CHAPTER IX

THE GATHERING OF MATERIAL FOR WRITING

Two main sources exist from which you can get the material for expository themes: books, including magazines and papers; and lectures or interviews of any kind. Libraries differ greatly in the degree of convenience, and some lecturers are much more readily intelligible than others, and their lectures much more easily codified in notes. Even the most conveniently arranged library, with the most accommodating librarian, is rather formidable unless one knows the method of approach. And until one has thought out the problem of taking notes from lectures, even the most intelligible speaker presents great difficulties. Perhaps a few words here will be of some use in unriddling the mysteries.

First of all a word needs to be said about the greatest slavery of modern times--slavery to the printed word. "I read it in a book!" is still for many people sufficient reason for believing anything, however untrue, illogical, impossible it may be. It is well to remember that nearly everybody writes books and yet very few of us are wise. Obviously, not everything can be authoritative, especially when it is contradicted in the next book. A reader without a good steadying sense of balance, a shrewd determination to weigh what he reads and judge of its value for himself is as helpless as a man in a whirlpool. You need not be too stiff-necked toward a book, need not deny for the mere sake of denial, but you do need to stand off and regard every book with reasonable caution. Sometimes you can see for yourself that what is said is not true. Sometimes you can at once feel that the spirit of the book is unsafe, wild, unthinking. Sometimes you will detect at once a blinding prejudice. Then be cautious. If the subject is unknown to you, so that you have no safe basis for judgment about it, you are, to look the matter squarely in the face, at the mercy of the book. But shrewd inquiries as to the author's reputation, his opportunities for knowledge of the subject, and an ever-watchful eye for reasonableness and good judgment, will save you from many mistakes. And always remember that the mere fact of a statement's being in print does not make it more true than it was when merely oral. Don't, then, believe a printed statement which you would hotly deny if you heard it from the lips of some one. It is a matter of intellectual self-respect to read and judge, not to read and blindly swallow.

Whether you read or listen, you will need to make notes. It would be delightful if our flattering feeling that we can remember whatever we read or hear were true--the trouble is, it is not. It is better to play safe and have the record in notes, than to be too independent and find a blank in your mind when time to write arrives.

The chief virtue in note-taking is economy. Economy saves time, space, effort. The three interweave and are inextricable, in the total, but may be somewhat distinguished. As to time: there is no virtue whatever in slaving for hours over notes that need only a few minutes. Notes are tools: their object is temporary, to be of service for composition or future reference; they are not an object in themselves. Do not worship them. On the other hand, since dull tools will not cut, don't slight them. No greater pity can exist than for the pale student who wrinkles her brow--it usually is _her_ brow--and attempts to make of notes a complete transcription of a lecture or a book, with each comma and every letter in proper sequence joined--only to pack the notes away in a box in the attic--or perhaps burn them! A builder who should have too meticulous care for his scaffolding is in danger of never seeing his building completed. Notes seek essentials, and therefore time should not be wasted on non-essentials. But, since slovenly, ill-assorted, illegible notes require extraordinary time for deciphering and arranging, it is of the greatest importance that you conserve your future minutes by making your notes neat, ordered, legible. Any abbreviations that you can surely remember are most useful. A complete sentence--which really has no special need for completeness--that you cannot read is worthless, but a few words that indicate the gist of the thought, and are immediately legible, are most valuable. Moreover, if you take time enough for every word, you are in danger of becoming so engrossed in penmanship as to lose the broad sweep of the lecture or book. Notes must drive toward unity and away from chaos. Your first principle, then, should be to set down neatly what will be of real service, and let the rest go.

