the line of separation between “are” and “dear" in predicate, instead of its insertion as seen between "was" and "ambitious," in the following example,

shows clearly that the pupil has failed to discriminate properly between the verb auxiliary and the adjective in predicate; and his failure to place "are" farther to the left in the figure, and the adjuncts farther to the right beneath it, represents him as understanding "how" to be an adjunct modifying "are" instead of "dear."

IMPORTANCE IN THE CASE OF EXERCISES IN ANALYSIS, ASSIGNED FOR STUDY.

How important this use of the diagrams is, cannot but be seen from its practical application to the pupil's study of assigned lessons in practical examples for analysis. Every one knows how certain the pupils are, when the teacher has no means of reaching the results of their study of such lessons, save oral recitation, to neglect that study altogether, and rely upon an impromptu apprehension of the required facts. "Parsing lessons" are, next to never, studied properly; and however carefully assigned beforehand for such study, "parsing exercises” are, in most cases, either shrewd or blind guess-work. But the written diagram, prepared and handed in, and open in every error to the prompt detection of the teacher, as above shown, enables him to hold the student as closely to the study of the examples, as, by the regular recitation, he may hold him to the proper mastery of the principles.

3.-They adapt the study of grammar to the taste and capacity of young pupils.

Thirdly. The diagrams are of the first practical importance as placing the study of elementary grammatical analysis in perfect harmony with the objective tendencies and constructive tastes of the younger pupils in our schools. Capable, as the child's mind is, of reasoning with no inconsiderable acuteness, when the subject matter is properly brought within his range of comprehension, it nevertheless demands something to be seen as well as thought,—something to be done as well as to be learned. This want the diagrams meet with singular excellence and success. The construction of sentences in diagrams according to the results of his analysis, stands side by side with the solution of problems in written arithmetic, and the drawing of maps in geography, being, however, superior to the latter in that, as logical symbols, they are inventive rather than imitative.

From this arise two important results.

THEY ADD NEW INTEREST TO THE STUDY OF GRAMMAR.

The diagrams invest the study of analysis and grammar with a new interest. Not only are they thus calculated to attract and hold the attention of the young beginner, but even to the more mature pupil, they open a new field of thought and exercise. Not only in the clearer perception of the grammatical facts, but also in the exercise of the inventive powers, is found a new delight. As the diagram grows under the eye, correct in its structure, from a just analysis; well adjusted in all its parts, from the application of sound judgment as to position and proportion; neat and elegant in drawing, from the exercise of proper care and graphic skill, few are able to avoid en

tertaining a feeling of excited gratification as if over the attainment of a practical triumph. How certain is this result, and how important its influence upon the pupil's interest, application, and progress, no teacher who has properly employed them, needs to be told. These are facts in experience, and beyond need of demonstration.

Again, while we are compelled to accept the claims of the so-called Object Method with some limitation, yet within its proper field, it is quite apparent that the diagrams are especially adapted to its use in the direction of grammar taught as an elementary study. Susceptible, as are the various forms of sentences and phrases in elementary analysis, of being employed as object lessons, the diagrams are of unsurpassed utility as a means of bringing out those forms before the eye, as sensible objects. Take, for example, such as the following :*

*Were the proper cuts at command the point could be made more clear by the presentation of a specific Object Lesson.

With a proper development of the simple classes and kinds of elements employed, how much more clearly do the distinctive features of the contrasted sentences stand out before the apprehension of the child, as objectively represented in the diagram, than as verbally presented in the examples. Indeed, both philosophy and experience have satisfied us, that in hardly any direction, is there a finer field open for the application of the Object Method, as enlightening the mind through the use of the observing eye, and as developing the abstract, through the sensible, than is thus made both accessible and practicable through grammatical diagrams.

THEY MAY FURNISH EMPLOYMENT FOR THE YOUNGER PUPILS.

Lastly. If, to the foregoing, we add the capacity of the diagrams, as connected with such simple exercises in

elementary analysis, to furnish slate or blackboard exercises for ingenious little minds and busy little fingers,exercises far more easy and interesting than printing letters, or drawing geometrical figures or artistic pictures; and, still further, the tendency of practice in the proper drawing of these curvilineal figures, to develop that precise manual skill which is necessary to ultimate excellence in both penmanship and drawing;-if we take all these into account, it seems hardly possible to deny that the diagrams possess practical excellencies which put the propriety of their free and constant use in the study of gramatical analysis, beyond question.