The "Continuous Extracts" present rather more difficulty, and are
intended for boys somewhat older than those for whom the Exercises are
intended. The attempt to modernize, and clarify, so to speak, the
style of Burnet, Clarendon, and Bishop Butler,[3] may appear
ambitious, and perhaps requires some explanation. My object has, of
course, not been to _improve upon_ the style of these authors, but to
show how their meaning might be expressed more clearly in modern
English. The charm of the style is necessarily lost, but if the loss
is recognized both by teacher and pupil, there is nothing, in my
opinion, to counterbalance the obvious utility of such exercises.
Professor Bain speaks to the same effect:[4] "For an English exercise,
the matter should in some way or other be supplied, and the pupil
disciplined in giving it expression. I know of no better method than
to prescribe passages containing good matter, but in some respects
imperfectly worded, to be amended according to the laws and the
proprieties of style. Our older writers might be extensively, though
not exclusively, drawn upon for this purpose."

To some of the friends whose help has been already acknowledged in
"English Lessons for English People," I am indebted for further help
in revising these pages. I desire to express especial obligations to
the Rev. J. H. Lupton, late Fellow of St. John's College, Cambridge,
and Second Master of St. Paul's School, for copious and valuable
suggestions; also to several of my colleagues at the City of London
School, among whom I must mention in particular the Rev. A. R. Vardy,
Fellow of Trinity College, Cambridge.

* * * * *

Before electrotyping the Fourth and Revised Edition, I wish to say one
word as to the manner in which this book has been used by my highest
class, as a collection of Rules for reference in their construing
lessons. In construing, from Thucydides especially, I have found Rules
5, 30, 34, 36, 37, and 40_a_, of great use. The rules about Metaphor
and Climax have also been useful in correcting faults of taste in
their Latin and Greek compositions. I have hopes that, used in this
way, this little book may be of service to the highest as well as to
the middle classes of our schools.

FOOTNOTES:

[1] Punctuation is fully discussed in most English Grammars, and is
therefore referred to in this book only so far as is necessary to
point out the slovenly fault of trusting to