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ADAPTED TO THE

DIFFERENT CLASSES OF LEARNERS.

WITH

AN APPENDIX,

CONTAINING

RULES AND OBSERVATIONS,

FOR ASSISTING THE MORE ADVANCED STUDENTS

TO WRITE WITH PERSPICUITY AND ACCURACY.

“They who are learning to compose and arrange their sentences with
accuracy and order, are learning, at the same time, to think with accuracy
and order.'

BLAIR,

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FOR LONGMAN, REES, ORME, BROWN, GREEN, AND
LONGMAN ; FOR HARVEY AND DARTON, LONDON:
AND FOR WILSON AND SONS, YORK.

1834.

Price, bound, Four Shillings.

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14

INTRODUCTION.

WHEN

HEN the number and variety of English Grammars already published, and the ability with which some of them are written, are considered, little can be expected from a new compilation, besides a careful selection of the most useful matter, and some degree of improvement in the mode of adapting it to the understanding, and the gradual progress, of learners. In these respects something, perhaps, may yet be done, for the ease and advantage of young persons.

In books designed for the instruction of youth, there is a medium to be observed, between treating the subject in so extensive and minute a manner, as to embarrass and confuse their minds, by offering too much at once for their comprehension; and, on the other hand, conducting it by such short and general precepts and observations, as convey to them no clear and precise information. A distribus tion of the parts, which is either defective or irregular, has also a tendency to perplex the young understanding, and to retard its knowledge of the principles of literature. A distinct general view, or outline, of all the essential parts of the study in which they are engaged; a gradual and judicious supply of this outline; and a due arrangement of the divisions, according to their natural order and connexion, appear to be among the best means of enlightening the minds of youth, and of facilitating their acquisition of knowledge. The author of this work, at the same time that he has endeavoured to avoid a plan, which may be too concise or too extensive, defective in its parts or irregular in their disposition, has studied to render his subject sufficiently easy, intelligible, and comprehensive. He does not presume to have completely attained these objects.

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How far he has succeeded in the attempt, and wherein he has failed, must be referred to the determination of the judicious and candid reader.

The method which he has adopted, of exhibiting the performance in characters of different sizes, will, he trusts, be conducive to that gradual and regular procedure, which is so favourable to the business of instruction. The more important rules, definitions, and observations, and which are therefore the most proper to be committed to memory, are printed with a larger type; whilst rules and remarks that are of less consequence, that extend or diversify the general idea, or that serve as explanations, are contained in the smaller letter: these, or the chief of them, will be perused by the student to the greatest advantage, if postponed till the general system be completed. The use of notes and observations, in the common and detached manner, at the bottom of the page, would not, it is imagined, be so likely to attract the perusal of youth, or admit of so ample and regular an illustration, as a continued and uniform order of the several subjects. In adopting this mode, care has been taken to adjust it so that the whole may

be perused in a connected progress, or the part contained in the larger character, read in order by itself. Many of the notes and observations are intended, not only to explain the subjects, and to illustrate them, by comparative views of the grammar of other languages, and of the various sentiments of English grammarians; but also to invite the ingenious student to inquiry and reflection, and to prompt to a more enlarged, critical, and philosophical research.

With respect to the definitions and rules, it may not be improper more particularly to observe, that in selecting and forming them, it has been the author's aim to render them as exact and comprehensive, and, at the same time, ás intelligible to young minds, as the nature of the subject, and the difficulties attending it, would admit. He presumes that they are also calculated to be readily committed to memory, and easily retained. For this purpose, he has

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