25.  The claimant of the combination says, “this new system of English grammar now offered to the public, embraces the principles of a ‘Systematic Introduction to English Grammar,’ by John L. Parkhurst; and the present author is indebted to Mr. Parkhurst for a knowledge of the manner of applying the principles involved in his peculiar method of teaching grammatical science.  He is also under obligations to Mr. Parkhurst for many useful hints received several years since while under his instruction.—­The copy right of Parkhurst’s Grammar has been purchased by the writer of this, who alone is responsible for the present application of its definitions. Parkhurst’s Systematic Introduction to English Grammar has passed through two editions, and is the first improved system of English grammar that has appeared before the public since the first introduction of Lindley Murray’s English Grammar.”—­Sanborn’s Gram., Preface, p. iii.  What, then, is “THE PRODUCTIVE SYSTEM?” and with whom did it originate?  The thousands of gross blunders committed by its professors, prove at least that it is no system of writing grammatically; and, whether it originated with Parkhurst or with Pestalozzi, with Sanborn or with Smith, as it is confessedly a method but “recently adopted,” and, so far as appears, never fairly tested, so is it a method that needs only to be known, to be immediately and forever exploded.

26.  The best instruction is that which ultimately gives the greatest facility and skill in practice; and grammar is best taught by that process which brings its doctrines most directly home to the habits as well as to the thoughts of the pupil—­which the most effectually conquers inattention, and leaves the deepest impress of shame upon blundering ignorance.  In the language of some men, there is a vividness, an energy, a power of expression, which penetrates even the soul of dullness, and leaves an impression both of words unknown and of sentiments unfelt before.  Such men can teach; but he who kindly or indolently accommodates himself to ignorance, shall never be greatly instrumental in removing it.  “The colloquial barbarisms of boys,” says Dr. Barrow, “should never be suffered to pass without notice and censure.  Provincial tones and accents, and all defects in articulation, should be corrected whenever they are heard; lest they grow into established habits, unknown, from their familiarity, to him who is guilty of them, and adopted by others, from the imitation of his manner, or their respect for his authority.”—­Barrow’s Essays on Education, p. 88.