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Rhetoric 1 and 2
Manual and Calendar
1919-1920
Published byTHE U. OF I. SUPPLY STORE
Champaign, Illinois
1919
8D8
1111/2,0
RHETORIC 1 AND 2
1919-1920
THE COURSE .
The course includes the study of rhetoric principles, prac-
tice in the writing of English, the study of models of Englishprose composition, and the reading and discussion of literature.
Text Books
Manual and Calender of Rhetoric 1-2
English Composition in Theory and Practice
Century Handbook of Writing
College Readings in English Prose
Stevenson, Inland Voyage and Travels with a Donkey,
(American Book Company)Huxley, Selected Essays, (Riverside Edition)
Lincoln, Letters and Speeches, (Everyman)
Byron, MazeppaHawthorne, Ethan Brand, Ambitious Guest, Lady Elean-
or's Mantle
Meredith, Richard Feverel or Return of the Native
Kipling, Incarnation of Krishna Malvaney, The Man whoWas, The King's Ankus
Shaw, Arms and the ManMasefield, DauberGalsworthy, Strife
Conrad, Youth3
Aims of the Course
The principal aims of the course are:
1. Correct, clear, and effective use of the English
language.
2. Clear, coherent thinking.
3. Intelligent reading.
1. Correct use of language includes accuracy in matters
of grammar, spelling, the meaning of words, and idiom.
Clear and effective use requires accuracy of expression; order-
ly logical arrangement and proportional use of material; the
sufficient indication of the relation of facts and ideas.
2. Clear and coherent thinking requires accurate per-
ception and definition, natural classification and arrangement,
and logical conclusions.
3. Intelligent reading requires (a) an accurate knowl-
edge of the words and expressions used; (b) an understanding
of the relations and bearings of ideas expressed; (c) an un-
derstanding of all figures of speech, references, and allusions;
(d) a perception of the spirit, tone, and purposes involved in
the whole content and form of that which is read.
COMPOSITIONS
Directions for Preparing Manuscript
Useful suggestions on the preparation of manuscript will
be found in The Handbook, article 80. The directions given on
the following pages must be followed precisely.
Write only on theme paper, one side only, with ink or
typewriter, and get clearly legible results. In all details, hand-
writing, spelling, punctuation, use of' capitals, indentions, each
manuscript will be accepted and graded as the best of which
the writer is capable. Manuscript that is carelessly or slov-
enly prepared will not be accepted.
Write the title of each theme at the top of the first page,
beginning on the first ruled line, and capitalize the first letter of
each important word. Leave a space equivalent to one blank
line between the title and the beginning of the theme.
Leave a margin of about one and a half inches at the left
side of each page. Do not crowd the right side of the page.
Indent the first line of each paragraph about an inch.
Number the pages of every theme over two pages in
length, and write your name or initials in an upper corner
of each page.
Draw a horizontal line through words to be disregarded
by the reader; do not enclose them in brackets or parenthesis.
Fold themes once, lengthwise, and endorse them on the
back of the last page near the top.
Each endorsement must give, in the following order:
Name of course and number of section (Rhetoric 1 a 1,
for instance).
Name of student.
Date on which theme is due.
5
Use and Acknowledgement of Sources
Writers must give strict attention to the use and acknow-
ledgment of sources. One who borrows any part of his ma-
terial must acknowledge his indebtedness. Expressions, sen-
tences, or large units of discourse literally repeated from
another writer or from one's own previous composition must
be enclosed in quotation marks and the source cited. Whenyou borrow material and put it in your own words, you should
make incidental reference to the source, either (a) by means
of a phrase in the text or (b) by the use of a footnote. Anyvolume of history or criticism, or your text book in rhetoric,
will afford illustrations. When gathering material, keep such
notes and references as will enable you to give, proper credit
in your manuscript. When you use the material of class roomlecture notes, say so. The collaboration of students in the
writing of themes is not approved; the use of the themes of
others for any purpose in the writing of themes is forbidden.
Learn to be scrupulously careful about these matters. Failure-
to do so in this course is plagiarism, and is considered evidence
of deliberate dishonesty.
Late Themes Will Not be Accepted
No theme handed in late will be accepted by the instructor
except by special arrangement made in advance, or in cases
if illness for which an excuse from the Dean of Men or the
Dean of Women is presented. All other late themes must be
handed to the director of the course, 324 University Hall, with
a written explanation of the delay. Students may not make
up back themes at the rate of more than two a week. No stu-
dent who is delinquent to the extent of one-fourth of the written
6
work of a semester will be given credit in the course, and no
back themes may be accepted for any reason within the last two
weeks prior to examinations.
Returning Themes
Themes are returned to the writers, with criticisms and
directions for revising or rewriting, ordinarily at the second
meeting of the class after they are handed in. If a theme is
not marked "Rewrite," the student will observe all criticisms
and corrections, make suggested revisions, mark the theme
"Revised" just below the grade or criticism on the back, and
return it to the instructor. If a theme is rewritten, the new
copy should be marked "Rewritten" just below the endorse-
ment, should be given the date of the original, and both the
original and the written copies, folded separately, returned to
the instructor.
Short themes should be returned at the next meeting of the
class after they are received by the student; others must be
returned without unnecessary delay.
Credit is not given for themes until they are returned in
revised or rewritten form for filing.
Themes are kept on file in the theme room until the close
of the year, during which time they may be consulted on ap-
plication to the instructor or the theme clerk. At the close of
the year they are destroyed; in special cases they may be re-
claimed within the last week of the second semester by applying
to the officer in charge of the course.
Conferences
Instructors will schedule conferences to meet the indivi-
dual needs of students. Such conference appointments are a
regular part of the course; absence from them is regarded as
serious delinquency. Students are urged to confer freely with
their instructors whenever in need of advice.
Symbols Used in Correcting Themes
In marking manuscript, theme-readers use the following
symbols
:
amb Ambiguous pant Antecedent pv
cap Use a capital letter r
c Coherence faulty red
cf Compare ref
cl Lacking in clearness rwest Construction faulty s
d Diction faulty sp
3 Omit t
e Lacking in emphasis tr
f Mechanical form bad
fig Faulty use of figure u
gl See glossary in Handbook v
gr Grammar faulty wh Hackneyed A
pildiom
imp Impropriety No^j
k Awkward construction, Xclumsy style ?
lc Use a small letter
MS Manuscript
o Wrong numbern Something omitted
Punctuation faulty
Point of view faulty
Repetition
RedundantFaulty reference
Rewrite
Bad sentence
Misspelled
Tense
Rearrange, transpose
trans Transition
Lacking in unity
VagueWordySomething omitted
Begin a new paragraphMake no new paragraphObvious fault
Who, What, Why? Areyou sure of your facts or
inferences?
nite
Values of Grades
Theme grades range from A to E. A grade of A is given
only for themes of exceptional merit, both in content and in
form. A grade of E means work too inferior to be creditable.
D indicates the lowest quality of work for which credit is
given. Students should ask their instructors to explain grades
and clear up all questions or doubts connected with them.
Students may more readily become familiar with the
standard under which their themes are graded by noticing the
points which guide the teaching staff, as follows.
1. As nearly as possible themes are graded in accordance
with a fixed standard. A theme handed in in October should
receive the same grade as if handed in in January. Therefore
a steady, though slow, rise in grades on successive themes
indicates improvement.
2. At any time in the first semester a short theme maybe given a grade in accordance with the traits or faults here
mentioned
:
E : if it contains any one of the following items
:
3 or more misspelled words
2 sentences with violent changes of construction (Hand-
book 2, 33)
2 unclear sentences (Handbook 20-23)
2 straggling sentences (Handbook 10-12)
1 comma fault (Handbook 18)
1 incomplete sentence (Handbook 1)
2 grammatical errors (Handbook 50, 51, 52, 54)
a noticeable number of improprieties and barbarisms
a marked lack of unity
a marked lack of coherence
D: if it is merely free from the errors under E
C: if it is mechanically accurate and offers some variety of
sentence structure
C to A: if it is mechanically accurate, sound or excellent in sub-
stance, good in structure, and apt in expression.
