applied, to answer the distinct and diversified purposes of naming objects, asserting truths, pointing out and limiting objects, attributing qualities to objects, connecting objects, and so on; and on this fact is founded the true philosophical principle of the classification of words.  Hence, an arrangement of words into classes according to this principle, followed by a development and illustration of the principles and rules that regulate us in the proper use and application of words in oral and written discourse, appears to approximate as near to a true definition of philosophical grammar, as any I am capable of giving.

Nouns, or the names of the objects of our perceptions, doubtless constituted the original class of words; (if I may be allowed to assume such a hypothesis as an original class of words;) but the ever-active principle of association, soon transformed nouns into verbs, by making them, when employed in a particular manner, expressive of affirmation.  This same principle also operated in appropriating names to the purpose of attributing qualities to other names of objects; and in this way was constituted the class of words called adjectives or attributes.  By the same principle were formed all the other classes.

In the following exposition of English grammar on scientific principles, I shall divide words into seven classes; Nouns or Names, Verbs, Adjectives, Adnouns, or Attributes, Adverbs, Propositions, Pronouns, and Conjunctions or Connectives.

    For an explanation of the noun, refer to the body of the work.

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PHILOSOPHICAL NOTES.

Plausible arguments may be advanced, for rejecting neuter and passive verbs; but they have been found to be so convenient in practice, that the theory which recognises them, has stood the test of ages.  If you tell the young learner, that, in the following expressions, The church rests on its foundation; The book lies on the desk; The boys remain (are) idle, the nouns church, book, and boys, are represented as acting, and, therefore, the verbs rests, lies, remain, and are, are active, he will not believe you, because there is no action that is apparent to his senses.  And should you proceed further, and, by a labored and metaphysical investigation and development of the laws of motion, attempt to prove to him that “every portion of matter is influenced by different, active principles, tending to produce change,” and, therefore, every thing in universal nature is always acting, it is not at all probable, that you could convince his understanding, in opposition to the dearer testimony of his senses.  Of what avail to learners is a theory which they