e answered or the blanks in the examples
supplied offhand. In such study nothing can be worse than guesswork.
Hence, leading questions have been avoided, and the order of synonyms
given in Part I. has frequently been departed from or reversed in Part
II.

To secure the study of Part I. before coming into class, pupils should
not be allowed to open it during recitation, unless on rare occasions to
settle doubtful or disputed points. The very best method will be found
to be to have the examples included in the lesson, with any others that
may be added, copied on the blackboard before recitation, and no books
brought into class.

The _teacher_ should make a thorough study of the subject, not only
mastering what is given in Part I., but going beyond the necessarily
brief statements there given, and consulting the ultimate
authorities--the best dictionaries and the works of the best speakers
and writers. For the latter purpose a good cyclopedia of quotations,
like the Hoyt, will be found very helpful. The teacher should so study
out the subject as to be distinctly in advance of the class and able to
speak authoritatively. Such independent study will be found intensely
interesting, and can be made delightful and even fascinating to any
intelligent class.

In answer to questions calling for definitive statement, the teacher
should insist upon the very words of the text, unless the pupil can give
in his own words what is manifestly as good. This will often be found
not easy to do. Definition by synonym should be absolutely forbidden.

Reasonable questions should be encouraged, but the class should not be
allowed to become a debating society. The meaning of English words is
not a matter of conjecture, and all disputed points should be promptly
referred to the dictionary--usually to be looked up after the
recitation, and considered, if need be, at the next recitation. The
majority of them will not need to be referred to again, as the
difficulties will simply represent an inferior usage which the
dictionary will brush aside. One great advantage of synonym study is to
exterminate colloquialisms.

The class should be encouraged to bring quotations from first-class
authors with blanks to be filled, such quotations being held
authoritative, though not infallible; also quotations from the best
newspapers, periodicals, speeches, etc., with words underlined for
criticism, such quotations being held open to revision upon consultatio