Excellence of any kind—freshness of treatment, interest,
originality, and thought—will be given due recognition, but it
must, in this course, be accompanied by accuracy and sound-
ness in detail of structure. The instructor is quite as anxious
to read interesting or brilliant themes as the student is to write
them.
3. In the second semester a theme may be given E for asmaller number of errors than in the first semester.
In argument, themes may deserve C to A only:
(a) when they show a perception of the value of evidence
and an ability to reason from premise to conclusion,
(b) a control of organic structure in brief and theme, and
(c) an ability to present the argument effectively, i. e. withtact and force.
Credits and Failures
Credit is given only for creditable work done in the course,
and not for potential ability. No student may pass the course
who is seriously deficient in written work, classwork, quizzes
and examinations, or reading, or who has become delinquent
to the extent of one-fourth of the written work of the course.
Any student who fails to pass the spelling test, based on Hand-book, 79, with a grade of at least 90 per cent will be reported
to the Committee on Students' English at the end of the year.
A failure in the course may be made up only by repeating
the course, unless it is due to failure in quizzes and examina-
tions. In that case, and no other, a special examination maybe given in the regular way.
COMMITTEE ON STUDENTS' ENGLISHThe quality of written and spoken English required for a
passing grade in this course is the minimum essential to satis-
factory work in other courses throughout the University cur-
riculum. A student may be reported by any instructor at anytime for unsatisfactory use of English in any course. A stu-
dent so reported may be placed in the care of the Secretary
of the Committee on Students' English, and by him required
to pursue further work in English, in or out of courses, to
remove deficiencies. No credit is given for such work, but
its successful completion is a prerequisite to graduation.
10
USE OF THE LIBRARY
Every student should learn to use the library as soon as
possible after entering the University. The library contains
over 400,000 volumes, including much material on practically
all subjects in which a student may be interested either as a
hobby, a diversion, or a part of his college course.
The library is a place for work and not for social inter-
course; the crowded conditions of the building make it essen-
tial that all who use it be quiet and in every way considerate
of others. No book should be taken from the library except in
the regular way and for the regular stated time. Irregularity
in these matters is sure to interfere with the work of manyother students. Those who misuse library books or mutilate
library newspapers and periodicals are liable to suspension
from the University.
Do not put off until the last moment the required reading,
the search for material, the preparing of a report or a theme.
Others may do that, and the excessive demands made on the li-
brary may leave you unable to get your material. Be promptand forehanded.
If you cannot find what you want, ask for assistance at the
reference desk.
The library is open 7:50 a. m. to 10 p. m. daily; 2 to 6 p. m.
Sunday.
Arrangement of the Library
The features of the library of first importance to the fresh-
man student are all on the main floor of the general library.
These are:
1. The card catalog
2. The loan desk
3. The reference room4. The periodicals rooms5. The map room and6. Departmental libraries (not in the main library)
11
1. The card catalog. All books in the library are cata-
loged on cards which will be found filed in alphabetical order
in cases along the north wall of the delivery room. To obtain
a book, look for either the title of the book, the subject of the
book, or the name of the author in the appropriate alphabetical
position. Having found the desired card, write on a call slip
the "call number" found on the upper left corner of the card,
and the author and title of the book, and present the call slip
at
2. The loan desk, where the book will be delivered to you,
or you will be told where it may be found.
3. The reference room is to the west of the catalog and
delivery room. It contains dictionaries, cyclopedias, year books,
and other works of general reference, a few of the most im-
portant of which are mentioned below. A diagram showing
where the various kinds of reference books are shelved maybe found on the west end of the delivery counter.
DICTIONARIES
The New International Dictionary (Webster's) unabridged andmost useful for general purposes. (1912.)
The Standard Dictionary (1913). Less conservative than NewInternational.
The Century Dictionary and Cyclopedia. Twelve volumes.Gives more detailed information. Volume 11 is a cyclopedia of propernames. Volume 12 is an atlas.
A New English {The Oxford) Dictionary edited by J. A. H.
Murray. (Not yet completed). Gives a careful historical
account of each word and its uses.
Etymological Dictionary of the English Language (Skeat).
The New Thesaurus of English Words and Phrases (Roget andMawson)."Classified and arranged so as to facilitate the expression of ideas and
assist in literary composition."
English Synonyms, Antonyms, and Propositions (Fernald).Very good for distinctions between words of similar meanings.
Crabb's English Synonymes.
Soule's Dictionary of English Synonyms (new edition).
12
ENCYCLOPEDIAS
Encyclopedia BHtannica. Eleventh edition, 29 volumes. (1910).A standard work. Some articles being very long, it is often necessary
to use the Index in volume 29.
New Inteimational Encyclopedia. New edition, 23 volumes.
(1914-16)Better for ready reference.
Encyclopedia Americana. New Edition. (Not yet completed.)
Larousse Grand dictionnaire universal. 17 volumes. (1886-90.)
Brockhaus' Konversations-Lexikon. 17 volumes (1901-04).
Meyers' Grosses Konversation-Lexikon. 24 volumes. (1902-13).
Diccionario enciclopedico Hispano-Americano. 28 volumes.
(1887-1910).
DICTIONARIES OF BIOGRAPHY
Dictionary of National Biography.The most authoritative work of its kind ; includes Englishmen who died
before 1912.
Appleton's Cyclopedia of American BiographyNot comparable to the English work, but useful to supplement general
cyclopedias.
National Cyclopedia of American Biography.
Century Cyclopedia of NamesIncludes real persons and famous names in fiction.
Lippincott's Universal Pronouncing Dictionary of Biographyand Mythology.
For brief accounts of living persons, consult
Who's Who (Englishmen and a few prominent persons of other
countries. New edition issued every year).
Who's Who in America (Americans. New edition every twoyears)
.
Qui etes-vous (French) (Last edition 1909).
Wer Ist's (German).
QUOTATIONS, CONCORDANCES, ETC.
Bartlett's Familiar Quotations.Most inclusive of the quotation books. Indexed by most importantwords of quotations.
13
Brewer's Dictionary of Phrase and Fable and
Brewer's Reader's Handbook.Explain allusions occurring in literature.
Young's Concordance to the Bible.
Bartlett's Concordance to Shakespeare.
Baker's Tennyson Concordance.
Bradshaw's Concordance to Milton.
Cooper's Concordance to Wordsworth.
Ellis' Shelley Concordance.
Reid's Concordance to Burns.
CURRENT EVENTS OR HISTORICAL FACTS
The Statesman's Year-Book.Gives statistics and other information concerning the countries of the
world.
The Annual Register.Summarizes the current history of the world from a British point of
view.
The New International Y ear-Book.Contains articles on subjects of current interest and recent maps.
The American Year-Book.Is especially valuable for economic and political history of the United
States.
The World Almanac, and Daily News Almanac.Include recent information on a great variety of subjects.
Public Affairs Information Service. Bulletin. (1915)"A combination of a subject index to recent periodicals and booksand a digest of recent events in the fields of sociology, politicalscience and economics, particularly the practical side of these sub-jects."
Current History Magazine.1914 +
Index to the London Times.
Index to the New York Times.
The reference department of the library has a file of newspaperclippings and pamphlets on subjects of current interest.
14
BIBLIOGRAPHIES
Harvard University. Guide to Reading in Social Ethics and
Allied Subjects. 1910
Munro's Bibliography of Municipal Government in the Unite!
