Inductive exercises in English grammar; designed to give young pupils a knowledge of the first principles of language

Front matter

IN

ENGLISH GRAMMAR;

DESIGNED TO GIVE

Preface

Notwithstanding the publication of a great

number of English Grammars ;-many of which have

great merit ; yet, it is generally agreed, that this

subject has still been too difficult and too abstruse,

for the capacities of young scholars. Hence, our

endeavors for acquiring the ability of speaking our

own language with propriety, is necessarily deferred,

-ntil our habits of speaking ungrammatically, are

^o inveterate to be broken up. But, if we look

a to the nature of grammar, we must suppose this

bstruseness complained of, to belong more to those

'i-o treat of it, than to the subject itself.

Grammar has its foundation in custom ; and so I f as that authorizes, and no farther, its principles tend. On this account, the principles of Grammar soon become familiar to the lowest capacity. Ask a child if it is proper to say they walks, and he will immediately answer no. And in this answer, although he cannot give a rule inform to prove his assertion ; yet, by his readiness, he shows a thorough knowledge of a fundamental principle in grammar. And, by interrogating him. in this manner, we shall find that his knowledge embraces almost all its elements. What then remains, but to teach him how to apply the knowledge of these principles according to the rules of criticism?

From these remarks, it appears that grammar is not in itself abstruse, even to the youngest minds ; and, if those who endeavor to teach it, would conform to the understandings of those whom they instruct, and show them that its rules depend on

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those principles with which they are already acquainted ; it is evident that the study of grammar would lose its difficulties, and become both easy and agreeable.

To display the principles of the English language in such a manner, that they may be readily understood by young pupils ; captivate their attention ; and remain imprinted on their memory, is the primary object of this' work. To obtain this end, there appeared to be no better system, than that of Induction. By this system, the pupil is compelled to make his own grammar, from those principles of language, which his observation has taught him. Thus, by deducing grammatical principles from accustomed phraseology of speech, his understanding must comprehend them. His attention will follow as a matter of course. For, when a pupil perceives that he is only forming rules from principles already known, and applying those rules in the same manner, in which he has always applied their principles ; the subject will not only be understood, but s it will even afford a gratifying amusement. And when both of these objects are effected, the memory will be assisted by association, so as to retain a lasting impression of the subject.

And it is believed that this method of instruction will be found so easy and so attractive, that children from five to eight years of age may acquire, in a short time, a knowledge of grammar, sufficient for parsing sentences in general, and for correcting direct violations of propriety of speech. So far, these Exercises will lead them ; and if they should never go farther in their grammatical studies, it is presumed that this course will be more beneficial to them, than that dull routine of study which is frequently pursued in schools. I use the term frequently ; for, to the honor of many of our teach-

PREFACE.

ers, this method of instruction has already in some degree been adopted.

A secondary object in forming this work, was, to prepare an introductory exercise to the study of other languages. By going through these exercises, pupils will acquire a good knowledge of the first principles of general grammar. They will, therefore, be prepared to pursue the study of any language with facility and pleasure. Such a work has long been needed for those scholars who commence the study of Gther languages, before they have attended to that of their own. For them, this work will be found peculiarly serviceable.

Another object in forming this work, was to give pupils just habits of reasoning and of expressing their thoughts. By this system, the powers of the mind are brought int.o active operation : and by comparing, analizing, deducing, and giving just reasons for every assertion, the pupil acquires correctness in reasoning, vigor in investigating, and facility in conversing.

Owing to the great number of writers on English grammar, there is a great diversity of opinions relative to the classification of words, and the choice of technical terms. But this diversity is more imaginary than real. Grammar is an exposition of the principles of language. Principles of language are established by custom. Hence, that system of rules, which will give us the knowledge of this custom, with the greatest ease and in the shortest time, must assuredly be the best. It is of no consequence, whether we treat of grammar en masse, or whether w r e divide it into four or forty parts; provided each of these methods be properly understood, and at the same time, free from perplexity.

Again, we may call names of things, nouns or substantives; names of qualities may be ranked a2

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with them as noun adjectives, or we may call them adjectives or attributes; articles, and even adverbs, may be classed with adjectives, or they may have separate names. Conjunctions and Prepositions may be considered as verbs or nouns, or they may be classed together as connectives, ox contractions ; and a thousand other deviations may be made, and still either of them may be correct in principle. For these divisions and their technical terms, are all arbitrary; instituted, not by the philosophy of language, but by the art of teaching.

I do not mean to assert that there are no philosophical diversities o£ words, as they are employed in language ; far from it. I would affirm that every inflection of person, number, mood, tense, and case, and every different degree of comparison, is each, philosophically, a distinct species of words, and must have a separate place in grammar, as governed by rules of its own. So far, grammar is divided by the philosophy of language; and to this division, all theories of grammar must correspond.

But to explain the nature and qualities of things, philosophers are accustomed, first, to associate those which have some properties, common to all. After having determined what these common properties are, they next examine whether any class of these things have properties, w T hich do not belong to other classes of the same things. Having found such a class, they proceed to separate it from the others, and to examine what are the peculiar qualities which belong to it. They proceed in this manner through all the classes of those things, which are the subjects of examination, until they have found every peculiar property, which each of them is supposed to contain.

By such processes, are originated different methods of classifying the principles of language.

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Philologists .first determine the nature of words as combined, which they call Grammar. They then separate the classes of principles which belong to grammar, say, first, diction and utterance. These, they subdivide into separate classes; and so on, till they have described each minute difference that exists in every word, and its modifications.

Now the main difference in theories of Grammar, consists in the gradations, by which we arrive to the last division. But it will be seen, that it is of no consequence, in effect, whether we first divide a thing into two parts, and then, these two into four; or whether we divide it into four at first: provided, each of these four parts has a distinct name. The only rule to determine which is the best method, is, to ascertain which is the most intelligible. Here it is that grammarians differ ; and it is this difference, that causes the numerous disputes about the methods of teaching this science.

With regard to method of classification, the author of this work can safely say, that he was prejudiced in favor of no particular system. His intention, in writing the work, was to make it an introduction to any larger grammar. Such classifications were used, as would display the subject in the clearest light ; and such technical terms were employed, as, from the train of reasoning which was adopted, seemed best calculated to be understood by young pupils. But for the sake of accommodating the work to any grammar; differences of opinion are stated in notes, together with such reasons for preference, as, it is hoped, may prove satisfactory.

RICHARD W. GREEN.