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CHAP. V. Composition

41

VI. Genius

VII. Taste

43

VIII. SECT. I. Beauty and Sublimity in Nature

46

II. Beautiful and Sublime in Writing

50

I. STYLE.

1

IX. Of Style and Idiom

51

X. or different kinds of Style

52

XI. Perspicuity

53

XII. Purity :

54

XIII. Propriety

56

XIV. Precision

59

XV. Perspicuity in the Structure of Sentences

61

XVI. Of Clearness

62

XVII. Of Unity

65

XVIII. Of Strength.

68

XIX. Of Harmony

71

XX. Of Sound united to the Sense

74

XXI. Choice of Words with a view to Energy and Vivacity 76

XXI. Critical Examination of Sentences

777

II. OF FIGURATIVE LANGUAGE.

XXIJ. of Figurative Language

78

XXIy. Of Simile

80

XXY. Of Metaphor

82

XXVI. Of Allegory.

86

XXVII. Of Personification

88

XXVIII. Of Apostrophe

90

XXIX. Of Metonymy and Synecdoche

92

XXX. Or Climax and Enumeration

93

XXXI. Of Antithesis

95

XXXI. Of Hyperbole and Irony

97

XXXIII. Or Interrogation and Exclamation

100

XXXIV. Of Vision atid Aniteration

101

XXXV. Of additional Secondary Tropes .

102

XXXVI. Of Miscellaneous Figures of Speech

104

XXXVIL. Of Allusions

105

XXXVIII. Or Wit

108

XXXIX. Critical Examination of Passages containing Figurative

Language.

111

xi. of the more General Rules for composition

111

PART III.

OF THE DIFFERENT KINDS OF COMPOSITION:
General Statements

113

CHAP. I. Of Letters

114

Sect. I. On Letter-writing

114

II. Létter-writing (continued)

117

III. Specimens of Letter-writing

120

II. Of Dialogue and Enigmas

129

III. Of History

1130

IV. Essays and Philosophy :

133

Y SECT. I.' Orations,

134

II. Criticisms on Everett, Webster, Calhoun, and Clay 13.8

.

.

• 148
150
• 152
• 153

Pass

Ch. VI. Of Novels

148

VII. Of Blank Verse and Rhyme

144

VIII. Of the Structure of Verse

146

IX. Of Varieties of Verse

X. Of Poetic Pauses

XI. Of Pastoral and Descriptive Poetry

XII. Of Didactic and Lyric Poetry

Sect. II. Examples of English Lyrics

155

XIII. Of Epic Poetry

158

XIV. Of Dramatic

Poetry

XV. Of Hymns, Elegs, &c.

XVI. Of the Sonnet .

XVII. The Literary Merit and Style of the English Bible

XVIII. The Form of Bible Poetry

PART IV.

OF ORIGINAL COMPOSITION.

CHAP. I. Selection of proper Subjects .

172

II. Narrative Essays

174

III. Descriptive Essays

175

IV. Descriptive Essays (continued)

175

V.. Miscellaneous Essays

176

VI. Miscellaneous Essays (continued)

177

PART V.

HISTORY OF THE ENGLISH LANGUAGE.

CHAP. I.. Of different Languages

180

11. Of the Primitive

Languages of Europe :

181

III., Of the English Language

IV. Of the early History of the English Language

• 184

V., The Effect on it of the Saxon Conquest

VI. The Effect on it of the Danish Conquest

187

VII. The Effect on it of the Norman Conquest

188

VIII. Of the Modern History of our Language

190

IX. The same Subject continued

191

X. Of Periodical Literature

193

XI The component Parts of the English Language

194

PART VI.

MODERN BRITISH LITERATURE.

CHAP. I. English Literature under the Tudors and the first Stuarts. 197

II. English Literature from the Restoration to the Reign of

George III,

198

III. English Literature of the present Age

199

IV. English Novels and Romances

202

V. The English Periodical Press

203

VI. English Philosophers and Critics of the present Century 204

BRITISH POETS.

Criticisms and Specimens.

VII, SECT. I. Shakspeare

207

II. Milton

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PRELIMINARY OBSERVATIONS.

THE OCCASION FOR THIS WORK. LONG experience in teaching has convinced the compiler that none of the numerous works known to him on the subject of Rhetoric and Composition are sufficiently adapted to a large class of scholars, in academies and common schools, that need, and are susceptible of, instruction in this important branch of knowledge. He has been compelled, therefore, by a regard to the interests of the young, and to the interests of the community, to undertake the compilation of a work from the best sources, which, being the result of long experience, may not only aid teachers and scholars in this branch of education, but may render the pursuit of it more agreeable than any other treatise within his knowledge. One great objection to almost every treatise hitherto furnished to schools, is their dry, uninteresting, and even repulsive character in the view of the young; which, added to the dislike to efforts in composition which the young generally enter. tain, render those works of comparatively little service. THE IMPORTANCE OF THIS BRANCH OP EDUCATION BEING MORE

EXTENSIVELY AND THOROUGHLY TAUGHT IN ACADEMIES AND COMMON SCHOOLS.

The compiler of the present work begs leave to express his conviction that the labors of teachers in all our schools are di. rected too exclusively to the securing of correct habits in speak. ing and reading the language; and that altogether too limited an amount of time and share of attention are employed in teaching the art of correctly WRITING the language. He believes that during several years of attendance at school, the time of the pupil could not be more profitably employed, during an hour or a half hour of each day, than in transcribing from books, or in composing, until the art is acquired of correctly committing to paper what may be heard or thought. To do this, implies a practical and thorough knowledge of orthography, punctuation, and proper use of capital letters, in addition to a knowledge of grammatical and rhetorical principles.

When we consider how many, who have enjoyed the advantages of common and even of academic schools, are unable to write down their own thoughts or the speeches of other persons; how much occasion every one has in life for the ability to communicate or preserve his thoughts by writing ; when we consider how many persons of strong powers of reflection make no record of their valuable thoughts because they were not educated to the practice of it at school; when we consider, also, how difficult and protracted the process must be of learning to reduce our

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