Higher Lessons in English - A work on english grammar and composition
Kellogg, Brainerd;Reed, Alonzo, 1899-
English
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Below is a summary of Higher Lessons in English - A work on english grammar and composition
** 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:
----, helping
'---------
- 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
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