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During the twelve years in which Herrick and Damon s Composition and Rhetoric for Schools has been z Din use, the authors have seen no occasion to alter their gener-r views as to the function of such a text-book. The following statements are therefore repeated from the preface to the first edition with such slight changes as 28 are necessary to make them conform to the present text. i 1. In the earliest years the critical aim in teaching should be subordinated to the constructive, stimulative aim; the pupil should be encouraged to write freely and jeven unconsciously at first, to form habits of thought and of invention before his expression is minutely criticised and pruned. For this reason Part I has been made in the main a preliminary course of constructive work. In these chapters, the processes of work that a conscientious writer follows are described, as nearly as possi-I ble, in the natural order in which these processes occur uin a writers experience. 9- 2. Much, if not all, of the usual freshmen course of rhetoric in colleges can properly be included in the secondary course in English without requiring more time than is already devoted to the subject. In view of the fact that only a small percentage of the students of secondary schools enter college, it seems desirable to 2present to the high-school pupil all the elementary facts of style. Many of the best text-books designed ford schools, however, are purposely incomplete in trcat ment; they take it for granted that the student will pursue a further course of instruction. 3. In the secondary course, the text-book in rhetoric is often too markedly separated from the work in com Dposition. Frequently it is assigned to be taught during one year of the course, or one term of a ear, and is after5 wards dismissed from the pupils
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