How to Write Clearly Part 16

Metre is the subject of the Third Part. The object of this Part (as also, in a great measure, of the Chapter just mentioned belonging to the Second Part) is to enable the pupil to read English Poetry with intelligence, interest, and appreciation. To teach any one how to read a verse so as to mark the metre on the one hand, without on the other hand converting the metrical line into a monotonous doggerel, is not so easy a task as might be supposed. Many of the rules stated in this Part have been found of practical utility in teaching pupils to hit the mean. Rules and ill.u.s.trations have therefore been given, and the different kinds of metre and varieties of the same metre have been explained at considerable length.

This Chapter may seem to some to enter rather too much into detail. We desire, however, to urge as an explanation, that in all probability the study of English metre will rapidly a.s.sume more importance in English schools. At present, very little is generally taught, and perhaps known, about this subject. In a recent elaborate edition of the works of Pope, the skill of that consummate master of the art of epigrammatic versification is impugned because in one of his lines he suffers _the_ to receive the metrical accent. When one of the commonest customs (for it is in no sense a license) of English poets--a custom sanctioned by Shakspeare, Dryden, Milton, Wordsworth, Byron, Sh.e.l.ley, and Tennyson--can be censured as a fault, and this in a leading edition of a leading poet of our literature, it must be evident that much still remains to be done in teaching English Metre.

At present this Part may seem too detailed. Probably, some few years hence, when a knowledge of English Metre has become more widely diffused, it will seem not detailed enough.

The Fourth Part (like the Chapter on Metaphor) is concerned not more with English than with other languages. It treats of the different Styles of Composition, the appropriate subjects for each, and the arrangement of the subject-matter. We hope that this may be of some interest to the general reader, as well as of practical utility in the higher cla.s.ses of schools. It seems desirable that before pupils begin to write essays, imaginary dialogues, speeches, and poems, they should receive some instruction as to the difference of arrangement in a poem, a speech, a conversation, and an essay.

An Appendix adds a few hints on some Errors in Reasoning. This addition may interfere with the symmetry of the book; but if it is found of use, the utility will be ample compensation. In reading literature, pupils are continually meeting instances of false reasoning, which, if pa.s.sed over without comment, do harm, and, if commented upon, require some little basis of knowledge in the pupil to enable him to understand the explanation. Without entering into the details of formal Logic, we have found it possible to give pupils some few hints which have appeared to help them. The hints are so elementary, and so few, that they cannot possibly delude the youngest reader into imagining that they are any thing more than hints. They may induce him hereafter to study the subject thoroughly in a complete treatise, when he has leisure and opportunity; but, in any case, a boy will leave school all the better prepared for the work of life, whatever that work may be, if he knows the meaning of _induction_, and has been cautioned against the error, _post hoc, ergo propter hoc_. No lesson, so far as our experience in teaching goes, interests and stimulates pupils more than this; and our experience of debating societies, in the higher forms of schools, forces upon us the conviction that such lessons are not more interesting than necessary.

Questions on the different paragraphs have been added at the end of the book, for the purpose of enabling the student to test his knowledge of the contents, and also to serve as home lessons to be prepared by pupils in cla.s.ses.[45]

A desire, expressed by some teachers of experience, that these lessons should be published as soon as possible, has rather accelerated the publication. Some misprints and other inaccuracies may possibly be found in the following pages, in consequence of the short time Which has been allowed us for correcting them. Our thanks are due to several friends who have kindly a.s.sisted us in this task, and who have also aided us with many valuable and practical suggestions. Among these we desire to mention Mr. Joseph Payne, whose labors on Norman French are well known; Mr. T.G. Philpotts, late Fellow of New College, Oxford, and one of the a.s.sistant Masters of Rugby School; Mr. Edwin Abbott, Head Master of the Philological School; Mr. Howard Candler, Mathematical Master of Uppingham School; and the Rev. R. H. Quick, one of the a.s.sistant Masters of Harrow School.

In conclusion, we repeat that we do not wish our book to be regarded as an exhaustive treatise, or as adapted for the use of foreigners. It is intended primarily for boys, but, in the present unsatisfactory state of English education, we entertain a hope that it may possibly be found not unfit for some who have pa.s.sed the age of boyhood; and in this hope we have ventured to give it the t.i.tle of _English Lessons for English People_.

