Entered according to Act of Congress, in the year 1877, by HARPER & BROTHERS, In the Office of the Librarian of Congress, at Washington PREFACE. THIS little book is not an addition to the already large number of rhetorics and other works on the theory and mysteries of style. It is strictly a manual for school-work, and has been made with special reference to the rational remodelling recently accomplished, or now in the way of being accomplished, in the Courses of Study in our public schools-a remodelling in which language-training for the first time receives the attention that is its due. The writer trusts that inquiring teachers will find it in harmony with their views and aims. In the plan here adopted, composition is begun with the very commencement of the study, and is carried on pari passu with the development of rules and principles. It is a matter of common experience that children's power of producing, in an empirical way, is much in advance of their knowledge of the rationale of writing; hence, in the present work, pupils are not kept back from the improving exercise of actual composition until they have mastered the complicated details of rhetorical theory. It should be added, however, that the demands made on the scholar will not be found beyond his powers. He is provided with the material to work on, and his attention is limited to the process of building this material into shape the author's conviction being that training in the art of expression is as much as can wisely be aimed at in school composition. Pupils must first be taught how to write at all, before they can be shown how to write well-a maxim that has never been out of mind in the making of this book. In Chapters I.-IV. the scholar is initiated into the construction and combination of sentences-under which head a great variety of practical exercises will be found. In Chapter V. it is sought to extend his resources of expression by accustoming him to vary both the structure and the phraseology of sentences. In Chapter VI. what can advantageously be taught to boys and girls respecting style is presented in a form which the author hopes will be found both fresh and fruitful. Chapter VII. deals with the composition of Themes and Essays, on models adapted to a fair estimate of the pupil's capacity. Chapter VIII. presents a summary of Prosody and Versification. It has seemed to the writer that there is room for a school manual of prose composition of medium size, arranged on a simple and natural plan, and designed, not to teach the theory of style and criticism, but to give school-children between the ages of twelve and sixteen a fair mastery of the art of writing good English, for the ordinary uses of life. Such he has endeavored to make the present book. The acknowledgments of the author are due to the following works: English Prose Composition, by JAMES CURRIE; Cornwall's Young Composer; Dalgleish's English Composition; Armstrong's English Composition. WILLIAM SWINTON. NOTE TO REVISED EDITION. The need for a new set of electrotype plates arising, the author has availed himself of the opportunity to make a thorough revision of this work, and to add the chapter (VIII.) on Prosody and Versification. September, 1877. W. S. CONTENTS. I. NATURE OF THE SIMPLE SENTENCE.. II. PUNCTUATION OF THE SIMPLE SENTENCE. III. SYNTHESIS OF THE SIMPLE SENTENCE.. I. NATURE OF THE COMPLEX SENTENCE.. II. PUNCTUATION OF THE COMPLEX SENTENCE. III. SYNTHESIS OF THE COMPLEX SENTENCE.. III. THE COMPOUND SENTENCE....... I. NATURE OF THE COMPOUND SENTENCE. II. CONTRACTED COMPOUND SENTENCES.. III. PUNCTUATION OF COMPOUND SENTENCES. IV. SYNTHESIS OF COMPOUND SENTENCES... IV. CONVERSION AND COMBINATION OF SENTENCES.. |