size, as well as the cost of the book, to which parents justly object. 13. But were it even convenient thus to enlarge the book, it would certainly be unnecessary and inexpedient. It would be unnecessary; because rhetorical readers are used in high schools, which contain more or less good selections from distinguished writers, both in verse and prose. Examples for correction from bad writers, are always plentiful, and within reach. It would be inexpedient; for, the task of finding illustrative examples, and of analyzing and criticising such as are incorrect, must ultimately be left to the scholar himself, after he has well understood the rules, and seen their illustration, both positive and negative, in two or three examples. The student who has acquired such theoretical and practical knowledge of the art, is no longer to be considered totally inexpert in composition. He is now possessed of the criterions, which he can easily apply to the examples of composition submitted to him for analysis and criticism. And though he may not at once perform this duty with perfection, he will undoubtedly advance in it by degrees. 14. On the other hand, it is absolutely necessary that students, particularly in high schools, should learn the art of analyzing and criticising, not only examples contained in their books, but also all kinds of composition of ancient and modern writers, either perfect or imperfect. It happens not unfrequently, that persons who have graduated with high honors, and obtained fine diplomas, when asked to review a literary production, are utterly unable to make a well-reasoned criticism. Of what avail to them and to society, is the education they have obtained, is difficult to conceive. Their failure in accomplishing that duty, is to be ascribed to the omission in schools of this necessary and excellent exercise of analyzing and criticising other compositions, beside the meagre examples contained in their books. 15. For these reasons, we hold, that to fill up a book on Belles-Lettres, or Rhetoric, with many and long examples for imitation and correction, is both unnecessary and inexpedient. However, as our judgment may err in this particular, we will submit cheerfully to the decision of more competent judges. TABLE OF CONTENTS OF THE SECOND BOOK. PAGE. 3 INTRODUCTION to Belles-Lettres.. PRELIMINARY REMARKS ON BELLES-LETTRES-Definition OF THE SYNTHESIS AND ANALYSIS OF A LITERARY COMPO- SITION AND ITS GENERAL PRAXIS.. ARTICLE I.-Synthesis and Analysis of a Literary ARTICLE IV.-Rules for the proper selection of Style, in accordance with the subject of Composition. 42 50 ARTICLE III. Of the English Language and Style, of its Peculiarities, and Relative Merit, compared with other Languages; General Rules to be ob- served in an English Composition.... SECTION I. Of the English Language and Style; its OF NARRATIONS-THEIR DEFINITION AND DIVISION. CHAPTER I.-Of Historical Narrations. ARTICLE II.-Praxis of writing a Historical Narration. 108 ARTICLE III.-Of History in particular: its Definition, Division, Qualities, Necessity, Utility, and Cri- |