PRINTER'S PROOF-REVISED FROM CORRECTIONS. THE WESTERN STAGE-DRIVER. It must be remembered that we are here in a land of stage-drivers and highwaymen a land, in that sense, like England a hundred years ago. The highway robber -road-agent he is quaintly called-is still busy in these parts. . The cultus of the stage-coachman always flourishes highest when there are thieves on the road, and where the guard travels armed; and the stage is not only a link between the country and the city and the vehicle of news, but has a faint warfaring aroma, like a man who should be brother to a soldier. California boasts her famous stage-drivers, and among these the famous Foss is not forgotten. Along the unfenced, abominable mountain roads, he launches his team with small regard to human life or the doctrine of probabilities. Flinching travellers, who behold themselves coasting eternity at every corner, look with natural admiration at their driver's huge, impassive, fleshy countenance. He has the very face for the driver in Sam Weller's anecdote, who upset the election party at the required point. Wonderful tales are told of his readiness and skill. One in particular, of how one of his horses fell at a ticklish passage of the road, and how Foss let slip the reins, and, driving over the fallen animal, arrived at the next stage with only three. This I relate as I heard it, without guarantee. R. L. STEVENSON, from "The Amateur Emigrant." 01 Dele, delete-strike out the letter or passage marked. Λ Insert here the stop, word, etc., indicated in the margin. lead. space out. No paragraph-run on. Insert a lead (a metal strip) to separate the lines. (Lines without leads are solid.) The words are crowded-separate them. WWW Less space between words. Make lines even at margin. Make line straight. centre. Bring to the middle of line or page. Raise word or letter. Lower word or letter. Bring enclosed to the left. Bring enclosed to the right. overrun. Transpose the part to the next line or page. Push down the lead or space. out. s.c. Something omitted-see copy. stet. The correction is wrong—let the part stand as it is. TABLE OF CORRECTIONS FOR WRITTEN EXERCISES. Correction of Themes. A great problem in the teaching of composition is the supervision and correction of the written themes. The following means are suggested to the teacher for lightening the burden of correction of this written work: I. The themes should be brief-a paragraph or a page, and the pupil's effort should be concentrated on that amount. 2. For correction of merely formal character-spelling, capitals, punctuation, margin, etc.—the pupils may exchange their themes and correct each other's errors. Doubtful cases may be referred to the teacher as he passes through the class, or be discussed by all at the conclusion of the lesson. 3. Selected themes may be read aloud, preferably by the writers, when the teacher can offer criticism both of general effect and details. 4. Selected themes may be read privately by the teacher, and the points of criticism brought before the class and discussed. 5. The teacher may pass through the class while the pupils are writing and offer corrections and suggestions to the individual pupil. 6. The following table of corrections will be found helpful, both to point out the fault and to guide the pupil in criticising his own work. N.B.-Only the corrections in larger type-MS.? Sp.? Cap., etc., should be used during the first year. MS. ? The manuscript is badly written. Sp.? Spelling is faulty; consult the dictionary; rewrite the word correctly. Sp. Sp. Use hyphen. Sp. Write as one word. Sp. # = Write as two words. Do not abbreviate. Write word in full. Cap. Use capital letters (see pp. 2, 5, 9). L. c. Lower-case (printer's term). Use small letters. 13-14). Pt.? Punctuation is faulty; find out the error and correct. Pt.. Use period (pp. 18-19). Pt., Use comına (pp. 23, 24, 28, 29, 33, 34). =Use quotation-marks (p. 39). Pt. Pt." Pt.; Use apostrophe rightly (pp. 39-40). Use colon (p. 48). Pt. Use dash Use interrogation Use semicolon (pp. 42-43). Pt. (pp. 48-49). Pt. Use exclamation-point (p. 53). Pt. ? mark (p. 53). S.? The sentence structure is faulty. S. 1 The sentence lacks unity or is too long or involved (pp. 64, 65). S. 2 ¶? Some law of the paragraph is not observed. Lacks indentation or margin (pp. 15, 20). ¶ 1 =Lacks unity (p. 103). 115). Lacks methodical arrangement (p. 108). 5 Recast in parallel construction (p. 6 Transition not observed (p. 118). ¶7 Lacks proportion (p. 121). ¶8 Cl. The sentence is not clear. Cl. 1 The word is inexact (p. 189). Cl. 2 =Transpose for clearness (p. 129). F.? Force is not attained. The sentence is weak; recast. F. 1 Make simple (p. 197). F. 2 Rearrange for emphasis (pp. 132, 137, 202). Gr.? Some grammatical error to be corrected. T. ? Some rule of good taste is not observed. T. 1 Correct the barbarism, impropriety, or solecism (p. 142). T. 2 Avoid Nar.? Some point of narration is neglected. See Narration, pp. 157, Des.? Some point of description is neglected. See Description, pp. Exp.? Some point of exposition is neglected. See Exposition, pp. Arg.? Some point of argument is neglected. See Argument, pp. Per. Some point of persuasion is neglected. See Persuasion, pp. ? The statement is doubtful as to fact. ? Word. The word is not A Something is omitted. Tr. Transpose. Omit (dele, strike out). A, A high order of merit; B, good; C, satisfactory; D, pass; F, fail. |