^7* yemaris on grammar. Fel, li'. 



adverted to, we must doubt the propriety of that 

 maxim, so often inculcated in modern times, viz. 

 the necefsity and propriety of initiating young per- 

 sons in the principles of the grammar of their mo- 

 ther tongue. To give this precept the sanction of 

 sound philosophy and common sense, grammar ought 

 to be considered in two distinct points of view, vix. 

 first as a practical art, and second as a science. As 

 a practical art, it is impofsible to initiate the child 

 too soon into the knowledge of it. This is to be 

 learnt, like other practical arts, by imitation, precept, 

 and example. In this way, if those who have the su- 

 perintendance of the education of a child, be correct in 

 their language themselves, and attentive to guard 

 against any deviation from it in the pupil, merely by 

 telling him v/hen ever occasion calls for it, *' you 

 ought not to say thus ; but thus," here putting him 

 right, every person will acquire a facility in the use 

 of language, without having ever once heard of the 

 name of grammar, or knowing how the difFcrent 

 parts of speech are called. To give them this fa- 

 cility ought to be the great study of the teachers of 

 youth, and not to make their pupils a set of conceited 

 chatterers, by teaching them to use a great number of 

 . hard words, the meaning of which no child can pof- 

 sibly understand ; this they must do if they attempt 

 to eyplain to children the scientific principles of gram- 

 mar. 



Tiie principles of grammar, which are naturally 

 intricate of themselves, have been much obscured in 

 latter times, by the application of partial rules to one 

 language, that have been adapted merely to another, 



