24. The method of dealing with Relative Pronouns adopted in the text was suggested by Dr. Abbott's 'How to tell the Parts of Speech.'

25. The classification of the words mentioned in Par. 210 bristles with difficulties. I am not satisfied with the method of dealing with them adopted by any previous writer-I am not even satisfied with my own method. The only merit which I claim for it is simplicity; that should commend it to teachers though grammarians may find fault with it.

It may be objected that I am not consistent when I call her in such a sentence as 'That is her book' a Pronoun and not an Adjective. It should, however, be remembered that an Adjective agrees with its Noun in Gender and Number; therefore her cannot qualify book. Compare the French (as, mon fils, ma fille) or the German (as, dein Freund, deine Freundin).

26. The Subjunctive Mood with an auxiliary will be taken after the Infinitive Mood. (See Pars. 253-6.)

27. If the pupils are young, they need not study Gerunds till they come to the minute analysis of sentences.

28. As a matter of grammar the study of the sub-tenses is not specially important, but with a view to composition it is very useful, because it calls attention to the shades of meaning which may be conveyed by auxiliaries.

Teachers who look upon the sub-tenses as a needless refinement or one beyond their pupils must take pains to show that the Present Perfect is Present and not Past.

29. 'Present Perfect Continuous' is not a very satisfactory term for the tense of have been learning, but, long as it is, a more satisfactory term would be still longer.

30. This list and the lists of Weak Verbs following it have been taken, with very little change, from Dr. Morris. They are given in order that they may be referred to when necessary. It is not intended that they should be learned by rote, for the pupils being English know the preterite and participles of most common Verbs before they begin to study grammar. Teachers should ask questions on the lists and then set those Verbs to be learned with which the children are not quite familiar.

31. The author is utterly at a loss to conceive on what principle the introduction of faulty sentences for correction can be objected to. Specimens of bad spelling for correction are injurious, because, in England at least, spelling is not reducible to fixed rules, but is for the most part a matter of simple recollection, and if the eye gets accustomed to the look of ill-spelt words, it is often difficult to recollect the

correct mode of spelling them. Syntactical errors are of a totally different kind. They admit of being corrected on fixed principles; and as the learner is pretty sure to meet with numerous examples of faulty sentences, both in conversation and in reading, it seems desirable that he should have some practice in the correction of those mistakes which are of most frequent occurrence. Those who object to exercises of this kind should, to be consistent, exclude from books on logic all specimens of fallacies given for the purpose of correction. Yet those who have studied and taught logic are aware that few exercises are more beneficial.'-MASON: English Grammar, ed. 1861, p. 173.

32. Children should not be set to learn the conjugations by rote. They know how to use a Verb before they have begun to study grammar. When, therefore, they have thoroughly mastered the meaning of Voices, Moods, Tenses, Persons, and Numbers, they ought to be able, with a little guidance, to make up a conjugation. They would thus be engaged in an interesting exercise of the intelligence, while learning by rote would be only a tedious exercise of the memory.

33. The division of Conjunctions into Co-ordinating and Subordinating will be taken after the children have learned to distinguish between Co-ordinate and Sub-ordinate Sentences.

34. But is in some cases a very difficult word to deal with, especially as good writers do not agree in the use of it. Some, for example, say 'But I,' and some 'But me.' For a clear discussion on its peculiarities see Mason's English Grammar,' ed. 1886, pp. 116, 124, 190. Troublesome sentences (like 'There is no one but thinks him guilty') are not introduced in this book.

35. Indirect Object' is a perfectly legitimate term when legitimately used, but it is often strangely misapplied. The words printed in italics in the following sentences are by some grammarians called Indirect Objects:

The people made Edward king.

We saw the ship sink in the waves.

I am ready to start.

It is difficult to see how the last sentence can have an Object of any kind when it has no Transitive Verb.