The great mystery of grammar results, in my opinion, from not making the children acquainted with the things of which the words used are the signs, and moreover, from the use of a number of hard words, which the children repeat without understanding.  For instance, in the classification of words, or the parts of speech, as they are called, nouns, substantives, and adjectives, convey, as terms, no idea to the minds of children; and, in spite of the definitions by which their import is explained, remain to them as unintelligible as the language of magical incantation.  That the children can easily comprehend the difference between words which express the names of things, and those which express their qualities, and between words which express actions, and those which express the nature of those actions, is undeniable; and this is just what should be taught in an infant school.  In the first place, let the children be accustomed to repeat the names of things, not of any certain number of things set down on a lesson card, or in a book, but of any thing, and every thing, in the school-room, play-ground, &c.:  next let them be exercised in telling something relating to those things—­their qualities; as for instance, the school-room is large, clean, &c.,—­the children are quiet, good, attentive, &c.—­the pictures are pretty:  the play-ground is pleasant, &c.  Having accustomed the children, in this manner, first to give you the names of things, and then to observe and repeat something respecting them—­you have gained two ends; you have, first, taught the children to be observant and discriminative; and, secondly, you have taught them to distinguish two distinct classes of words, or names and qualities; and you may now, if you please, give them terms by which to distinguish these respective classes, viz. substantives and adjectives.  They will no longer be mysterious words, “signifying nothing,” but recognized signs, by which the children will understand and express definite ideas.  The next thing you have to teach them is, the distinction betwixt singular and plural, and, if you think proper, masculine and feminine; but before you talk to the children about plural number and masculine gender, &c., let them be made acquainted with the realities of which these hard-sounding words are the signs.

Having made the classification of words clear and comprehensible, you next proceed to the second grand class of words, the verbs, and their adjuncts, the adverbs.  With these you will proceed as with the former; let action be distinguished by words;—­the children walk, play, read, eat, run; master laughs, frowns, speaks, sings; and so on; letting the children find their own examples; then comes the demand from the master for words expressing the manner of action.  How do the children walk?—­slowly, quickly, orderly.  How do they read, eat