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 am vain—or is conceited the word?—enough to like the sensation of handing out knowledge ex cathedra.

I am teaching the boys how to plan and construct an essay. Many of my teachers thought they had finished their work when they had given us a subject and corrected the essay. Not so Mrs. G. We began with words. Then came the sentences. Then separate and related paragraphs. We keep juggling with the principles of unity, clearness, and force. Once a week we do a formal essay. I do not simply announce my subject and leave my struggling boy to evolve an atrocious piece of writing. No. I write the subject on the board. Then call for concisely stated facts about it. These facts are numbered and copied by the boys. When we have about twenty facts, we indicate roughly possible combinations. The boys have a clear idea of the difference between a Subject and a Theme. We have forged ahead a bit into the study of the figure of speech (Mejaz,