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Higher English

Higher English

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higherenglishThe Project Gutenberg EBook of Higher Lessons in Englishby Alonzo Reed and Brainerd KelloggCopyright laws are changing all over the world. Be sure to check thecopyright laws for your country before downloading or redistributingthis or any other Project Gutenberg eBook.This header should be the first thing seen when viewing this ProjectGutenberg file. Please do not remove it. Do not change or edit theheader without written permission.Please read the "legal small print," and other information about theeBook and Project Gutenberg at the bottom of this file. Included isimportant information about your specific rights and restrictions inhow the file may be used. You can also find out about how to make adonation to Project Gutenberg, and how to get involved.**Welcome To The World of Free Plain Vanilla Electronic Texts****eBooks Readable By Both Humans and By Computers, Since 1971*******These eBooks Were Prepared By Thousands of Volunteers!*****Title: Higher Lessons in EnglishAuthor: Alonzo Reed and Brainerd KelloggRelease Date: December, 2004 [EBook #7188][Yes, we are more than one year ahead of schedule][This file was first posted on March 25, 2003][Date last updated: August 17, 2004]Edition: 10Language: EnglishCharacter set encoding: ASCII*** START OF THE PROJECT GUTENBERG EBOOK HIGHER LESSONS IN ENGLISH ***Produced by Karl Hagen and the Online Distributed Proofreading Team.** 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 inthe original text).To represent the sentence diagrams in ASCII, the following conventions areused:- The heavy horizontal line (for the main clause) is formed with equalssigns (==).- Other solid vertical lines are formed with minus signs (--).- Diagonal lines are formed with backslashes (\).Page 1
higherenglish- Words printed on a diagonal line are preceded by a backslash, with nohorizontal 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 likethis:\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 OFEXPRESSION.A COURSE OF PRACTICAL LESSONS CAREFULLY GRADED, AND ADAPTED TO EVERY-DAYUSE IN THE SCHOOL-ROOM.BYALONZO REED, A.M.,FORMERLY INSTRUCTOR IN ENGLISH GRAMMAR IN THE POLYTECHNIC INSTITUTE,BROOKLYN,ANDBRAINERD KELLOGG, LL.D.,PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN THE POLYTECHNICINSTITUTE, BROOKLYN.Revised Edition, 1896.PREFACE.The plan of "Higher Lessons" will perhaps be better understood if we firstspeak of two classes of text-books with which this work is brought intocompetition.+Method of One Class of Text-books+.--In one class are those that aimchiefly to present a course of technical grammar in the order ofOrthography, Etymology, Syntax, and Prosody. These books give large spaceto grammatical Etymology, and demand much memorizing of definitions, rules,declensions, and conjugations, and much formal word parsing,--work of whicha considerable portion is merely the invention of grammarians, and haslittle value in determining the pupil's use of language or in developinghis reasoning faculties. This is a revival of the long-endured, unfruitful,old-time method.Page 2
higherenglish+Method of Another Class of Text-books.+--In another class are those thatpresent a miscellaneous collection of lessons in Composition, Spelling,Pronunciation, Sentence-analysis, Technical Grammar, and GeneralInformation, without unity or continuity. The pupil who completes thesebooks will have gained something by practice and will have picked up somescraps 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 goodtext-book to afford. A text-book is of value just so far as it presents aclear, logical development of its subject. It must present its science orits 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 thesentence, to consider the leading facts first and then to descend to thedetails. To begin with the parts of speech is to begin with details and todisregard the higher unities, without which the details are scarcelyintelligible. The part of speech to which a word belongs is determined onlyby its function in the sentence, and inflections simply mark the officesand relations of words. Unless the pupil has been systematically trained todiscover the functions and relations of words as elements of an organicwhole, his knowledge of the parts of speech is of little value. It is notbecause he cannot conjugate the verb or decline the pronoun that he fallsinto such errors as "How many sounds _have_ each of the vowels?" "Fiveyears' interest _are_ due." "She is older than _me_." He probably would notsay "each _have_," "interest _are_," "_me_ am." One thoroughly familiarwith the structure of the sentence will find little trouble in usingcorrectly the few inflectional forms in English.+The Study of the Sentence for the Laws of Discourse.+--Through the studyof the sentence we not only arrive at an intelligent knowledge of the partsof speech and a correct use of grammatical forms, but we discover the lawsof discourse in general. In the sentence the student should find the law ofunity, of continuity, of proportion, of order. All good writing consists ofgood sentences properly joined. Since the sentence is the foundation orunit of discourse, it is all-important that the pupil should know thesentence. He should be able to put the principal and the subordinate partsin their proper relation; he should know the exact function of everyelement, its relation to other elements and its relation to the whole. Heshould know the sentence as the skillful engineer knows his engine, that,when there is a disorganization of parts, he may at once find thedifficulty and the remedy for it.+The Study of the Sentence for the Sake of Translation.+--The laws ofthought being the same for all nations, the logical analysis of thesentence is the same for all languages. When a student who has acquired aknowledge of the English sentence comes to the translation of a foreignlanguage, he finds his work greatly simplified. If in a sentence of his ownlanguage he sees only a mass of unorganized words, how much greater must behis confusion when this mass of words is in a foreign tongue! A study ofthe parts of speech is a far less important preparation for translation,since the declensions and conjugations in English do not conform to thoseof other languages. Teachers of the classics and of modern languages arebeginning to appreciate these facts.+The Study of the Sentence for Discipline+.--As a means of disciplinenothing can compare with a training in the logical analysis of thesentence. To study thought through its outward form, the sentence, and todiscover the fitness of the different parts of the expression to the partsof the thought, is to learn to think. It has been noticed that pupilsthoroughly trained in the analysis and the construction of sentences cometo their other studies with a decided advantage in mental power. Theseresults can be obtained only by systematic and persistent work. ExperiencedPage 3

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