CHAPTER XV

Chapter 154,486 wordsPublic domain

EXPOSITION AND ARGUMENT

EXPOSITION

Exposition is explanation. It may either explain a general principle by illustrations and examples, as the preacher’s sermon expounds a statement of scripture, or it may explain a group of facts by getting at their underlying principle, as a scientific treatise does. Exposition, it is clear, deals with ideas rather than with particular objects. We describe a department store; we expound the principles by which it is conducted. We describe an electric motor; we expound the laws of electricity. We describe a beautiful statue; we expound beauty.

Below are given various subjects for exposition. In writing about them, do not drift into argument. If you write on “dangers of exercise,” do not argue against over-exercise; calmly explain the matter.

_Subjects for Exposition_

1. Golf. 2. Cannibalism. 3. The bear family. 4. Principles of diet. 5. Credulity. 6. Nostalgia. 7. How to sail a boat. 8. Drowned rivers. 9. On eating candy. 10. The formation of ravines. 11. Dangers of over-exercise. 12. Dangers of too little exercise. 13. Why the earth quakes. 14. How men become criminals. 15. How the will may be trained in the classroom. 16. An ideal classroom. 17. What makes up an ideal camping ground. 18. Advantages and disadvantages of classroom study. 19. Effects of climate on man. 20. The conduct of a great business. 21. What are home missions? 22. How to become famous. 23. How to plan a dinner. 24. How to furnish a sitting-room. 25. Advantages of small classes. 26. Possibilities of electricity. 27. What constitutes a great man? 28. The art of fly-casting. 29. The construction of a roof. 30. What good does an examination do the student? 31. Spiritualism. 32. Ghosts. 33. My choice of a profession. 34. The banking system. 35. Practical values of good manners. 36. The interpretation of any of the proverbs given on pages 213-215.

ARGUMENT

There are various ways of bringing people to our way of thinking. One way, by appealing to their reason, is called _argument_. Can you suggest other ways?

Every argument must have a _proposition_, which is laid down to be proved. If this proposition is not stated in the title of the argument, it should be stated early in the discussion. It cannot be too definitely formulated. Every word of it should be made clear; there should be full _exposition of terms_. Half the quarrels in the world disappear after a thorough definition of terms. The question of whether Aaron Burr was guilty of treason depends on how treason is defined. In law a man, however traitorous, is not guilty of treason unless his treason had been witnessed by two persons. Burr’s treason was not witnessed; he escaped conviction.[55]

In argument (_a_) depend upon a few weighty arguments rather than upon many weak ones; (_b_) remember that _examples_ are but weak arguments; (_c_) if in debate, be perfectly fair to your opponent, admitting all that is true on his side; (_d_) know your case thoroughly in every detail.

_Subjects for Argument or Debate_

1. Examinations are usually a fair test of scholarship. 2. Labor-saving machinery is a permanent advantage to mankind. 3. The world owes every man a living. 4. A truthful person will be a better writer than a liar. 5. The Gulf of Mexico will one day have a greater port than New York now has. 6. High school students should read the newspapers. 7. Observation helps us more than reading. 8. Examinations should be abolished. 9. Sunday observance should be compulsory. 10. A high school is guilty of injustice to its students if it does not train them in public speaking. 11. People possessing no property should not be allowed to vote. 12. Is it right to break a friendship? 13. Ought department stores to be permitted? 14. Are there good excuses for being a tramp? 15. Is it wrong to bet? 16. How far is it right in politics that to the victors should belong the spoils? 17. Should a parent forbid his son to take part in football? 18. Should a man ever shoot a robber? 19. Is suicide ever justifiable? 20. Is it right to evade custom house duties? 21. Is it wrong to go to the theatre often? 22. Is it ever best to give money on the street? 23. Is it right for women to wear birds on their hats? 24. How far is it right for students to study together? 25. Is a curfew law desirable? 26. Is it right to discard old friends for new? 27. Should one bear witness against a friend? 28. Does paying a fare entitle one to a seat? 29. Is it right to let people deceive themselves? 30. Are there any customary lies which are right? 31. Is capital punishment defensible as punishment? 32. Is capital punishment defensible as a protection to society? 33. Should Latin be a compulsory study? 34. Which is rougher, football or pugilism?

FOOTNOTES

[1] From the first, brief supplementary themes, especially reproductions, should be required. For bibliography of material, see Chapter XIII.

