Exposition and illustration in teaching . ant communications usually took the route indicatedby the arrows.^ All that this triangular method im- A B plies has, of course, to be brought out by the teacher,but he feels that he has had a greater grip on the pupilsattention because of the apparently unnecessary I suggested to the teacher that it might have beenbetter to use significant letters, W, C, and G, he main-tained—influenced, no doubt, by his memories of math-ematics—that themore conventional thesymbols the put the actualnames Walpole, Caro-line, and George would,he m
Exposition and illustration in teaching . ant communications usually took the route indicatedby the arrows.^ All that this triangular method im- A B plies has, of course, to be brought out by the teacher,but he feels that he has had a greater grip on the pupilsattention because of the apparently unnecessary I suggested to the teacher that it might have beenbetter to use significant letters, W, C, and G, he main-tained—influenced, no doubt, by his memories of math-ematics—that themore conventional thesymbols the put the actualnames Walpole, Caro-line, and George would,he maintained, havespoiled he differed fromthe originator^ of thisillustration — strangelyenough the teacher to whom I spoke seemed to re-gard the illustration as his own — who uses the signi-ficant initials W, K, and Q. The view that significantletters are objectionable is evidently adopted by thewriters of the Public School Latin Primer, in which the *R. Somervell in P. A. Barnetts Teaching and Organisation, p. Fig. 16. 390 EXPOSITION AND ILLUSTRATION IN TEACHING solitary little diagram in the book, figure 16, illustratescase by means of letters without significance: — — Case {casus, from cado) is, literally, a falling. Grammarians rep-resented that form which a Noun takes when it is the Subject of asentence by an upright line, as AB, and likened the other forms tolines falling away from the perpendicular at various angles, as, AC,AD, AE, AF, etc. These they called Cases; and their series, thedeclension, declining, or sloping down of the word. Afterwards,the Nominative or Subject case was called (with evident impropriety)Casus Rectus, the Upright Case, and the others (except the Voca-tive), Casus Obliqui, Oblique Cases; whereas the Stem {or Crude form)of the word is more properly the upright Hne, and the several cases,including the Nominative and Vocative, are branches deflectingfrom it. So, from the Stem nuc- (walnut-tree), the Cases are: N. V.,
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