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The Project Gutenberg EBook of English Prose by Frederick William Roe (edit. and select.) This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: English Prose A Series of Related Essays for the Discussion and Practice Author: Frederick William Roe (edit. and select.) Release Date: April 14, 2004 [EBook #12025] Language: English Character set encoding: ISO Latin-1 *** START OF THIS PROJECT GUTENBERG EBOOK ENGLISH PROSE *** Produced by John Hagerson, Kevin Handy, Gene Smethers and PG Distributed Proofreaders ENGLISH PROSE A SERIES OF RELATED ESSAYS FOR THE DISCUSSION AND PRACTICE OF THE ART OF WRITING SELECTED AND EDITED BY FREDERICK WILLIAM ROE, PH.D. OF THE UNIVERSITY OF WISCONSIN AND GEORGE ROY ELLIOTT, PH.D. OF BOWDOIN COLLEGE 1913 PREFACE The selections in the present volume, designed primarily for the discussion and practice in college classes of the art of composition, have been arranged under a scheme which the editors believe to be new. There are nine related groups. Each successive group represents a different phase of life, beginning with character and personality, and concluding with art and literature. The whole together, as the table of contents will show, thus presents a body of ideas that includes practically all the great departments of human thought and interest. It is evident that certain ideals of teaching composition underlie the scheme. The editors believe heartily with Pater that "the chief stimulus of good style is to possess a full, rich, complex matter to grapple with". Instruction in writing, it is to be feared, too often neglects this sound doctrine and places an emphasis upon formal matters that seems disproportionate, especially when form is made to appear as a thing apart. Form and content go together and one must not suffer at the expense of the other. But a sustained interest in the ways and means of correct expression is aroused only when the student feels that he has something to express. Instructors often contend indeed that the ideas of undergraduates are far to seek, and that most of the time in the class-room is therefore best spent upon formal exercises and drill. The editors do not share this view. They b
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