Such questions as those on (_i_) above may suggest a mode of easy approach
to what is usually relegated to the province of rhetoric. Let the pupils
see that phrases may be transposed for various reasons--for emphasis, as in
(_h_) above; for the purpose of exciting the reader's curiosity and holding
his attention till the complete statement is made, as in (_i_) above, or
in, "In the dead of night, with a chosen band, under the cover of a truce,
he approached"; for the sake of balancing the sentence by letting some of
the modifying terms precede, and some follow, the principal parts, as, "In
1837, on the death of William IV., Victoria succeeded to the throne"; and
for other reasons.

Other selections maybe made and these exercises continued, the pupils
discussing fully the effects of all possible changes.

Pupils may note the transposed words and phrases in the following
sentences, explaining their office and the effect of the transposition:--

1. Victories, indeed, they were.
2. Down came the masts.
3. Here stands the man.
4. Doubtful seemed the battle.
5. Wide open stood the doors.
6. A mighty man is he.
7. That gale I well remember.
8. Behind her rode Lalla Rookh.
9. Blood-red became the sun.
10. Louder waxed the applause.
11. Him the Almighty Power hurled headlong.
12. Slowly and sadly we laid him down.