7. Use of Text-book
If the principles of composition may be developed from the masterpieces that are studied in class, the question naturally suggests itself, “Is it necessary to have a text-book at all in studying the principles of rhetoric and composition?” It is entirely possible to teach composition successfully without a text-book, but owing to difficulties in the organization of the schools, and the not infrequent change of teachers, it is often desirable for the sake of uniformity of work to make use of a text-book. It is also convenient, even where these difficulties do not exist, to have a good text-book to which the teacher may direct the pupil for a detailed statement of the principles after they have been developed and exemplified in the reading; that is, to use it as a reference book. In order that it may be used thus for reference, the text-book selected should take up the principles of composition and the forms of discourse in a logical manner, treating each fully and systematically in a separate division. Text-books of this character can be used throughout the first two years at least, and some of them are sufficiently complete to supply all the material needed for four years’ study of composition.
It is generally conceded that text-books in rhetoric and composition have very often been used to poor advantage by having the pupils memorize the definitions and statements of principles, and by devoting much of the period set aside for composition to recitation upon the subject matter of the text book. The principles of rhetoric and composition, of course, have little value except as the pupil is able to apply them in his own work or to recognize the application of them in the work of others. The real test of his knowledge of the subject matter of the text-book therefore is not made by having him recite what the book contains, but by requiring him to apply it in his own work and to perceive examples of it in that of others.