is wrong. It should be

Another common mistake is the confusion of the nominative and objective cases in objective clauses where two pronouns or a noun and a pronoun occur.

is a very common but entirely inexcusable mistake. One would hardly think of saying

is almost equally common and quite equally bad. Do not allow yourself to be confused by a double object.

In general great care should be taken to avoid ambiguity in the use of pronouns. It is very easy to multiply and combine pronouns in such a way that while grammatical rules may not be broken the reader may be left hopelessly confused. Such ambiguous sentences should be cleared up, either by a rearrangement of the words or by substitution of nouns for some of the pronouns.

Adverbs

An adverb is a helper to a verb, "I fear greatly," "that press works badly." Adverbs modify or help verbs, adjectives, and other adverbs just as adjectives modify nouns and pronouns. The use of adverbs presents some difficulties, mainly arising from the adverbial use of many other parts of speech and from the close relation between adverbs and adjectives.

It should never be forgotten that while adverbs never modify nouns or pronouns, adjectives never modify anything but nouns or pronouns. Remembrance of this simple fact will settle most questions as to the use of adverbs or adjectives. Careful observation and care in forming correct habits of expression will do the rest.

Do not multiply negatives. They cancel each other like the factors in an arithmetical problem. "He never did wrong" is correct in statement and clear in meaning. "He never did nothing wrong" does not add force, it reverses the meaning. The negatives have cancelled each other and you are saying "He did wrong." "He never did nothing wrong to nobody" leaves us with an odd negative and brings us back to the first statement, very badly expressed.

Prepositions

A preposition is a hook for a noun or pronoun to hang on. It usually precedes the noun or pronoun which hangs, or depends upon it, as indicated by its name which is derived from the Latin pre-before and pono-I place.

A preposition shows the relation of a noun or pronoun used as its object to some other word or words in the sentence or, as it has been otherwise stated, makes the noun or pronoun to which it is joined equivalent to an adjective or an adverb. The expression "John is behind the press" is equivalent to an adjective describing John. That is, he is "John behind-the-press." Prepositions are governing words and the words governed by or depending on them are always in the objective case.

Conjunctions

A conjunction is the coupling link between the parts of a train of thought. It is of no purpose whatever except to connect.

Care should be taken to avoid confusing and and but and and and or.

should be

The ideas are contrasted, not associated.

should be

The first phrase means that I did not see them together, it says nothing about seeing them separately.

Either—or and neither—nor are called correlative conjunctions. They should always be paired in this way. Neither should never be paired with or nor either with nor. Each member of the pair should be placed in the same relative position, that is before the same part of speech.

is wrong. It should be

This rule applies to all other correlatives, that is since they are correlatives in form they should be correlatives in position also. It is correct to say

or

but not

Interjections

An interjection is a word or sound expressing emotion only such as a shout, a groan, a hiss, a sob, or the like, such as Oh, alas, hush.

General Notes

The position of words in a sentence is often very important. Misplacement will frequently cause ambiguities and absurdities which punctuation will not remove. What does the phrase "I only saw him" mean? A newspaper advertisement describing a certain dog which was offered for sale says "He is thoroughly house-broken, will eat anything, is very fond of children." As a rule modifiers should be kept close to the words, clauses, or phrases which they modify, but due regard should be given to sense and to ease of expression.

A word or phrase which can be easily supplied from the context may often be omitted. Care must be used in making these omissions or the result will be either ambiguous or slovenly.

What exactly does this mean? One might get into serious trouble over the interpretation of the phrase "He likes me better than you."All day and all night are recognized as good expressions sanctioned by long usage. All morning and all afternoon are not yet sanctioned by good usage and give a decided impression of slovenliness.

Another objectionable omission is that of to before place and similar words in such expressions as "Let's go some place" and the like. It should be to some place or, generally better, somewhere.

A decidedly offensive abbreviation is the phrase Rev. Smith. It should be Rev. John Smith or Rev. Mr. Smith. Rev. is not a title, or a noun in apposition, but an adjective. It would be entirely correct to say Pastor Smith or Bishop Smith. The same error sometimes occurs in using the prefix Hon.

A knowledge of the correct use and combination of words is fully as important as a knowledge of their grammatical forms and their relations. This knowledge should be acquired by the use of books on rhetoric and by careful study of words themselves. The materials for such study may be found in the books named in the "Supplementary Reading" or in other books of a similar character.

The task of the writer or speaker is to say what he has to say correctly, clearly, and simply. He must say just what he means. He must say it definitely and distinctly. He must say it, so far as the subject matter will permit, in words that people of ordinary intelligence and ordinary education cannot misunderstand. "The right word in the right place" should be the motto of every man who speaks or writes, and this rule should apply to his everyday talk as well as to more formal utterances.

Three abuses are to be avoided.

Do not use slang as a means of expression. There are occasions when a slang phrase may light up what you are saying or may carry it home to intellects of a certain type. Use it sparingly if at all, as you would use cayenne pepper or tabasco sauce. Do not use it in writing at all. Slang is the counterfeit coin of speech. It is a substitute, and a very poor substitute, for language. It is the refuge of those who neither understand real language nor know how to express themselves in it.Do not use long, unusual words. Use short and simple words whenever they will serve your turn. It is a mistake to suppose that a fluent use of long words is a mark either of depth of thought or of extent of information. The following bit of nonsense is taken from the news columns of a newspaper of good standing: "The topography about Puebla avails itself easily to a force which can utilize the heights above the city with cannon." What was meant was probably something like this, "The situation of Puebla is such as to give a great advantage to a force which can plant cannon on the high ground overlooking the city."

Do not use inflated or exaggerated words.

A heavy shower is not a cloud burst; a gale is not a blizzard; a fire is not a conflagration; an accident or a defeat is not a disaster; a fatal accident is not a holocaust; a sharp criticism is not an excoriation or flaying, and so on.

Rules for Correct Writing

More than a century ago the great Scotch rhetorician Campbell framed five canons or rules for correct writing. They have never been improved. They should be learned by heart, thoroughly mastered, and constantly practiced by every writer and speaker. They are as follows:

Canon 1.—When, of two words or phrases in equally good use, one is susceptible of two significations and the other of but one, preference should be given to the latter: e. g., admittance is better than admission, as the latter word also means confession; relative is to be preferred to relation, as the latter also means the telling of a story.

Canon 2.—In doubtful cases regard should be given to the analogy of the language; might better should be preferred to had better, and would rather is better than had rather.

