t has
sought with some diligence the analogies of speech in the structure of
several other languages. If, therefore, the work now furnished be thought
worthy of preference, as exhibiting the best method of teaching grammar; he
trusts it will be because it deviates least from sound doctrine, while, by
fair criticism upon others, it best supplies the means of choosing
judiciously.

16. Of all methods of teaching grammar, that which has come nearest to what
is recommended above, has doubtless been the most successful; and whatever
objections may have been raised against it, it will probably be found on
examination to be the most analogous to nature. It is analytic in respect
to the doctrines of grammar, synthetic in respect to the practice, and
logical in respect to both. It assumes the language as an object which the
learner is capable of conceiving to be one whole; begins with the
classification of all its words, according to certain grand differences
which make the several parts of speech; then proceeds to divide further,
according to specific differences and qualities, till all the classes,
properties, and relations, of the words in any intelligible sentence,
become obvious and determinate: and he to whom these things are known, so
that he can see at a glance what is the construction of each word, and
whether it is right or not, is a good grammarian. The disposition of the
human mind to generalize the objects of thought, and to follow broad
analogies in the use of words, discovers itself early, and seems to be an
inherent principle of our nature. Hence, in the language of children and
illiterate people, many words are regularly inflected even in opposition to
the most common usage.

17. It has unfortunately become fashionable to inveigh against the
necessary labour of learning by heart the essential principles of grammar,
as a useless and intolerable drudgery. And this notion, with the vain hope
of effecting the same purpose in an easier way, is giving countenance to
modes of teaching well calculated to make superficial scholars. When those
principles are properly defined, disposed, and exemplified, the labour of
learning them is far less than has been represented; and the habits of
application induced by such a method of studying grammar, are of the utmost
importance to the learner. Experience shows, that the task may be achieved
during the years of childhood; and that, by an early habit of study, the
memory is so im