consequently it is quite as necessary to place words properly, and to
think clearly of the meaning of words, as to study inflected forms.

For example, the sentence, "The savage here the settler slew," is
ambiguous. _Savage_ may be the subject, following the regular order of
subject; or _settler_ may be the subject, the order being inverted. In
Latin, distinct forms would be used, and it would not matter which one
stood first.

[Sidenote: _Why study syntax?_]

391. There is, then, a double reason for not omitting syntax as a
department of grammar,--

_First_, To study the rules regarding the use of inflected forms, some
of which conform to classical grammar, while some are idiomatic
(peculiar to our own language).

_Second_, To find out the _logical methods_ which control us in the
arrangement of words; and particularly when the grammatical and the
logical conception of a sentence do not agree, or when they exist side
by side in good usage.

As an illustration of the last remark, take the sentence, "Besides
these famous books of Scott's and Johnson's, there is a copious 'Life'
by Sheridan." In this there is a possessive form, and added to it the
preposition _of_, also expressing a possessive relation. This is not
logical; it is not consistent with the general rules of grammar: but
none the less it is good English.

Also in the sentence, "None remained but he," grammatical rules would
require _him_ instead of _he_ after the preposition; yet the
expression is sustained by good authority.

[Sidenote: _Some rules not rigid._]

392. In some cases, authorities--that is, standard writers--differ
as to which of two constructions should be used, or the same writer
will use both indifferently. Instances will be found in treating of
the pronoun or noun with a gerund, pronoun and antecedent, sometimes
verb and subject, etc.

When usage varies as to a given construction, both forms will be given
in the following pages.

[Sidenote: _The basis of syntax._]

393. Our treatment of syntax will be an endeavor to record the best
usage of the present time on important points; and nothing but
important points will be considered, for it is easy to confuse a
student with too many obtrusive _don'ts_.

The constructions presented as general will be justified by quotations
from _modern writers of English_ who are regarded as "standard;" that
is, writers whose style is generally acknowledged as superior, and
whose judgmen