Canon 3.—The simpler and briefer form should be preferred, other things being equal, e. g., omit the bracketed words in expressions such as, open (up), meet (together), follow (after), examine (into), trace (out), bridge (over), crave (for), etc.Canon 4.—Between two forms of expression in equally good use, prefer the one which is more euphonious: e. g., most beautiful is better than beautifullest, and more free is to be preferred to freer.

Canon 5.—In cases not covered by the four preceding canons, prefer that which conforms to the older usage: e. g., begin is better than commence.

The Sentence

The proper construction of sentences is very important to good writing. The following simple rules will be of great assistance in sentence formation. They should be carefully learned and the pupil should be drilled in them.

1. Let each sentence have one, and only one, principal subject of thought. Avoid heterogeneous sentences.

2. The connection between different sentences must be kept up by adverbs used as conjunctions, or by means of some other connecting words at the beginning of the sentence.

3. The connection between two long sentences or paragraphs sometimes requires a short intervening sentence showing the transition of thought.

The Paragraph

The proper construction of paragraphs is also of great importance. The following rules will serve as guides for paragraphing. They should be learned and the pupil should be drilled in their application.

1. A sentence which continues the topic of the sentence which precedes it rather than introduces a new topic should never begin a paragraph.

2. Each paragraph should possess a single central topic to which all the statements in the paragraph should relate. The introduction of a single statement not so related to the central topic violates the unity.

3. A sentence or short passage may be detached from the paragraph to which it properly belongs if the writer wishes particularly to emphasize it.4. For ease in reading, a passage which exceeds three hundred words in length may be broken into two paragraphs, even though no new topic has been developed.

5. Any digression from the central topic, or any change in the viewpoint in considering the central topic, demands a new paragraph.

6. Coherence in a paragraph requires a natural and logical order of development.

7. Smoothness of diction in a paragraph calls for the intelligent use of proper connective words between closely related sentences. A common fault, however, is the incorrect use of such words as and or but between sentences which are not closely related.

8. In developing the paragraph, emphasis is secured by a careful consideration of the relative values of the ideas expressed, giving to each idea space proportionate to its importance to the whole. This secures the proper climax.

9. The paragraph, like the composition itself, should possess clearness, unity, coherence, and emphasis. It is a group of related sentences developing a central topic. Its length depends upon the length of the composition and upon the number of topics to be discussed.

Rules for the Use and Arrangement of Words

The following rules for the use and arrangement of words will be found helpful in securing clearness and force.

1. Use words in their proper sense.

2. Avoid useless circumlocution and "fine writing."

3. Avoid exaggerations.

4. Be careful in the use of not ... and, any, but, only, not ... or, that.

5. Be careful in the use of ambiguous words, e. g., certain.

6. Be careful in the use of he, it, they, these, etc.

7. Report a speech in the first person where necessary to avoid ambiguity.

8. Use the third person where the exact words of the speaker are not intended to be given.9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied.

10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it.

11. Do not use and which for which.

12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity.

13. Use particular for general terms. Avoid abstract nouns.

14. Avoid verbal nouns where verbs can be used.

15. Use particular persons instead of a class.

16. Do not confuse metaphor.

17. Do not mix metaphor with literal statement.

18. Do not use poetic metaphor to illustrate a prosaic subject.

19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence.

20. Unemphatic words must, as a rule, be kept from the end.

21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence.

22. The object is sometimes placed before the verb for emphasis.

23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word.

24. Words should be as near as possible to the words with which they are grammatically connected.

25. Adverbs should be placed next to the words they are intended to qualify.

26. Only; the strict rule is that only should be placed before the word it affects.

27. When not only precedes but also see that each is followed by the same part of speech.

28. At least, always, and other adverbial adjuncts sometimes produce ambiguity.

29. Nouns should be placed near the nouns that they define.30. Pronouns should follow the nouns to which they refer without the intervention of any other noun.

31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses.

32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses.

33. Dependent clauses preceded by that should be kept distinct from those that are independent.

34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not.

35. In a sentence with if, when, though, etc. put the "if-clause" first.

36. Repeat the subject where its omission would cause obscurity or ambiguity.

37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene.

38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives.

39. Repeat verbs after the conjunctions than, as, etc.

40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken.

41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax."

42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos."

43. A new construction should not be introduced unexpectedly.

Common Errors in the Use of Words

The following pages contain a short list of the more common errors in the use of words. Such a list might be extended almost indefinitely. It is only attempted to call attention to such mistakes as are, for various reasons, most liable to occur.

A should be repeated for every individual. "A red and black book" means one book, "a red and a black book" means two.

Abbreviate, and abridge; abbreviation is the shortening of a piece of writing no matter how accomplished. An abridgement is a condensation.

Ability, power to do something, should be distinguished from capacity, power to receive something.

Above should not be used as an adjective, e. g., "The statement made in above paragraph." Substitute preceding, foregoing, or some similar adjective.

Accept, not accept of.

Accredit, to give one credentials should be distinguished from credit, to believe what one says.

Administer is often misused. One administers a dose of medicine, the laws, an oath, or the government; one does not administer a blow.

Administer to is often incorrectly used for minister to, e. g., "The red cross nurse administers to the wounded."

Admire should not be used to express delight, as in the phrase "I should admire to do so."

Admit should be distinguished from confess.

Advent should be distinguished from arrival, advent meaning an epoch-making arrival.

Affable means "easy to speak to" and should not be confused with agreeable.

Affect should be distinguished from effect. To affect is to influence; to effect is to cause or bring about.

Aggravate should not be used for annoy or vex or provoke. It means "to make worse."

Ain't is a corruption of am not. It is inelegant though grammatical to say I ain't but absolutely incorrect in other persons and numbers.

Alike should not be accompanied by both as in the phrase "They are both alike in this respect."

All, All right should never be written alright. All and universally should never be used together. All should not be accompanied by of, e. g., "He received all of the votes." Be careful about the use of all in negative statements. Do not say "All present are not printers" when you mean "Not all present are printers." The first statement means there are no printers present, the second means there are some printers present.

Allege is a common error for say, state, and the like. It means "to declare," "to affirm," or "to assert with the idea of positiveness" and is not applicable to ordinary statements not needing emphasis.

Allow means permit, never think or admit.

Allude to is not the same as mention. A person or thing alluded to is not mentioned but indirectly implied.