States, 1915.
Library of Congress Bibliographies.
Usually on economic and political subjects.
The reference department of the Library has on file manuscript
lists of references on various subjects.
GENERAL INDEXES
Poole's Index to Periodical Literature, 1802-1906.Indexes 427 periodicals. Supplemented by
:
Reader's Guide to Periodical Literature.Indexes about 90 periodicals.
Reader's Guide Supplement.
Magazine Subject Index.v. 1. indexes from beginning through 1907 113 periodicals not included
in Poole or Reader's Guide.Annual volumes 1908 +
ENGINEERING INDEXES
Engineering Index, 1884-1905. 4v.
Indexes nearly 200 periodicals ; brief notes.
Engineering Index Annual, 1906+.Supplements the preceding and culminates the monthly numbers.
Repertorium der Technischen Journal-litteratur, annual, 1879+ .
v. I—date.
Indexes 390 French, German, and English technical periodicals. Keptin the Engineering reference library, Engineering hall.
MISCELLANEOUS INDEXES
International Catalogue of Scientific Literature.Annual since 1901, all divisions subscribed for.
Index Medicus. 1879+ v. i+A monthly classified record of current medical literature. Complete
set and current numbers.
15
Dramatic Index. 1909+ {Bound with Annual Magazine Subject
Index).An annual listing articles and illustrations in American and English
periodicals, and recording books on the drama and texts or plays
published.
Industrial Arts Index.
A. L. A. Portrait Index.
Lists portraits contained in printed books and periodicals.
Jones, Index to Legal Literature.
v. 2 covers for 1887-1899 the legal periodicals, also general references onlaw, political science, economics, and sociology. Kept at Law library.
Index to Legal Periodicals.
Quarterly.
Richardson. Periodical Articles on Religion. 1890-99.
Useful also for students in history and the social sciences.
Agricultural Index.
4. The Periodicals Rooms are to the east of the delivery room.
Bound files, nearly all complete, of 57 periodicals most fre-
quently used are shelved in this room. Current periodicals to
the number of about 450 are to be found in the tower room to
the north. A list of all periodicals in the library may be found
in the room and at the Loan desk.
Bound periodicals less generally used are in the stacks and
may be obtained by use of the card catalog as in procuring a
book, or by the use of the check list of indexed periodicals kept
at the reference desk.
Current numbers of technical journals are generally found
in the department libraries. They are all listed in the catalog,
which should be consulted in order to locate periodicals not
found on the shelves.
5. The Map Room.
All maps in the map room are listed in the card catalog andmay be procured in the same way as books. The follow-
ing atlases are in the Reference room.
Rand McNally, Library atlas of the world. 2 vols, c 1912.
Volume 1, United States, has separate index for each state. Volume2, Foreign countries, has a general index.
16
tjentury atlas. 1911.
Contains one general index to all the maps.
Shepherd Historical atlas. 1911.
Excellent small maps illustrating all periods of history.
6. Dep(trt»ient Libraries.
The more important departmental libraries are:
Agriculture, 117 Agricultural building.
Architecture, 423 Engineering building.
Chemistry, 257 Chemistry building.
Classics, 129 Lincoln hall.
Economics and Sociology, 302 Lincoln hall.
Education, Philosophy, and Psychology, 109 Lincoln hall.
Engineering, 119 Engineering building.
English, 204 Lincoln hall.
History and Political Science, 315 Lincoln hall.
Law, Law building.
Mathematics, 436-A Natural History building.
Modern Languages, 203 Lincoln hall.
Natural History, 225 Natural History building.
Collections of Books for General Reading.
There are two collections of books selected by the library
for general reading: (1) The Gilt Star collection, shelved on
the east wall of the reference room, consists of about 250 Amer-ican, English, and European novels. Printed lists of these
books may be obtained at the loan desk. (2) The Open Shelf
collection, on the west wall of the periodicals room, contains
interesting books on various subjects.
In addition to these permanent collections, each week about50 books are selected and placed on the east end of the loan
desk.
Books from these collections may be withdrawn for homereading when charged at the loan desk.
17
CALENDAR
C means Composition hi Theory and Practice, SZ, College
Readings.
FIRST SEMESTER
Sept. 24 (Wed.)—The instructor will announce his name andthe number of the section, call the roll, and take the
names of all present for whom there are no cards. Ex-plain the purpose of the preliminary tests, give directions
as to the standard theme paper and general theme formto be used in writing the tests, and announce the
texts to be bought at once, including all in the first di-
vision of the list on p. 3. Assign topics for second test
(theme) to be handed in at the next session.
First Test (theme, impromptu).
Sept. 26 (Fri.)—Second test to be handed in. Third test (test
in sentence structure, paragraphing, and spelling) to be
written in class. Assign for next session Handbook 50,
51, 52, 59A, 59B, 80, 88.
Sept. 29 (Mon.)—Class discussion of assignment in Handbook.Assign topics for fourth test (theme), to be written in
class at the next session.
18
Oct. 1 (Wed.)—Fourth test (theme), to be written in class on
a topic previously assigned. A theme will be assigned
to be handed in at the next session.
Oct. 3 (Fri.)—Fifth test (theme) to be handed in.
Oct. 6 (Mon.)—C xiii and xiv, 3-8; Handbook 50-53. At the
close of the period assignments will be made to sec-
tions, to which those so assigned must report at the next
period.
Oct. 8 (Wed.)—Class theme. Instructors will make sure that
each student is provided with a copy of the calendar andis familiar with its contents and will bring to the at-
tention of students for special emphasis the most im-
portant explanations and directions.
Oct. 10 (Fri.)—The sentence. C 113-122, 420-427; Hand-book 1-8.
Oct. 13 (Mon.)—Short theme.
Oct. 15 (Wed.)—Unity of the sentence. C 123-131; 427-429:
Handbook 10-18, 19A.
19
Oct; 17 (Fri.)—Reading assignment: Stevenson.
Oct. 20 (Mon.)—Short theme. Coherence of the sentence. C131-138.
Oct. 22 (Wed.)—Coherence of the sentence. C 429-431; Hand-
book 24-36, 39A.
Oct. 24 (Fri.)—Emphasis of the sentence. C 138-150; Hand-book 40-48.
Oct. 27 (Mon.)—Short theme.
Oct. 29 (Wed.)—The paragraph. C 73-91.
Oct. 31 (Fri.)—Short theme. Exercises, C 92-95.
Nov. 3 (Mon.)—Reading assignment, Stevenson.
20
Nov. 5 (Wed.)—Short theme. Analysis of paragraphs, SZ31-43.
Exposition
Nov. 7 (Fri.)—Short theme. C 23-29; Handbook 86.
Nov. 10 (Mon.)—Hand in three subjects for long theme of Dec.
8 on how to do or make something. See Manual, and SZ18-54. Each subject must be presented in a single com-
plete sentence that will show the principal purpose or
central idea to be developed. Be ready to develop one
of these in class as a short .theme either oral or written.
Nov. 12 (Wed.)—Be prepared to outline in class "The Forma-tion of Vowels," SZ 30, 31, and other specimens in SZ.
Instructors will return sentence summaries.
Nov. 14 (Fri.)—Reading assignment, Stevenson.
Nov. 17 (Mon.)—Written digest of a specimen. In making the
assignment, instructors will give explicit instructions as
to the essentials of a good digest, and the methods to
be used in preparing the assignment.
21
Nov. 19 (Wed.)—Sentence outline of one or more specimens,
C 29-53.
Nov. 21 (Fri.)—C 54-59, and study of specimens, C 59-66 or
SZ 90-99.
Nov. 24 (Mon.)—Analytic outline of long theme of Dec. 8.
Nov. 26 (Wed.)—Quiz.
