English grammar for common and high schools

Preface

Although many text-books on English grammar have appeared within the last few years, the author believes there is a place for one more. Hence, the appearance of this book.

The aim has been to make the book brief but comprehensive ; not to comprehend all the "remarks" and "observations" frequently found in grammars, but to contain all that is essential to a practical and scientific knowledge of the English language.

More sentences for analysis and correction could easily have been inserted, but it is believed that the various forms of sentences and clauses, the different constructions of clauses, phrases, and words, and the errors usually made, will be found in the sentences given. Besides, it is much better to give time and thought to a few typical sentences than hurriedly and thoughtlessly to dispose of long lists of sentences selected merely to increase the size and price of the book.

Some may consider this book rather "ancient" in its treatment of the subject. The author has no sympathy whatever with the efforts of those modern reformers (?) who would banish grammar from the school-room and substitute for it a mas?* of loose and illogical material.

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under the name of "language lessons." Of course, there is a place in our schools for good language lessons, but there is also a place — an important place — for the so-called "old-fashioned grammar." The neglect of the study of technical grammar for the past few years has produced a generation of students (and teachers) able neither to understand an involved sentence, nor to use our language correctly. For more than thirty consecutive terms the author has taught an advanced grammar class (composed largely of teachers), in one of our higher institutions of learning, and he feels confident that he is speaking within bounds when he says that not one half of the rank and file of teachers can parse a verb correctly, can tell when a verb should be singular or plural, or can tell when to use the nominative or the objective form of pronouns.

Attention is called to the models for parsing. This is not the place for discussing the benefits of parsing, but the author, after a long experience as a teacher in schools of various grades, is convinced that parsing pays when it is well done, and that there cannot be good parsing unless a definite and logical order is used.

The book is divided into four parts, each of which can be completed in four months by pupils properly prepared. Those who have had the necessary preparatory work in language lessons can begin with Part Two.

These parts of the book are not separate divisions or parts of grammar. Part Two deals with the same subjects as Part One, but gives a more comprehensive treatment. Part Three takes up the same subjects but

Preface. 5

goes still more into details; it is, in fact, a complete grammar in itself. This arrangement of the work will enable the pupil that studies grammar but four or five months to get the most important facts of the whole subject. If he can study it for four or five months more, he will get the next most important facts of the subject; and so on for the other parts. The advantages of this method of treatment are certainly apparent to all.

The distinguishing characteristics of the book are, —

1. The division into Four Parts (previously mentioned), thus furnishing the advantages of a four-book series without the inconvenience and expense.

2. The combination of language lessons and grammar, beginning with the former and gradually introducing the latter.

3. The careful development of definitions and statements before they are given.

4. The use of brief and terse language in rules and definitions.

This volume is sent forth with the belief that it will prove beneficial to all that use it.