Böcker av Brainerd Kellogg

Shakespeare's Henry V is one of the most beloved plays in the English language, and in this engaging text, Brainerd Kellogg provides readers with insightful commentary and analysis. From the iconic 'band of brothers' speech to the dramatic battle scenes, Kellogg brings to life the magic of Shakespeare's words and the timeless themes they explore.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This textbook on rhetoric offers more than just theory - it provides readers with ample opportunities to practice composition. Through exercises and examples, the reader will gain a deep understanding of the science of rhetoric and how to apply it to their writing. Written by Brainerd Kellogg, this book is essential for anyone looking to improve their writing skills.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This engaging guide to the English language provides a brief history of its grammatical changes and its vocabulary. It also includes exercises on synonyms, prefixes, and suffixes, as well as word-analysis and word-building. Perfect for anyone looking to improve their language skills.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

The exercises in composition found in the numbered Lessons of this book are generally confined to the illustration and the practical application of the principles of the science as these principles are developed step by step. To break up the continuity of the text by thrusting unrelated composition work between lessons closely related and mutually dependent is exceedingly unwise. The Composition Exercises suggested in this revision of "Graded Lessons" are designed to review the regular Lessons and to prepare in a broad, informal way for text work that follows. But since these Exercises go much farther, and teach the pupil how to construct paragraphs and how to observe and imitate what is good in different authors, they are placed in a supplement, and not between consecutive Lessons of the text. To let such general composition work take the place of the regular grammar lesson, say once a week, will be profitable. We suggest that the sentence work on the selections in the Supplement be made to follow Lessons 30, 40, 50, 60, 70, 77; but each teacher must determine for himself when these and the other outlined lessons can best be used. We advise that other selections from literature be made and these exercises continued with the treatment of the parts of speech. For composition work to precede Lesson 30 we suggest that the teacher break up a short story of one or two paragraphs into simple sentences, making some of these transposed, some interrogative, and some exclamatory.

The plan of "Higher Lessons" will perhaps be better understood if we first speak of two classes of text-books with which this work is brought into competition. Method of One Class of Text-books In one class are those that aim chiefly to present a course of technical grammar in the order of Orthography, Etymology, Syntax, and Prosody. These books give large space to grammatical Etymology, and demand much memorizing of definitions, rules, declensions, and conjugations, and much formal word parsing, work of which a considerable portion is merely the invention of grammarians, and has little value in determining the pupil's use of language or in developing his reasoning faculties. This is a revival of the longendured, unfruitful, old-time method. + Method of Another Class of Text-books. In another class are those that present a miscellaneous collection of lessons in Composition, Spelling, Pronunciation, Sentence-analysis, Technical Grammar, and General Information, without unity or continuity. The pupil who completes these books will have gained something by practice and will have picked up some scraps 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 good text-book to afford. A text-book is of value just so far as it presents a clear, logical development of its subject. It must present its science or its art as a natural growth, otherwise there is no apology for its being.

The plan of "Higher Lessons" will perhaps be better understood if we first speak of two classes of text-books with which this work is brought into competition. In one class are those that aim chiefly to present a course of technical grammar in the order of Orthography, Etymology, Syntax, and Prosody. These books give large space to grammatical Etymology, and demand much memorizing of definitions, rules, declensions, and conjugations, and much formal word parsing,-work of which a considerable portion is merely the invention of grammarians, and has little value in determining the pupil's use of language or in developing his reasoning faculties. This is a revival of the long?endured, unfruitful, old-time method. In another class are those that present a miscellaneous collection of lessons in Composition, Spelling, Pronunciation, Sentence-analysis, Technical Grammar, and General Information, without unity or continuity. The pupil who completes these books will have gained something by practice and will have picked up some scraps 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 good text-book to afford. A text-book is of value just so far as it presents a clear, logical development of its subject. It must present its science or its art as a natural growth, otherwise there is no apology for its being. In this revised work we have given additional reasons for the opinions we hold, and have advanced to some new positions; have explained more fully what some teachers have thought obscure; have qualified what we think was put too positively in former editions; have given the history of constructions where this would deepen interest or aid in composition; have quoted the verdicts of usage on many locutions condemned by purists; have tried to work into the pupil's style the felicities of expression found in the lesson sentences; have taught the pupil earlier in the work, and more thoroughly, the structure and the function of paragraphs; and have led him on from the composition of single sentences of all kinds to the composition of these great groups of sentences. But the distinctive features of "Higher Lessons" that have made the work so useful and so popular stand as they have stood-the Study of Words from their Offices in the Sentence, Analysis for the sake of subsequent Synthesis, Easy Gradation, the Subdivisions and Modifications of the Parts of Speech after the treatment of these in the Sentence, etc., etc. We confess to some surprise that so little of what was thought good in matter and method years ago has been seriously affected by criticism since. The additions made to "Higher Lessons"-additions that bring the work up to the latest requirements-are generally in foot-notes to pages, and sometimes are incorporated into the body of the Lessons, which in number and numbering remain as they were. The books of former editions and those of this revised edition can, therefore, be used in the same class without any inconvenience.