THE ELEMENTS OF ENGLISH GRAMMAR, METHODICALLY ARRANGED FOR THE ASSISTANCE OF YOUNG PERSONS, WHO STUDY THE ENGLISH LANGUAGE GRAMMATICALLY: TO WHICH IS ADDED A CONCISE TREATISE OF RHETORIC. DESIGNED PARTICULARLY FOR THE USE OF LADIES' BOARDING SCHOOLS. By G. NEVILLE USSHER. TO WHICH IS ADDED A SHORT TREATISE ON PUNCTUATION. HAVERHILL: PRINTED BY GALEN H. FAY, AND SOLD AT HIS OF FICE, BY THE DOZEN OR SINGLE. 1803. S it may be expected that fome reafons fhould be on a subject, that has been fuccefs fully investigated by fome of our ableft writers, the author will candidly acknowledge, that, from the experience he has already had of its utility, he flatters himself it will be found better calculated for grounding youth in the knowledge of English grammar, than the books, which are generally used for that purpofe. The works of our ableft grammarians are allowed to be too voluminous and abftrufe for the capacity of children, and more adapted to finish the fcholar, than to initiate and inftruct the young beginner. From their works, feveral smaller abstracts have been made for the ufe of schools, which, on the contrary, are upon too contracted a plan to furnish an ufeful knowledge of grammar, particularly to thofe, who do not learn the ancient languages. The author has endeavoured to take the middle courfe between the two extremes, and to give a concife, though at the fame time a comprehenfive view of his fubject. He has likewise rejected the mode of inftruction by queftion and answer, with which fome of our grammars are encumbered, as defultory and ill calculated for imparting a fyftematic knowledge of fcience, and which. feems to fucceed only in the Socratic mode of reafoning, where truth is to be deduced from the conceffions of an adverfary. The beauties of tafte or of the imagination may indeed be difplayed to advantage in a sprightly dialogue, but thefe ornaments are totally foreign to the purpose in a treatise of abstract science. He is aware, that the mode of initiating youth in grammar by question and anfwer is recommended by names eminent in literature. But time, which with equal eafe overturns empires and the fyftems of the learned, has fhrewn, that opinions and modes of thinking are fanctioned by no names however refpectable in their day, and that experience is the ultimate criterion for judging of what is true or useful in fcience. This is the tribunal to which the author appeals, the tribunal of experience, from which he demands noth ing but a fair trial. Should he be difappointed in his withes of fuccefs, he may at leaft claim the indulgence which is due to a well meant though unfuccefsful attempt. 里 About a century ago our language was thought incapable of grammatical accuracy from the little analogy it has with the Latin and Greek, which were the only languages then ftudied grammatically. But this mistaken notion has been refuted by the fucceffive Jabours of the learned, who have investigated its nature, remarked its peculiar idioms, and red ced it to grammatical precifion. Although in its prefent improved ftate we may not find in it the majesty and force of the learned languages, yet when we take a view of its peculiar ftructure and genius, we behold a fyftem regular in its parts, and perhaps equalling thofe languages in all other refpects. Its fimplicity is remarkable, notwithstanding the number of propofitions that encumber it; though we must own at the fame time, they contribute to its variety and precision. As a grammatical knowledge of English is become effentially neceffary in the education of ladies, it is certainly a defirable object to render that study as eafy and as ufeful to them as poffible. For this reafon, in a treatife of grammar intended for their ufe, all abstract terms, that could be dispensed with fhould be rejected; all reference to the learned languages omitted; and the rules delivered in the plaineft manner poffible, and fo divided, that each may not form too large an object for the comprehenfion of the young beginner the ftricteft connection fhould be obferved; the dependance of the different parts of fpeech on one another clearly pointed out; and the whole theory of language, as far at least as it influences writing and converfation, fhould be brought into view. These are not imaginary advantages in fuch a treatise, for knowledge in every fcience depends effentially upon a proper and natural combination of ideas. Such are the advantages the author has propofed to himself in this epitome, and if he has fucceeded, he will think better of his performance than if it were embellished with all the learning of the schools. The author of this little tract has endeavoured, as far as his narrow limits would allow, to explain to his young pupil the peculiar ftructure, and remark to him the chief features of his native language. But, as he knows, that rules and precepts, though ever fo often inculcated, make but a flight and tranfient impreffion on the minds of youth, and are foon forgotten, he has formed at the end of the grammar a collection of faulty expreffions, fo connected with the grammar, that the learner by referring to the rules, may correct them with the greatest ease. These examples are to ferve as leffons of parfing to young beginners. He has found them of more fervice than any others, that could be substituted in their place, as they oblige the learner to recur more frequently for information to the more useful and neceffary rules of grammar. Every example is marked with figures referring to the rule, to which it belongs. When any rule merits particular attention, additional examples are added for the fake of further illuftration. To prevent miftakes, the examples of bad English are printed in Italics. Such obfervations as feem too difficult for children, and which could not well be omitted in a regular treatise,are thrown into the form of notes, and may be paffed over by the young beginner. The method, which the author pursues, is to make his pupils explain every day a part of the grammar, with the examples in the leffons of parfing belonging to it, till they have gone thro' the whole. They then begin with the examples alone, which they explain and correct by the rules, to which the figures direct. When they can readily correct them without turning to the rules, they compofe examples for every rule in grammar fimilar to those given; which tends to exercife their ingenuity, and habituate them to write their native language with eafe and propriety. They afterwards parfe in Enfield's Speaker, or.in the Rhetoric annexed to the grammar. His pupils are obliged to learn nothing by heart, but the declenfions of Subftantives and Pronouns, and the conjugations of Verbs. The flavish method of committing a whole book to memory, which is generally done with very |
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