As to space--any one who has made manuscripts from notes has learned how irritating, how bewildering a huge mass of material can be. Some subjects require such a mass, and in such a case the note-taker will use as much space as he needs. But economy, which is the cardinal virtue, will require as little diffusion, as great concentration as possible. If you can succeed in including everything of value on one sheet, instead of scattering it over several, you are to be congratulated. Only, be sure that you do not neglect something of real value. You can often save much space and effort and the use of stores of connecting words and phrases if you will indent and subordinate sub-topics so that the eye will show the relation at once. Such practice is admirable mental training, also, for it teaches the listener or reader to keep his brain detached for seeing relationships, for grasping the parts in relation to the whole and to each other. If interesting remarks which do not bear directly upon the main subject attract with sufficient intensity to make record worth while, set them down in brackets, to indicate their nature. Remembering, then, that a concentrated barrage is of more value in attack than scattered fire, use as little space as may suffice for the essentials. That is the second principle.

As to effort, remember that the old sea-captain whose boat was so leaky that he declared he had pumped the whole Atlantic through it on one voyage would have entered port more easily with a better boat. If you do not take time and pains for grouping and ordering as you make your notes, be sure that you will have much pumping to do when the article is to be made. Grouping and ordering require concentration in reading or listening--but there is no harm in that. You ought to be able to write one thing and listen to another at the same time. Watch especially for any indication in a lecture of change in topic. And don't be bothered by the demands of formal rhetoric: if a complete sentence stands in your way, set your foot on it and "get the stuff." And, of course, avoid a feverish desire to set down every word that may be uttered; any one who has seen the notebooks of students in which reports of lectures begin with such records as "This morning, in pursuance of our plan, we shall consider the topic mentioned last time, namely,--etc." become aware of the enormous waste of energy that college students show. Essentials, set down in athletic leanness--that is the ideal.

In taking notes from books, people differ greatly. Some use a separate slip for each note, and much can be said in commendation of this system. Some are able to heap everything together and then divine where each topic is. In any case, strive for economy, catch the "high spots," and as far as possible keep like with like, notes on the same topic together. It is always well, often imperative, to jot down the source of each note, so that you can either verify or later judge of the value in the light of the worth of the source.

Note-taking, in other words, is a matter of brains and common sense: brains to see what is important, and sense to see that neatness and order are essential to true economy, the great virtue of notes.

With the best of intentions, then, you enter the library. Since each library is arranged on a somewhat individual scheme, and different collections have different materials, you will need to examine the individual library. A wise student will inquire at the desk for any pamphlet that may help to unriddle the special system. Librarians are benevolent people, do not wish to choke you, and are glad to answer any reasonable question. If your questions are formless, if you really do not know what you want, sit down on the steps and think it over until you do, and then enter boldly and politely ask for information. Don't, if you wish to learn about ship subsidies, for example, stroll in and inquire for "Some'n 'bout boats?" The complimentarily implied power of reading your mind is not especially welcome to even a librarian who is subject to vanity--and incidentally he may think that you are irresponsible. Any one who has been connected with a college library knows that the notorious questions such as "Have you Homer's Eyelid?" are not uncommon--and seldom bring desired results.

Since you have entered for information, summon all your resourcefulness to try every possibility before you agree that there is no help for you there. You can use the Card Catalogue, the Reference Books, the Indexes, Year-Books and Magazine Guides, and finally, if every other source fails, can lay your troubles before the librarian--but not until you have fought bravely. Too many students are faint-hearted: if they wish for information about, let us say, employers' liability, and do not at once find a package of information ready-wrapped, they sigh, and then smile, and then brightly inform the instructor, "The library hasn't a single word about that subject!" The Card Catalogue does not list employers' liability, let us say, and you do not know any authors who have written on the subject. Do not despair; look up _insurance_, _workmen_, _accidents_, _social legislation_, _government help_, and other such titles until your brain can think of nothing more. Only then resort to outside help.

