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COPYRIGHT, 1923, BY

DOUBLEDAY, PAGE & COMPANY
ALL RIGHTS RESERVED

PRINTED IN THE UNITED STATES
AT

THE COUNTRY LIFE PRESS, GARDEN CITY, N. Y.

12-28-4 3 SKV

Oratory

Wahr 2-15-26 12819

PREFACE

HERE are at least two distinct the

T ories concerning the compilation of

a book of selections from literature intended to supplement the study of rhetoric. The advocates of one theory contend that the student, particularly the college freshman or sophomore, will secure the greatest benefit by the reading and study of modern writers who deal with the familiar ideas and problems of the present age-or who at least represent the modern point of view. While acknowledging the partial truth of this contention, others (among them the compilers of this volume) feel the very great desirability of broadening the cultural foundation on which the undergraduate must build his education. A knowledge of the stages through which our literature has passed, and a familiarity with some of the recognized masterpieces, are an essential prelude to any true appreciation of what is best in our modern literature. If the student has no further opportunity to continue his literary studies, he still has a knowledge-though scarcely profound-of the whole field; if more intensive work is desired, the basis for such specialization is already laid. In general it may be said that it is easier for most graduates to find the time and inclination later in life for the reading of contemporary authors than for the study of the early masters.

Consequently, a double purpose has determined the make-up of this book: (1) that of coördinating with a course in rhetoric the expository, argumentative, and narrative sections; and (2) that of affording by progressive readings a chronological survey of the material within the various types. Description as a distinct form of discourse has been omitted, for it is rarely found except in brief essays. It appears to best advantage in combination

iii

with other forms, as may be seen in Walter Prichard Eaton's "The Menace from Above," where it is associated with exposition, or in the selection from John Masefield's Gallipoli, where it combines with narration. Although emphasis has been placed upon modern writing, especially in those selections in which the exposition of ideas has been the paramount purpose of the author, the chief object has been to give the reader an insight into the various stages in the development of literature, particularly of those types where form, style, and tone are linked with ideas for the artistic expression of emotion—as in the familiar essay and the short story. These essentially literary genres, revealing as they do the personality of the author, have a perennial charm; it is ideas grown obsolete that lack interest.

To achieve a selection of material satisfactory to every one is too ambitious an ideal. Nevertheless there are several powerful factors which to a certain extent determine one's choice. Not only must one consider the general worth of the article and the importance of the author in literature-certainly two essential considerations-but he must also take into account the definiteness with which it illustrates the desired type; the degree in which it represents the author's chief work; the limitations which space and the difficulty of securing privilege of reprint impose; the adaptability of the article for freshman reading, especially in mixed classes; and the desirability of avoiding threadbare specimens with which college freshmen are already familiar.

In the annotation of the texts the editors have sought rather to offer suggestive information that will aid the student in the appreciation of his reading than to be either comprehensive or recondite. Wherever the need for a little

research is obvious the student has been left to his own resources. The custom of translating foreign quotations has, however, been uniformly adhered to.

In view of the catholicity evident in the range of material here offered, it is hoped that this volume will serve to alle

Syracuse, New York July, 1923

viate the congestion of an over-worked reserve shelf and may suggest some solutions of the diverse problems to which the teaching of English everywhere gives rise.

RUDOLPH W. CHAMBERLAIN JOSEPH S. G. BOLTON

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