[2] Cf. President Stanley Hall’s _Pedagogical Seminary_, iv. i. 76.

[3] _The Children_, p. 103. (_The Bodley Head._ John Lane.)

[4] Some teachers will prefer to use composition-books.

[5] A part of these signs are from G. R. Carpenter’s admirable _Exercises in Rhetoric and English Composition_.

[6] Elizabeth H. Spalding: _The Problem of Elementary Composition_. Boston, D. C. Heath & Co.

[7] Do not discard your old text-book in grammar or in “language.” Bring it to school and keep it at hand for ready reference. In it are rules for spelling; these, as well as other rules, you will be glad to review occasionally.

[8] The author is indebted for the idea of this exercise to Miss Catherine Aiken’s _Methods of Mind-Training_ (Harper & Bros.). If it proves helpful it should be extended to the consonants _d_, _f_, _g_, _l_, _m_, _n_, _p_, _r_, _s_, _t_.

[9] The mark over the second syllable is called the diæresis. It indicates that each vowel is to be pronounced separately.

[10] Such may be called logically co-ordinate, though grammatically dependent. The restrictive relative clause may be called the necessary relative clause; the non-restrictive may be called the unnecessary or additional relative clause.

[11] _Comprehensively_ is Mr. Stevenson’s word—not the _husband’s_; it is inserted to show the way in which, probably with a vague gesture, the husband said _all_.

[12] Demean = behave. What word would be better here?

[13] A quaint way of spelling _eras_.

[14] _Solecism_ is Greek in origin. The Athenian colonists of Soli in Asia Minor spoke Greek so badly that the Attic Greeks came to refer to an error in grammar (or in pronunciation) as _soloikismós_, whence our word.

[15] _Advanced Exercises_, p. 85.

[16] There are few exceptions: _day’s work_, _week’s pay_, etc.

[17] Is there incoherence between the clauses of this sentence after _vowing_? If so, how remedy it?

[18] Each of these paragraphs was written as a part of a larger whole. But each is complete in itself, and may be considered as an independent whole.

[19] In another and larger sense, every mark of punctuation is disjunctive, as was said on page 21.

[20] That is, Lord Falkland.

[21] This “that” is demonstrative.

[22] Sometimes a simple sentence is called periodic. This is when the natural order of subject and predicate is inverted. Thus: “Great is Diana of the Ephesians.” Indeed, the attributive position of the adjective is sometimes called periodic, because it delays the noun-idea. A long sentence is sometimes periodic up to a certain point, then loose; sometimes the opposite is true.

[23] Sentences that are in the main periodic may ordinarily be given this name.

[24] The longer passages to which the last two selections belong may be found in Genung’s _Rhetorical Analysis_.

[25] The phrase, “words that deserve distinction,” is Professor Barrett Wendell’s. See his _English Composition_, p. 103 (Scribner’s).

[26] See also Scott and Denney, _Composition-Rhetoric_, p. 72 ff. Teachers will be interested to compare an article by Miss Gertrude Buck, _Educational Review_, March, 1887. The matter is touched upon in the _History of the English Paragraph_, by the author of this book, p. 43 _et al._ (Univ. of Chicago Press).

[27] Is there not some ambiguity as to the grammatical structure here? _Swallowed_ is logically the act performed by _it_, the fish, but grammatically it may be taken with ——? Remedy the fault.

[28] _Good Manners_, a pamphlet. (H. L. Hastings, Boston)

[29] For the idea of this exercise the author is indebted to Professors Scott and Denney, _Composition-Rhetoric_ (Allyn and Bacon).

[30] See however _do_, _does_, in the Oxford English Dictionary.

[31] A. S. Hill: _Foundations of Rhetoric_, p. 110 (Harper’s).

[32] _Round_ is more frequently used than _around_ with verbs of motion.

[33] Probably three-fourths of these words are not in literary use to-day. Many are obsolete, many are colloquial, many are scientific or technical. Thousands of other scientific terms (names of genera and species) are not included in the 200,000 estimate.

[34] A maker of noble verse is called what?

[35] See _The Century Magazine_ for November, 1896, for an English theme by Miss Helen.

[36] Emerson’s words, quoted on page 121, will occur to every reader.

[37] _My Literary Passions_, p. 32 (Harper & Bros.).