Nov. 28 (Fri.)—Reading assignment, Huxley. Suggestion:
Outline of Huxley III or IV (see p. 49 of this Manualfor numbered Topics on Huxley.)
Dec. 1 (Mon.)—Hand in outline for theme of Dec. 8. Analysis
of specimens, with special attention to introductory,
transitional, and concluding elements, key or topic sen-
tences, methods of development, and other structural
features.
Dec. 3 (Wed.)—Short theme, to be based on the reading.
22
Dec. 5 (Fri.)—Words, C 151-168.
Dec. 8 (Mon.)—Long theme.
Dec. 10 (Wed.)—Short theme. C Appendix III, B, C.
Dec. 12 (Fri.)—Reading assignment, Huxley. Suggestion:
IV, 3; or V, 1 and 2; or III, 2 or 3. Class discussion of
one or more of these.
Dec. 15 (Mon.)—Hand in list of three or more proposed sub-
jects for long theme due Jan. 23. For topics consult SZ,
notes on "Discussions of Facts and Ideas," pp. 618-623,
and list of topics in this Manual. Be prepared to tell
orally the general plan and scope of your proposed de-
velopment of any topic submitted.
Dec. 17 (Wed.)—C Appendix III, D, 2. Handbook 60, 61.
Instructors will assign topics for long themes due Jan. 23.
Dec. 19 (Fri.)—Class theme.
23
Jan. 5 (Mon.)—Class theme.
Jan. 7 (Wed.)—Digest of SZ 113-124 or 124-130.
Jan. 9 (Fri.)—Reading assignment, Huxley.
Jan. 12 (Mon.)—Hand in outline of long theme due Jan. 23.
Jan. 14 (Wed.)—Handbook 62-68. Instructors will discuss the
nature and resources of the dictionary and the sources
and relationship of words.
Jan. 16 (Fri.)—Short theme. Outline of long theme to be re-
turned by the instructor.
Jan. 19 (Mon.)—Study of diction in SZ 173-182.
Jan. 21 (Wed.)—Short theme, informal esssay.
24
Jan. 23 (Fri.)—Long theme.
Jan. 26 (Mon.)—Reading assignment, Huxley.
Jan. 28 (Wed.)—Review of the principal points in the work of
the semester.
SECOND SEMESTER
Argumentation
Feb. 11 (Wed.)—Class theme.
Feb. 13 (Fri.)—Informal Argument. SZ 640, 221, 223, 336.
See also Manual p. 33.
Feb. 16 (Mon.)—Short theme. Continue study of organiza-
tion of informal argument. SZ 230, 324, 325, 330.
Feb. 18 (Wed.)—Persuasion. SZ 301, 304, 232.
25
Feb. 20 (Fri.)—400 word informal argument.
Feb. 23 (Mon.)—Begin formal argument. Phrasing the prop-
osition. C 167-169. Hand in three propositions for long
argument. Forms of evidence. C 182-186.
Feb. 25 (Wed.)—Short theme. Study introduction to the
brief. C 169-174; SZ. 574-578.
Feb. 27 (Fri.)—Recitation on Lincoln, Addresses and Letters:
pp. 9-18, 25, 45-49, 56-63, 67-77.
Mar. 1 (Mon.)—Short theme, based on the reading in Lincoln.
Study principles of analysis in argumentation. SZ 232-
241.
Mar. 3 (Wed.)—Forms of evidence. C 186-190; SZ 241.
Mar. 5 (Fri.)—Hand in introduction to brief of long argument.
Mar. 8 (Mon.)—Study the brief. C 174-181; SZ 578-584.
26
Mar. 10 (Wed.)—Lincoln's Addresses and Letters, pp. 77-112.
Mar. 12 (Fri.)—Short theme. Forms of evidence. C 190-
196; Appendix V, p. 448.
Mar. 15 (Mon.)—Brief of long argument. Review evidence
and fallacies.
Mar. 17 (Wed.)—Refutation. C 199-201; SZ 308.
Mar. 19 (Fri.)—Discuss refutation and persuasion in Lincoln's
Cooper Institute Speech (Addresses and Letters, pp. 112-
136).
Mar. 22 (Mon.)—Lincoln's Addresses and Letters, pp. 139-
162, 172-174, 178-182, 184-186, 210, 217-223.
Mar. 24 (Wed.)—Writing the argument from the brief. C197-198; SZ 257-271.
Mar. 26 (Fri.)—1500 word argument.
27
Description
(Instructor is referred to Baldwin's Composition OralWritten for material to be given to class in first assignments.)
Mar. 29 (Mon.)—Lecture: Arousing interest by details. ReadCanby 266-274. Study details in SZ 344, 348, 369, 377.
Begin to take notes for next assignment.
Mar. 31 (Wed.)—Lecture: Selection of details to reproduce
unity: Dominant tone. Study C 257-262, SZ 641. Handin list of details selected from observation that seem to
you characteristic of the assembling of your class. Class
exercise in selection of details from lists to produce
unity.
April 1, 11 a. m. (Thurs.)—Easter recess begins.
April 2 (Fri.)—Short theme describing assembling of class
to illustrate dominant tone.
April 5 (Mon.)—Reading assignment, Galsworthy's Strife.
28
April 7 (Wed.)—Lecture: arrangement of details: clearness;
point of view; fundamental image. Two short themes
describing same scene with different dominant tones.
April 9 (Fri.)—Study SZ 342, 361, 366, 368, 377 for point of
view and 352, 361 for fundamental image.
April 12 (Mon.)—Reading assignment, Byron's Mezeppa.
April 14 (Wed.)—Two short descriptions of same scene with
different points of view or purposes.
April 16 (Fri.)—Study character descriptions in SZ 399, 400,
401, 405, 408, 410. Analyze a character description se-
lected from outside reading.
April 19 (Mon.)—Reading assignment, Conrad's Youth.
April 21 (Wed.)—Two short character portraits from life
written for a definite purpose.
29
April 23 (Fri.)—500 word description of a person or group of
persons, employing dialogue and action.
Narrative
April 26 (Mon.)—General principles of narrative. SZ 647-8;
C 299-336.
April 28 (Wed.)—Anecdote and incident. SZ 423-436. Handin news narrative (300 words).
April 30 (Fri.)—Reading assignment, Shaw's Arms and the
Man.
May 3 (Mon.)—Biography and autobiography. SZ 437-456.
Short theme: anecdote or incident.
May 5 (Wed.)—The short story. C 337-355. Bring to class
two or more newspaper clippings that seem to you to
offer good situations for short stories.
May 7 (Fri.)—Reading assignment, Masefield's Dauber.
30
May 10 (Mon.)—Elements of story-writing. SZ 476-501. Handin plan of a short story (synopsis of plot).
May 12 (Wed.)—Class theme: narrative of experience.
May 14 (Fri.)—Reading assignment, Hawthorne's EthanBrand, The Ambitious Guest, Lady Eleanor's Mantle.
May 17 (Mon.)—Historical narrative. SZ 457-475. Hand in
revised plan for story.
May 19 (Wed.)—Theme: narrative of experience (400-600
words).
May 21 (Fri.)—Reading assignment, Kipling's The Incarnation
of Krishna Mulvaney, The Man Who Was, The King's
Ankus.
May 24 (Mon.)—Short stories: 355-376 and 399-416.
May 26 (Wed.)—Long theme: story of 1200-1800 words.
31
May 28 (Fri;)—Short, stories: SZ 502-536.
May 31 (Mon.)—Short theme.
June 2 (Wed.)—Reading assignment, Hardy's Return of the
Native (t>r Bennett's Old Wives' Tale).
