subject of the verb is active, i.e. acts, in the second the subject is passive, i.e. is acted on, and how the verb shows this. With regard to mood, we should first point out the indicative and the imperative by the help of simple sentences; we must then explain the nature of a dependent sentence by showing by means of examples that its statement is not meant as true in itself, but that it depends on the statement in another sentence, and thus arrive at the subjunctive mood. (See Eng. Gram. Primer, § 63.) An exercise is set on these points. Then we must notice the past tenses, and divide our verbs into strong and weak conjugations, and show clearly how to distinguish them. Lastly, we explain the real nature of auxiliary verbs, and set a mixed exercise for the teacher and pupil to discuss.

In connection with verbs we have, however, yet two other matters to consider, viz. participles, and the socalled infinitive mood. These are fully treated in the headings to the exercises which next follow.

ADVERB.-Adverbs, like so many of the other parts of speech, have first to be divided into their classes. We have also to show that they are formed from words which commonly belong to other parts of speech. The difficulties which occur in treating them are clearly stated in the heading to the exercise on them.

PREPOSITION.-The classes into which prepositions may be divided are far too numerous to be of any practical service. We must explain clearly their nature

and use, and then treat each independently, according to the duty it performs in the sentence in question.

CONJUNCTION.-The same remark may be made with regard to the classes of conjunctions. We must explain their nature and use, and then treat them in connection with the analysis of sentences.

INTERJECTION. —Interjections are simply exclamations, and require no special treatment.

Let us add it here, as a general direction, that each part of speech should be treated, as far as possible, as forming part of a sentence, and not as an isolated word.

WORD-MAKING. On this subject we have expressed ourselves very fully in the body of this book. The intimate knowledge of his language, and the increased facility in its use which a pupil cannot fail to acquire in studying this subject, will, we hope, prevent the teacher's passing it over. The exercises, for which we set models, are of the simplest kind.

SYNTAX.-The analysis of simple sentences forms the groundwork of the chief rules of syntax. These, in the case of the English language, owing to the loss of most of its inflexions, are of the simplest kind. It should be carefully pointed out what a very important part is played by the order of words in a sentence; and this can be best done by shifting about the words of a simple sentence, and showing what are their possible and what their impossible positions if we wish to convey our ideas clearly. Clearness of expression is, indeed, the chief point we have to attend to.

Ambiguity is as much a fault of syntax as a false concord. The exercise consists of a mixed selection of good and bad sentences taken from the works of standard writers, and should be very carefully discussed-not condemned or sanctioned hurriedly.

PARSING. Parsing consists in giving a full account of each word in a sentence separately-stating what part of speech it is, its class, in what state it is, and why it is in that state. Full directions are given in the proper place, and the exercises may be chosen from those already given, or from the pages of any book with which the pupil is occupied.

The following exercises are intended to be used with Dr. Morris's "English Grammar Primer." But they may also be used independently, or with any other grammar.

The examples are taken, with but very few exceptions, from the works of established modern writers, with here and there a few colloquial phrases added which may prove useful in keeping the pupil in mind of a very important fact he is only too likely to forget when studying grammar. The fact we wish him to remember is this-that language is meant primarily to be spoken, and only lives and grows by being spoken; while literature or written language, having no power of growth in itself, serves only to record the expression of thought and the forms of speech, and acts as a check-sometimes useful, sometimes not—on the exuberance of speech. There is nothing unprincipled

For example "Arrange the following words according to their vowel sounds and diphthongs: alms, bat, set, wool, sigh, sow, &c."

"Note any peculiarities in the pronunciation of the following: pass, stabs, hacked, blessed, &c."

THE DEFINITIONS OF THE PARTS OF

SPEECH.

AT the very outset of grammar we have to do with definitions. The pupil has to learn the fact that the words of a sentence can be divided into eight classes, each of which has its definition; and he is only too commonly required simply to acquiesce in, and commit to memory, this fact and these definitions. But the teacher, as distinguished from the mere taskmaster, will at once recognise the faultiness of such a plan, which only exercises the memory, and in no way draws out the thinking powers. The proper method to pursue, in grammar as in geometry, is to place the matters which require definition before the pupil, to examine with him their properties and peculiarities, to induce him to state the facts concerning them, and gradually with his aid to formulate the most concise and complete definitions.

The following lesson, which is carefully described throughout, will show how this may best be done for the Parts of Speeeh of English Grammar.