Alone which means unaccompanied should be distinguished from only which means no other.

Alternative should never be used in speaking of more than two things.

Altogether is not the same as all together.

Among should not be used with one another, e. g., "They divided the spoil among one another." It should be "among themselves."

And should not be placed before a relative pronoun in such a position as to interfere with the construction. It should not be substituted for to in such cases as "Try and take more exercise."

And which should not be used for which.

Another should be followed by than not from, e. g., "Men of another temper from (than) the Greeks."

Answer is that which is given to a question; reply to an assertion.

Anticipate should not be used in the sense of expect. It means "to forestall."

Anxious should not be confused with desirous. It means "feeling anxiety."

Any is liable to ambiguity unless it is used with care. "Any of them" may be either singular or plural. "It is not intended for any machine" may mean "There is no machine for which it is intended," or "It is not intended for every machine, but only for a special type."Anybody else's, idiomatic and correct.

Anyhow, bad, do not use it.

Apparently is used of what seems to be real but may not be so. It should not be confused with evidently which is used of what both seems to be and is real.

Appear is physical in its meaning and should be distinguished from seem which expresses a mental experience. "The forest appears to be impenetrable," "This does not seem to me to be right."

Apt means "skilful" and should never be used in place of likely or liable. It also means "having a natural tendency."

As should not be used as a causal conjunction, e. g., "Do not expect me as I am too uncertain of my time." The word as stands here as a contraction of inasmuch. Substitute a semicolon, or make two sentences.

As to is redundant in such expressions as "As to how far we can trust him I cannot say."

At is often incorrectly used for in, e. g., "He lives at Chicago." It is also improperly used in such expressions as "Where is he at?"

As that should not be used for that alone. Do not say "So as that such and such a thing may happen."

Audience is not the same as spectators. An audience listens; spectators merely see. A concert has an audience; a moving picture show has spectators.

Aught means "anything" and should not be confused with naught or the symbol 0 which means "nothing."

Avenge means to redress wrongs done to others; revenge wrong done to ourselves. Avenge usually implies just retribution. Revenge may be used of malicious retaliation.

Avocation should not be confused with vocation. A man's vocation is his principal occupation. His avocation is his secondary occupation.

Aware is not the same as conscious. We are aware of things outside of ourselves; we are conscious of sensations or things within ourselves.

Awful and awfully are two very much abused words. They mean "awe inspiring" and should never be used in any other sense.Badly should not be used for very much. It should not be confused with the adjective bad. "He looks badly" means he makes a bad use of his eyes, say "He looks bad."

Bank on is slang. Say rely on or trust in.

Beg is often incorrectly used in the sense of beg leave, not "I beg to say" but "I beg leave to say."

Beside, meaning "by the side of" should not be confused with besides meaning "in addition to."

Between applies only to two persons or things.

Blame on as a verb should never be used.

Both, when both—and are used be sure they connect the right words, "He can both spell and punctuate" not "He both can spell and punctuate." Do not use such expressions as "They both resemble each other." Be careful to avoid confusion in the use of negative statements. Do not say "Both cannot go" when you mean that one can go.

Bound in the sense of determined is an Americanism and is better avoided. We say "he is bound to do it" meaning "he is determined to do it," but the phrase really means "He is under bonds, or obligation to do it."

Bring should be carefully distinguished from fetch, carry and take. Bring means to transfer toward the speaker. Fetch means to go and bring back. Carry and take mean to transfer from the speaker, e. g., "Bring a book home from the library." "Fetch me a glass of water." "Carry this proof to the proofreader." "Take this book home."

But is sometimes used as a preposition and when so used takes the objective case. "The boy stood on the burning deck whence all but him had fled." But should not be used in connection with that unless intended to express the opposite of what the meaning would be without it, e. g., "I have no doubt but that he will die" is incorrect because his death is expected. "I have no fear but that he will come" is correct, as the meaning intended is "I am sure he will come."

But what is often incorrectly used for but that. "I cannot believe but what he is guilty" probably means "I can but believe that he is guilty." "I cannot but believe" means "I must believe."Calculate does not mean think or suppose.

Calculated does not mean likely. It means "intended or planned for the purpose."

Can which indicates ability is to be distinguished from may which indicates permission.

Cannot but should be carefully distinguished from can but, e. g., "I can but try" means "All I can do is try." "I cannot but try" means "I cannot help trying."

Can't seem should not be used for seem unable, e. g., "I can't seem to see it."

Childlike should be carefully distinguished from childish. Childish refers particularly to the weakness of the child.

Come should not be confused with Go. Come denotes motion toward the speaker; go motion from the speaker, "If you will come to see me, I will go to see you."

Common should be distinguished from mutual. Common means "shared in common." Mutual means "reciprocal" and can refer to but two persons or things. A common friend is a friend two or more friends have in common. Mutual friendship is the friendship of two persons for each other.

Compare to, liken to, compare with, means "measure by" or "point out similarities and differences."

Condign means "suitable" or "deserved," not necessarily severe.

Condone means "to forgive" or "nullify by word or act," not "make amends for."

Consider in the sense of regard as should not usually be followed by as, e. g., "I consider him a wise man," not "as a wise man."

Contemptible is used of an object of contempt and it should be distinguished from contemptuous which is used of what is directed at such an object, e. g., "He is a contemptible fellow." "I gave him a contemptuous look."

Continual should not be confused with continuous. Continual means "frequently repeated." Continuous means "uninterrupted."

Convene, which means "to come together," should not be confused with convoke which means "to bring or call together." A legislature convenes. It cannot be convened by another, but it can be convoked.

Crime is often used for offenses against the speaker's sense of right. Properly crime is a technical word meaning "offenses against law." A most innocent action may be a crime if it is contrary to a statute. The most sinful, cruel, or dishonest action is no crime unless prohibited by a statute.

Dangerous should not be used for dangerously ill.

Data is plural.

Deadly, "that which inflicts death" should not be confused with deathly, "that which resembles death."

Decided must not be confused with decisive. A decided victory is a clear and unmistakable victory. A decisive victory is one which decides the outcome of a war or of a campaign.

Decimate means to take away one-tenth. It is not properly used in a general way of the infliction of severe losses.

Definite which means "well defined" should not be confused with definitive which means "final."

Demean is related to demeanor and means "behave." It should be carefully distinguished from degrade or lower.

Die. We die of a certain disease, not with or from it.

Differ in the sense of disagree is followed by with. "I differ with you." Differ as indicating unlikeness is followed by from.

