plain didactic method of definition and example, rule and praxis; which no man who means to teach grammar well, will ever desert, with the hope of finding an other more rational or more easy.  This book itself will make any one a grammarian, who will take the trouble to observe and practise what it teaches; and even if some instructors should not adopt the readiest means of making their pupils familiar with its contents, they will not fail to instruct by it as effectually as they can by any other.  A hope is also indulged, that this work will be particularly useful to many who have passed the ordinary period allotted to education.  Whoever is acquainted with the grammar of our language, so as to have some tolerable skill in teaching it, will here find almost every thing that is true in his own instructions, clearly embraced under its proper head, so as to be easy of reference.  And perhaps there are few, however learned, who, on a perusal of the volume, would not be furnished with some important rules and facts which had not before occurred to their own observation.

9.  The greatest peculiarity of the method is, that it requires the pupil to speak or write a great deal, and the teacher very little.  But both should constantly remember that grammar is the art of speaking and writing well; an art which can no more be acquired without practice, than that of dancing or swimming.  And each should ever be careful to perform his part handsomely—­without drawling, omitting, stopping, hesitating, faltering, miscalling, reiterating, stuttering, hurrying, slurring, mouthing, misquoting, mispronouncing, or any of the thousand faults which render utterance disagreeable and inelegant.  It is the learner’s diction that is to be improved; and the system will be found well calculated to effect that object; because it demands of him, not only to answer questions on grammar, but also to make a prompt and practical application of what he has just learned.  If the class be tolerable readers, and have learned the art of attention, it will not be necessary for the teacher to say much; and in general he ought not to take up the time by so doing.  He should, however, carefully superintend their rehearsals; give the word to the next when any one errs; and order the exercise in such a manner that either his own voice, or the example of his best scholars, may gradually correct the ill habits of the awkward, till all learn to recite with clearness, understanding well what they say, and making it intelligible to others.

10.  Without oral instruction and oral exercises, a correct habit of speaking our language can never be acquired; but written rules, and exercises in writing, are perhaps quite as necessary, for the formation of a good style.  All these should therefore be combined in our course of English grammar.  And, in order to accomplish two objects at once, the written doctrines, or the definitions and rules of grammar, should statedly be made the subject of a critical exercise in utterance;