;_
(5) _noticed, concluded, was, dived;_
(6) _notices, concludes, is, dives_.
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