se should be classified so that
they may be most usable. By the time the class comes to the study of
Sentences some new, live material will be on hand for illustration.

In the pupils' exercises each week those errors should be singled out
and dwelt upon which are the special subject of text-book work. If the
pupils are studying Coherence in sentence structure, select all
violations of this principle in the week's exercises, and by means of
them nail that one principle down instead of trying to lay down the
whole set of principles given in the chapter on Sentences. Alongside
of this collection of mistakes in Coherence of sentences show the
pupils the best examples of tight-jointed sentences to be found in the
literature they are studying. Point out how these sentences have been
made to hold together, and how their own shambling creations can be
corrected.

Some teachers will fear the amount of literature required. It may seem
large, especially in the first two years. It certainly would be quite
impossible to read aloud in class all of this. However, that is not
intended. There would be but sorry progress either in the course of
study or in the power to analyze literature if the class time were
taken up with oral reading of narration and description. The whole of
a short story or one or two chapters of a novel are not too much for a
lesson. The discussion of the meaning and the method of the author
should take up the largest part of the time. Then such portions should
be read aloud as are especially suited to an exercise in oral reading.
In this way the apparently large list will be easily covered within
the time.

Moreover, there is distinct gain in reading much. If only three or
four pages be given for a lesson, the study of literature degenerates
into a study of words. A study of words is necessary, but it is only a
part of the study of literature. Such a method of study gives the
pupil no sense of values. He does not get out into the wide spaces of
the author's thought, but is eternally hedged about by the dwarfing
barriers of etymology and grammar.

B. THE FORM OF A COMPOSITION.

THE MARGIN. It is the custom to leave a margin of about an inch at the
left side of the page. In this margin the corrections should be
written, not in the composition. There should be no margin at the
right. The device of writing incomplete lines, or of making each
sentence a paragraph, is sometimes adopted by yo