7.  The king was weak both in body and mind. 8.  He either is stupid or insolent. 9.  He worked not to provide for the future, but the present. 10.  Every composition is liable to criticism both in regard to its design
    and to its execution.
11.  The gods are either angry or nature is too powerful. 12.  We are neither acquainted with the Doctor nor with his family. 13.  In estimating the work of Luther, we must neither forget the temper of
    the man nor the age in which he lived.
14.  The wise teacher should not aim to repress, but to encourage his
    pupils.
15.  Such rules are useless both for teachers and pupils. 16.  Her success is neither the result of cleverness nor of studiousness.

APPENDIX

SUGGESTIONS TO TEACHERS

The following suggestions are made in answer to many inquiries from teachers who perceive the rare excellence of the “Foundations of Rhetoric,” but who do not clearly see, because of the novel method of the book, how to turn its merits to account in their class-rooms.  The suggestions outline one way in which the book has been used to great advantage.

It should never be forgotten that the illustrative sentences in the “Foundations” have no value except as they help the student to grasp a principle that he can apply in his own use of language.  In every case the emphasis should be laid on the principle which is announced or illustrated.  Merely learning the corrected sentences by heart is useless and should not be permitted.

In taking a class over PART I., which treats of words, it is the writer’s practice to assign a short lesson—­from one to three pages—­in connection with every recitation in English.  The leading ideas and most typical sentences in each lesson are privately marked in the teacher’s book with colored pencil, so that they may readily catch his eye, and from five to twelve minutes of each recitation period are taken up with a rapid questioning on these leading ideas and typical sentences.  Corrections or answers unaccompanied by reasons are not accepted.  Attention is always fixed, not on the form of the illustrative sentence, but on the principle of usage under discussion.  Pupils would rather commit to memory the sentences than trouble themselves about reasons; but they will master reasons when they find they must.  After principles have been mastered, exercises in the choice of forms and words are needed in order that knowledge may be converted into habit.

In PARTS II. and III. the lessons are equally short and the emphasis is unceasingly laid on the question “Why?” If the subject is difficult, it is desirable, at the time that the lesson is assigned, to lead the class over the text and some of the illustrative sentences in order to open, as it were, the eyes of the pupils.  Since these parts of the book treat not of single words, but of sentences and paragraphs,