Different should be followed by from never by with, than, or to.

Directly should not be used for as soon as.

Discover, "to find something which previously existed" should be distinguished from invent something for the first time.

Disinterested means "having no financial or material interest in a thing." It should be carefully distinguished from uninterested which means "taking no interest in" a thing.

Dispense, "to distribute" should not be confused with dispense with, "to do without."

Disposition is not the same as disposal.

Distinguish which means "to perceive differences" should not be confused with differentiate which means "to make or constitute a difference."Divide should be carefully distinguished from distribute.

Don't is a contraction of do not. Doesn't is the contraction for does not. I don't, they don't, he doesn't.

Due should not be used for owing to or because of.

Each is distributive and is always singular. Each other which is applicable to two only should not be confused with one another which is applicable to more than two.

Egotist, a man with a high or conceited opinion of himself, should not be confused with egoist which is the name for a believer in a certain philosophical doctrine.

Either is distributive and therefore singular and should never be used of more than two.

Elegant denotes delicacy and refinement and should not be used as a term of general approval.

Else should be followed by than, not by but. "No one else than (not but) he could have done so much."

Emigrant, one who goes out of a country should not be confused with immigrant, one who comes into a country.

Enormity is used of wickedness, cruelty, or horror, not of great size, for which enormousness should be used. We speak of the enormity of an offence but of the enormousness of a crowd.

Enthuse should not be used as a verb.

Equally as well; say equally well, or as well.

Every place used adverbially should be everywhere.

Except should never be used in the sense of unless or but.

Exceptional which means "unusual," "forming an exception" should not be confused with exceptionable which means "open to objection."

Expect which involves a sense of the future should not be confused with suppose and similar words, as in the phrase "I expect you know all about it."

Factor is not to be confounded with cause.

Falsity applies to things, falseness to persons.

At fault means "at a loss of what to do next." In fault means "in the wrong."

Favor should not be used in the sense of resemble.

Female should not be used for woman. The words female, woman, and lady should be used with careful attention to their respective shades of meaning.

Few, which emphasizes the fact that the number is small should be distinguished from a few which emphasizes the fact that there is a number though it be small. "Few shall part where many meet." "A few persons were saved in the ark."

Fewer applies to number; less to quantity.

Firstly should not be used for first although secondly and thirdly may be used to complete the series.

Fix should not be used in the sense of repair, arrange, or settle.

Former and latter should never be used where more than two things are involved.

Frequently should be distinguished from commonly, generally, perpetually, usually. Commonly is the antithesis of rarely, frequently of seldom, generally of occasionally, usually of casually.

Funny should not be used to mean strange or remarkable.

Gentleman Friend and Lady Friend are expressions which should be avoided, say "man or woman friend" or "man or woman of my acquaintance" or even "gentleman or lady of my acquaintance."

Good should not be used in the sense of well. "I feel good."

Got is said to be the most misused word in the language. The verb means to secure by effort and should be used only with this meaning, e. g., "I have got the contract." Have got to indicate mere possession is objectionable. Mere possession is indicated by have alone. Another common mistake is the use of got to express obligation or constraint. "I have got to do it."

Guess should not be used in the sense of think or imagine.

Handy should never be used to express nearness.

Hanged should be used to express the execution of a human being. Hung is the past participle in all other uses.

Hardly. "I can hardly see it," not "I can't hardly see it."

Healthy which means "possessed of health" should be distinguished from healthful and wholesome which mean "health giving."

High should not be confused with tall.

Home is not a synonym for house. A beautiful house is a very different thing from a beautiful home.

Honorable as a title should always be preceded by the.

How should not be used for what, or for that. It means "in what manner."

How that should not be used when either one will do alone. Such a sentence as "We have already noted how that Tillotson defied rubrical order...." is very bad.

If should not be used in the sense of where or that.

Ilk means "the same" not kind or sort.

Ill is an adverb as well as an adjective. Do not say illy.

In should not be used for into when motion is implied. You ride in a car but you get into it.

Inaugurate should not be used for begin.

Individual should not be used for person.

Inside of should not be used as an expression of time.

Invaluable, meaning "of very great value" should not be confused with valueless, meaning "of no value."

Invite should not be used for invitation.

Kind is not plural. Do not say "These" or "those" kind of things. Kind of should never be followed by the indefinite article. "What kind of man is he?" not "What kind of a man is he?" Kind of or sort of should not be used in the sense of rather or somewhat.

Kindly is often misused in such expressions as "You are kindly requested to recommend a compositor." Undoubtedly the idea of kindness is attached to the recommendation not to the request and the sentence should be so framed as to express it.

Last is often misused for latest. "The last number of the paper" is not the one that appeared this morning but the one that finally closes publication.

Latter applies only to the last of two. If a longer series than two is referred to, say the last.

Lay, which is a transitive verb, should not be confused with lie. Lay is a verb which expresses causitive action; lie expresses passivity. "He lays plans." "He lies down." The past tense of lay is laid, that of lie is lay.

Learn should not be used in place of teach.

Lengthy is a very poor substitute for long, which needs no substitute.

Liable should not be used for likely. Liable means an unpleasant probability. Likely means any probability. Liable is also used to express obligation. He is liable for this debt.

Like must never be used in the sense of as. "Do like I do" should be "Do as I do."

Literally implies that a statement to which it is attached is accurately and precisely true. It is frequently misused.

Loan is a noun, not a verb.

Locate should not be used in the sense of settle.

Lot or lots should not be used to indicate a great deal.

Love expresses affection or, in its biblical sense, earnest benevolence. Like expresses taste. Do not say "I should love to go."

Lovely means "worthy of affection" and, like elegant, should never be used as a term of general approbation.

Luxuriant which means "superabundant in growth or production" should not be confounded with luxurious which means "given over to luxury." Vegetation is luxuriant, men are luxurious.

Mad means insane and is not a synonym for angry.

Means may be either singular or plural.

Meet should not be used in the sense of meeting except in the case of a few special expressions such as "a race meet."

Mighty should not be used in the sense of very.

Mind should not be used in the sense of obey.

Minus should not be used in the sense of without or lacking.

Most should not be used instead of almost, as in such expressions as "It rained most every day."

Must should not be used for had to or was obliged. In its proper use it refers to the present or future only.

Necessities should be carefully distinguished from necessaries.Negligence, which denotes a quality of character should be distinguished from neglect which means "a failure to act."

