The first of these Appendices, presenting in one view all the foregoing rules, is intended to facilitate the correction of the student's written work. By simply writing the number of the rule in the margin of the student's paper, the teacher can call his attention to the error involved.

Appendix II. explains itself.

In Appendix III. is brought together under one alphabet whatever material the student needs to use in working out or correcting the exercises in Part I. of the book. Beyond this, too, the Appendix contains a large number of words and phrases such as every one in writing needs to know, or to shun, or to be cautious of; and thus it is hoped that many will find it, so far as it goes, a valuable little vade mecum for the writer.

I. Grammatical
Forms needing
Caution.

II. Placing of Modifiers.

II. PHRASEOLOGY.

14. Be heedful of foreign and irregular plurals.

15. Confine the possessive form mostly to persons.

16. Be watchful to adapt pronoun caseforms to the actual case.

17. With two objects use comparative degree; with more, superlative.

18. Do not compare what has no degree. 19. Express clearly the subject of a participle.

20. Use indicative mood when the condition is certain; subjunctive when it is doubtful.

21. Use shall when the speaker assumes control of the future; will when he asserts purpose of it.

22. Determine principal tenses by the exact time of the action.

23. Reckon subordinate tenses from principal.

24. Between a word and its modifier do not put anything that can steal the modification.

25. Place only immediately before its principal.

26. Do not place an adverb between the sign of the infinitive and its verb.

27. Place restrictive phrases where they can work in only one direction. 28. Balance clauses of the same rank

together.

III. Concord.

IV. Words with
Antecedents.

V. Correlation.

VI. Precautions for Clearness.

29. Do not let intervening words disturb agreement of verb and subject.

30. Make pronoun

and antecedent agree

in number and kind.

31. Treat collectives by sense rather than by grammar.

32. Be watchful of subjects with conjunctions.

33. Make the antecedent prominent enough to be readily identified.

34. Make the reference definite enough to single out the exact idea intended.

35. Be mindful of the office of your relative.

36. Be wise in using coördinate form for restrictive office.

37. Prepare for an important alternative or inference by correlating connectives.

38. Study correct usage in choosing particles of correlation.

39. Follow not . . . but, not only . . . but
[also] by the same part of speech.
40. Do not leave out any form that is
not accurately implied.

41. In condensing a clause, be wise to
retain particles of relation.
42. Repeat whatever is necessary to

grammar.

43. Repeat articles and possessives for each new idea.

44. Repeat a complex subject by a summarizing word.

I. Force.

III. SPECIAL OBJECTS IN STYLE.

II. Emphasis.

III. Rapidity.

45. For vigor of vocabulary, use plain words.

46. To give force to single words, make them specific.

47. For weighty force, cut away modifiers.

48. For abrupt force, cut away connectives.

49. For condensed force, cut down
phrases and clauses to equivalent
words.

50. To add emphasis to a principal ele-
ment, invert its sentence order.
51. To add emphasis to a modifier,
place it after its principal.
52. To push expectation toward the
end, put preliminaries first.

53. To add emphasis to a conditional
clause, place it last.

54. Make successive terms advance from weaker to stronger.

55. For balance and distinction, repeat important words.

56. To touch an idea lightly, express it in comprehensive terms.

57. To make a clause or phrase rapid, give its substance in implication or by epithet.

58. Study how to pass lightly over relative clauses.

59. To make a subordinate clause unobtrusive, bury it within the sen

tence.