20.  The grammatical study of our language was early and strongly recommended by Locke,[55] and other writers on education, whose character gave additional weight to an opinion which they enforced by the clearest arguments.  But either for want of a good grammar, or for lack of teachers skilled in the subject and sensible of its importance, the general neglect so long complained of as a grievous imperfection in our methods of education, has been but recently and partially obviated.  “The attainment of a correct and elegant style,” says Dr. Blair, “is an object which demands application and labour.  If any imagine they can catch it merely by the ear, or acquire it by the slight perusal of some of our good authors, they will find themselves much disappointed.  The many errors, even in point of grammar, the many offences against purity of language, which are committed by writers who are far from being contemptible, demonstrate, that a careful study of the language is previously requisite, in all who aim at writing it properly.”—­Blair’s Rhetoric, Lect. ix, p. 91.

21.  “To think justly, to write well, to speak agreeably, are the three great ends of academic instruction.  The Universities will excuse me, if I observe, that both are, in one respect or other, defective in these three capital points of education.  While in Cambridge the general application is turned altogether on speculative knowledge, with little regard to polite letters, taste, or style; in Oxford the whole attention is directed towards classical correctness, without any sound foundation laid in severe reasoning and philosophy.  In Cambridge and in Oxford, the art of speaking agreeably is so far from being taught, that it is hardly talked or thought of. These defects naturally produce dry unaffecting compositions in the one; superficial taste and puerile elegance in the other; ungracious or affected speech in both.”—­DR. BROWN, 1757:  Estimate, Vol. ii, p. 44.

22.  “A grammatical study of our own language makes no part of the ordinary method of instruction, which we pass through in our childhood; and it is very seldom we apply ourselves to it afterward.  Yet the want of it will not be effectually supplied by any other advantages whatsoever.  Much practice in the polite world, and a general acquaintance with the best authors, are good helps; but alone [they] will hardly be sufficient:  We have writers, who have enjoyed these advantages in their full extent, and yet cannot be recommended as models of an accurate style.  Much less then will, what is commonly called learning, serve the purpose; that is, a critical knowledge of ancient languages, and much reading of ancient authors:  The greatest critic and most able grammarian of the last age, when he came to apply his learning and criticism to an English author, was frequently at a loss in matters of ordinary use and common construction in his own vernacular idiom.”—­DR. LOWTH, 1763:  Pref. to Gram., p. vi.