The San Francisco call., 1897-11-28

expression Of thought that 1t may be
made readily comprehensive 10 the
"mixed multitude" Yet ii is not 100
much 10 say that there exists none less
understood by writers and readers. The
stress that was formerly lard upon cor
rec appreciation of the principles govern
ila- he English language appears to have
4 .1 gradually relaxed, until today
lI'Sulg men are turned out from school
and college with notions of he vaguest
kind regarding the phrasing OF a simple
social or business communication. The
result is marked and reflected upon the
youth Of our generation no less in its
speech than on paper. In the office of any
large newspaper there are daily received
manuscripts whose appearance at the
merest lance indicates woeful shortcom-
iags in this regard. Ask the average
high school boy, # yop please, to parse
ana analyZe a simple English sentence
and he VINO can perform the task Will be
the exception rather than the rule. To
what cause this lamentable condition of
affairs is to be attributed it is impossi bic
for one not engaged in educational work 10
say. The solution of the problem must
be left to those who occupy themselves
with the training of youth and 10 those
whose care It IS to frame the curriculum
for pubic-schooI use.
We are moved to these observations
after the study of a couple OF volumes
dealing with this and kindred subjects.
Tbev are published by Messrs. Hougnton,
Mitfi!a q Co., Boston, and bear the titles:
Talks on Writing English" and Talks
on the Study OF Literature" Their au-
thor is Professor Arlo Bates. and the
books contain transcripts of lectures de-
Iye.ei by him before advanced classes in
the Lowell Institute.
Two characteristics place Professor
Bates works far and away above any
treauses Of ths kind we have examined
for long time. There IS present in them,
nrst OF 4 l. the important qualit, OF clear
ness. No ambiguity obscures his mean
i4g even on points where otner books on
English competition are hoDeIessly in
VOWED. He has an adherence OF high
unding phrases which are the delight of
sQme educators desirous Of making an i'm
r-a sion, and whose work IS in conse-
llence vaIueless to the student Then
he author Of the books before US has been
quick TO recognize the merit of an apt
smiIe, a quotation that is apropos, or an
illustration that will the better serve its
purpose for having raised 4 smile The
necessity for keeping a Lowell Institute
audience at attention has doubtless sug-
ge-ted to Professor Bates that nothing is
aimed, while much may be lost, by a
prosy address, and hence one may find
much that IS entertaining as well as IN
s.ructive in these lectures.
good example OF the style Of the work
is found in the opening chapter OF Talks
on Writing English" where after defining
com position as "the art by which ideas
ana mental impressions are conveyed in
written Ianguag., =" the author continues:
Nothing could sound more simple;
few things are more difficult of achieve
lueut. 1t IS not hard TO convey IDEAS, bat
il is by no means easy to be sure tuey
viii arrive at their destination in good
order Impressions and ideas are delicate
things and are most liable TO be in iured
in the passage. There are writers whose
methods suggest an attempt to get eggs
to market by shooting them from a can
non. The eggs may arrive. it is true, bat
in what condition? The means must be
adaptei 10 that with which one is deal
Ing. It is folly to attempt to carry soap
bubbles IN a meal sack, or Ieaden bullets
in a lace handkerchief. The student of
the art of writing has to learn 10 suit his
means to the emo sought. He must train
himself to judge what manner of ex-
preston. of style or treatment will best
aerve 10 transfer ideas from his own mind
to that OF the reader. lie must study the
effect Of words and Of com binations of
words; the value of suggestions and OF
all the emotional effects possible in writ
ten words. He must train himself to he
able TO use language as a skilliul swords