Neither denotes one of two and should not be used for none or no one. As a correlative conjunction it should be followed by nor never by or.

New beginner. Beginner is enough; all beginners are new.

News is singular in construction.

Never is sometimes used as an emphatic negative but such usage is not good.

Nice should not be used in the sense of pleasant or agreeable.

No how should not be used for anyway.

No place should be written as nowhere.

None should be treated as a singular.

Not, like neither, must be followed by the correlative nor, e. g., "Not for wealth nor for fame did he strive."

Not ... but to express a negative is a double negative and therefore should not be used, e. g., "I have not had but one meal to-day."

Nothing like and nowhere near should not be used for not nearly.

O should be used for the vocative and without punctuation.

Oh should be used for the ejaculation and should be followed by a comma or an exclamation point.

Obligate should not be used for oblige.

Observe should not be used for say.

Observation should not be used for observance.

Of is superfluous in such phrases as smell of, taste of, feel of.

Off should never be used with of; one or the other is superfluous.

Other. After no other use than, not but.

Ought must never be used in connection with had or did. "You hadn't ought or didn't ought to do it" should be "You ought not to have done it."

Out loud should never be used for aloud.

Panacea is something that cures all diseases, not an effective remedy for one disease.Partake of should not be used in the sense of eat. It means "to share with others."

Party should never be used for person except in legal documents.

Per should be used in connection with other words of Latin form but not with English words. Per diem, per annum, and the like are correct. Per day or per year are incorrect. It should be a day, or a year.

Perpendicular, which merely means at right angles to something else mentioned, should not be used for vertical.

Plenty, a noun should not be confused with the adjective plentiful.

Politics is singular.

Post does not mean inform.

Predicate should not be used in the sense of predict or in the sense of base or found.

Premature means "before the proper time." It should not be used in a general way as equivalent to false.

Pretty should not be used in the modifying sense, nor as a synonym for very in such phrases as "pretty good," "pretty near," and the like.

Preventative, no such word, say preventive.

Promise should not be used in the sense of assure.

Propose, meaning "to offer" should not be confused with purpose meaning "to intend."

Proposition should not be confounded with proposal. A proposition is a statement of a statement or a plan. A proposal is the presentation or statement of an offer.

Providing should not be used for provided.

Quality should never be used as an adjective or with an adjective sense. "Quality clothes" is meaningless: "Clothes of quality" equally so. All clothes have quality and the expression has meaning only when the quality is defined as good, bad, high, low, and so forth.

Quit, "to go away from" is not the same as stop.

Quite means "entirely," "wholly," and should never be used in the modifying sense as if meaning rather or somewhat. "Quite a few" is nonsense.Raise is a much abused word. It is never a noun. As a verb it should be distinguished from rear and increase, as in such phrases as "He was raised in Texas." "The landlord raised my rent."

Rarely ever should not be used for rarely or hardly ever.

Real should not be used in the sense of very.

Reference should be used with with rather than in. Say with reference to, not in reference to. The same rule applies to the words regard and respect. Do not say "in regards to," say "with regard to."

Remember is not the same as recollect, which means "to remember by an effort."

Rendition should not be used for rendering.

Researcher has no standing as a word.

Reside in the sense of live, and residence in the sense of house or dwelling are affectations and should never be used.

Retire should not be used in the sense of "go to bed."

Right should not be used in the sense of duty. "You had a right to warn me," should be "It was your duty to warn me, or you ought to have warned me." Right should not be used in the sense of very. Such expressions as right now, right off, right away, right here are not now in good use.

Same should not be used as a pronoun. This is a common usage in business correspondence but it is not good English and can be easily avoided without sacrificing either brevity or sense. Same as in the sense of just as, in the same manner should be avoided.

Score should not be used for achieve or accomplish.

Set should not be confused with sit. To set means "to cause to sit."

Sewage, meaning the contents of a sewer, should not be confused with sewerage which means the system.

Show should not be used in the sense of play or performance. Show up should not be used for expose.

Since should not be used for ago.

Size up should not be used for estimate or weigh.

Some should not be used for somewhat as "I feel some better."

Sort of should not be used for rather.Splendid means shining or brilliant and should not be used as a term of general commendation.

Stand for means "be responsible for." Its recent use as meaning stand, endure, or permit, should be avoided.

Start should not be used for begin, e. g., "He started (began) to speak."

State should not be used for say.

Stop should not be used for stay.

Such should not be used for so. Say "I have never seen so beautiful a book before" not "I have never seen such a beautiful book before."

Sure should not be used as an adverb. Say surely.

Take is superfluous in connection with other verbs, e. g., "Suppose we take and use that type." Take should not be confused with bring. Take stock in should not be used for rely or trust in.

That should not be used in the sense of so. "I did not know it was that big."

Think should not have the word for added, e. g., "It is more important than you think for."

This should not be used as an adverb. "This much is clear" should be "Thus much is clear."

Through should not be used for finished.

To is superfluous and wrong in such expressions as "Where did you go to?"

Too alone should not modify a past participle. "He was too (much) excited to reply."

Transpire does not mean happen. It means to come to light or become known.

Treat should be followed by of rather than on. This volume treats of grammar, not on grammar.

Try should be followed by to rather than and. "I will try to go," not "I will try and go."

Ugly should never be used in the sense of bad tempered or vicious. It means "repulsive to the eye."

Unique does not mean rare, odd, or unusual. It means alone of its kind.

Upward of should not be used in the sense of more than.

Venal should not be confused with venial.Verbal should not be confused with oral. A verbal message means only a message in words; an oral message is a message by word of mouth.

Very should be used sparingly. It is a word of great emphasis and like all such words defeats its purpose when used too frequently.

Visitor is a human caller. Visitant a supernatural caller.

Want should not be used in the sense of wish, e. g., "I want it" really means "I feel the want of it" or "I lack it." Want, wish, and need should be carefully distinguished.

Way should not be used in the sense of away in such expressions as "Way down East."

Ways should not be used for way, e. g., "It is quite a ways (way) off."

What is often misused for that, e. g., "He has no doubt but what (that) he will succeed."

Whence means "from what place or cause" and should not be preceded by from. This applies equally to hence which means "from this place."

Which should not be used with a clause as its antecedent, e. g., "He replied hotly, which was a mistake" should be "He replied hotly; this was a mistake." Which being a neuter pronoun should not be used to represent a masculine or feminine noun. Use who. Between the two neuter pronouns which and that let euphony decide.