[38] In case of doubt, consult Bartlett’s _Shakspere Concordance_ (Macmillan Co.).

[39] It may be found desirable to assign only a part of the words to each student, the results to be read before the class and discussed.

[40] _Foundations of Rhetoric_, p. 171.

[41] _Advanced Exercises_, p. 41.

[42] For particular passages, etc., see Professor A. S. Cook’s _The Bible and English Prose Style_ (Ginn & Co.).

[43] Hundreds of others will be found in Hazlitt’s _English Proverbs_.

[44] For reference: Fallows, _100,000 Synonyms and Antonyms_ (Fleming H. Revell Co.); Roget, _Thesaurus_; Fernald, _Synonyms, Antonyms, and Prepositions_ (Funk and Wagnalls).

[45] _Among My Books_, II. 259.

[46] Quoted in a different connection by E. E. Hale, Jr., _Constructive Rhetoric_, p. 288 (Henry Holt & Co.).

[47] Mr. George Bainton, _The Art of Authorship_ (D. Appleton & Co.).

[48] Consult a French dictionary.

[49] The Turkish Cadi to the English Traveller. See James, _Psychology_, II. 640.

[50] _Handbook of English Composition_, p. 348 (Eldredge & Bro.).

[51] _Letter-Writing_, p. 121 (Penn. Pub. Co.).

[52] The first four subjects are taken from Brookings and Ringwalt: _Briefs for Debate_ (Longmans), which see for further articles on the same topics.

[53] See Baker: _Specimens of Modern Argumentation_ (Henry Holt & Co.).

[54] _Iliad_, xviii. 601, Bryant’s translation.

[55] Carpenter and Fletcher, _Introduction to Theme-Writing_, p. 117.

SUBJECT INDEX

Abbreviations, 41-42.

_ability_, _capacity_, 154.

_abominate_, 192.

Abridgment, 266-270.

Abstract, 266-270.

_accept_, _except_, 160.

_acceptance_, _acceptation_, 154.

_access_, _accession_, 154.

_act_, _action_, 155.

Adjective and noun, concord of, 48-49.

Adjective, singular, with plural noun, 49.

_advance_, _advancement_, 155.

_affect_, _effect_, 160.

African words, 185.

_aggravate_, _irritate_, _tantalize_, 161.

Agreement. See Concord.

_ain’t_, 149.

_alienate_, _antagonize_, 162.

Alienism, 152, 153.

Allegory, 250.

_allude_, _mention_, 161.

_alternative_, _choice_, 155.

_amateur_, 152.

Ambiguity, 43, 233-234.

Americanisms, 153.

_and_, 97, 100.

Anglo-Saxon prefixes and suffixes, 186-187.

Anglo-Saxon words, 182-183, 235-238.

_antagonize_, _alienate_, 162.

Apostrophe, the, 37.

_apt_, _likely_, _liable_, 167.

Arabic words, 185.

Argument, 280-282: proposition, 280; exposition of terms, 281; subjects for, 126-127, 281-282.

Arnold, M., 149.

_around_, _round_, 177, foot-note.

_artiste_, 153.

_as ... as_, 55.

Asterisks, 37.

Audience, necessity of, 10, 136-137, 141-142.

Authority, in choice of words, 147.

Authors, the best, 149.

_autoharp_, 153.

_avocation_, _vocation_, 156.

_bad_ or _badly_, 57.

_baggage_, _luggage_, 148.

_balance_, _remainder_, 156.

Barbarisms, 151-153.

_beau monde_, 153.

Beauty of style, 229.

_begin_, _commence_, 162.

Bible, 212.

_blickey_, 147.

_bogus_, 175.

Brackets, 35.

_bring_, _fetch_, 162.

Briticisms, 153.

Bunyan, J., 212.

_burglarize_, 152.

_but_, 100.

_c_ doubled in word, 17.

_calculate_, _intend_, 164.

_can_, _may_, 165.

_capacity_, _ability_, 154.

Capitals, rules for, 21-23.

Case, government of, 53-54.

Cases, concord of, 52.

Chapter, 75.

_character_, _reputation_, 156.

Chinese words, 185.

Choice of words. See under Words.

_claim_, _assert_, etc., 162.

Clauses, subordination of, 96-101.

Clearness, 43, 227-228, 251, 255.

Cleft infinitive, 46-47.

Climax, 112-113, 229.

Coherence, 44, 101-102.

