with the matter, and it is, perhaps, best at first to keep the two separate, for the sake of simplicity.

The nouns are evidently the easiest class of words to begin with, and should be first taught by naming real objects.

The adjectives can, in like manner, be illustrated by reference to the most evident qualities of things.

The verb and adverb by practical illustrations also, and the same with regard to the preposition. Indeed the most important rules and distinctions of grammar can be taught to very little children, if an easy conversational style is adopted, and the teacher be well acquainted with the subject. It is not our purpose here to write rules, but we subjoin a few simple exercises and questions, merely to show the manner of 'commencing; and we may remark that, whereas the rules and examples given in books of grammar are purposely made as concise as possible, the very opposite course must be followed by the teacher of infants; that is, to extend the illustrations aud dilate upon each rule -to look at the subject from every point of view, so as to simplify the ideas and render them familiar to the infant mind.

LESSON ON THE NOUN.

Every little child here, already knows many words. How very useful words are to us! Think how sad our fate would be if we could not speak; and think what a number of uses we have for language! Are all words of one kind? No; some are names of things; others tell what we do. Let us first talk of names. Look around you attentively, and then answer the questions I ask. To answer each question you must use a noun or name. What are you sitting on? What is before you? What is above you? What is in my hand? What is under What do I touch now? What is on my

my

feet?

right hand?

on my left?

All the words you have now repeated are signs of

objects around you, and are called common nouns, because other things of the same kind have the same name; for instance, the ceiling above us is not the same ceiling as that in the next room, but we call them both ceilings. And the lower surface of every room is called a floor. Now you know what nouns are, try to think of some others; try to remember what things you saw coming to school this morning. Well these are all nouns. Now tell me the names of the flowers in the garden-of trees-of articles of furniture-of animals. All these are common nouns; we call every rose a rose; every chair a chair; every dog a dog. Sometimes we see many things of the same kind together, and we want a name for the whole; let us try to think of some of these names. When many sheep are together we call them a flock. Many cows are called a herd. We say a flight of birds; a crowd of men; a fleet of ships; a cluster of raisins; a swarm of bees; a shoal of fish; a bunch of grapes; a regiment of soldiers. But we want names for persons and places, that we may know one from another; and we call these proper names, because they are given only to individuals. Here are four boys, each of them has a name; and the little girls sitting here have names also. The town we live in is called ; and every street has a name of its own. In what street do you live? and you? These are proper names also. Tell me now all the boys' names you know. These are called masculine. Now some girls' names? These are feminine; while the names of common things are of the neuter gender. Of what gender is the word Charles? Mary? Chair?

THE ADJECTIVE.

Are all things which are called by the same name exactly alike? Are all days alike? or houses? or streets? No; and for this reason we require words to describe the different qualities of things, and such words

are called adjectives. Try to find some quality in this book? A small book. Yes; small is an adjective. Here are two girls, how can you distinguish them? One is a little girl; the other is taller. But here are two girls of the same size; how shall we know them apart? One has light hair, the other dark hair. How could they know their frocks from each other? One is red, the other green. Some adjectives tell the number of things. If I say, bring me books from the table, would you know how many to bring? No; but if I say, fetch me six books, you would know then. If there were two sizes of books, I might say, six large books; or, if they differed in colour, six large green books. Here we use three adjectives to one noun. Will you try to point out the adjectives I use now. A good girl; a bright cloud; a clear sky; a high hill; a broad river; a large house; a tall tree. This time I shall use two adjectives to each noun; you must try to find them out:-I saw a lady with a fine new gown. I met a man with an old ragged coat. I came along a narrow dirty road. This is a piece of hard white stone.

This time I shall put three adjectives. A good wise old man gave me this book. A fine tall strong soldier passed me in the street. I bought a nice sweet ripe orange. But sometimes one thing or person has the same quality as another in a different degree, and we want then to compare them, which is done by adding to the adjective, or using another, as when we say, A horse is strong; a lion is stronger; but an elephant is the strongest. Towers are high; hills are higher; mountains are highest. My book is good; yours is better but John's is the best. Copper is dear; silver is dearer ; gold is the dearest. Will you now try to compare some adjectives for yourselves?

the first degree :—A tall man;

). A beautiful flower;
A good child; (

;

I will begin them in

). A deep mine; ). A bright star;

PRONOUNS.

You all know, my dear children, that we must have names for everything we wish to speak of; but instead of repeating one name several times, it sounds much better, and saves time to use short words, to stand in the place of the name or noun, called pronouns. If I say, James came to look for James's book, and James found James's book, I use the proper name James four times, and the common noun book twice; but it is easier and clearer to say, James came to look for his book, and he found it. Here the little words his, he, and it are used instead of James and book, and are called personal pronouns: his and he are called masculine, because they stand for a boy's name: in speaking of a girl, we should use a feminine pronoun, as hers or her; and when we want to refer to an inanimate thing, we use a neuter pronoun and say its or it. Now let us try to make use of these pronouns. See, I have placed before you a boy, a girl, a chair; two boys, two girls, and two stools. Now name them after me, as I point to them; and first I shall begin with myself. Teacher, boy, girl, chair; I, he, she, it; my arm, his head, her head, its leg; our heads, your heads, their heads. Come to me; I go to you; look at him; speak to her.

This exercise should be continued through all the declensions, and the pronouns then written in columns on the black board in the regular order, and further explained. The relative and adjective pronouns may be treated in a similar manner.

THE VERB.

You know that in speaking, we often want to tell about what we do, or what others do; and the words which tell of actions are called verbs; as, walk, sing, run, and so on. Sometimes we speak of an act already done; at other times, of something that is doing; and again,

of something which is going to be done. These three divisions of time are called, past, present, and future. I shall now ask you some questions, which you must answer with verbs. What am I doing now? Standing. What are you doing? Sitting. What do I do now. Walk. What is the sun doing? Shining. What is the wind doing? Blowing. All the verbs you have used belong to the present time. Now tell me how you got here this morning? We walked. How did these letters and words come to be in this book? They were printed. The words walked and printed tell of what has been done, and refer to past time. How shall we know

We

when it is time to go home? The clock will strike three. What will you do when you go to bed to-night. shall sleep. The words, will strike and shall sleep tell of future actions. There are a great many verbs, because there are many different actions to be told of.

Will

you amuse yourselves by trying to think of some: try to remember what children do? Children learn, play, run, jump, sing, and so on. Now think of what men do? Men dig, plant, trade, travel, hunt, fish, build, study, write, print, and many other things. What can you remember that animals do? Birds fly, walk, hop, run, swim, sing, peck, build. Beasts run, gallop, trot, leap, graze, burrow, climb. Tell me what children wish to do? To play. The hungry wish to? The weary wish to? Friends who are parted wish to? Prisoners wish to? The words you have used, play, eat, rest, meet, and escape, are verbs. Let us think of what persons can do. Children can? dogs can? soldiers can? birds can? fishes can? ploughmen can? Tell me

what the stars do? stars shine. Men? water? fire? trees? flowers? ships?

THE ADVERB.

Verbs enable us to tell about actions, but we want more words yet; for the same action can be performed in different ways. A speaker may speak loudly or