INTRODUCTION.

Object of the Study of Rhetoric. -School pupils often become discouraged, because they do not understand the practical value of their studies. Our first care, therefore, will be to guard against difficulties that might arise from a failure to understand the object in view in the study of rhetoric.

The aim of the study of rhetoric is to enable the student to present his ideas in such language that they may be apprehended with the least possible effort on the part of the reader or listener.1

To secure this end, the words used must be the best for conveying the meaning; the grammatical construction must be in accordance with the usage of the language; the thought must be expressed with all possible clearness and force, and its expression should be agreeable to the ear.

The ability to put one's thoughts in writing so that another can understand them without difficulty, is one of the most valuable possessions in life. In some cases this power seems to be a natural gift. In the majority of cases, however, whatever power one has in this direction can be improved by effort.

1 See Herbert Spencer's "Philosophy of Style,"

Correction of Errors. In this book, the method employed for assisting the student in his efforts to improve in composition, consists partly in pointing out the errors by which unskillful writers most frequently fall short of the above requirements, and in explaining how to correct these errors and how to avoid them; for to a certain extent improvement in writing comes from removing imperfections and blemishes, and leaving only that which is sound.

However, merely correcting errors will not of itself make a good writer. Before any correction can be made, there must be something to correct. Therefore the first chapter of this book provides instruction designed to give the scholar some knowledge of English words, the vehicle which he must use for the expression of his ideas. In the Appendix there is a history of the English language, for use in connection with this chapter. The other chapters of Part I. are devoted to correcting errors in the use of words, and errors in grammar; and to the improvement of sentences in clearness, force, and harmony.

Exercise in Composition. Precept is valueless without practice. The student must write continually if he wishes to improve his powers of composition. It is often very difficult to find subjects for compulsory exercises in composition. No one appreciates this fact better than boys or girls from whom essays are due the next day. The advice to write often will not be followed unless the way for writing is made easier than it appears to most young people. Accordingly, the second part of this book gives suggestions that are intended to make the work of composition easier and more attractive. There are many matters

of form that have been adopted in order to make written language more readily intelligible, such as paragraphing, punctuation, and capitalization. The most important rules of form are given in Chapter VII. of Part II.

Reading. Besides learning rules of rhetoric, and writing exercises in composition, there is another equally important means of securing improvement in writing; namely, reading. One cannot write well in any language until he is thoroughly familiar with it, not merely with the words used in ordinary conversation, but also with the literature of the language.

There is great disparity in the attainments of pupils of the same age; but in no case is this disparity so marked as in the ability to use the pen; and except in cases of remarkable natural endowment, the inequality of attainment is explained by the amount of reading done by each pupil. Some at the age of fifteen have read nothing beyond nursery rhymes and schoolbooks, while others can count scores of volumes of standard literature carefully read.

Other things being equal, the boy who has read much will write better than the boy who has read little, even though the rules of rhetoric be more thoroughly mastered by the latter. Indeed, the study of rhetoric can be made profitable only by acquiring along with its principles, through constant reading, a thorough acquaintance with the writings of others.

To read much, one must read rapidly. It is not right to distress the boy who loves to read by telling him that all books must be read slowly and with great care. On the contrary, pupils should be encouraged to read out of school for pleasure, and not as a task. Moreover, by

rapid reading one will learn much about the meaning and use of words from the context, and how to grasp the meaning of sentences and paragraphs quickly.

There are, however, some books which repay one for all the time and study spent upon them. The reading of annotated English classics, with care to understand every word, sentence, allusion, and reference, is an excellent exercise for the English classroom. This kind of reading or study gives the pupil an exact knowledge of his language, which can be gained in no other way, besides much valuable information in other branches of knowledge. As each book is read, the author, the purpose for which he wrote, and the age in which he lived, should be borne in mind; and, if possible, the pupil's reading should be planned with a view to gaining an insight into the development and growth of the English tongue and the history of English literature.

The practice of reading aloud is found to be specially advantageous; because it insures the reading of every word, allows time for an impression to be made upon the reader's mind, and, if the book is carefully selected, accustoms the ear to the sound of well-chosen words and well-formed sentences. In the same way, committing to memory the masterpieces of poetry and prose is of great assistance in learning to write.1

1 Goldsmith's "Deserted Village," a poem in which descriptions of slightly varying scenes are given with charming accuracy in the choice of words, has been printed in the Appendix of this book, for the convenience of teachers who may wish their classes to commit to memory portions of the poem,

PART I.1

RHETORIC.

CHAPTER I.

ENGLISH WORDS.

Authority for Use of Words. If the writer's aim is to save the reader the expenditure of all unnecessary energy, the writer should use only such words as belong to the language in which he is writing, and should use them in the proper sense.

"Use is the law of language." By this is meant that any word used by the best English writers of the present age is an English word, and the sense in which they use it determines the meaning of that word in the language.

Therefore, if one is told that any word in his writing or conversation is not an English word, or that he has not used it in the right sense or with the proper shade of meaning, he can defend himself only by quoting some authority; namely, writers of high standing who have used that word in recent times to express the same meaning as that in which he used it. If he can quote only one, the defense is weak; if he can quote several, his use of the word is correct.

The Dictionary.- Discussions with reference to words. are generally settled by referring to a dictionary; but 1 To be studied concurrently with Part II., p. 159.