32
EXERCISES IN DICTION
Differentiate the following synonyms:—address, dexterity;
acquire, attain ; acrimony, asperity ; addicted, devoted ; blemish,
defect; cautious, provident; captious, caviling; conclude, finish;
conscientious, scrupulous; social, convivial; discern, perceive;
place, dispose; remark, observation; '.affix, subjoin; allude,
refer; announce, proclaim; celebrate, commemorate; circumstan-
tial, particular; eradicate, extirpate; animosity, hostility; ecs-
tasy, transport; distress, perplexity; expeditious, prompt; dif-
fuse, prolix; unnatural, factitious; conduce, contribute; con-
sider, reflect; contentment, satisfaction; contumacious, rebel-
lious; debate, deliberate; definite, positive; dejection, melan-
choly; derive, deduce; design, purpose; disparity, inequality;
ecclesiastical, theological; ebullition, effervescense ; eulogy,
panegyric; exigency, emergency; explain, elucidate; extenuate,
palliate; factious, seditious; severe, austere; comply, conform;
conjecture, supposition; execute, achieve; affable, courteous;
averse, reluctant; allure, inveigle; ambiguous, enigmatic; im-
precation, malediction; gift, gratuity; turgid, bombastic; de-
cry, deprecate; deny, controvert; embarrassment, confusion;
transcript, facsimile; deceit, duplicity; cursory, desultory; slow,
dilatory; dispel, disperse; dissolute, reprobate; assign, appor-
tion; reveal, divulge; docile, tractable; vapid, insipid; eccentri-
city, idosyncrasy; engage, promise; appreciate, value; elicit,
extort; plentiful, abundant; finally, eventually; fluctuate, vacil-
late, oscillate.
Many exercises in diction will be found in H. S. V. Jones,
Words and Sentences.
33
WHAT INFORMAL ARGUMENT IS
We argue by making an assertion and trying to induce
other persons to believe the assertion to be true. By way of
proof we appeal to the emotions and to reason by presenting
evidence in the form of facts or testimony. Argument differs
from ordinary discourse chiefly in its more aggressive purpose
and in the fact that it requires more general and precise use of
the reasoning powers. It is customary to study argumentation
by means cf the analyzing and writing of complete or formal
arguments, for only through familiarity with the logical and
other tests to be applied in formal argument is the student
enabled to value properly any use of evidence in support of
assertions.
Formal argument consists, typically, of a proposition or
assertion, a statement of the principal reasons which can be
advanced for and against the assertion, a balancing of these
reasons in such a way as to make clear what questions must be
answered in order to prove the correctness of the principal as-
sertion, and the proof by which each question so raised is ans-
wered favorably to the proposition. Every material reason that
can be advanced in support of a proposition should be used, and
every reason or argument that can be brought to bear against
that proposition should be examined and disposed of.
Formal argument is a useful, and may be made an exhil-
arating, exercise of one's wits. Usually, however, we do not
marshal a complete array of reasons to prove our assertions,
but offer only a few items of proof without attempting to give
complete or exhaustive evidence.
Such argument, every-day argument, is informal. It is
used repeatedly by those who write editorials in our newspapers,
who try to sell life-insurance or vacuum cleaners, who try to
convince father that a larger allowance will be needed next
month, who try to get votes at election time, and who assure
us that the college newspaper, or the athletic teams, or the
Christian Association should have our support. It is worth our
while, therefore, to understand more fully the nature of this
useful instrument and how it can be most effectively applied.
34
Informal argument is almost necessarily incomplete,
simple, and brief. All that is required, or permitted, in most
cases is that the assertion be clearly put and that one or at most
a few telling reasons or facts be advanced to support it. Noattempt is made to introduce the clash of opinion, to define the
issues, to grant this, admit that, and fortify against opposing
opinion. Formal argument usually takes place between parties
who have good reason on both sides to wish to go to the bottom
of tbe question and who agree, expressly or tacitly, to see the
thing through. Not so in informal argument. The point at
issue must be inserted when and where it may be, not to con-
vince and win assent at one sitting, necessarily, but to make a
single impression, help to establish a new point of view, fortify
a wavering conviction, or revivify a firm one.
Both the evidence offered and the organization are incom-
plete, as compared with formal argument; yet in itself the in-
formal argument must be a unit in both thought and form, andthe reasoning must be sensible, logical, and apt.
Abstruse and complicated discussion is out of place. Theargument must be simple, that the reader or listener may get
its bearing easily, without taxing his attention. He will not
work his way through a complex, learned editorial or letter,
or listen long to the salesman who makes listening a task. Butleisure, patience, and good will granted, the formal skeleton
is lacking on which to build an intricate body of reasonng. So
much of proof as is offered must bear clearly and directly on the
idea it supports. Not that all must be done obviously; subtlety
and suggestion have their function here, as elsewhere, but they
must not be made elaborate.
For the same reasons that it should be simple, informal
argument should be brief. Only so much matter should be pre-
sented as will be acceptable to the reader or listener who hasno intention of going into the subject thoroughly at that time.
Even the editor who argues a large political question does not
attempt to present the whole case. Instead he makes one or at
most a few points in favor of his theme; other points he brings
out in later editorials. By that means, aside from the advan-tage to be obtained by bringing the subject frequently before
the reader, he gains a hearing from those who would not readseveral columns of argument.
The short, simple, and incomplete informal argument re-
35
quires great care, however. Usually the assertion to be sup-
ported, which in formal argument is called the proposition,
should be clearly expressed as the topic sentence. It may come
at the beginning, or at the end, or at both. If but one argument
may be advanced, that one should be chosen which is unques-
tionably sound and will be most telling. If it is necessary to
give detailed facts, these should be as much simplified as pos-
sible in the manner of presentation. Other things being equal,
statistics should be avoided; when their use is necessary, how-
ever, they should be put in readable form.
For readableness, which is always welcome in any writing,
is essential to informal argument. Often the point can best
be made by the use of illustrations, or by the narrating of in-
cidents in such a way as to imply the intended significance.
These and other means the ingenious editor, for instance, will
employ in a brief informal argument to give the reader of
editorials a start in the desired direction and leave him to com-
plete the journey as if on his own volition.
Naturally the element of persuasion, the emotional appeal,
plays in this form of writing a larger part than in the moreformal type. And the tone may be more intimate and friendly.
Yet a tone of authority must be there, so skillfully used as to
catch the reader's favor without raising a doubt as to the
author's right to assert with conviction. What is said must be
so sound, so firm, so conclusive, as far as it goes, as to makethe reader feel that the writer, given time and room, would
offer a complete and convincing presentation of the whole case.
36
THEME TOPICS
DEFINITION
For models see SZ pp. 1-17.
Write a theme on any word in the following list, makingthe meaning clear and unmistakable.
Corporation, humidity, geology, spruce, noise, pain, weed,
a genius, poetry, molecule, education, calico, anastigmat lens,
hypnotism, anger, vice, humor, plant, animal, rainbow, ravine,
calorie, survival of the fittest, gravity, instinct, horsepower,
optimism, fluid, liquid, sleep, steel, water, tennis, carburetor,
tariff, for revenue only, alternating current, contour map, de-
mocracy, neutrality, vowel, artesian well, steam turbine, over-
head expense, legal tender, day dreaming, selling short, en-
vironment, nature.
EXPLANATION
How a steam radiator worksHow to determine the genus of a plant
How an automobile clutch operates
How wood is seasoned
How a bee collects honey
How maple sugar is madeHow to compose music
How a motion-picture machine worksHow a cricket sings
How a match lights
How a washing machine worksHow ants build houses and provide for winter
How a plant gets moisture
How a thermometer registers
How to overcome sleeplessness
How the oriole builds its nest
How beavers build a damHow to cut a large tree
How to tell spruce from pine
37
How to set a table for a luncheon party of six
How food is digested
How can a poor man's son get an education?