Who should not be misused for whom or whose, e. g., "Who (whom) did you wish to see?" "Washington, than who (whose) no greater name is recorded." Impersonal objects should be referred to by which rather than who.

Without should not be used for unless, e. g., "I will not go without (unless) you go with me."

Witness should not be used for see.

Worst kind or worst kind of way should not be used for very much.

Womanly means "belonging to woman as woman."

Womanish means effeminate.

Tables of Irregular Verbs

Table 1 contains the principal parts of all irregular verbs whose past tense and perfect participle are unlike.

Most errors in the use of irregular verbs occur with those in Table 1. The past tense must not be used with have (has, had). Do not use such expressions as have drove and has went. Equally disagreeable is the use of the perfect participle for the past tense; as, she seen, they done.

Table I
Present Tense		Past Tense		Perf. Part.
arise		arose		arisen
be or am		was		been
bear, bring forth		bore		born[1], borne
bear, carry		bore		borne
beat		beat		beaten, beat
begin		began		begun
bid		bade, bid		bidden, bid
bite		bit		bitten, bit
blow		blew		blown
break		broke		broken
chide		chid		chidden, chid
choose		chose		chosen
cleave, split	{	cleft, clove (clave)[2]	{	cleft, cleaved, cloven
come		came		come
do		did		done
draw		drew		drawn
drink		drank		drunk, drunken
drive		drove		driven
eat		ate (eat)		eaten (eat)
fall		fell		fallen
fly		flew		flown
forbear		forbore		forborne
forget		forgot		forgotten, forgot
forsake		forsook		forsaken
freeze		froze		frozen
give		gave		given
go		went		gone
grow		grew		grown
hide		hid		hidden, hid
know		knew		known
lie, recline		lay		lain
ride		rode		ridden
ring		rang, rung		rung
rise		rose		risen
run		ran		run
see		saw		seen
shake		shook		shaken
shrink		shrank, shrunk		shrunk, shrunken
sing		sung, sang		sung
sink		sank, sunk		sunk
slay		slew		slain
slide		slid		slidden, slid
smite		smote		smitten
speak		spoke (spake)		spoken
spring		sprang, spring		sprung
steal		stole		stolen
stride		strode		stridden
strike		struck		struck, stricken
strive		strove		striven
swear		swore (sware)		sworn
swim		swam, swum		swum
take		took		taken
tear		tore		torn
throw		threw		thrown
tread		trod		trodden, trod
wear		wore		worn
weave		wove		woven
write		wrote		written

Table II

This table contains the principal parts of all irregular verbs whose past tense and perfect participles are alike.

Present Tense		Past Tense and Perf. Part.		Present Tense		Past Tense and Perf. Part.
abide		abode		mean		meant
behold		beheld		meet		met
beseech		besought		pay		paid
bind		bound		put		put
bleed		bled		read		read
breed		bred		rend		rent
bring		brought		say		said
build		built		seek		sought
burst		burst		sell		sold
buy		bought		send		sent
cast		cast		set		set
catch		caught		shed		shed
cling		clung		shoe		shod
cost		cost		shoot		shot
creep		crept		shut		shut
cut		cut		sit		sat
deal		dealt		sleep		slept
feed		fed		sling		slung
feel		felt		slink		slunk
fight		fought		spend		spent
find		found		spin		spun (span)
flee		fled		spit		spit (spat)
fling		flung		split		split
get		got (gotten)		spread		spread
grind		ground		stand		stood
have		had		stick		stuck
hear		heard		sting		stung
hit		hit		string		strung
hold		held		sweep		swept
hurt		hurt		swing		swung
keep		kept		teach		taught
lay		laid		tell		told
lead		led		think		thought
leave		left		thrust		thrust
lend		lent		weep		wept
let		let		win		won
lose		lost		wring		wrung
make		made

Table III

This table includes verbs that are both regular and irregular.

A

Verbs in which the regular form is preferred.

Present Tense		Past Tense		Perf. Part.
bend		bended, bent		bended, bent
bereave		bereaved, bereft		bereaved, bereft
blend		blended, blent		blended, blent
bless		blessed, blest		blessed, blest
burn		burned, burnt		burned, burnt
cleave, stick		cleaved (clave)		cleaved
clothe		clothed, clad		clothed, clad
curse		cursed, curst		cursed, curst
dive		dived (dove)		dived (dove)
dream		dreamed, dreamt		dreamed, dreamt
dress		dressed, drest		dressed, drest
gild		gilded, gilt		gilded, gilt
heave		heaved, hove		heaved, hove
hew		hewed		hewed, hewn
lade		laded		laded, laden
lean		leaned, leant		leaned, leant
leap		leaped, leapt		leaped, leapt
learn		learned, learnt		learned, learnt
light		lighted, lit		lighted, lit
mow		mowed		mowed, mown
pen, shut up		penned, pent		penned, pent
plead	{	pleaded (plead or pled)	{	pleaded (plead or pled)
prove		proved		proved, proven
reave		reaved, reft		reaved, reft
rive		rived		rived, riven
saw		sawed		sawed, sawn
seethe		seethed (sod)		seethed, sodden
shape		shaped		shaped, shapen
shave		shaved		shaved, shaven
shear		sheared		sheared, shorn
smell		smelled, smelt		smelled, smelt
sow		sowed		sowed, sown
spell		spelled, spelt		spelled, spelt
spill		spilled, spilt		spilled, spilt
spoil		spoiled, spoilt		spoiled, spoilt
stave		staved, stove		staved, stove
stay		stayed, staid		stayed, staid
swell		swelled		swelled, swollen
wake		waked, woke		waked, woke
wax, grow		waxed		waxed (waxen)
wed		wedded		wedded, wed
whet		whetted, whet		whetted, whet
work		worked, wrought		worked, wrought

B

Verbs in which the irregular form is preferred.

