if we are not in early life accustomed to attend to the proper import of words, we rarely acquire the habit of doing so when advanced in years. Few men, for instance, whose education has in this respect been neglected, will, when perusing a volume of travels, history, poetry, &c. be disposed to break off in the thread of an interesting story, to refer to their dictionary for the definition of words of which they may unhappily be ignorant. Rather than submit to this drudgery, at such a period, they will leave them as so many blanks, or attach to them any meaning that may first present itself, however incorrect and erroneous it may be. No wonder, then, that we frequently hear men of inferior education, though of naturally strong minds, not only misapply words, but tenaciously adhere to such interpretations of phrases as their own imperfect conceptions have affixed to them. 3. The First and Second Parts of the following work contain Questions and Exercises adapted to Orthography and Etymology, arranged in the exact order in which they should be studied. This mode, so obviously advantageous both to pupil and teacher, has hitherto been almost totally disregarded in works of this kind. The Third, Fourth, and Fifth Parts comprise Rules and Exercises adapted to Syntax, Punctuation, and Prosody. To each rule and note in the Grammar, corresponding exercises have been inserted in this volume, which may easily be corrected by the information contained in the Grammar. At the close of every rule are given examples on all the notes promiscuously disposed, in order to exercise the ingenuity of the pupil, and to render him master of the subject. The necessity of this arrangement will be evident to the reader, when he considers that an individual, who might very readily correct any erroneous sentences when placed under their specific rules, might, nevertheless, be unable to do so when they occupy a different position. The same reason induced the insertion, at proper intervals, of miscellaneous examples on all the preceding rules. Under Perspicuity, the pupil is presented with a series of appropriate questions and exercises, on a plan similar to that which operated in the construction of the preceding portions of the work. 4. With respect to the construction of the different questions, I have endeavoured to guard against the insertion of such as would require a mere negation or affirmation, or such as would in themselves suggest the answer. On the contrary, they will in general be found to demand an intimate acquaintance with the subject, in order to be properly answered. The exercises also consist of sentences which, so far as the nature of the work would admit, not only exemplify the rule, but at the same time contain some moral precept, or convey some useful information. In selecting the instances of false construction, care has been taken to avoid those which are glaringly erroneous, and which would never occur in the conversation of persons of even a tolerable education. If there are any exceptions to this principle, they are generally confined to those rules and notes which could not be properly illustrated in any other manner. For many of the examples under Perspicuity, I am indebted to the writings of Murray and Crombie. 5. When the work has been fairly completed, it is strongly recommended carefully to recapitulate the whole, at least once, that the pupil may thus become thoroughly acquainted with every part of the subject. Note to the Teacher. In Orthography, Syntax, Punctuation, &c., the practice of writing the Exercises is preferable to mere verbal correction; the diligent Teacher, however, will do well to combine both modes. -The rules and principles contained in the large type of the Grammar should be carefully committed to memory. Sept. 1853. Introduction CONTENTS. PAGE 1 |