f correcting the errors in it. To copy the old theme is to
correct a result, to write a new theme correctly is to improve a process;
and it is this improvement of process that is the real aim of composition
teaching.

Second, the logical arrangement of material should be subordinated to the
needs of the pupils. A theoretical discussion of the four forms of
discourse would require that each be completely treated in one place. Such
a treatment would ignore the fact that a high school pupil has daily need
to use each of the four forms of discourse, and that some assistance in
each should be given him as early in his course as possible. The book,
therefore, gives in Part 1 the elements of description, narration,
exposition, and argument, and reserves for Part II a more complete
treatment of each. In each part the effort has been made to adapt the
material presented to the maturity and power of thought of the pupil.

Third, expression cannot be compelled; it must be coaxed. Only under
favorable conditions can we hope to secure that reaction of intellect and
emotion which renders possible a full expression of self. One of the most
important of these favorable conditions is that the pupil shall write
something he wishes to write, for an audience which wishes to hear it. The
authors have, therefore, suggested subjects for themes in which high
school pupils are interested and about which they will wish to write. It
is hoped that the work will be so conducted by the teacher that every
theme will be read aloud before the class. It is essential that the
criticism of a theme so read shall, in the main, be complimentary,
pointing out and emphasizing those things which the pupil has done well;
and that destructive criticism be largely impersonal and be directed
toward a single definite point. Only thus may we avoid personal
embarrassment to the pupil, give him confidence in himself, and assure him
of a sympathetic audience--conditions essential to the effective teaching
of composition.

The plan of the book is as follows:--

1. Part 1 provides a series of themes covering description, narration,
exposition, and argument. The purpose is to give the pupil that
inspiration and that confidence in himself which come from the frequent
repetition of an act.

2. Each theme differs from the preceding usually by a single point, and
the teaching effort should be confined to that point. Only a false
standard of accuracy demands that every err