in the same classes with the old. Under the head of propriety may be found a defence of many expressions unjustly condemned by recent critics; and, under simple words, some original work respecting the Latin and the AngloSaxon in our vocabulary. POLYTECHNIC INSTITUTE, BROOKLYN, N.Y., June 1, 1892. QUALITIES OF STYLE. INVENTION. TABLE OF CONTENTS. I. Construction of Simple and Compound Sentences, and of TO THE TEACHER. TWELVE years' use of the previous edition of this text-book in the class-room warrants us, perhaps, in making a suggestion or two. 1. If your pupils have been thoroughly exercised in the analysis and the construction of sentences, as taught in Reed & Kellogg's "Graded Lessons in English," " Higher Lessons," and "One Book Course," or have done equivalent work in other grammars, Lessons 3-20 of this book may be hurried over. But if your pupils have not fairly mastered the English sentence, we counsel holding them steadfastly to these Lessons. 2. The thorough understanding of the paragraph, the ability to form good, logical frameworks, and the habit of making these frameworks before the labor of writing is begun seem to us invaluable. The work in Lessons 21-30, then, should not be slighted. The work formerly exacted in Lessons 25 and 26 has been omitted. 3. See to it, also, that in the department called Qualities of Style, your pupils (1) understand the reason, or philosophy, of things, given in the long primer type; that (2) they recite the definitions exactly as laid down in the text or that they invent and give better ones; that (3) they learn the Roman and the Arabic notation under which what is said is arranged; and that (4) they perform a large fraction, if not all, of the work enjoined in the Directions. The importance of the pupils' doing what they have learned it is good to do and have learned how to do cannot be over-estimated. Pass by those pairs of synonyms in Lessons 33-36, between the words of which sufficiently broad distinctions have not yet obtained-if in your judgment any such are there. Make much, and in the way pointed out, of the extracts in Lessons 74 and 75. Such work will open the eyes of the pupils to the merits of different authors. 4. Ground your pupils thoroughly in rhythm, in the substitution of poetical feet, and in scansion, as taught in Lessons 79 and 80. POLYTECHNIC INSTITUTE, BROOKLYN, May, 1892. 10 B. K. RHETORIC. LESSON 1. INTRODUCTORY. What Rhetoric is. We talk and we write to make known our thoughts, and we do it in sentences, the sentence being the universal and necessary form of oral and of written communication. In every sentence there are the words arranged in a certain order and addressed to the ear or to the eye; and there is that which these words express and impart, itself unheard and unseen, but reaching the mind of the hearer or reader through the words which he hears or sees. That which these words express we call a thought; hence A sentence is a group of words expressing a thought. Rhetoric deals with the thought of the sentence and with the words which express it, and so its function is twofold. It teaches us how to find the thought, and how best to express it in words. In this, its twofold function, rhetoric works near neighbor to grammar and to logic. Grammar, as well as rhetoric, deals with the words of a sentence; and logic, as well as rhetoric, deals with thought; but the fields of the three, though lying side by side, are distinct. The better to see the field which rhetoric tills, it is needful, without attempting complete definitions, to say that 11 |