he will the book which
it accompanies: and besides, if it be destroyed, he will find all the
definitions and rules which it contains, recapitulated in the series of
Lectures.

HINTS TO TEACHERS AND PRIVATE LEARNERS.

As this work proposes a new mode of parsing, and pursues an arrangement
essentially different from that generally adopted, it may not be deemed
improper for the author to give some directions to those who may be
disposed to use it. Perhaps they who take only a slight view of the
order of parsing, will not consider it _new_, but blend it with those
long since adopted. Some writers have, indeed, attempted plans somewhat
similar; but in no instance have they reduced them to what the author
considers a _regular systematic order_.

The methods which they have generally suggested, require the teacher to
_interrogate_ the pupil as he proceeds; or else he is permitted to parse
without giving any explanations at all. Others hint that the learner
ought to apply definitions in a general way, but they lay down no
systematic arrangement of questions as his guide. The _systematic_ order
laid down in this work, if pursued by the pupil, compels him to apply
every definition and every rule that appertains to each word he parses,
without having a question put to him by the teacher; and, in so doing,
he explains every word fully as he goes along. This course enables the
learner to proceed independently; and proves, at the same time, a great
relief to the instructer. The convenience and advantage of this method,
are far greater than can be easily conceived by one who is unacquainted
with it. The author is, therefore, anxious to have the absurd practice,
wherever it has been established, of causing learners to commit and
recite definitions and rules without any simultaneous application of
them to practical examples, immediately abolished. This system obviates
the necessity of pursuing such a stupid course of drudgery; for the
young beginner who pursues it, will have, in a few weeks, all the most
important definitions and rules perfectly committed, simply by applying
them in parsing.

If this plan be once adopted, it is confidently believed that every
teacher who is desirous to consult, either his own convenience, or the
advantage of his pupils, will readily pursue it in preference to any
former method. This belief is founded on the advantages which the
author himself has experienced from it in the course of several years,