struction of sentences, the use of figures, the variation of expression, the preparation of the manuscript, the criticism of the completed production, and the classification of it as a specific form of composition. In carrying out this plan, an effort has been made to stimulate the student with enthusiasm in his work. Many remarks and suggestions have been introduced in the smaller type, as a help to the earnest student, rather than with the intention that they shall be learned for close recitation. The exercises are full and have been prepared with some care. They are placed at the end of the book for two reasons: they make the text more compact; and they may be used in the class-room, without allowing the student to make too frequent reference to the text. Some of the plans are adapted from Graham's English Style." 66 A Glossary has been combined with the index. This is regarded as a valuable feature of the book for two reasons: it makes the volume useful as a work of reference, without burdening the text with technicalities; and it serves as a pronouncing and defining dictionary of difficult rhetorical terms. Attention is invited to the following SUGGESTIONS TO TEACHERS. 1. The topical method of recitation is recommended. The book is especially designed for this, and pains have been taken to make the analysis clear and exact. The parts in the fine type need not be recited in this way, but may be brought out by means of questions. 2. Use the Exercises in connection with the daily recitations, using a blackboard. Require the student to know the principles so well that reference to the text will be unnecessary. 3. Do not exact too much at first, but insist that every principle once learned be applied in all subsequent exercises. 4. Call attention to the Glossary, and encourage the learner to use it habitually. All the most difficult terms have their pronunciation marked. It is hoped that this will prevent any class-room discussion about sím-iles and hyperbōles! 5. Encourage the best students to recite verbatim what they can of the matter in fine type, but require of the class only the substance, assigning lessons accordingly. This plan will stimulate the more capable and ambitious students. 6. Assign frequent reviews, and require the learner to observe all the rules in his periodical compositions. The book should be used as a handbook for reference after it has been finished in the class-room. Some topics which have been excluded from the "Science of Rhetoric," are discussed here. These are regarded as necessary to an elementary course in composition, although they do not belong, in strictness, to the province of Rhetoric. In the progress of the work, many valuable suggestions have been made by Mr. William E. Martin, A. M., Principal of the University Academy, and Mr. M. W. Cramer, Principal of the Lewisburg Grammar School. UNIVERSITY AT LEWISBURG, June, 1878. DAVID J. HILL |