The Card Catalogue will contain a card for each book in the library: if you know the title, look for it. If you know the author but not the title, look for the "author card." If you know neither author nor title, look for the general subject heading. For each book will usually have the three cards of subject, author, and title. If the subject is a broad one, such, for example, as _Engineering_, do not set yourself the task of looking through every card, but, if you wish for a treatise on the history of engineering, look for the word _History_, in the engineering cards, and then examine what books may be collected under that heading. If you find cross references, that is, a recommendation to "see" other individual cards, or other subject headings, do not overlook the chance to gain added information.

Most of us too often forget the encyclopædias. If the catalogue has been exhausted, then see what the encyclopædias may contain. Look in the volume that contains the index, first, for often a part of an article will tell you exactly what you wish, but the article as a whole will not be listed under the subject that you are seeking. The _Encyclopædia Britannica_, the _New International_, the _Nelson's Loose Leaf_ will be of service on general topics. For agriculture consult _Bailey's Encyclopædia_. For religion see the _Encyclopædia of Religion and Ethics_ (Scribner), the _Jewish Encyclopædia_, the _New Schaff-Herzog Encyclopædia of Religious Knowledge_ (Funk and Wagnalls), the _Catholic Encyclopædia_ (Robert Appleton).

For dictionaries you will find the _Murray's New English Dictionary_, often called the _Oxford Dictionary_, _The Standard Dictionary_, _The Century_, _Webster's New International_, _Black's Law Dictionary_ and others.

Often you will wish to find contemporary, immediate material. The magazines are regularly catalogued in the _Reader's Guide_, month by month, with a combined quarterly and yearly and then occasional catalogue, with the articles listed under the subject and the title or author. Use your resourcefulness here, as you did in the card catalogue, and do not give up. _Poole's Index_ will also help.

Many annuals are of value. The _World Almanac_ has a bewildering mass of information, as does the _Eagle Almanac_ for New York City and Long Island especially. The _Canadian Annual Review_, the _Statesman's Year-Book_, _Heaton's Annual_ (Canadian), the _New International Year Book_, which is "a compendium of the world's progress for the year," the _Annual Register_ (English), the _Navy League Annual_ (English, but inclusive), and the _American Year-Book_, among others, will be of service. Often these books will give you the odd bit of information that you have hunted for in vain elsewhere. For engineering, the _Engineering Index_ (monthly and collected) is useful.

For biography you will find Stephen's _Dictionary of National Biography_ useful, and Lamb's _Biographical Dictionary of the United States_. Do not forget the _Who's Who_, the _Who's Who in America_, and the corresponding foreign books for brief information about current people of note.

For what may be called scattered information you can go to the _American Library Association Index_ to general literature, _The Information Quarterly_ (Bowker), _The Book Review Digest_ (Wilson), _The United States Catalog_ (with its annual _Cumulative Book Index_), and the (annual) _English Catalogue of Books_.

In using a book, employ the Table of Contents and the Index to save time. For example, you will thus be referred to page 157 for what you want. If instead you begin to hunt page by page, you will find that after you have patiently run your eyes back and forth over the first 156 pages, your brain will be less responsive than you would wish when you finally arrive at page 157. Moreover, there is all that time lost!

Often individual libraries have compiled lists of their own books on various subjects. If you can find such lists, use them.

In other words, the search for material and the taking of notes is a matter of strategy: it requires that the seeker use his wits, plan his campaign, find what is available, and in the briefest time compatible with thoroughness assimilate whatever of it is of value. Caution and indefatigable zeal and resourcefulness--these are almost sure to win the day.

