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With copious extracts froin the leading authors, English
and American. With full Instructions as to the Method in which these are to be studied. Adapted for use in Colleges, High Schools, Academies, etc. By BRAINERD KELLOGG, A.M., Professor of the English Language and Literature in the Brooklyn Collegiat, and Polytechnic Institute, Author of a “ Text-Book or Rhetoric,” and one of the Authors of Reed & Kellogg's “ Graded Lessons in English,” and “Higher Lessons in English.” Handsomely printed.
12mo. 478 pp. Tre Book is divided into the following Periods :
Period I.-Before the Norman Conquest, 670-166. Period u-From the Conquest to Chaucer's death, 1066-1400. Period III
From Chaucer's death to Elizabeth, 1400-1558. Period IV. clizabeth's reign, 1558–1603. Period V.-From Elizabeth's deatü to the Restoration, 1603-1660. Period VI.-From the Restoration to Swift's death, 1660-1745. Period VII.-From Swift's death to th? French Revolution, 1745-1789. Deriod VIII.-From the French Revolution, 1789, onwards.
Each Period is preceded by a Lesson containing a brief re. Buiné of the great historical events that have had somewhat ta o in shaping or in coloring the literature of that period.
Extracts, as many and as ample as the limits of a text-boo! would allow, have been made from the principal writers of each Period. Such are selected as contain the characteristic traits of their authors, both in thought and expression, and but few a these extracts have ever seen the light in books of selectionsnone of them have been worn threadbare by use, or have lost their freshness by the pupil's familiarity with them in the school readers.
It teaches the pupil how the selections are to be studied, soliciting and exacting his jụdgment at every step of the way which leads from the author's diction up through his style and thought to the author himself, and in many other ways it places the pupil on the best possible footing with the authors whose acquaintance it is his business, as well as his pleasure, to make.
Short estimates of the leading authors, made by the best English and American critics, have been inserted, most of them contemporary with us.
The author has endeavored to make a practical, commonsense text-book: one that would so educate the student that
he would know and enjoy good literature. EFFINGHAM MAYNARD & Co., Publishers,
Supplementing the development of the Science with Es
haustive Practice in Composition. A Course of Prac. tical Lessons adapted for use in High Schools and Academies and in the Lower Classes of Colleges. By BRAINERD KELLOGG, A.M., Professor of the English Language and Literature in the Brooklyn Collegiate and Polytechnic Institute, and one of the authors of Reed & Kellogg's “Graded Lessons in English," and “Higher Lessons in English.” etc. 276 pages, 12mo. attractively bound in cloth.
In preparing this work upon Rhetoric, the author's alu has been to write a practical text-book for High Schools, Academies, and the lower classes of Colleges, based upon the science rather than an exhaustive treatise upon the science itself.
This work has grown up out of the belief that the rhetoric which the pupil needs is not that which lodges finally in the memory, but that which has worked its way down into his tongue and fingers, enabling him to speak and write the better for having studied it. The author be lieves that the aim of the study should be to put the pupil in possession of an art, and that this can be done not by forcing the science into him through eye and ear, but by drawing it out of him, in products, through tongue and pen. Hence, all explanations of principles are followed by exhaustiva practice in Composition-to this everything is made tribri tary:
Wea, therefore, under the head of Invention, the author is leading the pupil up through the construction of sentences and paragraphs, through the analyses of subjects and the preparing of frameworks, to the finding of the thought for themes ; when, under the head of Style, he is familiarizing the pupil with its grand, cardinal qualities; and when, under the head of Productions, he divides discourse into oral prose, written prose, and poetry, and these into their subdivisions, giv
ng the requisites and functions of each-he is aiming in it all to keep sight of the fact that the pupil is to acquire an art, and that to attain this he must put into almost endless practice with his pen what he has learned from the study of the theory.
“KELLOGG'S RHETORIC is evidently the fruit of scholarship and large experience. Nothing is sacrificed to show; the book is intended for use, and the abundance of examples, together with the explicit and well-ordered directions for practice upon them, will constitute one of its chief merits in the eyes of the thorough teacher."-Prof. Albont
$. Cook, Johns Hopkins University, Baltimoro, Md. EFFINGHAM MAYNARD & Co., Publishers,