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** Transcriber's Notes **

Underscores mark italics; words enclosed in +pluses+ represent boldface;Vowels followed by a colon represent a long vowel (printed with a macron inthe original text).

To represent the sentence diagrams in ASCII, the following conventions areused:

- The heavy horizontal line (for the main clause) is formed with equals
signs (==).
- Other solid vertical lines are formed with minus signs (—).
- Diagonal lines are formed with backslashes (\).
- Words printed on a diagonal line are preceded by a backslash, with no
horizontal line under them.
- Dotted horizontal lines are formed with periods (..)
- Dotted vertical lines are formed with straight apostrophes (')
- Dotted diagonal lines are formed with slanted apostrophes (`)
- Words printed over a horizontally broken line are shown like this:

——, helping
'————-

- Words printed bending around a diagonal-horizontal line are broken like
this:

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

HIGHER LESSONS IN ENGLISH.

A WORK ON ENGLISH GRAMMAR AND COMPOSITION,

IN WHICH THE SCIENCE OF THE LANGUAGE IS MADE TRIBUTARY TO THE ART OFEXPRESSION.

A COURSE OF PRACTICAL LESSONS CAREFULLY GRADED, AND ADAPTED TO EVERY-DAYUSE IN THE SCHOOL-ROOM.

BYALONZO REED, A.M.,

FORMERLY INSTRUCTOR IN ENGLISH GRAMMAR IN THE POLYTECHNIC INSTITUTE,BROOKLYN,

ANDBRAINERD KELLOGG, LL.D.,

PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN THE POLYTECHNICINSTITUTE, BROOKLYN.

Revised Edition, 1896.

PREFACE.

The plan of "Higher Lessons" will perhaps be better understood if we firstspeak of two classes of text-books with which this work is brought intocompetition.

+Method of One Class of Text-books+.—In one class are those that aimchiefly to present a course of technical grammar in the order ofOrthography, Etymology, Syntax, and Prosody. These books give large spaceto grammatical Etymology, and demand much memorizing of definitions, rules,declensions, and conjugations, and much formal word parsing,—work of whicha considerable portion is merely the invention of grammarians, and haslittle value in determining the pupil's use of language or in developinghis reasoning faculties. This is a revival of the long-endured, unfruitful,old-time method.

+Method of Another Class of Text-books.+—In another class are those thatpresent a miscellaneous collection of lessons in Composition, Spelling,Pronunciation, Sentence-analysis, Technical Grammar, and GeneralInformation, without unity or continuity. The pupil who completes thesebooks will have gained something by practice and will have picked up somescraps of knowledge; but his information will be vague and disconnected,and he will have missed that mental training which it is the aim of a goodtext-book to afford. A text-book is of value just so far as it presents aclear, logical development of its subject. It must present its science orits art as a natural growth, otherwise there is no apology for its being.

+The Study of the Sentence for the Proper Use of Words.+—It is the plan ofthis book to trace with easy steps the natural development of thesentence, to consider the leading facts first an

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