INDEX OF ILLUSTRATIVE SELECTIONS

Amiel's _Journal_, "Mozart and Beethoven", 277-278

Antin, Mary, _The Promised Land_, "The Making of an American", 186-189

_Atlantic Monthly_, The Contributor's Club, "The Privileges of Age", 245-247

Aumonier, Stacy, "Solemn-Looking Blokes" (_Century Magazine_), 29-33

Bagehot, Walter, _Works_, vol. III, "A Constitutional Statesman", 227-229

Belloc, Hilaire, _First and Last_, "On a Great Wind", 244

Bradford, Gamaliel, _Confederate Portraits_, "Judah P. Benjamin", 264

Brooke, Rupert, _Collected Poems_, "The Great Lover", 234-235

Bullard, F. Lauriston, _Famous War Correspondents_, "A Definition of the Correspondent", 78

Burdick, Francis M, _The Essentials of Business Law_-- "Definition of the Clearing-House", 76 "Definition of Sale", 105

Burroughs, John, _Birds and Bees_, "An Idyl of the Honey-Bee", 48-55 Outline of "An Idyl of the Honey-Bee", 64-66 _Birds and Poets_, "Emerson's Literary Quality", 224 _Leaf and Tendril_, "A Breath of April", 247-249

Burton, Richard, _Little Essays in Literature and Life_, "The Nature of the Informal Essay", 243-244

Butler, Samuel, _The Note-Books of Samuel Butler_, "A Group of Definitions", 109

Cannon, J. G, _Clearing-Houses_, "Classification of Clearing-Houses", 140

Carlyle, Thomas, _Essay on Biography_, Selection from, 275-276 Sartor Resartus, "The Entepfuhl Road", 40

_Century Magazine_, "The Hydraulic Cartridge", 161-162 "The Phonopticon", 171-172

Corbin, John, _An American at Oxford_, "How to Handle a Punt", 163-164

Corbin, T. W, _Engineering of To-day_, "Cargo Steamers", 203-205 "The Oxygen Blow-Pipe", 161 "Launching the Neptune", 178-181

Cram, R. A., _The Heart of Europe_, "Definition of the Heart", 104

Croly, Herbert, _The Promise of American Life_, "The American Business Man", 197-199

Dilley, Arthur U, _Oriental Rugs_, "A Classification of Rugs", 119-122

Eliot, George, _The Mill on the Floss_, "The Scenery of the Rhone", 124-125

Emerson, Ralph Waldo, _Conduct of Life_, "Fate", 27-28; 36-37 _Nature, Addresses, and Lectures_, "A Definition of Conservative and Innovator", 93-95 _Society and Solitude_, "Definition of Civilization in America", 98-99

Escott, T. H. S, _Great Victorians_, "Balfour", 271

Gardiner, A. G., _Prophets, Priests, and Kings_, "Balfour", 148 "King Edward VII", 148-149 "Lord Morley", 19 "Thomas Hardy", 149-150

Garland, Hamlin, _A Son of the Middle Border_, a sentence from, 45

Gissing, George, _The Private Papers of Henry Ryecroft_-- "Apples for Diet", 21-22 "A Definition of Art", 7 "A Definition of Poverty", 84-85 "English Cooking", 210-211 "Military Drill", 225-226 "The Sportswoman", 128-129 "The 'Tempest'", 213-214 "Vegetarianism", 222-223

Green, J. R., _Short History of the English People_, "Estimate of the Character of Elizabeth", 122-123

Greenough and Kittredge, _Words and Their Ways in English Speech_, "The Process of Radiation", 181-183

Haweis, Rev. Mr., _Music and Morals_, "The Character of J. R. Green", 268-269

Hawthorne, Nathaniel, _Our Old Home_, "English Weather", 126-128

Henderson, W. H., _What is Good Music_-- "Criticism of Musical Performances", 230 "The Modern Orchestra", 152-153

Howells, W. D., _A Boy's Town_, "The Difference Between Boys and Men", 107

Hungerford, Edward, _The Personality of American Cities_, "Boston", 68-69

Judy, A. M., _From the Study to the Farm_, "The Farmer's Life", 150-151

Lounsbury, T. R., _English Spelling and Spelling Reform_, "Final e", 205-208

Lucke, C. E., _Power_, "The Mechanical Engineer", 98 "The Problem of Power Machinery", 137 "Water Power", 151-152