Collective noun, 47.

Colon, 30-31.

_combine_ (noun), 152.

Comma, 24-28; with _and_, 84.

Comma-fault, 81.

_commence_, _begin_, 162.

Communication. See under English, writing of.

_compliment_, _complement_, 156.

Composition. See English, writing of.

Composition, whole. See Theme.

Compound words, 14-15.

Concord, 47-53: of subject and predicate, 47-48; of adjective and noun, 48-49; of pronoun and antecedent, 49-52; of cases, 52; of tenses, 52-53.

Conjunction, 55, 56, 97, 99, 100.

_continual_, _continuous_, 167.

Correspondence, forms of. See Letter-writing.

_council_, _counsel_, 157.

Courtesy in letters, 255-256.

Criticism: by the instructor, 2-4; by the class, 10.

Curious words, 191-192.

Dash, 31-32.

Deficiency of words, 233.

_demean_, 40, foot-note; _demean_, _degrade_, _debase_, 162-163.

Description, 275-278: traveller’s view, 276; by inventory, 276; fundamental image, 276; point of view, 277; topics for themes, 277-278.

_desire_, _want_, _wish_, 167.

Diacritical marks, 150.

Dialogue, punctuation of, 34-35.

Dickens, C., 149.

Diction, 227. See also under Words.

Dictionary, use of, 13-14, 150.

_different than_ for _different from_, 56.

_different to_ for _different from_, 56.

Digression: in the sentence, 90-91; in the paragraph or theme, 116-117.

_discovery_, _invention_, 157.

_don’t_, 153.

_double entendre_, 152.

_drank_ and _drunk_, 63.

_drive_, _ride_, 163.

Dutch words, 185.

_each_ as pronoun, 48.

_effect_, _affect_, 160.

_either_: as distributive conjunction, 48; as pronoun, 48; _either ... or_, 48.

_electrocution_, 152.

_else_, a part of the noun, 63-64.

Emerson, R. W., 144.

_eminent_, _imminent_, _immanent_, 168.

Emotions, 228-229.

Emphasis, in the sentence, 110-112, 229.

Emphasis, punctuation for, 86-87.

_endorse_, _approve_, _second_, 163.

Endorsement, of theme, 2.

English, writing of, 5-11: as an art of communication, 5-6; as a useful art, 7; as a fine art, 7-9; limitations, 9-10; writing for an audience, 10-11.

_enthuse_ (verb), 152.

_entre nous_, 153.

Errors, in themes, 1, 3.

Essay. See Theme.

Etymology. See under Grammar.

Euphony, 229.

_every_ (pronoun), 48.

_except_, _accept_, 160.

_exceptionably_, 175.

Exclamation point, 35.

Exercises. See under Subject.

Exposition, 279-280: explained, 279; subjects for, 126, 127, 279-280.

_falseness_, _falsity_, 157.

_faux pas_, 153.

_fetch_, _bring_, 162.

Figures: figurative uses of common words, 199-203, 246-253.

Fiske, J., 149, 266.

_flexibone_, 153.

_flunk_, 148.

Force, 228.

Formal letters, 255, 259-260.

French words, 184.

_funny_, _odd_, 168.

Gallicisms, 152.

General words, 238-243.

_gent_, 152.

Good usage, 150.

_got_, _gotten_, _have_, 163.

_grade_, _gradient_, 148.

Grammar, 43-73: to secure clearness, 43; solecisms, 44; coherence, 44-47; concord, 47-53; government, 53-54; reference of pronouns, 54-55; conjunctions and prepositions, 55-56; use of adverb or adjective with verbs of sensation, etc., 56-58; _shall_ or _will_, 58-62; matters of etymology, 63-64; exercises, oral, 45-46, 53, 58, 61-62, 64-73.

Grammar. See also under Punctuation.

Greek roots in English, 191.

Green, J. R., 149.

Growth: of paragraph from root, 75; of thought, 114.

_guess_, _think_, _reckon_, 163.

_guillotine_, 191.

Hawthorne, N., 149.

_healthy_, _healthful_, 168.

Hellenism, 152.

Holden, E. S., 197.

Hughes, T., 149.

Hyperbole, 248.

Hyphen, 14-15.

Ideas and words, 195-197; ideas without words, 194.

_ill_ (adjective or adverb), 57.

_imminent_, _eminent_, _immanent_, 168.

