Description of the Headmaster's Appearance
"He is short for one that dominating, about five feet six, which is accentuated by the great round shoulders, the bull neck, the noble square head, the thick shock of stiff, wavy grey hair. I wonder if he is not a bit vain about his hair, for they say he never wears a hat—even in seasons when it is required of the boys. This afternoon he had on a blue opera cape with a velvet collar fastened by a chain, and he carried a black ebony walking stick, a combination that might have seemed theatrical had it not been so exactly right for him."
The imagery in this passage is a detailed description of a Dr. Prescott's appearance, using sensory details to create a clear mental picture for the reader. The man is described as being short, which is emphasized by the fact that he is only about five feet six inches tall. This is further accentuated by his great round shoulders and bull neck, which suggest a sense of physical power and dominance. The man's head is described as being noble and square, which suggests a sense of dignity and strength. His hair is thick, stiff, and wavy, and is described as being grey in color. The fact that the hair is described as a "shock" suggests that it is somewhat unruly or wild, which adds to the overall impression of the man's strength and power. The description is both detailed and evocative, which makes it engaging and memorable for the reader. The use of words like "noble," "bull," and "shock" add to the overall impression of the Dr. Prescott's strength and power.
The Campus of Justin Martyr School
"To be more particular, the school is built around an oval campus at whose northern end stands Lawrence House, the main building, which contains the library, the dining hall and the headmaster’s residence. Moving clockwise next comes the schoolhouse, with high Gothic windows in its great assembly hall and an octagonal open bell house from which the “outside” tolls each morning at seven; then the gymnasium, with a Florentine note of large stones and small windows, then the dormitories: Depew, Griscam and Lowell, and finally the brownstone chapel, a relief after so much red and grey, with its square craggy tower rising to dwarf the academic community huddled at its feet."
This passage creates a vivid mental picture of the school campus and its buildings. The author uses words and phrases that appeal to the senses, such as "oval campus," "high Gothic windows," "Florentine note," "large stones," "small windows," "square craggy tower," and "red and grey." These descriptions help the reader to visualize the buildings and their features, and to imagine what it might be like to walk around the campus. The author also uses figurative language, such as "dwarf the academic community huddled at its feet," to create a sense of scale and grandeur. By using imagery, the author makes the text more engaging and memorable for the reader and helps to convey the atmosphere and character of the school. The descriptions of the buildings and their features also suggest the school's history and traditions and help to create a sense of place.
The Bittersweet Nature of Existence
"The calm clear blank sky, the few, almost stationary wispy clouds, the hard pink buds on the dogwood trees by the Schoolhouse, the sudden whoop of a group of boys, the twittering swallows above my head and the deep clang of the Schoolhouse bell that tolled the quarter hour filled me with a sense of sadness at the transiency of good things."
This is yet another example of imagery. The calm, clear sky is described as "blank," which suggests a sense of emptiness or absence, and is contrasted with the few, wispy clouds that are "almost stationary." This creates a sense of stillness and quietness, which is further emphasized by the hard pink buds on the dogwood trees, which are described in a way that suggests they are just beginning to bloom. The sudden whoop of a group of boys breaks the silence and is followed by the twittering of swallows above the speaker's head. These sounds create a sense of movement and activity, which is contrasted with the stillness of the sky and trees. Finally, the deep clang of the Schoolhouse bell tolls the quarter hour, which is a reminder of the passing of time and the transience of good things. Overall, the imagery in this passage creates a sense of melancholy and nostalgia, as the speaker reflects on the fleeting nature of life and the impermanence of good things.
The Eccentric Appearance of Mr. Ives
"Mr. Ives is a small man, with hands and feet that are proportionately even smaller, and he wears shoes without laces or buckles that look like fairies’ slippers. He has yellowish-white hair which descends over his high, egglike forehead in a soft, neat triangle and yellow, stary eyes which, with his small, hooked nose, might give him the appearance of a sparrow hawk, did not his habit of wearing thick fuzzy suits and of moving his head forward and backward as he walks suggest a less distinguished bird."
The imagery in this passage is a detailed description of Mr. Ives' appearance. The description begins with his small stature, which is emphasized by the fact that his hands and feet are proportionately even smaller. The shoes he wears are described as looking like "fairies’ slippers," which suggests a whimsical or fanciful quality to his appearance. The description then moves on to his hair, which is yellowish-white and descends over his high, egglike forehead in a soft, neat triangle. This creates a sense of symmetry and orderliness, which is further emphasized by the neatness of his hair. His eyes are described as "yellow, stary," which suggests a sharpness or intensity to his gaze. The small, hooked nose is another detail that adds to the overall impression of sharpness and precision. Finally, the description notes that Mr. Ives wears thick fuzzy suits and moves his head forward and backward as he walks, which suggests a less distinguished bird than a sparrow hawk. This detail adds a touch of humor to the description, and also emphasizes the eccentricity of Mr. Ives' appearance.
Awe-Inspiring Architecture
"It is a remarkable tower. The eye travels upward to follow its mighty thrust past the narrow open window slits to the castellated top over which a shingle pyramided roof rises and then climbs yet dizzily further into a pointed round angle turret. Mr. Anders says it is like Dr. Prescott’s faith, bold and big, beautiful in its disdain of beauty."
This passage from The Rector of Justin describes the tower on the campus of Justin Martyr School. The imagery used here is primarily visual, as the narrator describes the tower in great detail. The tower is described as "remarkable," and the eye is said to "travel upward" to follow its "mighty thrust." This creates a sense of awe and wonder, as if the tower is a powerful force that draws the viewer's gaze upward. The tower is also described as having "narrow open window slits," which creates a sense of mystery and intrigue. The fact that the windows are narrow and open suggests that they are not meant to let in much light or air, but rather to provide a glimpse of something beyond. This adds to the sense of wonder and curiosity that the tower inspires. The tower is also described as having a "castellated top over which a shingle pyramided roof rises," which creates a sense of grandeur and majesty. The use of the word "castellated" suggests that the tower is like a castle, with battlements and other defensive features. The shingle roof adds to this effect, as it suggests a sense of permanence and durability. Finally, the tower is said to climb "dizzily further into a pointed round angle turret." This creates a sense of vertigo or disorientation, as if the tower is so tall that it is difficult to look at without feeling dizzy. This adds to the sense of awe and wonder that the tower inspires, as if it is a symbol of something greater than oneself. The comparison to Dr. Prescott's faith adds depth and meaning to the description, making it more than just a physical description of a building.
