considerably, according to the age and
attainments of his pupils, or according to each student's ability or
inclination to profit by his printed guide. The business lies partly
between the master and his scholar, and partly between the boy and his
book. Among these it may be partitioned variously, and of course unwisely;
for no general rule can precisely determine for all occasions what may be
expected from each. The deficiencies of any one of the three must either be
supplied by the extraordinary readiness of an other, or the attainment of
the purpose be proportionably imperfect. What one fails to do, must either
be done by an other, or left undone. After much observation, it seems to
me, that the most proper mode of treating this science in schools, is, to
throw the labour of its acquisition almost entirely upon the students; to
require from them very accurate rehearsals as the only condition on which
they shall be listened to; and to refer them to their books for the
information which they need, and in general for the solution of all their
doubts. But then the teacher must see that he does not set them to grope
their way through a wilderness of absurdities. He must know that they have
a book, which not only contains the requisite information, but arranges it
so that every item of it may be readily found. That knowledge may
reasonably be required at their recitations, which culpable negligence
alone could have prevented them from obtaining.

6. Most grammars, and especially those which are designed for the senior
class of students, to whom a well-written book is a sufficient instructor,
contain a large proportion of matter which is merely to be read by the
learner. This is commonly distinguished in type from those more important
doctrines which constitute the frame of the edifice. It is expected that
the latter will receive a greater degree of attention. The only successful
method of teaching grammar, is, to cause the principal definitions and
rules to be committed thoroughly to memory, that they may ever afterwards
be readily applied. Oral instruction may smoothe the way, and facilitate
the labour of the learner; but the notion of communicating a competent
knowledge of grammar without imposing this task, is disproved by universal
experience. Nor will it avail any thing for the student to rehearse
definitions and rules of which he makes no practical application. In
etymology and syntax, he should be alternately exercis