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Can general education be said to have been intel-ligently begun, as long as every English mind has avast store of unsifted, unsorted, uninvestigated materiallying about loose in it ; which nevertheless is inuniversal use, every moment wielded for better orworse by high and low alike ?

Every man that speaks words ought to be in hisdegree an intelligent and conscious master of thewords he speaks.

This then is our object—a conscious mastery overwords and sentences.

There is but one way of attaining it—GrammaticalAnalysis.

By Grammatical Analysis is meant,

First, the looking on language and words as thoughtmade visible.

Next, the examining these visible shapes to seehow it is done.

And, lastly, the discovering in how many waysthese thought-bricks, words, can be built up, and yetafter all be in all main particulars the same.

Grammatical Analysis has nothing in the world todo with Logic . The thought taken grammatically isits exercise ground, quite irrespective of the value ofthe thought itself, e.g ., the most contemptible nomi-native case is as good a nominative case grammaticallyas the weightiest real subject, logically it is not.Hence the object of grammatical analysis is to assignto each part of the sentence its value and right name