ABSTRACT
In Interpretation in Teaching we shall find hirn making similar remarks. For instance, attacking the "usage theory" about grammar, according to which we should follow general usage in our writing, he declares in that book that this view
goes best with the assumption that fuHy formed thought seeks words with which to utter itself, and that the attention and clear thinking which are requisite are concerned with distinguishing which thought we have and with picking the right word for it.
