course of language. I have subjoined a sketch of the first part, which will give an idea of the whole.

SYNTAX OF THE PROPOSITION.

CHAPTER I.—Notions of the connection between the noun, the article, and the adjective*.

CHAPTER II.-Simple Propositions, with the simple tenses of the verb in the Indicative, (1) with an object, (2) with an attribute. CHAPTER III.— Simple Propositions, in their different forms;— positive, negative, interrogative, imperative, and passive. CHAPTER IV.-Simple Propositions, with compound tenses of the indicative, and with pronouns as objects. Notions of the construction of participles.

CHAPTER V.-Complex Propositions, where there is an indirect as well as a direct object +.

CHAPTER VI.-Complex Propositions, where there is an infinitive with the words attending it.

* The words of the original, "Le nom, l'article et l'adjectif en accord," are not literally applicable to the English language, since the terminations of its adjectives do not vary. But it is important that the pupil should, without delay, acquire a notion of what an adjective is, viz., that it is a word always attached to a noun. In fact, the adjective does agree with the substantive in English, as in other languages; only, as it is invariable in form, it needs only to be written by the side of it. The plural is marked by the omission of the (indefinite) article, "a good man,-good men."

The dative case had been called, by a previous grammarian, “le cas terminatif;" and the Père Girard adopted the word "terme" to express what is here meant by "indirect object." The subject answers to the question who or what?—the direct object (objet simply in the French) to the question whom or what?— the indirect object to the question to or for whom or what? The word "term" would not have conveyed the same idea to an English as to a French reader: but the idea of making this part of a sentence the subject of a separate chapter in the educational course was too valuable to be thrown away: and the phrase "indirect object" has been adopted as being, though more clumsy than the other, yet easily understood, and in harmony with other grammatical terms. The Père Girard justly observes (p. 82 of the French edition) that grammarians often confounded very different elements of thought and expression under the common denomination of régime or complément.

CHAPTER VII.-Complex Propositions, with words 'expressive of real or imaginary position, of time, quantity, agent, end, or means; of reason, manner, object, exception, exclusion, opposition, agreement, comparing, substitution, result, condition, and all determinatives (as they may be called) which answer to particular questions. Notions of prepositions and adverbs. CHAPTER VIII.-Complex Propositions, when the nouns have other words attending on them.

CHAPTER IX.-Complex Propositions, when the adjectives have other words attending on them.

CHAPTER X.-Particular forms of expression in propositions, such as ellipses, pleonasms, inversions, and figurative modes of speech.

CHAPTER XI.—Complex Propositions, when the subject, direct object, indirect object, &c., are complex.

CHAPTER XII.—Recapitulation of the preceding syntax, by help of continuous passages, for the pupils to analyze. Then subjects for their first attempts at composition, properly so called. Then continuous passages, with the exercises, consisting at present only of various kinds of propositions.

It requires no great experience in teaching to perceive at once that the preceding sketch includes the whole syntax of the proposition, and that it is strictly progressive, leaving no hiatus, but ever advancing continuously. On this head I confidently appeal to the judgment of those who are versed in the science of education, and shall now comment upon some other points.

1. Grammars of words confound propositions with phrases. This is contrary to the fundamental principle of our method, which requires a regular developement and gradually advances from simple to compound. A grammar of ideas must adhere strictly to this rule, while others which only aim at words, violate it from first to last; and the result is that they succed but ill with childhood, which is so closely akin to nature that it cannot adapt itself to any teaching repugnant to it.

2. Our syntax is, from first to last, practical. It always begins by facts, and deduces from them notions and rules. After suitable observations on any proposition, it presents to the pupils a series of analogous examples, for them to repeat and to analyze, in order to impart

to them, with the principle, the habit of suitable expressions; and it also requires that they should compose in imitation of these models, thus putting the finishing touch to its practical work.

3. It is also a rule in this syntax, that the pupils should render an account of the sense of each proposition before they proceed to analyze it; and it is left to the discretion of the teacher when to ask or when to give this explanation. At first he will oftenest adopt the latter course; for it is obviously his first duty (though one much neglected by grammarians in general) to make his pupils understand the lesson he is teaching them.

