Scanned, proofed and corrected from the original hardcover edition for enjoyable reading. An excerpt from the author's INTRODUCTION: Without prejudice to any useful purpose which the book may be made to serve, I suggest in what follows the work I have designed it to perform in college classes. Let the teacher begin with the assumption that in so far as sins against elementary principles are concerned, each student is innocent until he has proved himself guilty. Change the character of the prescribed course in English for Freshmen from one in composition to one which emphasizes primarily the study of literature. Choose literary material which is stimulating, study it intensively with reference to the ideas it contains, and hold students to exactness of comprehension, thought, and expression. At each meeting of the class have a written recitation of five or ten minutes, answering some question on the day's lesson, usually a textual question or a question of fact, with the object of finding out whether the student has read the assignment and understood it. Then, having had a recitation from each student, the teacher may feel free to devote the rest of the hour to a discussion of the ideas in the lesson, or to any exercise which will make the students feel the value of what they are reading. Once in two or three weeks there may be written a theme, preferably in class, on topics that demand thought, something more than mere exercise of memory. As many as possible of his papers should be returned to the student, who should be left to study the mistakes marked in his papers by the passages in the book to which the symbols point him. The burden of training himself in elementary matters which he should have learned in school should be thrown on him. His progress should be measured by his improvement rather than by his skill in rewriting after specific errors have been pointed out to him. On the basis of these papers pick out as early as possible the students who are "deficient in spelling, punctuation, sentence and paragraph structure," and organize them into a special class, meeting once a week at least for drill on elementary matters. At the end of the first half-year discharge as many of these as are cured, but continue work with the rest by means of a fifteen-minute conference for each man once a fortnight on a theme which he writes for the purpose, or on any of his written work. Classes and conferences for delinquents ought to be used for all men in college who need the work, even for those who are not taking courses in English. Papers written in other classes should be periodically examined by teachers of English, and the writers who habitually write inaccurately should be summoned to conferences or placed in the extra class until they show improvement. Accuracy in English should be required for graduation even more strictly than a reading knowledge of French and German. The effect of this should be to make the student himself strive to correct the deficiencies of his earlier education and to master English as a subject rather than to pass it "off" (his mind) as a course. The plan tends to concentrate the effort of the teacher on those who need it and to inculcate the art of orderly thought, and hence of clear and accurate expression, in the whole class, along with the inspirational teaching of literature. I, for one, prefer to spend time in class on literature rather than on dangling participles and pathetic fallacies. To dwell for ever on these is too much like the "Philadelphia Claverhouse" of Mr. E. S. Martin, who declares of young people brought up according to his ideas: They'll be true, they'll be brave, they'll be gentle and kind, Because they'll have Satan for ever in mind." I hope also that this book will have real value to teachers of literature courses who cannot give special attention to the form and workmanship of the papers which their students write.