ints are so
elementary, and so few, that they cannot possibly delude the youngest
reader into imagining that they are any thing more than hints. They
may induce him hereafter to study the subject thoroughly in a complete
treatise, when he has leisure and opportunity; but, in any case, a boy
will leave school all the better prepared for the work of life,
whatever that work may be, if he knows the meaning of _induction_, and
has been cautioned against the error, _post hoc, ergo propter hoc_. No
lesson, so far as our experience in teaching goes, interests and
stimulates pupils more than this; and our experience of debating
societies, in the higher forms of schools, forces upon us the
conviction that such lessons are not more interesting than necessary.

Questions on the different paragraphs have been added at the end of
the book, for the purpose of enabling the student to test his
knowledge of the contents, and also to serve as home lessons to be
prepared by pupils in classes.[45]

A desire, expressed by some teachers of experience, that these lessons
should be published as soon as possible, has rather accelerated the
publication. Some misprints and other inaccuracies may possibly be
found in the following pages, in consequence of the short time Which
has been allowed us for correcting them. Our thanks are due to several
friends who have kindly assisted us in this task, and who have also
aided us with many valuable and practical suggestions. Among these we
desire to mention Mr. Joseph Payne, whose labors on Norman French are
well known; Mr. T.G. Philpotts, late Fellow of New College, Oxford,
and one of the Assistant Masters of Rugby School; Mr. Edwin Abbott,
Head Master of the Philological School; Mr. Howard Candler,
Mathematical Master of Uppingham School; and the Rev. R. H. Quick, one
of the Assistant Masters of Harrow School.

In conclusion, we repeat that we do not wish our book to be regarded
as an exhaustive treatise, or as adapted for the use of foreigners. It
is intended primarily for boys, but, in the present unsatisfactory
state of English education, we entertain a hope that it may possibly
be found not unfit for some who have passed the age of boyhood; and in
this hope we have ventured to give it the title of _English Lessons
for English People_.

FOOTNOTES:

[44] An Etymological Dictionary is necessary for pupils studying the
First Part. Chambers's or Ogilvie's will answer the purpose.

[45] Some of t