as a wheel or refrain. Each stanza has the same three rhymes which appear in the same order.

(2) The Rondeau consists of thirteen eight or ten syllabled lines with the same bob-wheel after the eighth and the thirteenth line. There are three stanzas of five, three, and five lines respectively, on two rhymes.

(3) The Rondel consists of thirteen or fourteen eight or ten syllabled lines with two rhymes. There are two stanzas of four lines and one of five or six lines. The thirteenth (and the fourteenth) line are the same as the first (and the second) and the first two are repeated in the seventh and eighth.

(4) The Rondelet is a septet, the last line repeating the first in whole or in part.

(5) The Roundel is a form of the Rondeau in three stanzas of three lines each, with the same bob-wheel after the first and the third. In the Rondelay, another variety of the Rondeau, the same line or lines appear again and again.

(6) The Sestina consists of six stanzas of six lines each and a tercet. The same terminal words occur in each stanza but in different order.

(7) The Triolet is an octave on two rhymes, 1, 3, 4, 5 + 2, 6. The words of the first, fourth, and seventh lines are the same; the seventh and eighth lines repeat the first and second.

(8) The Villanelle consists of five tercets and a quatrain on two rhymes. The first and third lines of the first tercet are used alternately to conclude the remaining tercets and form the last two lines of the quatrain.

NOTE ON ESSAY-WRITING.

The writing of an essay means reducing to practice the precepts set forth in the preceding pages. The critical study of good English should gradually set up before the mind an ideal of grammatical and effective composition that will guide the student in his attempts at essay-writing. The weighing of words, sentences, and paragraphs, and the examination of the means by which different effects are produced, the scrutiny of standard descriptive, narrative, expository and oratorical passages, should help in the formation of good style.

1 The short line that closes the stanza in such poems as Burns's Halloween is called a bob-wheel.

In proceeding to write an essay the student has first to collect his material by reading and reflection, and then to settle the order of topics in accordance with the principles applicable to the kind of matter he is dealing with-description, narrative, exposition. It will be found that nearly all essays prescribed in school and university examinations belong to these three kinds; very rarely is it necessary to attempt the composition of a speech. Having settled the order of the matter, the student has then to consider the arrangement of it in paragraphs and the due arrangement of the sentences within each paragraph. Reasonable facility in doing this will be secured by the study of good models and practice in writing.1

1 As far as it can be acquired and as far as it is a matter of form, the power to write is the outcome of a formal study of English, which should begin very early in conversational exercises and pass through successive stages where all or nearly all the material is supplied to the pupils to the stage where they must find both matter and expression. How the preliminary work should be done is suggested by such books as Murison's First Work in English, La Première Année de Rédaction et d'Elocution, by Carré and Moy, Manuel de Style, by E. Sommer, Praktische Anleitung zum Anfertigen Deutscher Aufsätze, by Weise-Cholevius.

INDEXES.

Unless when the letter p. precedes a number, the references are to

Alphabet, the Anglo-Saxon, 6, 10, Auxiliary verbs, 228, 245, 255.

Consonants, 17, 27, 29.
Construction according to the
sense. See Synesis.

Comparative endings, 210-13, 215. Effect, 625.

of,