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HARVARD COLLEGE LICHARY

GIFT OF GEORGE ARTFUG PLIMPTON

JANUARY 25, 1924

INTRODUCTION.

The principles of knowledge become most in telligible to young persons, when they are explained and inculcated by practical illustration and direction. This mode of teaching is attended with so many advantages, that it can scarcely be too much recom. mended, or pursued. Instruction which is enli. vened by pertinent examples, and in which the pupil is exercised in reducing the rules prescribed to practice, has a more striking effect on the mind, and is better adapted to fix the attention, and sharpen the understanding, than that which is divested of these aids, and confined to bare positions and precepts; in which it too frequently happens, that the learner has no further concern, than to read and repeat them. The time and care employed in practical application, give occasion to survey the subject minutely, and in different points of view; by which it becomes more known and familiar, and produces stronger and more durable impressions.

THESE observations are peculiarly applicable to the study of grammar, and the method of teaching it. The rules require frequent explanation; and, besides direct elucidation, they admit of examples erroneously constructed, for exercising the student's sagacity and judgment. To rectify these, attention and reflection are requisite; and the knowledge of the rule necessarily results from the study and correction of the sentence. But these are not all the advantages which arise from Grammatical Exercises. By discovering their own abilities to detect and amend errors, and their consequent improvement, the

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HARVARD COLLEGE LILY

GEOIGE AKTEUR PLIMETON

JANUARY 25, 1924

INTRODUCTION.

The principles of knowledge become most in telligible to young persons, when they are explained and inculcated by practical illustration and direction. This mode of teaching is attended with so many advantages, that it can scarcely be too much recom. mended, or pursued. Instruction which is enli. vened by pertinent examples, and in which the pupil is exercised in reducing the rules prescribed to practice, has a more striking effect on the mind, and is better adapted to fix the attention, and sharpen the understanding, than that which is divested of these aids, and confined to bare positions and precepts; in which it too frequently happens, that the learner has no further concern, than to read and repeat them. The time and care employed in practical application, give occasion to survey the subject minutely, and in different points of view; by which it becomes more known and familiar, and produces stronger and more durable impressions.

These observations are peculiarly applicable to the study of grammar, and the method of teaching it. The rules require frequent explanation; and, besides direct elucidation, they admit of examples erroneously constructed, for exercising the student's sagacity and judgment. To rectify these, attention and reflection are requisite; and the knowledge of the rule necessarily results from the study and correction of the sentence. But these are not all the advantages which arise from Grammatical Exercises. By. discovering their own abilities to detect and amend errors, and their consequent improvement, the

scholars become pleased with their studies, and are animated to proceed, and surmount the obstacles which occur in their progress. The instructer too is relieved and encouraged in his labours. By discerning exactly the powers and iinprovement of his pupils, he perceives the proper season for advancing them; and by observing the points in which they are deficient, he knows precisely where to apply his directions and explanations.

These considerations have induced the Compiler to collect and arrange a variety of erroneous examples, adapted to the different rules and instructions of English Grammar, and to the principles of perspicuous and accurate writing. It has not indeed been usual, to make Grammatical Exercises, in our language, very numerous and extensive; but if the importance and usefulness of them be as great as they are conceived to be, no apology will be necessary for the large field of employment, which the following work presents to the student of English Grammar. If he be detained longer than is common in this part of his studies, the probable result of it, an accurate an intimate knowledge of the subject, will constitute an ample recompense.

The reader will perceive that some of the rules and observations, under the part of Syntax, contain a much greater number of examples than others. This has arisen from the superior importance of those rules, and from the variety requisite to illustrate then properly. When a few instances afford sufficient practice on the rule, the student is not fatigued with a repetition of examples, which would cast no new light on the subject.

In selecting the instances of false construction, the Compiler has studied to avoid those that are glaringly erroneous, and to fix upon such only as frequently occur in writing or speaking. If there be any of a different complexion, it is presumed that

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