Masefield, John, _Gallipoli_, "The Horror of the Fight", 69-70

Morley, John, _Miscellanies_, vol. I, "The Distinction Between the Poetic and the Scientific Spirit", 105-106

Morman, J. B., _The Principles of Rural Credit_, "Amortization", 85-86

Pollak, Gustav, _Fifty Years of American Idealism_-- "Jingo Morality", 220-222 "Lowell at St. James", 193-194 "Moral Atmosphere", 91-93 "Responsible Statesman", 87

Prelini, Charles, _Dredges and Dredging_, "The Operation of Dredges", 170

Royce, Josiah, "Nietzsche" (_Atlantic Monthly_), 131

Russell, Bertrand, _National Independence and Internationalism_-- "National Sentiment", 226-227 "State and Nation", 89-90 _Why Men Fight_, "Impulse and Desire", 132-135

Sainte-Beuve, "Definition of a Classic", 91

_Scientific American_, "The Catskill Water Supply", 185-186

_Scribner's Magazine_, The Point of View, "The New Poetry", 200-201

Sedgwick, H. D., _The New American Type_, "Honor", 108

Shakespeare, William, _King Henry IV_, "Bardolph on 'Accommodate'", 81-82

Sharp, Dallas Lore, _The Hills of Hingham_, "The Carpet Layer", 173-174

Shaw, G. B., _Dramatic Opinions and Essays_-- "The Odds Against Shakespeare", 116-117 _Sanity of Art_, "Definition of Artist", 103 "Indispensability of Law", 153-156 "Passion", 146-147 "Pattern Designers and Dramatic Composers", 111-112 _Society and Superior Brains_-- "Ability that Gives Value for Money", 85 "Superiority of Status", 109-110

Slicer, T. R., _From Poet to Premier_, "O. W. Holmes", 272

Standard Dictionary, Definition of "Correspondent", 78

Stevenson, R. L., "Pulvis et Umbra", 55-57 "The sun upon my shoulders", 45

Talbot, F. A., _The Making of a Great Canadian Railway_-- "The Stone Boat", 165 "The Track Layer", 166-168

Taylor, B. L., _The Line o' Type Column_, "Highbrow," etc., 102

Thackeray, W. M., _The English Humorists of the Eighteenth Century_, "Oliver Goldsmith", 285-294

Warner, Frances L., "The Amateur Chessman" (From The Point of View, _Scribner's Magazine_), 249-252

Webster's New International Dictionary, Definition of "Art", 6 A series of definitions, 100-101

Wendell, Barrett, _English Composition_, "Carlyle's Frederick the Great", 279-280

Weston, E. M., _Rock Drills_, "Hammer Drills", 115-116 "Tappet Valve Drills", 219-220

Wister, Owen, _Quack Novels and Democracy_, "The Quack Novel", 88-89

INDEX

Ability of the critic to analyze, 192-194.

Adaptation of treatment to subject, 6.

Addison, Joseph, 233-236.

Aids in gaining clearness in Mechanisms, Processes, and Organizations, 169-172.

Aids in gaining interest in Mechanisms, Processes, and Organizations, 172-175.

Aids in solving the problem in Expository Biography, 261-265.

Amiel, Frederic, 277.

Amount of expository writing, 2.

Analysis, 8, 113-143; definition of, 113; enumeration as one kind of informal analysis, 129; equation as one kind of informal analysis, 130; formal analysis, 118; informal analysis, 129-137; kinds of analysis, the two, 115-118; kinds of informal analysis, 129-137; object of informal analysis, 124; the principles of analysis, 138-143; relationship as a form of informal analysis, 131; statement of a problem as a form of informal analysis, 136; statement of significance as a form of informal analysis, 130; the two virtues of analysis, 114.

Analyzing the character in Expository Biography, 270-275.

Antin, Mary, 189.

Appreciative method of criticism, 209-215.

Aumonier, Stacy, 29.

Bagehot, Walter, 229.

Balfour, Arthur James, 273.

