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ceives the propriety of what is asserted, and he is thus induced into a habit of reasoning and reflection, before he is aware of it.

This system depends not upon theory alone for its superiority; it has been successfully carried into operation in several schools where the results have completely justified what is here stated. Indeed it may be proper to add, that the following short Treatise is an abstract of what has been practised successfully in one of our most re. spectable academies, for several years; and what experience sanctions, must be deemed worthy of attention.

Should this Treatise meet the approbation of the public, a continuation of it will be published, so as to form a complete course of instruction on the subject of English Grammar.


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As the following system is designed to give the young pupil his first ideas of

grammar, ner different from that usually pursued, it may not be improper to point out the method which should be adopted by those instructers who may introduce this book into their schools.

The pupil should first be required to read the explanation of the noun; and then to point out the words belonging to that class in the senten

ces that follow. Then let them read the description of numbers, and select the nouns in the succeeding sentences, and give the number.

After examining the reasoning by which the pronoun is deduced, they should be required to select all the nouns and pronouns in the subjoined sentences, and their numbe This method should be pursued with the other parts of speech; that is, requiring the pupil to explain those classes of words only to which his attention has been called.

Should the instructer read a phrase or sentence, and then request the pupil to point out all the words in the same belonging to any particular class of words, or what words are nouns, verbs, &c. it is believed the exercise must be much more profitable, than it would be to name a word, and then demand its character, as this method will give the reasoning faculties a much greater range.

The principal part of the work is composed of sentences, and pieces selected with particular reference to exemplify the principles deduced in the reasoning immediately preceding. But after going through with any article, should the instructer discover that his class has not acquired a distinct idea of the subject, a re-perusal may be useful.

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(1) Some words are used as the names of things, others are not.

(2) Those words, which are used as the names of things, are called nouns.

An apple. The word apple is a noun, because it is the name of a certain kind of fruit. The word John is a noun, because it is the name of a person. The word virtue is a noun, because it is the name of a good action. So the words house, horse, man, river, mountain, lake, dog, gun, carriage, and tree, are nouns because they are names of things.

Let the pupil be required to point out the words which are nouns, in the following sentences.

A large pear, an elegant house, a beautiful tree. The sun shines. The oxen plough the field. Good children study well. Books are made to be read. Edwin loves to write letters. Charles spells better than James. We write upon paper.

Good boys and girls do not play upon the Sabbath ; they are fond of reading good books at all times. The moon

shines in the night. Grapes grow upon vines. Elizabeth was very sorry when her mother told her she did not rise in season. We should always speak the truth. Geography gives a description of the earth. History is a record of facts. Clean books look well. Time is money. Industry and economy are the sure means of producing wealth. The morning is the best time for study. Govern your temper.

. Always treat aged people with respect. Modesty in young persons is becoming.

(3) When a word is the name of one thing, we say it is in the singular number.

(4) When a word is the name of more than one thing, we say it is in the plural number.

When we say

a book,we call the word book singular, because we mean one book. When we say books, we call the word books plural, be. cause we mean more than one.

Let the pupil point out the nouns and their numbers, in the following sentences.

Charles had ten apples, and John had one peach. Two heads are wiser than one.

Two principles in human nature reign,

Self love to urge, and reason to restrain. Fox and Burke were great orators. Plato and Socrates

Grecian philosophers. Napoleon was one of the greatest warriors the


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