Improprieties, 154.

_in_, _into_, 169.

Indentation, 1, 129-130.

India, words from, 185-186.

Indian words (North American), 186.

_infant_, derivation of, 6.

Infinitive, cleft. See Cleft infinitive.

Informal letters, 255, 260-261.

Interrogation point, 36.

_invention_, _discovery_, 157.

Inverted order, 104, foot-note, 110.

_invite_ (noun), 152.

Italian words, 184.

Italics, 36-37.

James, H., 149.

Janus-clause, 46.

Jefferson, J., 137.

Keller, H., 194.

Language, English, formation of. See under Vocabulary, sources of.

Language, study of, 5-7.

Language, written. See under Rhetoric.

_last_, _latest_, 169; _last_, _preceding_, 169.

Latin constructions. See Latinisms.

Latin element, 188-191: words transferred to English, 188-189; prefixes and suffixes, 189; roots, 189-191.

Latin words, 181, 188-189, 190-191.

Latinisms, 50-51, 152.

_lay_, _lie_, 164.

_let_, 148; _let_, _leave_, 164.

Letter-writing, 255-261: use of capitals, 22; why important, 255; business letters, 255-258; petition, 258-259; formal social letters, 259-260; personal or informal letters, 260-261; exercises, 258-259, 259-260, 261.

_liable_, _likely_, _apt_, 167.

_lie_, _lay_, 164.

_like_, 56.

_limit_, _limitation_, 157.

_litterateur_, 153.

_loan_, _lend_, 165.

Localisms, 147.

_locate_, _settle_, 164.

Loose sentence, 102-103, 106, 109.

_lot_, 175.

_luggage_, _baggage_, 148.

_mad_, _angry_, 169.

_majority_, _plurality_, 158.

Malaprop, Mrs., 195.

Malayan words, 186.

_managerial_, 152.

Manuscript: preparation of, 1-2; once written “solid,” 23.

_may_, _can_, 165.

Memorizing of literature, 212; of proverbs, 213.

_mention_, _allude_, 161.

Metaphor, 249.

Metonymy, 250.

Mexican words, 186.

_most_, _almost_, 169.

_motorneer_, 151.

_mutual_, _common_, 169.

Narration, 271-275: historical narrative, 271; fiction, 271; choice of details, 272; plot, 272-273; complex incident, 275; exercises, 272-273; themes, 273-274, 275.

_Nation_, The, 266.

National usage, 148.

_neither_, as distributive conjunction, 48; as pronoun, 48; _neither ... nor_, 48.

_nom de plume_, 152.

_none_, 48.

Norman genitive, 63.

Norman-French words, 184.

Norse words, 183.

Note-book, need of, 4, 14, 199, 262-263.

Noun and adjective, concord of, 48-49.

Number of words. See Words, right number and skilful choice of.

_O_, in apostrophe, 35.

Observation, how sharpened, 277.

_observation_, _observance_, _remark_, 158.

_Oh_, punctuation of, 35.

Omission of words. See Words, omission of.

_one’s self_, 14.

_only_, and _not only_, 45-46.

_onto_, 175; _onto_, _upon_, 153.

_oral_, _verbal_, 170.

Orthoëpy. See Pronunciation.

Orthography. See Spelling.

Outline of theme, 130, 138-139.

_pants_, 152.

Paragraph, division of. See under Sentence.

Paragraph: indented, 1; growth of, from root, 75; History of the English paragraph, 114, foot-note; nebulæ of, 116; planning of, 117; kinds of, 120-124; expanding of one into several, 128-131.

Parkman, F. W., 149, 266.

_part_, _portion_, 159.

Participle: unrelated, 49; misrelated, 49; in place of verbal noun, 49.

_party_, _person_, 158.

Periodic sentence, 103-106, 109-110; defined, 104; use of, 104; abuse of, 104, 106.

_permit_, _permission_, 153.

Persian words, 186.

_person_, _party_, 158.

Personification, 250.

Petition, form of, 258-259.

_photo_, 152.

Planning, of theme, 114, 133-136; of paragraph, 117.

_plurality_, _majority_, 158.

Plurals and singulars, 15.

_point of view_, 153.

Possessive, how formed, 15, 63.

_posted_, _informed_, 170.

_practicable_, _practical_, 171.

Predicate and subject, concord of, 47-48.

_predominant_, _prominent_, 159.