Barrie, Sir J. M., 241, 263.

Beethoven, Ludwig van, 278.

Belloc, Hilaire, 239, 244.

Biography, Expository, 257-296; aid in solving the problem of, 261-265; analyzing the character of the hero, 270-275; beliefs of the hero, 273; choice of events in hero's life for, 276-277; defining the hero's character, 266-270; deeds of the hero, 274; events in hero's life, use of, 275-280; friends of the hero, 274; heredity of the hero, 270-272; interests of the hero, 272; kinds of, 257; lesson, danger of making one, 282; life problem of the hero, 258-260; object of expository biography, 258; problem, the chief, of expository biography, 258-261; problem of telling the truth, 280-281; process of solving the problem, 266-274; relation of events to personality, 277-278; relation of hero to society and times, 278-280; rhetorical form of expository biography, 282-285; rhetorical value of events, 280.

B. L. T., 102.

Boswell, James, 267, 279, 281.

Bradford, Gamaliel, 264, 267, 281.

Breadth of interest in writer of Informal Essays, 233-234.

Brooke, Rupert, 234.

Brooks, Sidney, 43.

Brown, John, 238, 241.

Browne, Sir Thomas, 262.

Bullard, F. Lauriston, 78.

Burdick, Francis M., 76, 105.

Burroughs, John, 40, 41, 47, 224, 238, 247.

Burton, Richard, 243.

Butler, Samuel, 109.

Byron, Lord, 200, 274.

Cannon, J. G., 140.

Carlyle, Thomas, 40, 258, 265, 272, 275, 279.

Catalogs, use of, 301-302.

Cause for stupidity in expository writing, 4, 25.

Cause, method of showing, in definition, 97.

Cautions about definitions, 80.

Cavour, 266.

Centralization, finding the root principle in mechanisms, etc., 159-162.

Chesterton, Gilbert, 240, 241.

Cicero, 12.

Classification, 8, 117.

Clearness: aids in gaining, 169-172; in explaining mechanisms, etc., 157, 162.

Coleridge, Samuel T., 215.

Comparison and contrast, method of in defining, 86.

Controlling purpose: definition of, 16; emotional reaction to, 26-33; practical use of, 39-47; proper use of, 33-38; source of, 16-26; source of in reader's attitude, 22-25; source of in subject, 16-18; source of in writer's attitude, 18-22; stated in one sentence, 37; value, relative, of sources for, 25.

Cooper, James F., 196.

Corbin, John, 164.

Corbin, T. W., 161, 181, 205.

Cowley, 232.

Cram, Ralph Adams, 104.

Critic, the: ability to analyze, 192-194; common sense, 195; knowledge of the general field of criticism, 194-195; open-mindedness, 195-196.

Criticism, 190-217; ability to analyze, possessed by the critic, 192-194; common sense of critic, 195; criticism and comment, 91; definition of, 190; diction in, 216-217; knowledge of general field, possessed by critic, 194-195; methods: appreciative, 209-215; historical, 196-202; standards, 202-209; open-mindedness of critic, 195-196; practical helps for writing, 215-217; range of criticism, 191.

Croly, Herbert, 129, 199.

Crothers, S. M., 237, 240.

Da Vinci, Leonardo, 273.

Deeds of hero in Expository Biography, 274.

Defining the character of the hero in Expository Biography, 266-270.

Definition of analysis, 113; of criticism, 190; of informal essay, 231.

Definition: 8, 73-112; cautions, general, about, 80; definition of, 73; differentia and genus, 77; difficulty in discovering genus, 74; methods of defining: of comparison or contrast, 86; of division, 90; of elimination, 95; of illustration, 83; of repetition, 93; of showing origin, cause, and effect, 97; process of definition, 74; restricting the genus, 77; two classes of, 78.

Demosthenes, 12.

De Quincey, 242.

Dictionaries, use of, 302.

