are
the principles of most other sciences. The difficulty of instructing youth
in any thing that pertains to language, lies not so much in the fact that
its philosophy is above their comprehension, as in our own ignorance of
certain parts of so vast an inquiry;--in the great multiplicity of verbal
signs; the frequent contrariety of practice; the inadequacy of memory; the
inveteracy of ill habits; and the little interest that is felt when we
speak merely of words.

20. The grammatical study of our language was early and strongly
recommended by Locke,[55] and other writers on education, whose character
gave additional weight to an opinion which they enforced by the clearest
arguments. But either for want of a good grammar, or for lack of teachers
skilled in the subject and sensible of its importance, the general neglect
so long complained of as a grievous imperfection in our methods of
education, has been but recently and partially obviated. "The attainment of
a correct and elegant style," says Dr. Blair, "is an object which demands
application and labour. If any imagine they can catch it merely by the ear,
or acquire it by the slight perusal of some of our good authors, they will
find themselves much disappointed. The many errors, even in point of
grammar, the many offences against purity of language, which are committed
by writers who are far from being contemptible, demonstrate, that a
_careful study_ of the language is previously requisite, in all who aim at
writing it properly."--_Blair's Rhetoric_, Lect. ix, p. 91.

21. "To think justly, to write well, to speak agreeably, are the three
great ends of academic instruction. The Universities will excuse me, if I
observe, that both are, in one respect or other, defective in these three
capital points of education. While in Cambridge the general application is
turned altogether on speculative knowledge, with little regard to polite
letters, taste, or style; in Oxford the whole attention is directed towards
classical correctness, without any sound foundation laid in severe
reasoning and philosophy. In Cambridge and in Oxford, the art of speaking
agreeably is so far from being taught, that it is hardly talked or thought
of. _These defects_ naturally produce dry unaffecting compositions in the
one; superficial taste and puerile elegance in the other; ungracious or
affected speech in both."--DR. BROWN, 1757: _Estimate_, Vol. ii, p. 44.

22. "A grammatical study of our own la