3.  Now their separate characters are briefly these.  The man’s power is active, progressive, defensive.  He is eminently the doer, the creator, the discoverer, the defender.  His intellect is for speculation and invention; his energy for adventure, for war, and for conquest wherever war is just, wherever conquest necessary.  But the woman’s power is for rule, not for battle, and her intellect is not for invention or creation, but for sweet ordering, arrangement, and decision.  She sees the qualities of things, their claims, and their places.

—­Ruskin:  Sesame and Lilies.

+Theme XXV.+—­Write a paragraph using comparison or contrast.

Suggested topics:—­

1.  The school, a beehive. 2.  The body, a steam engine. 3.  Two generals about whom you have read. 4.  Girls, boys. 5.  Two of your studies. 6.  Graded school work, high school work. 7.  Animal life, plant life. 8.  Two of your classmates.

(Have you used comparison or contrast?  Have you introduced any of the other methods of development?  Have you developed the paragraph so that the reader will understand fully your topic statement?  Omit sentences not really needed.)

+49.  Development by Stating Cause and Effect.+—­We are better satisfied with our understanding of a thing if we know the causes which have produced it or the effects which follow it.  Likewise we feel that another has mastered the topic statement of a paragraph if he can answer the question, Why is this so? or, What will result from this?  When either is stated, we naturally begin to think about the other.  The idea of a topic statement may, therefore, be satisfactorily developed by stating its causes or its effects.  A cause may be stated and the effects given or the effects may be made the topic statement for which we account by giving its causes.

The importance of the relation of cause and effect to scientific study is discussed in the following paragraph from Mill:—­

The relation of cause and effect is the fundamental law of nature.  There is no recorded instance of an effect appearing without a previous cause, or of a cause acting without producing its full effect.  Every change in nature is the effect of some previous change and the cause of some change to follow; just as the movement of each carriage near the middle of a long train is a result of the movement of the one in front and a precursor of the movement of the one behind.  Facts or effects are to be seen everywhere, but causes have usually to be sought for.  It is the function of science or organized knowledge to observe all effects, or phenomena, and to seek for their causes.  This twofold purpose gives richness and dignity to science.  The observation and classifying of facts soon become wearisome to all but the specialist actually engaged in the work.  But when reasons are assigned, and classification explained, when the number of causes is reduced and the effects begin to crystallize into essential and clearly related parts of one whole, every intelligent student finds interest, and many, more fortunate, even fascination in the study.