lesson. In the first written work it may be found that the spelling is all wrong. Great controversies rage on this subject. But it seems right to regard bad spelling as a disease which needs careful individual diagnosis in the earliest stages, when it can be cured so as to give no more trouble. Most often it springs from some fault in the method by which the child has learnt to read. Some people are allowed to grow up incapable of spelling because they make out the printed word by some process of guesswork and never fix the letters upon their memory. Good or bad spelling very rapidly becomes automatic. Much the same is true of grammar. As I have said before, accurate use of language can be attained by purely empirical and dogmatic methods. Grammar is no essential preliminary to good English, but nevertheless there may be a good case for teaching it later on to those who can afford the time. It is well that English boys and girls should know something of the history and structure of their language as well as their constitution. It may be necessary for the linguist to understand the common grammatical technique of all languages. Moreover, teachers naturally seek to limit the domain of mere dogma and to give explanations where they can. Thus a child can easily be cured of saying "Between you and I" merely through the teacher's command, "Say _me_." He can be cured of saying "Like I did" in the same way. He will of course be on surer ground if he understands the reason. Only let it be English grammar and not Latin grammar that is used. The reason why the child should say "I am taller than he" is, if a reason must be given, that _than_ is historically identical with _then_, not that "_quam_ takes the same case after it as before it." If we could only keep our eyes steadily fixed on the goal and discard formalism, tradition, and antiquated examinations, there is in the work of the best infants' and elementary schools a broad enough base for us to build a sound structure of English up to the University and beyond. Perhaps some day a progressive University may try the experiment of an English Arts Course in which the first part would consist solely of Advanced Reading and Writing, and the second part of options between English Philosophy, English Philology, English Poetics, or English Criticism. It need not be any lower in standard than an Oxford Greats course.