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Graded Lessons in English by Alonzo Reed and Brainerd Kellogg

Graded Lessons in English

by Alonzo Reed and Brainerd Kellogg

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Title: Graded Lessons in English An Elementary English Grammar Consisting of One Hundred Practical

Lessons, Carefully Graded and Adapted to the Class-Room

Author: Alonzo Reed and Brainerd Kellogg

Graded Lessons in English by Alonzo Reed and Brainerd Kellogg

Release Date: December, 2004 [EBook #7010] [Yes, we are more than one year ahead of schedule] [This file

was first posted on February 22, 2003]

Edition: 10

Language: English

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*** START OF THE PROJECT GUTENBERG EBOOK GRADED LESSONS IN ENGLISH ***

This eBook was produced by Karl Hagen, Charles Franks, and the Online Distributed Proofreading Team.

** Transcriber's Notes **

Underscores mark italics; words enclosed in +pluses+ represent boldface; words enclosed in /slashes/

represent underlined words. Words enclosed in ~tildes~ represent a wavy underline.

To represent the sentence diagrams in ASCII, the following conventions are used:

- The heavy horizontal line (for the main clause) is formed with equals signs (==). - Other solid vertical lines

are formed with minus signs (--). - Diagonal lines are formed with backslashes (\). - Words printed on a

diagonal line are preceded by a backslash, with no horizontal 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 like this:

\wai \ ting --------- ** End Transcriber's Notes **

GRADED LESSONS IN ENGLISH.

ELEMENTARY

ENGLISH GRAMMAR,

CONSISTING OF

ONE HUNDRED PRACTICAL LESSONS,

CAREFULLY GRADED AND ADAPTED TO THE CLASS-ROOM,

ALONZO REED, A.M.,

FORMERLY INSTRUCTOR OF ENGLISH GRAMMAR IN THE POLYTECHNIC INSTITUTE,

BROOKLYN

Graded Lessons in English by Alonzo Reed and Brainerd Kellogg

AND

BRAINERD KELLOGG, LL.D., PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN

THE POLYTECHNIC INSTITUTE, BROOKLYN

REVISED EDITION, 1896.

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

word-analysis. 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 English grammar, consisting of

one hundred practical lessons, carefully graded and adapted, to the class-room. 215 pages, 16mo, linen.

REED & KELLOGG'S HIGHER LESSONS IN ENGLISH. A work on English grammar and composition, in

which the science of the language is made tributary to the art of expression. A course of practical lessons

carefully graded, and adapted to every-day use in the school-room. 386 pages, 16mo, cloth.

REED & KELLOGG'S ONE-BOOK COURSE IN ENGLISH. A carefully graded and complete series of

lessons in English grammar and composition based on the natural development of the sentence. For schools

that have not time to complete more than one book on grammar. 328 pages, 16mo, cloth.

KELLOGG & REED'S WORD-BUILDING. Fifty lessons, combining Latin, Greek, and Anglo-Saxon roots,

prefixes, and suffixes, into about fifty-five hundred common derivative words in English; with a brief history

of the English language. 122 pages, 16mo, cloth.

KELLOGG & REED'S THE ENGLISH LANGUAGE. A brief history of the grammatical changes of the

language and its vocabulary, with exercises on synonyms, prefixes, suffixes, word-analysis, and

word-building. A text-book for high schools and colleges. 226 pages, 16mo, cloth.

KELLOGG'S TEXT-BOOK ON RHETORIC. Revised and enlarged edition. Supplementing the development

of the science with exhaustive practice in composition. 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 books are to be studied. 485

pages, 12mo, cloth.

PREFACE.

The plan of "Graded and Higher Lessons in English" will perhaps be better understood if we first speak of two

classes of text-books with which this course 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,

Graded Lessons in English by Alonzo Reed and Brainerd Kellogg

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.

+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 Study of the Sentence for the Proper Use of Words+.--It is the plan of this course to trace with easy

steps the natural development of the sentence, to consider the leading facts first and then to descend to the

details. To begin with the parts of speech is to begin with details and to disregard the higher unities, without

which the details are scarcely intelligible. The part of speech to which a word belongs is determined only by

its function in the sentence, and inflections simply mark the offices and relations of words. Unless the pupil

has been systematically trained to discover the functions and relations of words as elements of an organic

whole, his knowledge of the parts of speech is of little value. It is not because he cannot conjugate the verb or

decline the pronoun that he falls into such errors as "How many sounds have each of the vowels?" "Five years'

interest are due." "She is older than me ." He probably would not say "each have ," "interest are ," " me am."

One thoroughly familiar with the structure of the sentence will find little trouble in using correctly the few

inflectional forms in English.

+The Study of the Sentence for the Laws of Discourse+.--Through the study of the sentence we not only

arrive at an intelligent knowledge of the parts of speech and a correct use of grammatical forms, but we

discover the laws of discourse in general. In the sentence the student should find the law of unity, of

continuity, of proportion, of order. All good writing consists of good sentences properly joined. Since the

sentence is the foundation or unit of discourse, it is all-important that the pupil should know the sentence. He

should be able to put the principal and the subordinate parts in their proper relation; he should know the exact

function of every element, its relation to other elements and its relation to the whole. He should know the

sentence as the skillful engineer knows his engine, that, when there is a disorganization of parts, he may at

once find the difficulty and the remedy for it.

