DEVELOPMENT OF THE SCIENCE WITH EXHAUSTIVE A COURSE OF PRACTICAL LESSONS ADAPTED FOR USE IN HIGH SCHOOLS AND ACADEMIES AND IN THE LOWER CLASSES OF COLLEGES. BY BRAINERD KELLOGG, LL.D., Professor of the English Language and Literature in the Brooklyn Polytechnic New and Improved Edition. NEW YORK: MAYNARD, MERRILL, & Co., 29, 31 AND 33 EAST NINETEENTH ST. 1902. 120 Edes Tyagio2.510 A COMPLETE COURSE IN ENGLISH. BY Alonzo Reed, A.M., and Brainerd Kellogg, LL.D. REED'S WORD LESSONS, A COMPLETE SPELLER. Designed to teach the correct spelling, pronunciation, and use of such words only as are most common in current literature, and as are most likely to be misspelled, mispronounced, or misused, and to awaken new interest in the study of synonyms and of wordanalysis. 188 pages, 12mo. REED'S INTRODUCTORY LANGUAGE WORK. A simple, varied, and pleasing, but methodical series of exercises in English to precede the study of technical grammar. 253 pages, 16mo, linen. REED & KELLOGG'S GRADED LESSONS IN ENGLISH. An elementary Eng- REED & KELLOGG'S HIGHER LESSONS IN ENGLISH. A work on English KELLOGG & REED'S THE ENGLISH LANGUAGE. A brief history of the gram. KELLOGG'S TEXT-BOOK ON RHETORIC. Revised and enlarged edition. Supplementing the development of the science with exhaustive practice in composi tion. A course of practical lessons adapted for use in high schools, academies, and lower classes of colleges. 345 pages, 12mo, cloth. KELLOGG'S TEXT-BOOK ON ENGLISH LITERATURE, with copious extracts from the leading authors, English and American, and full instructions as to the method in which these are to be studied. 485 pages, 12mo, cloth. Copyright, 1880, 1891, 1892, by BRainerd Kellogg. Harvard University, Dept. of Education Library Harvard College Library Gift of the Publishers PREFACE. Dec. 20, 1918. Transferred from Education Library. Rhetoric, an Art. Learning what to do and how to do it and retailing the acquired knowledge in recitations and in oral or written examinations are things easy of accomplishment; doing what one has learned how to do, and doing this habitually, are not. What teacher of rhetoric has not sympathized with the delightful Portia, in the "Merchant of Venice," when she says, with a sigh, "If to do were as easy as to know what were good to do, chapels had been churches, and poor men's cottages princes' palaces"? Because of this difficulty of doing and our neglect of it, how much of our instruction fails of that for which it is chiefly intended! No professor of music-text-book as well as instructor -sits down with his scholar, expounds the principles on which the art of music rests, explains how this, that, and the other piece should be rendered, instances model performers, warns the pupil against the errors into which he is liable to fall, and then goes away imagining that under such training the youth is likely to become a musician. But in teaching the art of arts, the art of thinking and expressing thought, are we not prone to stop short with the presenta tion of the principles of the science; or add, it may be, for correction, some passages violating these principles, or in 8 |