238 INTERNATIONAL CONGRESS OF EDUCATION. 
Let me say in passing that the fifth year of the course described employs 
a text-book in rhetoric ; the sixth year attempts the study of half a dozen 
great writers, from whom a notion of the history of our literature may be 
gained ; also that the pupil is not wholly ignorant of formal grammar 
when he begins to use a text-book, because it has been convenient to use 
some of its terms and rules in the work of the earlier years already 
described, and in the attention which all his teachers give the pupil’s 
English, remembering that he studies English under them all, after the 
‘natural method.” 
But, to explain why Latin comes first. Grammar is a science treating 
of phenomena and laws having their basis in the nature of things and the 
nature of mind. The grammars of different languages, at least of those 
so nearly related as the Indo-European, exhibit substantial identity, 
attended by much difference in detail. In all of them appear a classifica- 
ion of words into certain parts of speech, distinctions of number, case, 
tense, person, mode, with more or less inflection of words to correspond, 
she several concords, and other syntactical relations. 
It is important that when the pupil is of age to deal with these matters 
they be presented to him by the language which will give him the clearest 
and most sufficient notions of general grammar. Latin is chosen for the 
purpose, because, as compared with other languages the pupil will study, 
it is complete, is logical in its development of forms, cousistent in observ- 
ance of its own laws, and is indexed throughout by a full inflection. An 
army of words wherein all ranks are in appropriate uniform, and all 
bodies are under suitable banners, shows its organization more plainly than 
does an army of words with banners and uniforms mostly lost. The effort 
‘n learning declensions and paradigms is well repaid by the fact that in 
Latin a noun looks like a noun, and a verb looks like a verb ; that subjects 
and objects are distinguishable not merely by their function, but also by 
sheir endings ; that, generally, where a distinction is to be made a differ- 
ence in form appears. 
Latin has other advantages, as compared with English, for the purpose 
of teaching grammar. It has higher disciplinary value. No school-book 
nas so confused a notion of its own mission, and more regularly fails of 
asefulness, than the English grammar. It is usually given pupils whose 
previous study has not been wisely preparatory to it. They haven’t the 
kind of interest and knowledge of language that lead one to care for 
grammatical details. They don’t believe in its value ; their common sense 
telling them that the effect upon their habits of speech will be insig- 
nificant in view of the time consumed, and of other purposes in grammar 
shey have scarcely any apprehension. A few lessons on ‘shall and will,” 
formation of plurals, use of relative pronouns, and one or two other topics 
might include everything in the book which is put to practical use. 
Engolish is unsuitable for disciplinary purposes because the child knows