4. It is further to be observed, that in our sketch of syntax, all the analysis of propositions, and all the synthesis, are obtained by means of suitable questions. For the subject we ask, who or what? for the object, whom or what? for the indirect object, to whom, to what? In the seventh chapter we have noticed eighteen different kinds of determinatives, each of which has its corresponding question; and these questions are of essential use in the education of childhood; for they bring down abstract notions from the high regions they inhabit, and place them within the reach of the child.

5. Chapters eight and nine shew the different attendants on nouns and adjectives; in a syntax of ideas, and a progressive syntax, these attendants (complémens) must take their place after the determinatives which serve to complete the quantitative sense, as it may be called, of nouns and adjectives; and though this delay is inconvenient, because it prevents the developement which would be desirable in the propositions of the preceding chapter, we must nevertheless submit to it.

6. The tenth chapter points out the irregularities of expression which will have appeared from time to time in the preceding exercises; for how can they be avoided, when they occur so frequently in language? In this respect general views and directions should be given to the pupils, and this is the place for them. Figurative expressions in particular require explanations, for they are the work of the imagination, which is but too apt to lead

us astray if we have not early learnt to understand its language, and to take it at its just value.

7. The complex proposition naturally places itself after all the others, because it combines several; and this fusion is a grand operation of the human mind, tending to unity, and seeking to concentrate on one focus a multitude of ideas, so as to form out of them but one and the same thought. Here also the laws of gradual progression must be attended to, in order not to discourage the child, but to enlarge his conception by degrees; for this should be the constant object in education.

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8. Lastly, in a well-regulated system of teaching, while we make continual progress, we must also frequently go over the ground again, in obedience to the maxim, Repetition is the very soul of instruction." Our lessons will thus not only make an indelible impression, but they will appear in a new light, because the pupils will have acquired more knowledge, and will, consequently, apprehend them more fully. These repetitions will not be wearisome, because the subjects will be differently grouped, and we shall thus produce a continual variety, as will be shewn by our sketch.

Nevertheless, I have thought it advisable to conclude this first part of syntax with a general recapitulation; and for this purpose I have grouped together a variety of propositions on one and the same subject, thereby forming a consecutive text, without phrases, and without conjunctions; the propositions belonging to the same group being connected merely by their affinity and proximity. The following are the heads of the eleven subjects:

1. The child accounting for his entrance into life, and his position in it. 2. The rising of the sun in the spring. 3. The harvest. 4. The setting of the sun. 5. The moonlight. 6. The soul in contradistinction to the body. 7. The plant compared to the human body. 8. The animal compared to the plant. 9. Man and the animal. 10. God and man. 11. God the universal Father of

men.

The text of each group is consecutive, in order to accustom the child to distinguish the several propositions

of which he must give a separate account. Each division is followed by a subject, which the pupil must develope, with the assistance of some hints that will be given to him; and this is a first attempt at composition, which he is required to make in imitation of the model set before him.

SYNTAX OF THE PHRASE.

This is divided into two parts; the first is composed of phrases of two propositions; the second includes phrases of several. The sketch of it here will be but very roughly chalked out, because this will suffice to give a just idea of the system.

PHRASES OF TWO PROPOSITIONS.

First. Phrases simply grammatical. 1st. Those in which the second proposition expresses the object of the first in answer to the question what? first, directly; then with the intervention of the word that; without the subjunctive, and afterwards with the subjunctive. 2ndly. Those in which one of the propositions, answering to the question which? and introduced by the relative who, of whom? &c., explains one of the parts of the first or principal proposition.

Second. Logical phrases, formed of two complete propositions, united so as to form but one and the same thought, composing the following series: 1st, addition, this and that; 2nd, the alternative, this or that; 3rd, contrast, not this but that; 4th, exclusion, this without that; 5th, exception, this except that; 6th, definition of time, this before that; 7th, comparison, this like that; 8th, proportion, this as much as that; 9th, hypothesis, if this, then that; 10th, reason, this because of that, or this and therefore that; 11th, object, this with a view to that; 12th, obstacle overcome, this notwithstanding that.

PHRASES OF SEVERAL PROPOSITIONS.

First. The phrases of three propositions constitute the first grade here. They require more intellectual develope