Prefixes and suffixes: Anglo-Saxon, 186-187; Latin, 189.

Preposition, 55-56.

Present usage, 148.

_preventative_, 152.

_Prof._, 152.

Prolixity, 229-231.

Pronoun: neutral, 50; indefinite, 50; reference of, 54; concord of, with antecedent, 49-52.

Pronunciation: importance of, 18; list of words mispronounced, 19-20.

_propose_, _purpose_, 165.

_proved_, _proven_, 165.

Proverbs, 213-215.

Provincialisms, 147.

Punctuation, 21-42: disjunctive, 21, 84; capitals, 21-23; reasons for punctuation, 23-24; comma, 24-28; semicolon, 29-30; colon, 30-31; dash, 31-32; quotation marks, 33-35; brackets, 35; exclamation point, 35; interrogation point, 36; italics, 36-37; apostrophe, 37; asterisks, 37; abbreviations, 41-42; punctuation for emphasis, 86-87; exercises, oral, 29-30, 38-39; exercises, written, 23, 27-28, 32-33, 36, 39-41.

_quite_, _somewhat_, _very_, _rather_, _entirely_, _wholly_, 171.

Quotation marks, 33-35.

Quotation, rhetorical, 22.

_radiograph_, 152.

Reading: oral, 12-13; care in, 203-211.

_real_, _really_, _extremely_, 171.

_recipe_, _receipt_, 159.

_reckon_, _guess_, _think_, 163.

Relative clause, restrictive and non-restrictive, 26, 27.

_relative_, _relation_, 159.

_reportorial_, 152.

Reproduction, 262, 270: literal reproduction, 262-266; summary, abstract, abridgment, 266-267; material for, 267-270.

_reputation_, _character_, 156.

_residence_, _house_, 159.

_resurrectionists_, 175.

Rhetoric, defined, 6. See also under English, writing of.

_ride_, _drive_, 163.

“Roentgen rays,” names for, 151.

_round_, _around_, 177, foot-note.

Ruskin, J., 212, 241.

Saxon genitive, 63.

_scotograph_, 152.

Self-expression, 5, 11.

Semicolon, 29-30, 84-85.

Sensation, verbs of, use with adjective or adverb, 56-57.

Sense impressions, 205.

Sentence, 74-95: part of the paragraph, 74-78; long and short sentence, 78, 85; sentence unity, 79-93; unity of form, 79 (see also under Sentence, well-knit); unity of substance, by excluding irrelevant ideas, 79-82; by inclusion of all parts of an idea, 82-86, 88; unity sacrificed for emphasis, 86-87; seventeenth century paragraph, 88-90; unity by keeping to the point, 90-91; by supplying suppressed clauses, 92; exercises, oral, 81, 85-86, 87, 90, 92-95; exercises, written, 88-90.

Sentence, well-knit, 96-113: unity of form, 96-102; complex, 97-98; loose and periodic sentence, 103-110; emphasis, 110-112; climax, 112-113; exercises, oral, 98, 100, 102, 104-106, 107-109, 111-112.

_set_, _sit_, 166.

_sewage_, _sewerage_, 160.

_shadowgraph_, 152.

Shakespeare, 200-201, 212, 253.

_shall_ and _will_: in direct discourse, 58-60; in indirect discourse, 60-61; in questions, 61.

_showing up_, 175.

_shunting_, _switching_, 147.

_sideways_ for _sidewise_, 49.

Signs, for marking themes, 3-4.

Simile, 249.

Simplicity, 229, 244-246.

Singulars and plurals, 15.

_site_, _situation_, 160.

_skiagraph_, 152.

_slick_, 151.

_so ... as_, 55.

_So_ construction, 99-100.

Solecism, 44.

_some_, _somewhat_, 172.

South American words, 186.

Spanish words, 184-185.

Specific words, 235-238.

Spelling, 13-20: practice in, 13-14; of compound words, 14-15; possessive, 15; singulars and plurals, 15; common errors, 16-17; word-breaking, 17; exercises, 16-18, 19-20.

_spoonsful_, 152.

_spotted_, 175.

_standpoint_, 153.

Stevenson, R. L., 149, 239.

_stop_, _stay_, 166.

Style, 227-229.

Subject and predicate, concord of, 47-48.

Subject, choice of, 136.

Subjects for themes. See Theme.

Suffixes. See Prefixes and suffixes.

