hors who rob the works
of others to adorn their own. We cannot help expressing a wish, that
Mr. Horne Tooke would have the philanthropic patience to write an
elementary work in a _simple style_, unfolding his grammatical
discoveries to the rising generation.

When children have thus by gentle degrees, and by short and clear
conversations, been initiated in general grammar, and familiarized to
its technical terms, the first page of tremendous Lilly will lose much
of its horror. It has been taken for granted, that at the age of
which we have been speaking, a child can read English tolerably well,
and that he has been used to employ a dictionary. He may now proceed
to translate from some easy books a few short sentences: the first
word will probably be an adverb or conjunction; either of them may
readily be found in the Latin dictionary, and the young scholar will
exult in having translated one word of Latin; but the next word, a
substantive or verb, perhaps will elude his search. Now the grammar
may be produced, and something of the various terminations of a noun
may be explained. If _musam_ be searched for in the dictionary, it
cannot be found, but _musa_ catches the eye, and, with the assistance
of the grammar, it may be shown, that the meaning of words may be
discovered by the united helps of the dictionary and grammar. After
some days patient continuation of this exercise, the use of the
grammar, and of its uncouth collection of words and syllables, will be
apparent to the pupil: he will perceive that the grammar is a sort of
appendix to the dictionary. The grammatical formulae may then, by
gentle degrees, be committed to memory, and when once got by heart,
should be assiduously preserved in the recollection. After the
preparation which we have recommended, the singular number of a
declension will be learnt in a few minutes by a child of ordinary
capacity, and after two or three days repetition, the plural number
may be added. The whole of the first declension should be well fixed
in the memory before a second is attempted. During this process, a few
words at every lesson may be translated from Latin to English, and
such nouns as are of the first declension, may be compared with
_musa_, and may be declined according to the same form. Tedious as
this method may appear, it will in the end be found expeditious.
Omitting some of the theoretic or didactic part of the grammar, which
should only be read, and which may be ex