Form includes not only the words and sentences, their choice and their arrangement, but also the texture and color of the thoughts and their modification ending in their perfect expression, as contrasted with the bare and limited statements already determined. In the study of literature, words are not merely materials for philologizing, or merely sentences, free opportunities for grammatical anatomizing with all the bones properly numbered and labeled. Such analyses look chiefly backward and are not productive of writers. Language anatomy has its great utility, but literature, or the art of expression, must look to the flesh and blood of the thoughts, to the personality, to the imagination, to the concrete embodiment of the writer’s art. The student will take up, therefore, the thought already analyzed and note and appreciate how his author has clothed the ideas, the judgments, the reasoning. He will reënact the creative process the author went through, and so here, with a view to expression, he will strive to rival the excellence of Gray, but will do so with his own thoughts. _Grading._—At this stage the teacher may point out incidentally many excellences in the art of expression, but will drill and have practice on the particular excellence in expression, proper to his class. The textbook ordinarily determines the grade, but if there is no textbook or prescribed program, the teacher will determine his own order of matter. _Right Word._—Let us suppose the teacher is teaching the art of using the right word (_Model English_, 3), the word which states the thing exactly in kind. He may center attention on the line: The lowing herd wind slowly o’er the lea. The class will be drilled in the author’s choice of the right word by considering other possible but less exact combinations, e.g.: A number of noisy cows went reluctantly along. After this drill, the class will appreciate what the right word is and be ready for the expression of their own ideas in right words. They are not to paraphrase Gray’s meaning. That has already been done, but they are to provide subject-matter of their own and express it with a like excellence. Did they continue to speak of cows, they could not better Gray, but if they speak of bees or bloodhounds or cavalry or autumn leaves or rioters or anything else that has come under their experience in life or in reading, they might approach the exactness of Gray in giving the right word for the sound, for the collection, for the action, for the manner and for the place. _Bees_: the buzzing swarm of bees circled thickly about the hive. _Bloodhounds_: the baying pack of hounds followed the trail eagerly. _Cavalry_: the clattering squadron of cavalry galloped swiftly along the road. _Autumn_: the heaps of rustling leaves were swept into every corner by autumn winds. _Rioters_: the yelling mob of rioters rushed wildly towards the jail.