The studies given include a few general questions and suggestions on subject-matter, structure, and style.  The questions on structure are based on an analysis of the whole composition and of the paragraph; those on style are based on a study of sentences and words.  Such a division of material may seem unwarranted; for, it may be urged, firmness of structure depends, to a certain extent, upon sentence-form and words; and clearness of style, to a large extent, upon the form of the paragraph and whole composition.  The two, certainly, cannot be in justice separated; and especially is it true, more deeply true than the average student can be brought to believe, that structure, “Mind, in style” as Pater phrases it, primarily determines not only clearness, but also such qualities of style as reserve, refinement, and simple Doric beauty.  Since, however, structure is more obviously associated with the larger groups, and style with the smaller, the questions have been arranged according to this division.

I. Suggestions for the Study of Subject-Matter.

1.  To whom does Huxley address the essay?

2.  Can you see any adaptation of his material to his audience?

3.  How would A Piece of Chalk be differently presented if given before a science club?

4.  Does Huxley make his subject interesting?  If so, how does he accomplish this?

5.  Is the personality of Huxley suggested by the essays?  See Life and Letters, vol. ii, p. 293.

II.  Suggestions for the Study of Structure.

A. Analysis of the whole composition.

1.  State in one complete sentence the theme of the essay.

2.  Analyze the essay for the logical development of the thought.

a.  Questions on the Introduction.

In the introduction, how does the author approach his material?

Does he give the main points of the essay?

Does he give his reasons for writing?

Does he narrow his subject to one point of view?

Is the introduction a digression?

b.  Questions on the Body.

Can you find large groups of thought?

Are these groups closely related to the theme and to each other?

Do you find any digressions?

Is the method used in developing the groups inductive or deductive?

Is the method different in different groups?

Are the groups arranged for good emphasis in the whole composition?

c.  Questions on the Conclusion.

How does the author conclude the essay?

Does the conclusion sum up the points of the essay?

Are any new points suggested?

Is the thought of the whole essay stated?

Do you consider it a strong conclusion?

3.  Make out an outline which shall picture the skeleton of the essay studied.  In making the outline express the topics in the form of complete statements, phrase the thought for clear sequence, and be careful about such matters as spacing and punctuation.