25.  “Dictionaries were compiled, which comprised all the words, together with their several definitions, or the sense each one expresses and conveys to the mind.  These words were analyzed and classed according to their essence, attributes, and functions.  Grammar was made a rudiment leading to the principles of all thoughts, and teaching by simple examples, the general classification of words and their subdivisions in expressing the various conceptions of the mind.  Grammar is then the key to the perfect understanding of languages; without which we are left to wander all our lives in an intricate labyrinth, without being able to trace back again any part of our way.”—­Chazotte’s Essay on the Teaching of Languages, p. 45.  Again:  “Had it not been for his dictionary and his grammar, which taught him the essence of all languages, and the natural subdivision of their component parts, he might have spent a life as long as Methuselah’s, in learning words, without being able to attain to a degree of perfection in any of the languages.”—­Ib., p. 50.  “Indeed, it is not easy to say, to what degree, and in how many different ways, both memory and judgement may be improved by an intimate acquaintance with grammar; which is therefore, with good reason, made the first and fundamental part of literary education.  The greatest orators, the most elegant scholars, and the most accomplished men of business, that have appeared in the world, of whom I need only mention Caesar and Cicero, were not only studious of grammar, but most learned grammarians.”—­DR. BEATTIE:  Moral Science, Vol. i, p. 107.

26.  Here, as in many other parts of my work, I have chosen to be liberal of quotations; not to show my reading, or to save the labour of composition, but to give the reader the satisfaction of some other authority than my own.  In commending the study of English grammar, I do not mean to discountenance that degree of attention which in this country is paid to other languages; but merely to use my feeble influence to carry forward a work of improvement, which, in my opinion, has been wisely begun, but not sufficiently sustained.  In consequence of this improvement, the study of grammar, which was once prosecuted chiefly through the medium of the dead languages, and was regarded as the proper business of those only who were to be instructed in Latin and Greek, is now thought to be an appropriate exercise for children in elementary schools.  And the sentiment is now generally admitted, that even those who are afterwards to learn other languages, may best acquire a knowledge of the common principles of speech from the grammar of their vernacular tongue.  This opinion appears to be confirmed by that experience which is at once the most satisfactory proof of what is feasible, and the only proper test of what is useful.