Suggestive words, 229.

_suicide_ (verb), 152.

Summary, 266-270.

Suppressed clause, 92.

Surplusage, 231-233.

_switching_, _shunting_, 147.

Syllables, joining of, 15.

Synecdoche, 248.

Synonyms, 215-225: a method of study, 217-220; groups of, 220-225; books of, 219, 220, foot-note. (See also 154-180.)

Syntax. See under Grammar.

Tenses, concord of, 52-53.

Teutonisms, 153.

Thackeray, W. M., 149, 196.

Theme: errors in, 1, 3; title, 2; endorsement, 2; revision and rewriting, 2, 13; signs in correcting, 3-4; organizing of, 114-146; different ways of planning, 114; growth of thought, 114-116; unity, 116-117; planning paragraph, 117; topic sentence, 117-120, 123-124; kinds of paragraphs, 120-123, 126, 127-128; expansion, 128-133; proportioning, 133-136; choice of subject, 136-138, 141-143; outline, 130, 138-139; specimen theme, 139-141; transitions between paragraphs, 143-144; transitions between sentences, 144-146; exercises, oral, 123-126, 133-135, 141-142, 145-146; exercises written, 131, 135, 141, 142-143, 144; themes, 126-128, 141-142.

Theme, subjects for, 34, 81-82, 88, 126-128, 129, 131-133, 135-136, 141-143, 263-266, 267-270, 277-278, 281-282.

_those kind_, 48.

Thought, growth of, 114.

Threads of narrative, 275.

Topic sentence, 117.

Transitions, between paragraphs, 143-144; between sentences, 144-145.

Translation, 211.

_transpire_, _happen_, 166.

Trope, 247.

Uniformity of sentence structure, 101-102.

Unity of form, in sentence, 79, 96-102.

Unity of substance: in sentence, 74-95; in theme, 116.

_unless_, _without_, 172.

Usage: national, 147-148; reputable, 148; present, 148; good, 150.

Variety: of words, 226; as an element of beauty, 229.

_verbal_, _oral_, 170.

Verbosity, 233.

Vocabulary, mastery of a writing, 194-226: ideas without words, 194; words without ideas, 194-195; ideas and words, 195-197; the two vocabularies, 197-199; vocabulary book, 199; figurative use of common words, 199-203; value of careful reading, 203-211; contributions from other studies, 211; translation, 211; memorizing of literature, 212-213; English proverbs, 213-215; synonyms for adjectives of praise, 216; danger of bookish words, 216-217; a method of study, 217-220; groups of synonyms, 220-225; variety, 226; exercises, oral, 216, 218-219, 220; written, 202-203, 218, 219-220, 225-226.

Vocabulary note-book, 4, 199, 262.

Vocabulary, sources of the English, 181-193: historical sketch, 181-186; Anglo-Saxon prefixes and suffixes, 186-187; Latin element, 188; Latin words transferred to English, 188-189; Latin prefixes and suffixes, 189; Latin roots in English, 189-191; Greek roots in English, 191; curious words, 191-192; written exercise, 192-193.

Vocative words, punctuation of, 25.

Vulgarisms, 149.

_walkist_, 152.

_want_, _wish_, _desire_, 167.

_well_ (adjective or adverb), 57.

West India words, 186.

_wheatena_, 153.

_will_ and _shall_. See _Shall_ and _will_.

_wish_, _want_, _desire_, 167.

_with_, introducing parenthetical clause, 47.

_without_, _unless_, 172.

Word-breaking, 17.

Words, correctness in choice of, 147-180: authority, 147-150; provincialisms or localisms, 147; national usage, 147-148; present usage, 148; reputable usage, 148-149; vulgarisms, 149; good usage, 150; dictionary, 150; barbarisms, 151-153; alienisms, 152-153; improprieties, 154; choice of nouns, 154-160; verbs, 160-167; adjectives and adverbs, 167-172; exercises, oral, 172-174, 175-177, 178-180.

Words, figurative use of common. See Vocabulary.

Words, lists of: incorrectly spelled, 16-17; compound, 14-15; mispronounced, 18-19; Latin, 181-182, 188-189, 190-191; Celtic, 182; Anglo-Saxon, 182-183; Norse, 183; Italian, 184; Spanish, 185; Dutch, 185; African, 185; Arabian, 185; Chinese, 185; India, words from, 185-186; Malayan, 186; Persian, 186; North American Indian, 186; Mexican, 186; West Indian, 186; South American, 186; Greek, 191; curious, 191-192; adjectives, 203; synonyms, 220-225.

