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GR A M MAR

OF THE

ENGLISH LANGUAGE.

BY

WILLIAM FEW SMITH, A. M.,

PRINCIPAL OF AN ENGLISH AND CLASSICAL SCHOOL,

AND

EDGAR A. SINGER,

PRINCIPAL OF ZANE STREET GRAMMAR SCHOOL,

PHILADELPHIA:
SOWER, BARNES & POTTS,
37 NORTH THIRD STREET.

MARYARD COLLEGE LIBRARY

FROM THE GIFT OF
CHARLES HEART THRBER

finn 5 1926

Entered, according to Act of Congress, in the year 1866, by

SOWER, BARNES & POTTS, in the Clerk's Office of the District Court of the United States for the Eastern

District of Pennsylvania.

BTEREOTYPED BY L. JOHNSON & Co.

PHILADELPHIA.
PRINTED BY KING & BAIRD.

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SINCE there are already numerous works on the “Grammar of the English Language,” not one of which is entirely without merit, the question may well be asked why another should be added to the number.

Perhaps the best reply to this inquiry will be to specify those characteristics which, the authors hope, will recommend this book to the favorable consideration of their fellow-teachers and of all others interested in the cause of education.

They trust that the work will be found, on examination, to be plain and practical, to be simple in its outlines and in its details, and to be adapted equally to the class-room and to the study. Such at least is its design; and, with this constantly in view, the authors' aim has been to pursue a course midway between the extremes of prolixity and conciseness. They have desired to say just enough to make the subject plain,further to explain that enough by examples and models, -and still further to enforce it by numerous exercises involving the principles which those exercises are designed to illustrate.

They have desired, by simplicity of arrangement, by clearness of statement, by the avoidance of unnecessary words, and by the absence of theories and speculations, to create in the mind of the pupil a consciousness that the principles of the language are not beyond his comprehension, and that he can master each principle and its application as it comes before him.

The usual division of Grammar into four parts is followed; and each is treated of before the introduction of the succeeding part, because it is believed to be the experience of the best teachers that the pupil can acquire a knowledge of the subject more easily and more thoroughly by having his attention directed to but one thing at a time.

In order to render the work thoroughly progressive, nothing is anticipated when anticipation can possibly be avoided ; and no part, or division, or subdivision, is introduced, without explanation or some reference by which the mind of the pupil is prepared for its reception, until the portion under present consideration has been thoroughly treated. Thus the pupil is enabled to advance intelligently; and the teacher enjoys the satisfaction of knowing that his pupils understand what they are learning.

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