direct. A page and a h

one or the other, or both, may be conveniently used as the teacher may
as been added to the section on composi-
tion, nd an Appendix
es has been a ', containing a brief
statement and examination of some points relativ grammar itself-the
classification and designation of the parts of speech-an etymological
vocabulary of grammatical terms, shewing their derivation and mean-
ing a list of Latin and French words and phrases, often to be met
with in English books, and a selection and explanation of the more
common law terms, constantly occurring in the reports of legal pro-
ceedings, and the debates of our legislative assemblies in this country.

The author takes this opportunity of renewing his grateful acknow-
ledgments to those gentlemen who have kindly examined the work, and
favored him with their observations on it. To the hints derived from
these, he is chiefly indebted for the improvements that appear in this
edition. The favorable opinion expressed of the work by the most com-
petent judges, encourages him to hope that the object he had in view,
to furnish a simple, concise, and comprehensive manual of English
Grammar, better adapted to the use of academies and common schools
than any yet published, is now in a good degree attained.

The Latin Granuar formerly announced has been published, and
also the revised edition of the Greek Grammar. These works now
form a complete series of grammars-English, Latin, and Greek all on
the same plan, arranged in the same order, and having the definitions,
rules, and leading parts expressed as near as possible in the same lan-
guage. By this method the confusion and unnecessary labor occa-
sioned by studying grammars, in these languages, constructed on dif
ferent principles is avoided, the study of one is rendered a profitable
introduction to the study of another, and an opportunity is furnished to
the enquiring student of comparing the languages in their grammatical
structure, and seeing at once, wherein they agree, and wherein they
differ. The whole is now submitted to the e
ion and favorable

considerat of a discerning public.

ALBANY ACADEMY, Sept. 23, 1842.

CONTENTS OF APPENDIX.

I. Grammar,

II. Classification of words,..

III. Remarks on Different Classes of Words,.
IV. Grammatical Nomenclature,

189

191

....

192

202

V. Etymological Glossary of Grammatical terms,... 204
VI. Explanation of French Words and Phrases,..... 209
VII. Explanation of Latin Words and Phrases,...... 211
VIII. Explanation of Law terms,.

213

*KD30635

HARVAT
UNIVERSITY

Y

047X172

DIRECTIONS FOR VEING THIS GRAMMAR.

THIS Grammar being designed for the use of the more advanced scholar, as

well as of the mere beginner a few su gestions, the result of some experience,

respecting the mode of using it, may not be improper. In commencing any study,

the first care of the judicious teacher will be to excit a proper interest in it in

the minds of his pupils, and to render their progress as easy and pleasant as pos

sible. Without this, the easiest and most engaging studies may be rendered

irksome and disgusting, and all relish for, as well as progress in them effectually

prevented. This evil will be avoided, and a proper interest in the study of En

glish Grammar excited and maintained, if the following course of study be care-

fully observed:-

1. Very young pupils, or mere beginners at any age, should be required to stu-

dy only the leading parts which are generally distinguished in the Grammar by

a larger type. The subordinate parts in smaller type, together with the whole

of $2; 19 from No 5 to9; and the Obs. in § 20,21,22, and 24 should be oniit-

ted till afterwards. And in order to vary the exercise, from ten to twenty or thir-

ty words of 32 may be given with each lesson from the beginning, so that the

whole may be gone through without loss of time, and almost without an effort.

2. No larger portion shou d be assigned for each recitation than the class can

easily master, and till this is done, a new portion should not be given out.

3. The portion assigned for every new lesson should be read over to the class,

and explained, if necessary, by familiar remarks and illustrations; and care

should be taken that every pupil know, before he is sent to his seat, what he is

expected to do at the next recitation, and how it is to be done. A little pains

taken in this way will be amply rewarded by the spirit and pleasure with which

the lesson will be studied, and the rapid progress that will be made.

4. All rules and definitions, together with the more important parts, should

be accurately committed to memory, and the whole wrought into the under-

standing as well as the memory of the pupil, by questions and familiar illus

trations adapted to his capacity till he has compl tely mastered it, To aid in

this, copious Exercises have been introduc d throughout, in which the class

should be drilled till every thing is easy and familar. In this way a class of or-

dinary capacity, even of very young pupils, may be carried through to 39 in the

space of four or five weeks; and of those more advanced, in two or three.

5. The acquisitions made in every new lesson should be rivetted and secured

by repeated revisals. It takes up but a few minutes, and is attended with very

great advantage to begin every now lesson, or every other one with a rapid re

view of the whole from the beginning, or from such part as the teacher may

direct.

6. Having in this way advanced to $39, the pupil is prepared to commence

Etymological parsing, for which directions are given in that Section. It is ne

cessary he should be expert in this exercise before he enter on Syntax. To aid

in this, ample directions and excrcises are furnished from p. 75 to p. 85.

7. In the study of Syntax, the same course in general should be pursued as ir

the preceding part. At first, the rule at the top of the page only should be com-

mitted to memory, and then rendered familiar by the exercises under it. The

subordinate rules and observations, with the exercises belonging to them, wil

be studied with more ease and advantage on a subsequent r visal When this

has been done, he will be prepared for exercises in Syntactical Parsing and Pro-

miscuous Exercises in Syntax, of which a reat variety is furnished in § 85.

8. At the same time that the pupil is engaged in the exercis s just mentioned,

it will be a proper time to study the whole Grammar in course; and to take up
in his progress the parts formerly omitted, which, from the acquirements now
made, will be better appreciated and more easily mastered; and in doing this
also, repeated revisals should not be neglected.

The study of English Grammar, prosecuted in this way, will prove both pleas-
ing and profitable. The pupil, knowing what he is doing, and elated with success,
will proceed with activity and cheerfulness; and in a comparatively short time
will find himself a GOOD GRAMMARIAN.