NOTE TO REFERENCE TABLE. On the two pages preceding are given a list of abbreviations and a condensed table of contents. Both are for use in correcting themes. By allowing the book to lie before him opened at these pages, the instructor can see at a glance the reference needed. Thus, if a pupil writes “He would have liked to have been present," the instructor will write in the margin 33, 4; if he persists in using a comma before the conjunction that, the reference will be to 63, 2, 9); if his style is too florid, the fault will be indicated by an h, or by a reference to 58, 2 or to 60, 2 or 3 as the case may require. As to the list of abbreviations, the shorter it can be kept, the better for both teacher and student. Elaborate lists defeat their own end-the end of saving time. The reference system here commended will be found both simple and effective. It may assist the memory to note that the capital letters, D, S, and P (or ¶), serve to point out faults in the three great divisions of a composition,-Diction (or Words), Sentences, and Paragraphs; while the small letters refer to more specific minor errors. No letter, however, is used twice, and there can be no confusion. 378 Paragraph, defined, 66; isolated, Parentheses, 190; (marks) 273. Participle, tenses of, 135; at- tached, 137; detached, 137. Periodic arrangement, 195. then as loose connective, 149, 150. Title, 38-40; taken for granted Tone, 227. too with participle, 138. Unity, of composition, 27, 52; of Vision, 249. Vocabulary, 246. who, which, that, 163-166. |