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French to boys who have no knowledge whatever of grammar. Fancy the hopelessness of trying to teach an English boy the construction of a Latin or French sentence when he does not know what a relative or demonstrative pronoun means! This is the fate of so many a master that quite a number of them resign themselves to giving up a good part of their French or Latin hour to endeavouring to imbue their flock with some notions of grammar in general. They naturally try to appeal to their boys through the medium of their own language. But those who have incautiously upset their class from the frying-pan of qui, quae, quod, into the fire of English demonstrative and relative pronouns get a foretaste of the fire that dieth not. Facilis descensus Averni. Happy if they do not lose heart, and step downward from the fire to ashes—reinforced with sackcloth.

"I contend that that 'that' that that gentleman said was right." This is the "abstract and brief chronicle" of their woes—sometimes, indeed, the epitaph of their pedagogical career, if they are too sickened of the Sisiphean task of trying to teach grammar on insufficient basis. And this use, or abuse, of the hardworked word "that" is only an extreme case which illustrates the difficulty of teaching grammar to babes, through the medium of a language honeycombed with synonyms, homonyms, exceptions, and other pitfalls (can you be honeycombed with a pitfall?)—a language which seems to take a perverse delight in breaking all its own rules and generally scoring off the beginner. And for the dull. beginner, what language does not seem to conform to this type? Answer: Esperanto.

In other words, it would seem that, for the grinding of grammar and the advancement of sound learning in the initial stage, there is nothing like an absolutely uniform and regular language,^[1] a