or be corrected every time it
appears. Such a course loses sight of the main point in a multiplicity of
details, renders instruction ineffective by scattering effort, produces
hopeless confusion in the mind of the pupil, and robs composition of that
inspiration without which it cannot succeed. In composition, as in other
things, it is better to do but one thing at a time.

3. Accompanying the written themes is a series of exercises, each designed
to emphasize the point presented in the text, but more especially intended
to provide for frequent drills in oral composition.

4. Throughout the first four chapters the paragraph is the unit of
composition, but for the sake of added interest some themes of greater
length have been included. Chapter V, on the Whole Composition, serves as
a review and summary of the methods of paragraph development, shows how to
make the transition from one paragraph to another, and discusses the more
important rhetorical principles underlying the union of paragraphs into a
coherent and unified whole.

5. The training furnished by Part 1 should result in giving to the pupil
some fluency of expression, some confidence in his ability to make known
to others that which he thinks and feels, and some power to determine that
the theme he writes, however rough-hewn and unshapely it may be, yet in
its major outlines follows closely the thought that is within his mind. If
the training has failed to give the pupil this power, it will be of little
advantage to him to have mastered some of the minor matters of technique,
or to have learned how to improve his phrasing, polish his sentences, and
distribute his commas.

6. Part II provides a series of themes covering the same ground as Part I,
but the treatment of these themes is more complete and the material is
adapted to the increased maturity and thought power of the pupils. By
means of references the pupils are directed to all former treatments of
the topics they are studying.

7. Part II discusses some topics usually treated in college courses in
rhetoric. These have been included for three reasons: first, because
comparatively few high school pupils go to college; second, because the
increased amount of time now given to composition enables the high school
to cover a wider field than formerly; and third, because such topics can
be studied with profit by pupils in the upper years of the high school
course.

8. It is not intended that the text shall