Higher Lessons in English

Higher Lessons in English?by Alonzo Reed and Braiderd Kellogg

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Title: Higher Lessons in English
Author: Alonzo Reed and Braiderd Kellogg
Release Date: December, 2004 [EBook #7188] [Yes, we are more than one year ahead of schedule] [This file was first posted on March 25, 2003]
Edition: 10
Language: English
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** Transcriber's Notes **
Underscores mark italics; words enclosed in +pluses+ represent boldface; Vowels followed by a colon represent a long vowel (printed with a macron in the original text).
To represent the sentence diagrams in ASCII, the following conventions are used:
- The heavy horizontal line (for the main clause) is formed with equals signs (==). - Other solid vertical lines are formed with minus signs (--). - Diagonal lines are formed with backslashes (\). - Words printed on a diagonal line are preceded by a backslash, with no horizontal line under them. - Dotted horizontal lines are formed with periods (..) - Dotted vertical lines are formed with straight apostrophes (') - Dotted diagonal lines are formed with slanted apostrophes (`) - Words printed over a horizontally broken line are shown like this:
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- Words printed bending around a diagonal-horizontal line are broken like this:
\wai \ ting --------- ** End Transcriber's Notes **

HIGHER LESSONS IN ENGLISH.
A WORK ON ENGLISH GRAMMAR AND COMPOSITION,
IN WHICH THE SCIENCE OF THE LANGUAGE IS MADE TRIBUTARY TO THE ART OF EXPRESSION.
A COURSE OF PRACTICAL LESSONS CAREFULLY GRADED, AND ADAPTED TO EVERY-DAY USE IN THE SCHOOL-ROOM.
BY ALONZO REED, A.M.,
FORMERLY INSTRUCTOR IN ENGLISH GRAMMAR IN THE POLYTECHNIC INSTITUTE, BROOKLYN,
AND BRAINERD KELLOGG, LL.D.,
PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN THE POLYTECHNIC INSTITUTE, BROOKLYN.
Revised Edition, 1896.

PREFACE.
The plan of "Higher Lessons" will perhaps be better understood if we first speak of two classes of text-books with which this work is brought into competition.
+Method of One Class of Text-books+.--In one class are those that aim chiefly to present a course of technical grammar in the order of Orthography, Etymology, Syntax, and Prosody. These books give large space to grammatical Etymology, and demand much memorizing of definitions, rules, declensions, and conjugations, and much formal word parsing,--work of which a considerable portion is merely the invention of grammarians, and has little value in determining the pupil's use of language or in developing his reasoning faculties. This is a revival of the long-endured, unfruitful, old-time method.
+Method of Another Class of Text-books.+--In another class are those that present a miscellaneous collection of lessons in Composition, Spelling, Pronunciation, Sentence-analysis, Technical Grammar, and General Information, without unity or continuity. The pupil who completes these books will have gained something by practice and will have picked up some scraps of knowledge; but his information will be vague and disconnected, and he will have missed that mental training which it is the aim of a good text-book to afford. A text-book is of value just so far as it presents a clear, logical development of its subject. It must present its science or its art as a natural growth, otherwise there is no apology for its being.
+The Study of the Sentence for the Proper Use of Words.+--It is the plan of this book to trace with easy steps the natural development of the sentence, to consider the leading facts first and then to descend to the details. To begin with the parts of speech is to begin with details and to disregard the higher unities, without which the details are scarcely intelligible. The part of speech to which a word belongs is determined only by its function in the sentence, and inflections simply mark the offices and relations of words. Unless the pupil has been systematically trained to discover the functions and relations of words as elements of an organic whole, his knowledge of the parts of speech is of little value. It is not because he cannot conjugate the verb