How the Federal Reserve System worksHow a submarine submerges
How the Associated Press gathers newsHow the A. P. distributes newsHow a recoil worksHow to clean a gunHow a gas mask protects
How a transformer is madeHow electricity operates a motorHow a silo is built
How a phonograph produces tones
How the air-bake worksHow to sit on horseback
How to arrange a home vegetable garden
How to build a swimming tank in your own back yardHow to make a simple wireless outfit
How to read a weather mapHow to wash an automobile
How to read
REASON
Why an aeroplane costs more than an automobile
Why certain grains and vegetables are planted in the fall
Why is a day lost in crossing the Pacific Ocean?
Why is salt used in freezing ice cream?Why does a cow chew cud?
Why do birds migrate?
Why teeth should be kept clean
Why the shortest days of winter are not the coldest
Why the most beautiful birds are shy
Why large rivers flow past great cities
Why do we cry?
Why I like the West better than the East (or the contrary)
Why German language should be studied
Why leaves change color in the fall
Why I dislike cats
Why plants need cultivation
Why water stays hot in a thermos bottle
38
Why ice cream freezes
Why banquets are a bore
Why I believe the theory of evolution
Why the last leaves hang in the top of the tree
Why do wild ducks fly in V formation?
Why some people oppose prohibition
Why a league of nations is desirable
Why labor unions oppose a state constabulary
ENUMERATIVE ORDER
Three things to inquire about before renting a roomSome weak points in our public schools
Why a dwelling house should be insured
Why I like the Overland car
The books in father's library
The value of a set of tools for a boyThe hot-air system of heating a house
Objections to the present football rules
What can be said in favor of child labor?
Ways in which land values increase
The value of birds to the farmerQualities of a good lawyer
Types of girls in my class
Two ways to plant corn
Points to consider in buying a car
The cost of different kinds of meatThe educational value of advertising
The importance of credit in the business world
Why we fought GermanyThe activities of the Red Cross
The kinds of "college activities"
Good points of student political parties
Why I did not sit on the senior bench
There is no such thing as "luck"
Why I like to live in a dormitory
Benefits (or disadvantages) of the honor system
How to make friends with your landlady
How to know a Eolshevik
Ways of educating the dog
39
RETROSPECTIVE
Driving home the cows Falling into the cistern
The country school house May Day at school
Making a scrap-book Cracking the savings bankThe pennies that never got to Sunday school
Paying the grocery bill for father
The mail order catalog—my rainy day amusementThe boy who borrowed my new top
When father got us a dog
Putting up a new smoke stack at the mill
Making a dime go a long wayMeasuring heads against the door jamb"Helping" mother make cookies
Searching the pockets of father's overcoat
Buying and consuming "All-day Suckers"
What mignonette makes me think of
On seeing a boy in his first long trousers
Asking her to go—the first time
The first bicycles I rememberGrandmother's pumpkin pies
Scraping the sorghum pan
Playing circus with the cat
Going to visit Aunt Amelia
Riding father's biggest horse to water
Going to church in the family carry-all
Making soap: More romantic than using it
Landmarks around our house
Memories of the mumpsDoing the chores—then and nowThe best dinner I ever ate
When I played marbles "for keeps"
Dinner time at a country school in winter
Walking home with Annie
That smell reminds me
—
CHARACTER
The borrower The disagreeable optimist
The two gigglers "Tattle-tale"
Mother's pay-day A thief of time
Superstitious Abe The uninvited guest
40
The butterfly The small town sport
The section boss The English sparrowLittle Willie showing off to companyKeeping up with the fashions
Baby at the photographer's
Circus day at Poseyville
An hour behind the counter
Around the camp fire at night
"Don't you dare tell a soul"
Prying information from the postoffice clerk
Explaining why I wasn't at the party
When mother and father disagree
The snares of the book agent
Dialog between a boy and a dog
A brother of Saint ThomasExplaining the war mapExplaining a gasoline engine to a lady
War over the back fence
Trying to eat Limburger cheese
What I heard behind the scenes
The questions she asked at the ball gameA man who can talk shop and not be a bore
Arguing with a ScotchmanHaving it charged at the store
Choosing my brother's neckties
The man who is sure he made no mistake
The village quartet
Saturday afternoon in the barber shop
Renting a roomThe man who sold me these shoes
Father carves the goose
A grateful beggar
MOMENTS AND INCIDENTS
Getting a telegram Waiting for the express
Firing a shot gun Posing for a picture
Climbing the windmill Making an early train
The new teacher Composing an obituary
A swim I won't forget Trying to write poetry
Learning to row Bobbing Alice's curls
Discharging the cook My first shave
41
Towing in Mr. Schneider The fish that won't bite
Writing a valentine Expecting the dinner bell
A request for money Joining a church or a club
The dramatic moment of a weddingFifteen minutes with the babyWaiting for a merchant to open his store
Before and after my first speech
The stir caused by baby's first smile
A critical moment in the history of my home townFinding one's name in print
I go walking with sister and her beauTaking a "present" to teacher
When father left to go "Out West"Burying the pet chicken
Difficulties of an amateur ticket agent
The first time I cranked an automobile
Expecting a call from an important person
Forgetting a friend's nameWhen father says he'll "see about it"
Applying for a position
Awaiting a telegram from France
When my brother joined the armyThere's something in this bed
A newspaper office on election night
A note from the dean
LONG EXPOSITIONS
Kinds of explosives Forecasting the weather
Kinds of electricity The life of the locust
Electricity on the farm Causes of earthquakes
Types of bacteria Discovery of anaesthetics
The flight of birds Color photography
The cause of tides Age of animals
Facts about the moon The use of baking powder
The firefly's light Coral islands
How the bee makes honey Hibernation
The best style of architecture for schoolhouses
Mistakes of the amateur photographer
Improvement of plants by selective breeding
The purpose of cooking food
The principle of a fire extinguisher
42
What atmospheric conditions bring rain?
"Advancing the spark" of an automobile
How a baseball is made to curve
What makes an electric motor go?
Methods of transmitting powerThe most desirable house plants for Illinois
How mushrooms grow and spread vitamines
Illiteracy in the U. S. Where iron comes from
Harvesting, 1818 and 1918 Artificial aids to memoryNumbering library books How to get a patent
Opportunities in Brazil Names of the monthsAdulteration of foods How linen is madeManufacture of cement A problem in biology
The founding of Chicago (or any other city)
Why Spanish Conquest in America failed
Crossing the plains in pioneer days
Role of the Great Lakes in industrial development
The chances for success in railroad workOpportunities under civil service
To improve health conditions in cities
A few things every one should know about art
A list of questions to test a man's education
Can a public building be made really fireproof?
How to criticize piano music
How European languages are related
How to represent facts by diagrams and charts
Difficulties encountered in wireless telegraphy
How to go about learning— (a certain trade)
How to make clouds show in kodak prints
The cost of a five-room house
Prints suitable for decorating a room (Get where? Cost?)
The best cheap edition of famous books
How to get (or improve) a city library
Statistics which are as interesting as poetry
What the Balkan states are
Steps in the Russian revolution
Some resemblances between Lincoln and Wilson
The presidents of Mexico since Diaz
Who is Venizelos?
The non-partisan league
The kind of government the Bolsheviki desire
The functions of the department of agriculture
43
How the U. S. Consular Service is organized
The names of counties in Illinois
How the public school system of Illinois is organized
How the honor system at Illinois handles a case of dishonesty
The public school system in EnglandHow the English Commons is elected
Character of English (or French, or German) universities
The German GymnasiumRecent progress in aeronautics
Newly discovered elements
The magic of modern science
Where the clouds come from, and what they are
The Brazilian coffee monopolyClothespin manufacture, and the clearing of cut forests
The evolution of the telescope
The honor system: At Illinois and elsewhere
Why the movies "move" while the film stands still
The American Legion
Aeroplane versus Dirigible
The application of the gas mask to industrial uses
The effect of deforestation on water powerHow the distance to the moon (any celestial body) is deter-
minedShark fishing in the Caribbean
Submarine telephones
Unsinkable ships: Their possibility and utility
The achievement of the United States Shipping Board.
