Remember that this "English" teaching has been well tried for more than fifty years. Substantially, the course we are considering now does not differ in its methods from books like Dalgleish's _English Composition in Prose and Verse based on Grammatical Synthesis_ of 1864 or Dr. William Smith's _English Course_. The subject subsists as a shuttlecock in a perpetual game of Badminton between examiners and teachers. If you ask the examiner of English why he continues to set such stupid questions, he replies quite rightly that he is forced to do so by the stupidity of the schoolmasters who teach it. If you ask the schoolmaster why he makes his "English" the dullest subject in the syllabus, he will probably answer that he is preparing for the London Matriculation. If you look for an explanation of the method, you might surmise that the aim is to secure accuracy in grammar at all costs. But that is not the aim. Mr. Mais explains it in a paragraph which he might well set for analysis of pronouns: "Of all our failings as a nation, this is the most marked. In our talk we are reticent; in our writing we are incoherent and slipshod. Every schoolmaster knows from sad experience that the average boy cannot produce a readable essay on any subject, however hard he may try. He strives by every means in his power to instil a sense of originality in his classes, to teach his boys and girls to observe...." Originality and observation! To take the second first, every scoutmaster knows that observation can be taught, but not by dictation. Probably there is no faculty of the mind which responds so readily to training and practice. By systematic questioning a young child can be taught to notice the common objects by the wayside on his morning walk, the goods in the shop windows, the flowers in the garden, to remember them and describe them afterwards with great fidelity. A good teacher of infants can easily teach a child of six or seven to observe minute differences, to compare and contrast similar objects, such as the bulb of the iris and the corn of the crocus. This kind of observation is commonly appropriated by science, and it is indeed the same faculty which the physicist employs afterwards with his fine balances and test-tubes. But it is also, when reproduced in language, the beginning of good English. Words are the balances. Careful description in words, written and spoken, of things actually seen is, when developed fully, more than half of the business of poets, journalists, and novelists. A few gifted mortals like Balzac, Gissing, or Hardy may possess the faculty by nature, but any one may acquire it through early training and continuous practice. It can be lost almost as easily as it is won.