speare's English we would leave until our pupils know something of Shakespeare.

If our study is to be for the most part inductive, this principle must perforce be observed. And that it should be inductive, it is hardly necessary to prove. Let the child understand that he has many of the data of the science of Grammar from which the conclusions of the grammarians are drawn. We shall not begin with definitions we shall evolve definitions. The teacher's business will be to guard against hasty conclusions; to warn the pupil when he has not all the facts material to a conclusion. The text-book will be used chiefly for suggestion and verification.

For instance, if we are going to classify nouns, we shall not begin with an enumeration of classes, Common and Proper; Abstract and Concrete, Collective, etc. We shall take a passage that is rich in nouns, sort them, and track down the different classes of conception for which they stand; and by contrast and comparison make our discriminations. The contraposition of such words as "snow" and "white"; sugar" and "sweetness"; "soldier and " will be our aids. The difference of attitude implied is very important: in the one case the student becomes an explorer and generalizer; in the other his generalizing and too much of his exploring are done for him. In the one case he is made to discriminate his own mental processes; in the other he is asked to recognize

and "army'

them after they have been discriminated for him. If the expression "laboratory method" is in order anywhere in connection with language work, it is here.

In the invention of grammatical exercises there is room for much ingenuity. The work in Grammar may nearly always be made incidental to work for other ends, of which the pupil is unaware, and should be kept unaware at the time. In the conversion of concrete nouns into abstract, and nouns into adjectives, and so on, he is at once clarifying his thought, and increasing and strengthening his vocabulary. Or he is asked to think of circumstances under which proper names, like John and Mary, may be converted into common names; and the invention of a sentence such as "There were six Marys and seven Johns present". serves at once its grammatical end, and draws upon the discriminative and the inventive resources of the student.

The text-book we shall use, then, is one that is adapted to a child of twelve or thirteen, of average intelligence and information. It will avoid the flat superfluities of the books that will allow nothing to be taken for granted. As regards those preliminary facts, already known, which are needed as a basis for a further development of the subject, either it will frankly state these facts in a convenient review or summary, or it will give them new aspect and deeper significance in the light of fresh distinctions and comparisons.

Taking as a foreground such a scheme of language work as we have outlined, the following plan of development in the separate text-book treatment is suggested:

I. Introductory: English Grammar as a study of thought-relations expressed through speech by the following means:

(a) By certain classes of words with certain specific functions (Parts of Speech).

(b) Through the varying order and influence of these words in a sentence.

(c) By certain inflections, systematized under Declension, Conjugation, etc., which allow in some cases a small amount of indifference to their order in the sentence (as in Latin, e.g.).

(d) To which must be added numerous idioms and anomalies of the tongue, calling for explanations through facts in the history of the language. Good Usage will be explained.

II. The parts of speech: a more exhaustive treatment of each, giving the species of each genus, and the convertible and phrasal kinds. This means considering them in given contexts.

III. The organization of the sentence. The various types. Departure from normal form (inversion) under the exigencies of emphasis, rhythm, rhyme, etc., and for the various rhetorical reasons. (Here Grammar necessarily reaches out into Rhetoric.)

IV. Relation through inflection (Accidence). Various kinds of inflection. Further treatment of Case and Gender.

V. The elementary facts as to Formation and Derivation of the English language, giving a view of the competing tongues that have gone to its formation. Phonology touched on.

Just how thorough the treatment should be will depend upon the point at which the study of formal Grammar is introduced into the course. Also we must take into consideration, as an important factor modifying our treatment of the whole subject, whether pupils know or are studying a foreign tongue. In this case, comparison and contrast will be one of the most telling methods we can employ.

Finally, the place of Grammar in the High School must, of course, depend upon what has been done in the Elementary School. If the subject has not been studied separately in the latter, then it perforce belongs in the first year of the High School; if it has, then there may either be a review, with more advanced study, in the first year of the High School, or (our own decided preference) the study may be postponed to the second or third year of the course.

OUTLINE PLAN OF LANGUAGE WORK AND GRAMMAR AND CONNECTIONS WITH THE WORK IN COMPOSITION

The Central idea of the Plan is the development of the sentence as thought-unit, and the treatment of words and the machinery of written expression as functional elements of the sentence. New parts of speech, new sentence-forms, and new devices are considered as they come into view with the development of mental faculty and with the need of new symbols and modes of expression to keep pace with it. The approach is always to be inductive: information, rules, etc., are to be given to meet actual developing needs arising in the process of mastering reading and writing.

First Grade or Year.

If Reading and Writing are begun, the mechanics of the simplest forms will absorb attention. The only terms to be used will be such simple ones as "spell," "word," "stop," "syllable," big and little A, B, C, etc.

Second Grade or Year.

The Sentence in its Simplest Form.

Marks of capital and period to indicate beginning
and end of the sentence.

Other forms of capitalization as needed, viz.:
(a) Child's own name, and its substitute, "I."
(b) Child's own address, and abbreviations
involved initials.

(c) Other persons and places.

(d) Dates. Days of the week.

Months.

Distinguish prose and poetry (what is singable) :

rhyme; verse.

(e) Begin each line of poetry with a capital.