Dilley, Arthur U., 122.

Douglas, Stephen A., 274.

Economy, in note-taking, 298-299.

Edwards, Jonathan, 27.

Elimination as a method in definition, 95.

Eliot, George, 124-125.

Emerson, Ralph Waldo, 1, 27, 93, 95, 98, 224, 271, 282.

Emotions, the, and the controlling purpose, 26-33.

Encyclopædias, use of, 302.

Enumeration as a form of informal analysis, 129.

Equation as a form of informal analysis, 130.

Escott, T. H. S., 271.

Essay. _See_ Informal Essay.

Events in hero's life for expository biography, 275-280.

Exposition: amount of, 2; answers questions, 1, 2; causes for stupidity in writing exposition, 4, 25; emotions and exposition, 27; problem, the, in writing, 11; success of, 12; task of, 9-10; truth of, 7.

Formal analysis, 118.

Franz, Robert, 276.

Freeman, Mrs. M. E. W., 199.

Friends of the hero in expository biography, 274.

Gardiner, A. G., 19, 148, 149, 150.

Garland, Hamlin, 45.

Gissing, George, 7, 21, 84, 103, 128, 209, 214, 223, 226.

Goethe, Johann, 270.

Goldsmith, Oliver, 267, 284, 285.

Gray, 270.

Green, J. R., 28, 268.

Greenough and Kittredge, 183.

Hardy, Thomas, 294.

Haweis, the Rev. Mr., 268.

Hawthorne, Nathaniel, 126.

Hazlitt, 195, 231, 232, 236, 238, 243.

Henderson, W. H., 153, 230.

Henry, Patrick, 12.

Heredity in expository biography, 270-272.

Historical method of criticism, 196-202.

Holmes, O. W., 271-272.

Howells, W. D., 107.

Humor in the informal essay, 241-242.

Hungerford, Edward, 69.

Hunt, Leigh, 238.

Husband, Joseph, 239.

Huxley, Thomas, 44.

Illustration as a method of definition, 83.

Imaginative sympathy in expository biography, 261-265.

Informal analysis, 123-138.

Informal Essay, 231-244; breadth of interest in author of, 233-234; definition of, 231; humor in, 241-242; nature as subject for, 238-239; not too exhaustive, 242; not too serious, 240-242; not too rhetorically strict, 242-243; people as subjects for, 237-238; personal nature, 232-233; range of subject, 237; things as subjects for, 239-240.

Interest in writing, 2; aids to gain, in mechanisms, processes and organizations, 172-175; of two kinds, 3; relation to underlying thought, 8.

Interpreting and reporting, 5.

James, William, 4, 44, 266.

Jefferies, Richard, 239.

Jewett, Miss S. O., 199.

Johnson, Dr. Samuel, 81, 233.

Judicial criticism, here treated as criticism by standards, 202-209.

Judy, A. M., 151.

Labouchere, Henry, 9.

Lamb, Charles, 6, 26, 232, 235, 242, 262.

Lamb, Mary, 259.

Lee, Robert E., 274, 277.

Libraries: catalogues of, 301-302; dictionaries, 302; encyclopædias, 302; use of, 301-304.

Lincoln, Abraham, 2, 16, 87, 269, 270.

Liszt, Franz, 276.

Lounsbury, Thomas, 205.

Lowell, J. R., 271.

Lucke, C. E., 98, 137, 152.

Masefield, John, 69, 70, 71.

Materials: ordering of, 41-47; selecting of, 39-41.

Mechanisms, 157-175; aids for gaining clearness, 169-172; aids for gaining interest, 172-175; cautions, 158-159; centralization, 159-162; expression of root principle in one sentence, 160-161; necessity for clearness, 157-158; orders to be followed, 164-168.

Meredith, George, 241.

Methods, in criticism: appreciative, 209-215; historical, 196-202; standards, 202-209; in definition: comparison and contrast, 86; division, 90; elimination, 95; illustration, 83; origin, cause, and effect, 97; repetition, 93.