+The Study of the Sentence for the Sake of Translation+.--The laws of thought being the same for all nations,

the logical analysis of the sentence is the same for all languages. When a student who has acquired a

knowledge of the English sentence comes to the translation of a foreign language, he finds his work greatly

simplified. If in a sentence of his own language he sees only a mass of unorganized words, how much greater

must be his confusion when this mass of words is in a foreign tongue! A study of the parts of speech is a far

less important preparation for translation, since the declensions and conjugations in English do not conform to

those of other languages. Teachers of the classics and of modern languages are beginning to appreciate these

facts.

+The Study of the Sentence for Discipline+.--As a means of discipline nothing can compare with a training in

the logical analysis of the sentence. To study thought through its outward form, the sentence, and to discover

the fitness of the different parts of the expression to the parts of the thought, is to learn to think. It has been

noticed that pupils thoroughly trained in the analysis and the construction of sentences come to their other

studies with a decided advantage in mental power. These results can be obtained only by systematic and

persistent work. Experienced teachers understand that a few weak lessons on the sentence at the beginning of

a course and a few at the end can afford little discipline and little knowledge that will endure, nor can a

knowledge of the sentence be gained by memorizing complicated rules and labored forms of analysis. To

compel a pupil to wade through a page or two of such bewildering terms as "complex adverbial element of the

Graded Lessons in English by Alonzo Reed and Brainerd Kellogg

second class" and "compound prepositional adjective phrase," in order to comprehend a few simple functions,

is grossly unjust; it is a substitution of form for content, of words for ideas.

+Subdivisions and Modifications after the Sentence+.--Teachers familiar with text books that group all

grammatical instruction around the eight parts of speech, making eight independent units, will not, in the

following lessons, find everything in its accustomed place. But, when it is remembered that the thread of

connection unifying this work is the sentence, it will be seen that the lessons fall into their natural order of

sequence. When, through the development of the sentence, all the offices of the different parts of speech are

mastered, the most natural thing is to continue the work of classification and subdivide the parts of speech.

The inflection of words, being distinct from their classification, makes a separate division of the work. If the

chief end of grammar were to enable one to parse, we should not here depart from long-established precedent.

+Sentences in Groups--Paragraphs+.--In tracing the growth of the sentence from the simplest to the most

complex form, each element, as it is introduced, is illustrated by a large number of detached sentences, chosen

with the utmost care as to thought and expression. These compel the pupil to confine his attention to one thing

till he gets it well in hand. Paragraphs from literature are then selected to be used at intervals, with questions

and suggestions to enforce principles already presented, and to prepare the way informally for the regular

lessons that follow. The lessons on these selections are, however, made to take a much wider scope. They lead

the pupil to discover how and why sentences are grouped into paragraphs, and how paragraphs are related to

each other; they also lead him on to discover whatever is most worthy of imitation in the style of the several

models presented.

+The Use of the Diagram+.--In written analysis, the simple map, or diagram, found in the following lessons,

will enable the pupil to present directly and vividly to the eye the exact function of every clause in the

sentence, of every phrase in the clause, and of every word in the phrase--to picture the complete analysis of

the sentence, with principal and subordinate parts in their proper relations. It is only by the aid of such a map,

or picture, that the pupil can, at a single view, see the sentence as an organic whole made up of many parts

performing various functions and standing in various relations. Without such map he must labor under the

disadvantage of seeing all these things by piecemeal or in succession.

But, if for any reason the teacher prefers not to use these diagrams, they may be omitted without causing the

slightest break in the work. The plan of this book is in no way dependent on the use of the diagrams.

+The Objections to the Diagram+.--The fact that the pictorial diagram groups the parts of a sentence

according to their offices and relations, and not in the order of speech, has been spoken of as a fault. It is on

the contrary, a merit, for it teaches the pupil to look through the literary order and discover the logical order.

He thus learns what the literary order really is, and sees that this may be varied indefinitely, so long as the

logical relations are kept clear.

The assertion that correct diagrams can be made mechanically is not borne out by the facts. It is easier to

avoid precision in oral analysis than in written. The diagram drives the pupil to a most searching examination

of the sentence, brings him face to face with every difficulty, and compels a decision on every point.

+The Abuse of the Diagram+.--Analysis by diagram often becomes so interesting and so helpful that, like

other good things, it is liable to be overdone. There is danger of requiring too much written analysis. When the

ordinary constructions have been made clear, diagrams should be used only for the more difficult sentences,

or, if the sentences are long, only for the more difficult parts of them. In both oral and written analysis there is

danger of repeating what needs no repetition. When the diagram has served its purpose, it should be dropped.

SUGGESTIONS FOR COMPOSITION EXERCISES

The exercises in composition found in the numbered Lessons of this book are generally confined to the

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