FOOTNOTES:

[44] An Etymological Dictionary is necessary for pupils studying the First Part. Chambers's or Ogilvie's will answer the purpose.

[45] Some of the pa.s.sages quoted to ill.u.s.trate style are intended to be committed to memory and used as repet.i.tion-lessons.--See pp. 180, 181, 212, 237, 238, etc.

ON THE RIGHT USE OF BOOKS.

"Full of good sense, sound taste, and quiet humor.... It is the easiest thing in the world to waste time over books, which are merely tools of knowledge like any other tools.... It is the function of a good book not only to fructify, but to inspire, not only to fill the memory with evanescent treasures, but to enrich the imagination with forms of beauty and goodness which leave a lasting impression on the character."--_N. Y. Tribune._

"Contains so many wise suggestions concerning methods in study and so excellent a summary of the nature and principles of a really liberal education that it well deserves publication for the benefit of the reading public. Though it makes only a slight volume, its quality in thought and style is so admirable that all who are interested in the subject of good education will give to it a prominent and honorable position among the many books upon education which have recently been published. For it takes only a brief reading to perceive that in this single lecture the results of wide experience in teaching and of long study of the true principles of education are generalized and presented in a few pages, each one of which contains so much that it might be easily expanded into an excellent chapter."--_The Library Table._

READING AS A FINE ART.

(_Dedication._)

TO THE SCHOLARS OF THE HIGH AND NORMAL SCHOOL.

For you this sketch was written: permit me to dedicate it to you, in fact, to intrust it to your care. Pupils to-day, to-morrow you will be teachers; to-morrow, generation after generation of youth will pa.s.s through your guardian hands. An idea received by you must of necessity reach thousands of minds. Help me, then, to spread abroad the work in which you have some share, and allow me to add to the great pleasure of having numbered you among my hearers the still greater happiness of calling you my a.s.sistants.

E. LEGOUVe.

We commend this valuable little book to the attention of teachers and others interested in the instruction of the pupils of our public schools. It treats of the "First Steps in Reading,"

"Learning to Read," "Should we read as we talk," "The Use and Management of the Voice," "The Art of Breathing,"

"p.r.o.nunciation," "Stuttering," "Punctuation," "Readers and Speakers," "Reading as a Means of Criticism," "On Reading Poetry," &c., and makes a strong claim as to the value of reading aloud, as being the most wholesome of gymnastics, for to strengthen the voice is to strengthen the whole system and develop vocal power.

HOW TO Pa.r.s.e.

"We recommend this little book to the careful attention of teachers and others interested in instruction. In the hands of an able teacher, the book should help to relieve parsing from the reproach of being the bane of the school-room. The Etymological Glossary of Grammatical Terms will also supply a long-felt want."

_N.Y. Nation._

"'How to Pa.r.s.e' is likely to prove to teachers a valuable, and to scholars an agreeable, subst.i.tute for most of the grammars in common use."--_Boston Daily Advertiser._

"The Rev. E.A. Abbott, whose books, 'English Lessons for English People,' and 'How to Write Clearly,' have been accepted as standard text-books on both sides of the ocean, has added another work to his list of sensible treatises on the use of English. It is called 'How to Pa.r.s.e,' and is best described by the further t.i.tle, 'An Attempt to apply the Principles of Scholars.h.i.+p to English Grammar, with Appendices on a.n.a.lysis, Spelling, and Punctuation.' The little book is so sensible and so simple that the greater number of its readers will perhaps forget to observe that it is profoundly philosophical also, but it is so in the best sense of the term."--_N. Y. Evening Post._

"Of all subjects of study, it may be safely admitted that grammar possesses as a rule the fewest attractions for the youthful mind.

To prepare a work capable of imparting a thorough knowledge of this important part of education in an attractive and entertaining form, to many may appear extremely difficult, if not impossible; nevertheless, the task has been accomplished in a highly successful manner by Edwin A. Abbott, Head Master of the City of London School, in a neat little volume ent.i.tled 'How to Pa.r.s.e.' The author has succeeded admirably in combining with the exercises a vast amount of useful information, which impacts to the principles and rules of the main subject a degree of interest that renders the study as attractive as history or fiction. The value of the book is greatly increased by an excellent glossary of grammatical forms and a nicely arranged index. The work deserves the attention and consideration of teachers and pupils, and will doubtless prove a highly popular addition to the list of school-books."--_N.Y. Graphic._