e, have been taken from Andrews' and Stoddard's Latin Grammar, some
changes and additions being made."--_Butler's Practical Gram._, p. iv.[332]

OBS. 5.--Wells, in the early copies of his School Grammar, as has been
hinted, adopted a method of analysis similar to the _Second_ one prescribed
above; yet referred, even from the first, to "Andrews and Stoddard's Latin
Grammar," and to "De Sacy's General Grammar," as if these were authorities
for what he then inculcated. Subsequently, _he changed his scheme_, from
that of _Parts Principal_ and _Adjuncts_, to one of _Subjects_ and
_Predicates_, "either grammatical or logical," also "either simple or
compound;"--to one resembling Andrews and Stoddard's, yet differing from
it, often, as to what constitutes a "grammatical predicate;"--to one
resenbling [sic--KTH] the _Third Method_ above, yet differing from it, (as
does Andrews and Stoddard's,) in taking the logical subject and predicate
before the grammatical. "The chapter on Analysis," said he then, "has been
Revised and enlarged with great care, and will be found to embody all the
most important principles on this subject [.] _which_ are contained in the
works of De Sacy, Andrews and Stoddard, Kuehner, Crosby, and Crane. It is
gratifying to observe that the attention of teachers is now so generally
directed _to this important mode_ of investigating the structure of our
language, _in connection with_ the ordinary exercises of _etymological_ and
syntactical parsing."--_Wells's School Gram._, New Ed., 1850, p. iv.

OBS. 6.--In view of the fact, that Wells's chief mode of sentential
analysis had just undergone an almost total metamorphosis, a change
plausible perhaps, but of doubtful utility,--that, up to the date of the
words just cited, and afterwards, so far and so long as any copies of his
early "Thousands" remain in use, the author himself has earnestly directed
attention to a method which he now means henceforth to abandon,--in this
view, the praise and gratulation expressed above seem singular. If it has
been found practicable, to slide "the attention of teachers," and their
approbation too, adroitly over from one "important mode of investigating
the structure of our language," to an other;--if "it is gratifying to
observe," that the direction thus given to public opinion sustains itself
so well, and "is so generally" acquiesced in;--if it is proved, that the
stereotyped praise of one system of analysis may, without alterati