4. The constant reference of the pupil, not to arbitrary rules, but to the office of the word in the sentence as a means of determining both its classification and its syntax. 5. The prominence given to substantive phrases and sentences. 6. The thorough and systematic analysis and classification of both phrases and sentences. 7. The system of diagrams, or "mapping," for blackboard or slate exercises. 8. The outline of the subject of Punctuation. The author hopes that these peculiarities, together with others, not usually found, at least in combination, in the text-books in common use, will render this book acceptable to both teachers and pupils. |