Words, omission of, 55, 92, 234-235.

Words, right number and skilful choice of, 227-253: as affecting clearness, 227-228; force, 228-229; beauty, 229; prolixity, 229-231; surplus of, 231-232; deficiency of, 233-235; specific words, 235-238; general words, 238-245; ambiguous words, 243-244; simple words, 244-246; literal and figurative words, 246-253; exercises, 232-233, 235, 237-238, 241-243, 243-244, 245-246, 253-254.

Words without ideas, 194-195.

Writing vocabulary. See Vocabulary.

INDEX OF AUTHORS QUOTED

Aiken, C., 18.

Bainton, G., 244, foot-note.

Baker, G. P., 270, foot-note.

Bardeen, C. W., 44.

Bartlett, J., 201, foot-note.

Beecher, H. W., 75, 253.

Bible, 107.

Bigelow, N. T., 15.

Blackmore, R. D., 193, 205, 206.

Brookings, W. D., and Ringwalt, R. C., 269, foot-note.

Browning, R., 135.

Bryant, W. C., 275, foot-note.

Buck, G., 114, foot-note.

Burke, E., 145, 267.

Carlyle, T., 201-205, 253.

Carpenter, G. R., 3, foot-note; 48, 211, foot-note; 238-239; and Fletcher, J. B., 281, foot-note.

Chesterfield, P. D. S. (4th earl), 151, 179.

Choate, R., 211.

Cholmondeley, T., 261.

Clarendon, E. H. (1st lord), 89-90.

Coleridge, S. T., 76-77, 136.

Cook, A. S., 212, foot-note.

Defoe, D., 89.

De Quincey, T., 78.

Dickens, C., 276.

Drayton, M., 136.

Eliot, George, 243.

Emerson, R. W., 34, 77, 121-122, 240.

Fallows, S., 220, foot-note.

Fernald, J. C., 219, 220, foot-note.

Fiske, J., 101.

Gaskell, Mrs., 177-179.

Genung, J. F., 109, foot-note.

Goethe, 35.

Hale, E. E., Jr., 240, foot-note.

Hall, S., ix., foot-note.

Hart, J. M., 257, foot-note.

Hawthorne, N., 105-106, 276.

Hazlitt, W., 213, foot-note.

Hill, A. S., 164, foot-note; 199, 211.

Holmes, O. W., 75-76.

Homer, 275, foot-note.

Howells, W. D., 200.

Hughes, T., 64-71.

Huxley, T. H., 108.

Irving, W., 124-126.

James, H., 196, 243.

James, W., 255, foot-note.

Johnson, S., 122-123, 192-193.

Jowett, B., 144.

Keats, J., 240.

Keller, 194, foot-note.

Lamb, C., 39-41.

Lanier, S., 107.

Lewis, E. H., 114, foot-note.

Lincoln, A., 133-134.

Longfellow, H. W., 22, 136.

Lowell, J. R., 136, 231.

Macaulay, T. B., 107, 118-119.

Mandeville, Sir J., 94-95, 96-97.

Meynell, A., ix.

Miles, A. H., 263, 264.

Milton, J., 117, 207-208.

Molière, 43.

Morse, E. S., 120.

Newman, J. H., 91, 108-109.

Outlook, The, 118.

Oxford English Dictionary, 153, foot-note.

Phyfe, W. H. P., 18.

Roche, Sir B., 252.

Roget, P. M., 220, foot-note.

Rousseau, J. J., 13.

Ruskin, J., 100-101, 111, 145, 172-174, 207-211.

Scott, F. N., and Denney, J. V., 114, foot-note; 123, foot-note.

Shakespeare, 30, 93, 94, 201, 252, 253.

Sheridan, P. B., 195.

Smith, C. J., 219.

Southey, R., 112-113.

Spalding, E. H., 8, foot-note.

Stevenson, R. L., 27-28, 32-33, 36, 176-177.

Tennyson, A., 136.

Thackeray, W. M., 136.

Webster, D., 107-108.

Wendell, B., 111, foot-note.

Whittier, J. G., 136.

Wood, J. G., 119, 128, 131.

Wordsworth, W., 240, 253.