Middleton, Richard, 240.

More, P. E., 115, 123.

Morley, John, 18, 105-106.

Morman, J. B., 85.

Mozart, W. A., 277.

Notes: care in taking, 300; economy the chief virtue, 298-299; methods of taking, 300; space of notes, 299-300.

Order of Material, 41-47.

Organizations: 157-162 (general discussion), 168-169; aids to clearness, 169-172; aids to interest, 172-175.

Parkman, Francis, 236.

Parr, 279.

Partition, 8, 117.

People as subjects for informal essays, 237-238.

Pericles, 273.

Poe, E. A., 12.

Pollak, Gustav, 86, 93, 194, 222.

Prelini, Charles, 170.

Problem, statement of a, in informal analysis, 136.

Problem of expository biography, 248-261.

Processes: 157-162 (general discussion), 162-164; aids to gaining clearness in, 169-172; aids to gaining interest in, 172-175.

Relation of events to personality in expository biography, 277-278.

Relation of hero to society and times in expository biography, 278-280.

Repetition as a method in definition, 93.

Reporting vs. interpreting, 5.

Reynolds, Sir Joshua, 208.

Rhetorical strictness absent in informal essay, 242-243.

Rhetorical value of events in expository biography, 280.

Royce, Josiah, 131.

Russell, Bertrand, 90, 135, 227.

Sainte-Beuve, 91.

Scott, Sir Walter, 200.

Sedgwick, H. D., 108.

Selection of material, 39-41.

Shakespeare, William, 12, 60, 81, 257.

Sharp, Dallas Lore, 173, 174, 237, 238.

Shaw, G. B., 85, 102, 110, 112, 117, 146, 147, 156.

Sidney, Sir Philip, 9.

Significance, statement of, as form of informal analysis, 130.

Slavery to printed word, 297.

Slicer, T. R., 277.

Smith, Sydney, 241.

Socrates, 263.

Sources of the controlling purpose, 16, 26.

Standards, criticism by, 202-209.

Steele, Richard, 232.

Stevenson, R. L., 6, 41, 45, 55, 58, 66, 237, 238, 241, 257, 259, 260, 263, 271, 274, 281.

Strategy, the problem of, in writing, 11.

Sympathy, imaginative, in expository biography, 261-265.

Taft, Wm. H., 46.

Talbot, F. A., 165, 168.

Taylor, Bert Lester, 102.

Tennyson, Alfred, 26, 274.

Thackeray, Wm. M., 258, 284.

Truth, as related to interest, 7-8.

Unification, 13-14.

Warner, C. D., 238, 239.

Warner, Frances L., 249.

Webster, Daniel, 173.

Weston, E. M., 116, 220.

Whibley, Charles, 266, 269, 283.

Whistler, 212.

Wilson, Woodrow, 12, 176.

Wister, Owen, 89.

Transcriber's Note

Obvious typographical errors were repaired, as listed below. Other apparent inconsistencies or errors have been retained. Missing, extraneous, or incorrect punctuation has been corrected. Most of the inconsistent hyphenation has been retained as many appear in quoted passages.

Text enclosed by underscores is in italics (_italics_).

Text enclosed by equal signs is in bold (=bold=).

Although oe ligatures have been expanded, other diacritical marks are enclosed by square brackets. For example, [)i] represents a breve over the letter i, and [=y] represents a macron over the letter y.

Page 87, "wihe" changed to "with". (The value of this method lies in its liveliness and the ease with which it makes an idea comprehended.)

Page 97, "aboveall" changed to "above all" for consistency. (And above all, he will never forget the gleam of idealism that he received in the old halls, the vision of his chance to serve his fellows.)

Page 203, "froward" changed to "forward". (... and my trivial story of his humoring a forward child weighs but as a feather in the recorded scale of his benevolence.)