4.  It has been already admitted, that definitions and rules committed to memory and not reduced to practice, will never enable any one to speak and write correctly.  But it does not follow, that to study grammar by learning its principles, or to teach it technically by formal lessons, is of no real utility.  Surely not.  For the same admission must be made with respect to the definitions and rules of every practical science in the world; and the technology of grammar is even more essential to a true knowledge of the subject, than that of almost any other art.  “To proceed upon principles at first,” says Dr. Barrow, “is the most compendious method of attaining every branch of knowledge; and the truths impressed upon the mind in the years of childhood, are ever afterwards the most firmly remembered, and the most readily applied.”—­Essays, p. 84.  Reading, as I have said, is a part of grammar; and it is a part which must of course precede what is commonly called in the schools the study of grammar.  Any person who can read, can learn from a book such simple facts as are within his comprehension; and we have it on the authority of Dr. Adam, that, “The principles of grammar are the first abstract truths which a young mind can comprehend.”—­Pref. to Lat.  Gram., p. 4.

5.  It is manifest, that, with respect to this branch of knowledge, the duties of the teacher will vary considerably, according to the age and attainments of his pupils, or according to each student’s ability or inclination to profit by his printed guide.  The business lies partly between the master and his scholar, and partly between the boy and his book.  Among these it may be partitioned variously, and of course unwisely; for no general rule can precisely determine for all occasions what may be expected from each.  The deficiencies of any one of the three must either be supplied by the extraordinary readiness of an other, or the attainment of the purpose be proportionably imperfect.  What one fails to do, must either be done by an other, or left undone.  After much observation, it seems to me, that the most proper mode of treating this science in schools, is, to throw the labour of its acquisition almost entirely upon the students; to require from them very accurate rehearsals as the only condition on which they shall be listened to; and to refer them to their books for the information which they need, and in general for the solution of all their doubts.  But then the teacher must see that he does not set them to grope their way through a wilderness of absurdities.  He must know that they have a book, which not only contains the requisite information, but arranges it so that every item of it may be readily found.  That knowledge may reasonably be required at their recitations, which culpable negligence alone could have prevented them from obtaining.