TEACHER'S MANUAL

TO ACCOMPANY

INDUCTIVE LESSONS IN

RHETORIC

BY

FRANCES W. LEWIS

BOSTON, U.S.A.

D. C. HEATH & CO., PUBLISHERS

TEACHER'S MANUAL.

PRELIMINARY.

IF books are at hand, and the time of the class is limited, it will probably be as well to begin on the serious study of Clearness. But if there is time, it may be pleasanter to begin with a more interesting subject, as a pleasant beginning often helps to maintain interest through the drier parts of the work. Two or three lessons on topics less important may serve to prepare the way for what is to come. The following method

for such introductory topics is suggested.

Individuality. When the class assembles for the first time, require each pupil to write a list of the last ten books he has read, or of the ten he remembers best, with the author of each. Ask to have the favorite book of each list indicated, with the reasons why it is a favorite. These lists should be collected as the class disperses, and from them the teacher may judge whether the class is prepared for the subject of Individuality.

If the pupils are immature, and much of their reading has been from Oliver Optic, Mayne Reid, Louisa M. Alcott, and Pansy, it is not wise to spend time upon this topic. Such pupils are not able to appreciate individuality of style, and the topic should be omitted until they have done more and better reading. If, however, the pupils have read at all widely, and seem to have decided impressions of style and of the peculiarities of different authors, it may be well to test them by reading to them extracts from several different writers, guarding against

1