to abandon,—­in this view, the praise and gratulation expressed above seem singular.  If it has been found practicable, to slide “the attention of teachers,” and their approbation too, adroitly over from one “important mode of investigating the structure of our language,” to an other;—­if “it is gratifying to observe,” that the direction thus given to public opinion sustains itself so well, and “is so generally” acquiesced in;—­if it is proved, that the stereotyped praise of one system of analysis may, without alteration, be so transferred to an other, as to answer the double purpose of commending and superseding;—­it is not improbable that the author’s next new plates will bear the stamp of yet other “most important principles” of analysis.  This process is here recommended to be used “in connection with the ordinary exercises of etymological and syntactical parsing,”—­exercises, which, in Wells’s Grammar, are generally, and very improperly, commingled; and if, to these, may be profitably conjoined either his present or his former scheme of analysis, it were well, had he somewhere put them together and shown how.

OBS. 7.—­But there are other passages of the School Grammar, so little suited to this notion of “connection” that one can hardly believe the word ought to be taken in what seems its only sense.  “Advanced classes should attend less to the common Order of Parsing, and more to the Analysis of language.”—­Wells’s Grammar, “3d Thousand,” p. 125; “113th Thousand,” p. 132.  This implies, what is probably true of the etymological exercise, that parsing is more rudimental than the other forms of analysis.  It also intimates, what is not so clear, that pupils rightly instructed must advance from the former to the latter, as to something more worthy of their intellectual powers.  The passage is used with reference to either form of analysis adopted by the author.  So the following comparison, in which Parsing is plainly disparaged, stands permanently at the head of “the chapter on Analysis,” to commend first one mode, and then an other:  “It is particularly desirable that pupils should pass as early as practicable from the formalities of common PARSING, to the more important exercise of ANALYZING critically the structure of language.  The mechanical routine of technical parsing is peculiarly liable to become monotonous and dull, while the practice of explaining the various relations and offices of words in a sentence, is adapted to call the mind of the learner into constant and vigorous action, and can hardly fail of exciting the deepest interest,”—­Wells’s Gram., 3d Th., p. 181; 113th Th., p. 184.