elementary schools, are far more analytical and logical. For example, there is "Longmans' Briefer Grammar," by George J. Smith,[9] a text now in very wide use. This book starts off, not with page after page of abstractions, but with a well-devised examination of the complete sentence, and the characters and relations of the parts of speech are very simply and clearly developed. But before the end the author begins to succumb to precedent, and on page 114 I find [Pg182] paragraph after paragraph of such dull, flyblown pedantry as this: Some Intransitive Verbs are used to link the Subject and some Adjective or Noun. These Verbs are called Copulative Verbs, and the Adjective or Noun is called the Attribute. The Attribute always describes or denotes the person or thing denoted by the Subject. Verbals are words that are derived from Verbs and express action or being without asserting it. Infinitives and Participles are Verbals. And so on. Smith, in his preface, says that his book is intended, "not so much to 'cover' the subject of grammar as to /teach/ it," and calls attention to the fact, somewhat proudly, that he has omitted "the rather hard subject of gerunds," all mention of conjunctive adverbs, and even the conjugation of verbs. Nevertheless, he immerses himself in the mythical objective case of nouns on page 108, and does not emerge until the end.[10] "The New-Webster-Cooley Course in English,"[11] another popular text, carries reform a step further. The subject of case is approached through the personal pronouns, where it retains its only surviving intelligibility, and the more lucid /object form/ is used in place of /objective case/. Moreover, the pupil is plainly informed, later on, that "a noun has in reality but two case-forms: a possessive and a common case-form." This is the best concession to the facts yet made by a text-book grammarian. But no one familiar with the habits of the pedagogical mind need be told that its interior pull is against even such mild and obvious reforms. Defenders of the old order are by no means silent; a fear seems to prevail that grammar, robbed of its imbecile classifications, may collapse entirely. Wilcox records how the Council of English Teachers of New Jersey, but a few years ago, spoke out boldly for the recognition of no less than five cases [Pg183] in English. "Why five?" asks Wilcox. "Why not eight, or ten, or even thirteen? Undoubtedly because there are five cases in Latin."[12] Most of the current efforts at improvement, in fact, tend toward a mere revision and multiplication of classifications; the pedant is eternally convinced that pigeon-holing and relabelling are contributions to knowledge. A curious proof in point is offered by a pamphlet entitled "Reorganization of English in Secondary Schools," compiled by James Fleming Hosic and issued by the National Bureau of Education.[13] The aim of this pamphlet is to rid the teaching of English, including