the fame time commonly more difficult, than to givè a formal demonstration of a propofition almost selfevident.

It doth not then proceed from any peculiar irregularity or difficulty of our Language, that the general practice both of fpeaking and writing it is chargeable with inaccuracy. It is not the Language, but the Practice that is in fault. The truth is, Grammar is very much neglected among us: and it is not the difficulty of the Language, but on the contrary the fimplicity and facility of it, that occafions this neglect. Were the Language lefs eafy and fimple, we should find ourselves under a neceffity of studying it with more care and attention. But as it is, we take it for granted, that we have a competent knowledge and skill, and are able to acquit ourselves properly, in our own native tongue a faculty folely acquired by use, conducted by habit, and tried by the ear, carries us on without reflexion; we meet with no rubs or difficulties in our way, or we do not perceive them; we find ourfelves able to go on without rules, and we do not fo much as fufpect, that we stand in need of them.

AGrammatical Study of our own Language makes no part of the ordinary method of instruction, which we pass through in our childhood, and it is very seldom that we apply ourselves to it afterward. Yet the want of it will not be effectually fupplied by any other advantages whatsoever. Much practice in the polite world, and a general acquaintance with the best au

thors,

thors, are good helps; but alone will hardly be fuffi. cient: we have writers, who have enjoyed these advantages in their full extent, and yet cannot be recommended as models of an accurate ftyle. Much less then will what is commonly called Learning ferve the purpose; that is, a critical knowledge of antient Languages, and much reading of antient authors: the greatest Critic and most able Grammarian of the laft age, when he came to apply his Learning and his Criticifm to an English Author, was frequently at a lofs in matters of ordinary use and common conftruction in his own Vernacular Idiom.

But perhaps the Notes fubjoined to the following pages will furnish a more convincing argument, than any thing that can be said here, both of the truth of the charge of Inaccuracy brought against our Language, as it fubfifts in Practice; and of the neceffity of investigating the Principles of it, and studying it Grammatically, if we would attain to a due degree of skill in it. It is with reafon expected of every perfon of a liberal education, and it is indifpenfably required of every one who undertakes to inform or entertain the public, that he should be able to express himself with propriety and accuracy. It will evidently appear from these Notes, that our best authors have committed gross mistakes, for want of a due knowledge of English Grammar, or at least of a pro. per attention to the rules of it. The examples there given are fuch as accurred in reading, without A 4

any

any very curious or methodical examination: and they might easily have been much increased in number by any one, who had leifure or phlegm enough to go through a regular courfe of reading with this particular view. However, I believe, they may be fufficient to answer the purpose intended; to evince the neceffity of the Study of Grammar in our own Language; and to admonish those, who set up for authors among us, that they would do well to confider this part of Learning as an object not altogether beneath their regard.

The principal defign of a Grammar of any Language is to teach us to express ourselves with propriety in that Language; and to enable us to judge of every phrafe and form of construction, whether it be right or not. The plain way of doing this is, to lay down rules, and to illuftrate them by examples. But, befide fhewing what is right, the matter may be further explained by pointing out what is wrong. I will not take upon me to say, whether we have any Grammar, that fufficiently inftru&is us by rule and example; but I am fure we have none, that, in the manner here attempted, teaches us what is right by fhewing what is wrong: though this perhaps may prove the more useful and effectual method of inftruction.

Befude this principal Design of Grammar in our own Language, there is a fecondary ufe to which it may be applied, and which, I think, is not attended

to

to as it deferves; the facilitating of the acquifition of other Languages, whether antient or modern. A good foundation in the General Principles of Grammar is in the first place necessary for all those, who are initiated in a learned education; and for all others likewife who shall have occafion to furnish themselves with the knowledge of modern Languages. Univerfal Grammar cannot be taught abftractedly: it must be done with reference to fome Language already known; in which the terms are to be explained and the rules exemplified. The learner is fuppofed to be unacquainted with all, but his native tongue; and in what other, confiftently with reafon and common fenfe, can you go about to explain it to him! When he has a competent knowledge of the main principles of Grammar in general, exemplified in his own Language; he then will apply himself with great advantage to the study of any other. To enter at once upon the Science of Grammar, and the study of a foreign Language, is to encounter two difficulties together, each of which would be much lessened by being taken feparately and in its proper order. For thefe plain reasons, a competent grammatical knowledge of our own language is the true foundation, upon which all Literature, properly fo called, ought to be raised. If this method were adopted in our Schools; if children were first taught the com mon principles of Grammar, by some short and clear Syftem of English Grammar, which happily by its fimplicity

A 5

fimplicity and facility is perhaps fitter than that of any other Language for fuch a purpose; they would have fome notion of what they were going about, when they should enter into the Latin Grammar; and would hardly be engaged fo many years as they now are, in that most irksome and difficult part of Literature, with fo much labour of the memory, and with fo little affiftance of the understanding.

A defign fomewhat of this kind gave occafion to the following little fyftem, intended merely for a private and domeftic ufe. The chief end of it was to explain the generalprinciples of Grammar, as clearly and intelligibly as poffible. In the definitions, therefore, eafinefs and perfpicuity have been fometimes preferred to logical exactness. The common divifions have been complied with, as far as reafon and truth would permit. The known and received terms have been retained; except in one or two inftances, where others offered themselves, which feemed much more fignificant. All difquifitions, which appeared to have more of fubtilty than of usefulness in them have been avoided. In a word, it was calculated for the ufe of the learner, even of the lowest class. the loweft clafs. Thofe, who would enter more deeply into this Subject, will find it fully and accurately handled, with the greatest acutenefs of investigation, perfpicuity of explication, and elegance of method, in a treatife intituled HERMES, by JAMES HARRIS, Efq; the most beautiful and perfect example of Analyfis, that has been exhibited fince the days of Aristotle.

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