Present Tense		Past Tense		Perf. Part.
awake		awoke, awaked		awaked, awoke
belay		belaid, belayed		belaid, belayed
bet		bet, betted		bet, betted
crow		crew, crowed		crowed
dare		durst, dared		dared
dig		dug, digged		dug, digged
dwell		dwelt, dwelled		dwelt, dwelled
gird		girt, girded		girt, girded
grave		graved		graven, graved
hang		hung, hanged[3]		hung, hanged
kneel		knelt, kneeled		knelt, kneeled
knit		knit, knitted		knit, knitted
quit		quit, quitted		quit, quitted
rap		rapt, rapped		rapt, rapped
rid		rid, ridded		rid, ridded
shine		shone (shined)		shone (shined)
show		showed		shown, showed
shred		shred, shredded		shred, shredded
shrive		shrived, shrove		shriven, shrived
slit		slit, slitted		slit, slitted
speed		sped, speeded		sped, speeded
strew		strewed		strewn, strewed
strow		strowed		strown, strowed
sweat		sweat, sweated		sweat, sweated
thrive		throve, thrived		thrived, thriven
wet		wet (wetted)		wet (wetted)
wind		wound (winded)		wound (winded)

The verbs of the following list also are irregular; but as they lack one or more of the principal parts, they are called defective verbs.

Defective Verbs

Present		Past		Present		Past
can		could		ought		.....
may		might		.....		quoth
must		.....		beware		.....
shall		should		methinks		methought
will		would

All the participles are wanting in defective verbs.

The verb ought, when used to express past duty or obligation, is followed by what is called the perfect infinitive—a use peculiar to itself because ought has no past form.

Other verbs expressing past time are used in the past tense followed by the root infinitive.

SUPPLEMENTARY READING

Composition and Rhetoric. By Lockwood and Emerson. Ginn & Co., Boston.

The Art of Writing and Speaking the English Language. By Sherwin Cody. The Old Greek Press, Chicago.

The Writer's Desk Book. By William Dana Orcutt. Frederick Stokes Company, New York.

A Manual for Writers. By John Matthews Manly and John Arthur Powell. The University of Chicago Press, Chicago.

Any good Grammar.

Putnam's Word Book. By Louis A. Flemming. G. P. Putnam's Sons, Chicago. (For reference.)

QUESTIONS

In addition to the questions here given there should be constant and thorough drill in the use of grammatical forms and the choice of words. Frequent short themes should be required. In these themes attention should be given to grammatical construction, choice of words, spelling, capitalization, punctuation, sentence construction, and paragraphing.

1. Why is the subject important?

2. How many families of words are there, and what are they?

3. What is a noun?

4. What are the three things about a noun which indicates its relation to other words?

5. How many numbers are there, and what do they mean?

6. How do ordinary nouns form their plurals?

7. How do compound nouns form their plurals?

8. What is one very important use of number?

9. What can you say of the use of the verb with collective nouns?

10. What is case?

11. How many cases are there, and what does each indicate?

12. What can you say about the relation of a noun to a preposition?

13. Are prepositions ever omitted, and why?

14. How are the nominative and objective cases distinguished?

15. How is the possessive case formed in the plural?

16. Do possessive pronouns take an apostrophe?

17. What is it's?

18. How are compound nouns, appositives, etc., treated in the possessive?

19. What is an adjective?20. What do degrees indicate, and how many are there?

21. How are adjectives compared?

22. When should the long form of comparison be used and when the short?

23. What danger attends the use of most?

24. Give two irregular adjectives and compare them.

25. Should the two methods of comparison ever be combined?

26. Why are some adjectives never compared?

27. What is an article?

28. How many articles are there?

29. What kinds of articles are there?

30. When should you use a?

31. When should you use an?

32. What is a verb?

33. Of what three parts does a simple sentence consist?

34. Name them and describe each.

35. What is the relation of the verb to the subject with regard to person and number?

36. What is voice?

37. How many voices are there, what is each called, and what does it indicate?

38. What is tense?

39. How many tenses are there, and what are they called?

40. What is the rule for tense in subordinate clauses?

41. What is the reason for the rule, and how can accuracy be determined?

42. What happens when the statement in the subordinate clause is of universal application?

43. What is mood?

44. How many moods are there, and what are they called?

45. How is the indicative mood used?

46. How is the subjunctive mood used?

47. How is the imperative mood used?

48. What is the potential mood?

49. What is the exact meaning of (a) may, (b) can, (c) must, (d) ought?

50. What is tense?51. How are shall and will used in direct discourse (a) in simple statements, (b) in questions, (c) in other cases?

52. How are shall and will used in indirect discourse?

53. What are the exceptions in the use of shall and will?

54. What is the general use of should and would?

55. How are should and would used in subordinate clauses, in indirect discourse?

56. What exceptions are there in the use of should and would?

57. Why do we make mistakes in the use of compound tenses?

58. What is the case of the object in participial construction?

59. What should be avoided in the use of prepositions?

60. Do passive verbs ever have objects?

61. What is a pronoun?

62. What common error occurs in the use of plural possessive pronouns?

63. What common error occurs in the use of cases in subordinate clauses?

64. What danger is there in the use of pronouns, and how can it be avoided?

65. What is an adverb?

66. What is the important distinction in the use of adverbs and adjectives?

67. What rule is to be observed in the use of negatives?

68. What is a preposition?

69. Where is it placed in the sentence?

70. What is a conjunction?

71. What is said of and and but?

72. How should we pair either, neither, or, and nor?

73. What is the rule about placing correlatives?

74. What is an interjection?

75. Does it make much difference where words are put in a sentence? Why?

76. What is the general rule for placing words?

77. When may words be omitted?

78. What is the danger in such omission?79. Mention some objectionable abbreviations of this sort.

80. What is the writer's task?

81. What three abuses are to be avoided?

82. What are Campbell's five canons?

83. What are the rules for the formation of sentences?

84. What are the rules for the formation of paragraphs?

GLOSSARY

Ambiguity—The possibility of more than one meaning.

Apposition—When the meaning of a noun or pronoun is made clear or emphatic by the use of another noun or pronoun the two are said to be in apposition, e. g., John, the old pressman.

Auxiliary Verb—A verb used to help to express the meaning of another verb by showing its voice, mood or tense.

Clause—A group of words consisting of a subject and predicate with their modifiers and forming a part of a sentence: a sentence within a sentence.

Collective Noun—A noun indicating a collection of units considered as a whole, e. g., crowd.

Compound Words—Words made up of two or more words used together to express one idea.

Context—The entire writing from which a text or passage is taken.

Correlative—A term applied to pairs of conjunctions or other words or phrases which imply or involve each other.

Diction—The choice and use of words.

Grammar—The science that treats of the principles that govern the correct use of language in either spoken or written form; the science of the sentence and its elements.

Heterogeneous Sentences—Sentences containing unrelated ideas or dealing with a variety of separate things.

Hypothesis—A supposition, or imaginary state of things assumed as a basis for reasoning.