Vacations afloat for college menMaking big gunsThe seaman's dictionary for landlubbers
Paravane versus torpedo and mineNitrates from the air
Corporate development in South AmericaEducative value of book salesmanship
Economic influence of rivers in the United States
Transition of rugby into modern football
State aid road building in Illinois
The difference between English and American specialization of
undergraduates
44
INFORMAL ARGUMENT
Why there is no such thing as bad weatherDoes a man always choose the "line of least resistance?"
What students need is more discipline
A defense of ragtime
Which is better: to borrow money for college expenses, or to
work one's way through?
"Education means drawing out, not pouring in"
All evil is due to selfishness
"Never talk shop"
"Whatever is, is right"
The old dances are the best
Genius is an infinite capacity for taking pains
Every college student should know French or German"A little learning is a dangerous thing"
Students should learn the resources of the library
The inevitability of warDifferences in the mental qualities of men and womenFashions in literature
Evils and benefits of competition
Methods of discipline in high schools
Conclusions of science about the use of tobacco
Theories about the cause of storms
Examinations—fair and unfair
College rowdyismWhat is "liberal education?"
Is there "survival of the fittest" in college?
The educational value of "Mother Goose" rhymesShould Burke's Conciliation be taught in high school?
Should an honest man take a tip?
Student "activities" are a waste of time
Is a universal language practicable?
Is war inevitable?
Is cheap labor a source of wealth or a source of trouble?
Should free text books be provided in the schools?
Are prizes necessary to encourage scholarships?
Will the cost of living ever decrease?
Should German be taught in our high schools?
Some profiteering near homePacifism no crime
Confusing loyalty with intolerance
45
Confusing tolerance with indifference
Students get behind because they haven't enough to do
Athletic fields should be open on SundayThe use of tobacco should be forbidden
Students try to be too much alike
Most people are afraid of ideas
Examinations are troublesome but valuable
Are all spiritualists wrong minded?
BY NIGHT
Passing a graveyardA Gypsy campA train on a high bridge
A man carrying a lantern
A prairie fire
A scene on the stage
The factory
A tenement in the slums
A blast furnace
The coming-on of darkThe sky-line
The haunted house
A championship cat fight
The ghostly milkmanHalloween
By the fireplace
In a coal mineThe lamplighter
The cigarette fiend
The second-hand FordThe farmhouseStorm in a forest
Ferry crossing a river
The road aheadA bonfire
Michigan avenue
Getting home late
The last chore
The city from a distance
The limited goes past
The Christmas tree
Ligntning
A band concert
Waking in a strange hotel
A torchlight procession
A cab horse in the rain
A coming thunderstorm
The light in the windowSeein' things at night
The panhandler
The electric sign
Our barn
Cats
Man with a gunny sack
The night shift
In a sleeping car
On the beach
In the woodsBarnyard sounds
Frogs in the swamp
SOUND
A calm night
Sounds that verge on silence
Five minutes in a depot
Serenade on the water
Engine trouble
Two A. M. on Main street
An old-time violinist
Rain on the roof
46
he riveter ten stories uphe contented tea kettle
he wind in the screen
'he planing mill
loving waters
l cold winter morning'he students' return
cream separator
?he cricket
?he complaining pine tree
roing to sleep
rhe kindergarten
)ver the wash tubs
?rom a sick bed
\. live mining camprhe new babyrhe scissors grinder
Caterwauling
rhe sound of a plowrhe lawn mower in April
relegraph wires
Fhreshing
The swithch engine
Housecleaning sounds
The imp in the rain barrel
The vegetable manThe fall of a tree
Night-footstep s
A man whistling
Chicago noises
The school bell
Feeding time on the farmIn a hotel kitchen
Military drill
My neighbor's piano
The garage
When the engine purs
A midnight alarmA line full of clothes
The squeaky shoe
The dogs in our townA tug boat
SparrowsRun-sheep-run
POINT OF VIEW
A. Cannon in a cemetery, from the point of view of
An old army captain
The poet
The junk dealer
The widow of an old soldier
Love, from the point of view of
A child
The young bride
The scientist
The judge of a divorce court
A Theme, from the point of view of
The man who wrote it
His instructor
The class
The author's father
47
,
The Ice Wagon, from the point of view of
The iceman who has to unload the ice
The boy who wants a piece of ice
The customer who wants a dime's worthThe delivery boy who wants to pass it in a narrow alle
The manager who owns the ice
A rival manufacturer who wants to monopolize the ice
business
A small dog who barks at it
A woman whose alley fence has been broken by the hubof the heavy vehicle
The driver of a horse which has shied and run away a1
sight of the ice wagonSomeone passing in an auto at fifty miles an hour
A prohibitionist as he sees the wagon in front of
saloon
A Moonlight night, from the point of view of
(place) (cfiaracter)
An observatory A burglar
The back door at home An astronomer
The front steps A poet
The mountains A lover
A hammock A sweetheart
The top of a tree Her mother
A boat on a lake Her little brother
Mother's arms A musician
Window of a hospital
"
A trampA battlefield A person lost
A deep well A philosopher
The door of a tent An invalid
A beautiful garden A chauffeur
The slums A soldier
The old front gate Me
An automobile accident, from the point of view of
The man who was struck
The man's wife
The man who drove the machineA witness who hates all people who have machines
A witness who drives a car himself
A business man who is in a hurry48
DOMINANT TONE
ast day of vacation
looking for a job
'eople in the next flat
saving homeloon in the harvest field
'he deserted race track
'he cellar
'aking chloroform
lupperless to bed
lonvalescence
Locks and swift water
"he coldest day
'he man with the red tie
"he fire sale
L shot in the night
)dor of boiled cabbage
5ad news7he first snowfall
Valking in the rain
jast mile of a long walk
The top pantry shelf
Oldest house in townGrandmother's pumpkin pies
A box from homeA ward in a hospital
Stillness of evening
After a thunderstorm
The hot tamala manDrinking out of a jug
The tyrannical woodpile
An old family albumStanding in line
A funeral procession
The ribbon counter
Going for the cows
The new girl at schol
Aunt Martha's best roomAn apple tree I admired
The bend in the river
The town pump
rhe beach on the hottest day in summer^. thousand feet straight downWaiting for the owl car
Sunday in a village
hiding in an express elevator
)n suddenly awakening in the night
rhe day before Christmas
Dur bungalow with the log fire a-burning
jetting up on a cold morning
Sleeping under the stars
^ight noises in the wods\lone in a big house at midnight
Awakening to a serenade
Seeing the circus unload
VToonlight on the water
Missing a train
rhe eight o'clock class on MondayGround the camp-fire
49
SUGGESTED SUBJECTS FOR A DIALOGUE
Mistaking a stranger for an old acquaintance
A student owes his landlady two months' rent
An agent tries to sell a blacksmith a typewriter
A man, having dined in a restaurant, finds he has forgotten his
pocket-book
A nervous old lady on the train
A student attemptes to "bluff"
A woman buys her husband a necktie
The librarian and the old man who is hard of hearing
Two freshman football candidates debate their merits
A savant and an ignoramus converse about art
QUESTIONS ON READINGS
TRAVELS WITH A DONKEY1. Notice the effective and often surprising details combined
in a single sentence. For example: "Monastier is notable
for the making of lace, for drunkenness, for freedom oi
language, and for unparalled political discussion. Find
other examples and explain the effect of this characteristic
on the style.
