also to exercise
the loftiest erudition and science."--_De Institutione Oratoria_, Lib. i,
Cap. iv.

16. Again, of the arts which spring from the composition of language. Here
the art of logic, aiming solely at conviction, addresses the understanding
with cool deductions of unvarnished truth; rhetoric, designing to move, in
some particular direction, both the judgement and the sympathies of men,
applies itself to the affections in order to persuade; and poetry, various
in its character and tendency, solicits the imagination, with a view to
delight, and in general also to instruct. But grammar, though intimately
connected with all these, and essential to them in practice, is still too
distinct from each to be identified with any of them. In regard to dignity
and interest, these higher studies seem to have greatly the advantage over
particular grammar; but who is willing to be an ungrammatical poet, orator,
or logician? For him I do not write. But I would persuade my readers, that
an acquaintance with that grammar which respects the genius of their
vernacular tongue, is of primary importance to all who would cultivate a
literary taste, and is a necessary introduction to the study of other
languages. And it may here be observed, for the encouragement of the
student, that as grammar is essentially the same thing in all languages, he
who has well mastered that of his own, has overcome more than half the
difficulty of learning another; and he whose knowledge of words is the most
extensive, has the fewest obstacles to encounter in proceeding further.

17. It was the "original design" of grammar, says Dr. Adam, to facilitate
"the acquisition of languages;" and, of all practical treatises on the
subject, this is still the main purpose. In those books which are to
prepare the learner to translate from one tongue into another, seldom is
any thing else attempted. In those also which profess to explain the right
use of vernacular speech, must the same purpose be ever paramount, and the
"original design" be kept in view. But the grammarian may teach many things
incidentally. One cannot learn a language, without learning at the same
time a great many opinions, facts, and principles, of some kind or other,
which are necessarily embodied in it. For all language proceeds from, and
is addressed to, the understanding; and he that perceives not the meaning
of what he reads, makes no acquisition even of the language itself. To the
science o