Hypothetical Clause—A clause containing a supposition.Metaphor—A figure of speech in which one thing is likened to another by speaking of it as if it were that other, or calling it that other.

Noun Clause—A clause used as a noun.

Object (of a Verb)—The thing acted on.

Participial Construction—A participle and its modifiers used as the subject or object of a verb.

Phrase—An expression, consisting usually of but a few words, denoting a single idea, or forming a separate part of a sentence.

Predicate (of a Sentence)—That which is said of the subject. See subject.

Principal Verb—The verb in the main statement of a sentence.

Pronominal Adjective—An adjective used as a pronoun.

Rhetoric—The art of perfecting man's power of communicating to others his mental acts or states by means of language: art of discourse.

Subject (of a Sentence)—The thing spoken about in the sentence. See predicate.

Subject (of a Verb)—The thing acting.

Subordinate Clause—A clause explaining or otherwise modifying the main statement of the sentence.

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TYPOGRAPHIC TECHNICAL SERIES FOR APPRENTICES

The following list of publications, comprising the Typographic Technical Series for Apprentices, has been prepared under the supervision of the Committee on Education of the United Typothetae of America for use in trade classes, in course of printing instruction, and by individuals.

Each publication has been compiled by a competent author or group of authors, and carefully edited, the purpose being to provide the printers of the United States—employers, journeymen, and apprentices—with a comprehensive series of handy and inexpensive compendiums of reliable, up-to-date information upon the various branches and specialties of the printing craft, all arranged in orderly fashion for progressive study.

The publications of the series are of uniform size, 5 x 8 inches. Their general make-up, in typography, illustrations, etc., has been, as far as practicable, kept in harmony throughout. A brief synopsis of the particular contents and other chief features of each volume will be found under each title in the following list.

Each topic is treated in a concise manner, the aim being to embody in each publication as completely as possible all the rudimentary information and essential facts necessary to an understanding of the subject. Care has been taken to make all statements accurate and clear, with the purpose of bringing essential information within the understanding of beginners in the different fields of study. Wherever practicable, simple and well-defined drawings and illustrations have been used to assist in giving additional clearness to the text.

In order that the pamphlets may be of the greatest possible help for use in trade-school classes and for self-instruction, each title is accompanied by a list of Review Questions covering essential items of the subject matter. A short Glossary of technical terms belonging to the subject or department treated is also added to many of the books.

These are the Official Text-books of the United Typothetae of America.

Address all orders and inquiries to Committee on Education, United Typothetae of America, Chicago, Illinois, U. S. A.

PART I—Types, Tools, Machines, and Materials

1. Type: a Primer of Information

By A. A. Stewart

2. Compositors' Tools and Materials

By A. A. Stewart

3. Type Cases, Composing Room Furniture

By A. A. Stewart

4. Imposing Tables and Lock-up Appliances

By A. A. Stewart

5. Proof Presses

By A. A. Stewart

6. Platen Printing Presses

By Daniel Baker

7. Cylinder Printing Presses

By Herbert L. Baker

8. Mechanical Feeders and Folders

By William E. Spurrier

9. Power for Machinery in Printing Houses

By Carl F. Scott

10. Paper Cutting Machines

By Niel Gray, Jr.

11. Printers' Rollers

By A. A. Stewart

12. Printing Inks

By Philip Ruxton

13. How Paper is Made

By William Bond Wheelwright

14. Relief Engravings

By Joseph P. Donovan

15. Electrotyping and Stereotyping

By Harris B. Hatch and A. A. Stewart

PART II—Hand and Machine Composition

16. Typesetting

By A. A. Stewart

17. Printers' Proofs

By A. A. Stewart

18. First Steps in Job Composition

By Camille DeVÉze

19. General Job Composition

20. Book Composition

By J. W. Bothwell

21. Tabular Composition

By Robert Seaver

22. Applied Arithmetic

By E. E. Sheldon

23. Typecasting and Composing Machines

A. W. Finlay, Editor

Section I—The Linotype By L. A. Hornstein
Section II—The Monotype By Joseph Hays
Section III—The Intertype By Henry W. Cozzens
Section IV—Other Typecasting and Typesetting Machines By Frank H. Smith

PART III—Imposition and Stonework

24. Locking Forms for the Job Press

By Frank S. Henry

25. Preparing Forms for the Cylinder Press

By Frank S. Henry

PART IV—Presswork

26. Making Ready on Platen Presses

By T. G. McGrew

27. Cylinder Presswork

By T. G. McGrew

28. Pressroom Hints and Helps

By Charles L. Dunton

29. Reproductive Processes of the Graphic Arts

By A. W. Elson

PART V—Pamphlet and Book Binding

30. Pamphlet Binding

By Bancroft L. Goodwin

31. Book Binding

By John J. Pleger

PART VI—Correct Literary Composition

32. Word Study and English Grammar

By F. W. Hamilton

33. Punctuation

By F. W. Hamilton

34. Capitals

By F. W. Hamilton

35. Division of Words

By F. W. Hamilton

36. Compound Words

By F. W. Hamilton

37. Abbreviations and Signs

By F. W. Hamilton

38. The Uses of Italic

By F. W. Hamilton

39. Proofreading

By Arnold Levitas

40. Preparation of Printers' Copy

By F. W. Hamilton

41. Printers' Manual of Style

42. The Printer's Dictionary

By A. A. Stewart

PART VII—Design, Color, and Lettering

43. Applied Design for Printers

By Harry L. Gage

44. Elements of Typographic Design

By Harry L. Gage

45. Rudiments of Color in Printing

By Harry L. Gage

46. Lettering in Typography

By Harry L. Gage

47. Typographic Design in Advertising

By Harry L. Gage

48. Making Dummies and Layouts

By Harry L. Gage

PART VIII—History of Printing

49. Books Before Typography

By F. W. Hamilton

50. The Invention of Typography

By F. W. Hamilton

51. History of Printing—Part I

By F. W. Hamilton

52. History of Printing—Part II

By F. W. Hamilton

53. Printing in England

By F. W. Hamilton

54. Printing in America

By F. W. Hamilton

55. Type and Presses in America

By F. W. Hamilton

PART IX—Cost Finding and Accounting

56. Elements of Cost in Printing

By Henry P. Porter

57. Use of a Cost System

By Henry P. Porter

The Standard Cost-Finding Forms and their uses. What they should show. How to utilize the information they give. Review questions. Glossary.