2. The journey here narrated was not long, hazardous, or richji
with unusual adventures. How does Stevenson make iljt
seem interesting and important?
3. Study Stevenson's methods of introducing descriptive material. Collect illustrations.
4. Do you find traces of a "philosophy of life"? Explain in
detail, giving illustrations.
5. Discuss in some detail the quality of Stevenson's humor,
6. What impression of French character do you get from this
narrative ?
7. Is the narrative too much delayed by description, discus-
sion, and other matter? Explain.
8. Notice how the writer avoids making this a chronicle or a
diary. Illustrate.
HUXLEY
I. Autobiography. (13 pp.)
1. Make a list of the circumstances and events in Hux-
ley's life that seem to be determining factors in his life.
50 .
2. Write your own autobiography.
Letters. (12 pp.)
1. Define as accurately as you can the place in his life
which Huxley intends for Miss Heathorn. (Indi-
cate by proper use of quotations and footnotes the basis
of your conclusion. Read introduction as well as letters).
2. What do you surmise were the reasons why Dr. Dohrnconsidered the Huxley family really happy?
3. Make a list, in complete sentences, of the main points
in the letter to Darwin. Why would it have given Dar-win pleasure ?
4. How does the letter to Tyndall show that it was writ-
ten by a scientist?
5. Write a paragraph using for the topic sentence the
next to the last sentence in the second paragraph of
the letter to a young man.On the Advisableness of Improving Natural Knowledge.
(19 pp.)
1. Make a sentence outline of the essay. (Make the out-
line of the introduction brief, that of the essay morecomplete).
2. How do you explain the difference between the progress
of natural knowledge and that of literature during the
200 years discussed by Huxley? (Be specific).
3. How did the great ethical lesson taught by natural
knowledge conflict not only with the "moral convictions"
of "barbarous and semi-barbarous people" but with
those held by many of Huxley's contemporaries ?
A Liberal Education, etc. (27 pp.)
1. Make a sentence outline of the essay.
2. What is the common reason for the difference in the
opinions stated on pages 47-50? Is any one of themfree from this defect?
3. Apply the text of Huxley's ideas of a liberal education
to your own education up to this point. (Be fair and
specific).
4. What are Huxley's constructive ideas?
5. What, if any, defects do you find in his general plar ?
Science and Art, etc. (21 pp.)
1. Make up from the university catalog a list, or lists,
of subjects to compose a four year course in conformity
with Huxley's ideal.
51
2. To what extent do the various colleges of the universi-
ty encourage conformity with such an ideal ? Comment.
LINCOLN'S ADDRESSES AND LETTERSGeneral
1. What was the Missouri Compromise? The Compromise of
1850? The Kansas-Nebraska Act? The Lecompton Con-stitution? The Dred Scott Case?
2. What was Lincoln's attitude toward abolition prior to the
Emancipation Proclamation? What were his reasons for
issuing the Proclamation?
3. It has been said that Lincoln founded his style on the Bible
and Shakespeare. What evidence of that do you find in the
Addresses ?
First Assignment
pp. 8-18, 25, 45-49, 56-63, 66-67.
1. Be able to state the important facts of Lincoln's life.
2. What idea do you get of Lincoln's mind and personality fromthe Speech in Congress, July 27, 1848 (p. 45) ? Comparethis speech with the other reading in this assignment.
3. The fragment of a speech in reply to Douglas (p. 56) is a
good example of Lincoln's analytical method. What is that
method ?
4. The letter to Joshua Speed (p. 59) contains the germs of
most of Lincoln's political opinions at this time. Be able to
state these opinions.
5. What was the importance of the House Divided Speech
(p. 67)? What was "squatter sovereignty?" What were
Lincoln's arguments against the Dred Scott decision? Howdoes he attempt to prove that it was part of a larger plan
to extend slavery?
Second Assignment
pp. 77-112.
1. What were the causes which gave rise to the Lincoln-Doug-
las debates? What was the outcome? Compare Douglas's
qualities as a politician with Lincoln's.
2. How did Douglas regard the Dred Scott decision?
3. What was Lincoln's line of attack on Douglas? Douglas's
on Lincoln?
4. What were Lincoln's methods and qualifications as a public
speaker? How successful was he in managing a crowd?
52
Are there any evidences that Lincoln lost his temper during
these debates?
Third AssignmentCooper Institute speech, pp. 112-136.
What use does Lincoln make in his case against slavery of
the opinions of the founders of the country?
Be able to cite an example in this speech of Reductio ad-
absurdum, turning the tables, and dilemma.
In what ways is the speech designed to appeal to the audi-
ence to which it was delivered?
Fourth Assignment
pp. 139-162, 172-174, 178-182, 184-186, 210, 217-223.
What conception of Lincoln do you get from the letters andspeeches of this last period ?
Why is the Farewell at Springfield (p. 139) a great speech?Compare it with the letter to Mrs. Bixby (p. 210) and the
Gettysburg Address (p. 201).
What were Lincoln's arguments against the so-called right
of secession?
Note particularly the peroration of the First Inaugural Ad-dress (pp. 157-8). What is the dominant feeling? Whatsentences are particularly effective?
In his letter to Horace Greeley (p. 172) was Lincoln voicing
the general feeling of the North in regard to slavery?
What was Lincoln's attitude toward the seceded states ?
BYRON'S MAZEPPAWhat is the artistic value of the setting of the poem (first
four or five pages) ?
Does the comparatively large amount of description in the
poem lessen the interest of the narrative? What is the
main purpose of the description?
Read the first four or five pages of Longfellow's Evange-line, and contrast the movement of the poem with that of
Mazeppa. What is the difference between the two poemsin metrical form?Select four or five of the best descriptive passages in the
poem, and name the qualities of the description.
Has the poem a successful climax? If so, point out some of
the elements that help to work out the climax.
Contrast the tone of the latter part of the poem, beginning
53
at line 796, with that of the passage which describes Ma-zeppa's wild ride.
7. To what important historical event does the phrase "dreadPultowa's day" refer? (See 1. 1).
8. Who was the "royal Swede" (1. 2) ? The Czar of Russia
(1. 7) ? Make clear their historical relation.
9. Who was John Casimir?
10. Give briefly the history of Alexander and Bucepalus (11. 97-
104).
CONRAD'S YOUTH1. Why are the skipper, the first mate, and the ship repre-
sented as old?
2. What are the advantages of having Marlow tell the story
to the group described at the beginning? How is the reader
made to remember that the story is being told in this way?What qualities make Marlow a good story-teller?
3. Why does Conrad relate the various mishaps which delayed
for so long the final voyage? Would the story be better
unified if only the last voyage and tragic ending were in-
cluded? What gives unity to the story as it stands?
4. In describing persons, what kind of details does Conrad em-phasize? What is his attitude toward the characters?
Does he admire the skipper? What human qualities does
he seem to think most important?
5. How does the author make the reader feel the terror of the
storm? Does he indicate the state of mind of Marlow?of the other characters? If so, how?
6. Select two passages describing the sea in which dominant
tone is marked. How is the dominant tone emphasized?
To what senses does Conrad make most appeal ?
7. How does the author make the reader feel that the ship is
fated? Does this feeling lessen the suspense?
8. Does the sea seem to have human qualities? Is it friendly,
hostile, or indifferent to men? What should you say was the
author's feeling for the sea?
9. What does the following sentence suggest as to Conrad's
way of thinking about life: "And after some more talk weagreed that the wisdom of the rats had been greatly over-
rated, being in fact no greater than that of men"?
10. Is the title good? What qualities does the author regard
as typical of youth? What is the difference between the
East as Marlow sees it and the East as the skipper sees it?
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