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http://www.archive.org/details/rhetoric12manual1920univ

UNIVERSITY OF ILLINOIS

Rhetoric 1 and 2

Manual and Calendar

1919-1920

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?

54

UNIVERSITY OF ILLINOIS-URBANA

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