There appears to be something assuming in the act of writing, and
thrusting into public notice, a new work on a subject which has already
employed many able pens; for who would presume to do this, unless he
believed his production to be, in some respects, superior to every one
of the kind which had preceded it? Hence, in presenting to the public
this system of English Grammar, the author is aware that an apology will
be looked for, and that the arguments on which that apology is grounded,
must inevitably undergo a rigid scrutiny. Apprehensive, however, that no
explanatory effort, on his part, would shield him from the imputation of
arrogance by such as are blinded by self-interest, or by those who are
wedded to the doctrines mid opinions of his predecessors, with _them_ he
will not attempt a compromise, being, in a great measure, indifferent
either to their praise or their censure. But with the candid, he is
willing to negotiate an amicable treaty, knowing that they are always
ready to enter into it on honorable terms. In this negotiation he asks
nothing more than merely to rest the merits of his work on its practical
utility, believing that, if it prove uncommonly successful in
facilitating the progress of youth in the march of mental improvement,
_that_ will be its best apology.
When we bring into consideration the numerous productions of those
learned philologists who have labored so long, and, as many suppose, so
successfully, in establishing the principles of our language; and, more
especially, when we view the labors of some of our modern compilers, who
have displayed so much ingenuity and acuteness in attempting to arrange
those principles in such a manner as to form a correct and an easy
medium of mental conference; it does, indeed, appear a little like
presumption for a young man to enter upon a subject which has so
frequently engaged the attention and talents of men distinguished for
their erudition. The author ventures forward, however, under the
conviction, that most of his predecessors are very deficient, at least,
in _manner,_ if not in _matter_; and this conviction, he believes, will
be corroborated by a majority of the best judges in community. It is
admitted, that many valuable improvements have been made by some of our
late writers, who have endeavored to simplify and render this subject
intelligible to the young learner, but they have all overlooked what the
author considers a very important object, namely, _a systematic order of
parsing;_ and nearly all have neglected to _develop and explain_ the
principles in such a manner as to enable the learner, without great
difficulty, to comprehend their nature and use.
By some this system will, no doubt, be discarded on account of its
_simplicity_; while to others its simplicity will prove its principal
recommendation. Its design is an humble one. It proffers no great
advantages to the recondite grammarian; it professes not to instruct the
literary connoisseur; it presents no attractive graces of style to
charm, no daring flights to astonish, no deep researches to gratify
him; but in the humblest simplicity of diction, it attempts to
accelerate the march of the juvenile mind in its advances in the path of
science, by dispersing those clouds that so often bewilder it, and
removing those obstacles that generally retard its progress. In this way
it endeavors to render interesting and delightful a study which has
hitherto been considered tedious, dry, and irksome. Its leading object
is to adopt a correct and an easy method, in which pleasure is blended
with the labors of the learner, and which is calculated to excite in him
a spirit of inquiry, that shall call forth into vigorous and useful
exercise, every latent energy of his mind; and thus enable him soon to
become thoroughly acquainted with the nature of the principles, and with
their practical utility and application.
Content to be useful, instead of being brilliant, the writer of these
pages has endeavored to shun the path of those whose aim appears to have
been to dazzle, rather than to instruct. As he has aimed not so much at
originality as utility, he has adopted the thoughts of his predecessors
whose labors have become public stock, whenever he could not, in his
opinion, furnish better and brighter of his own. Aware that there is, in
the public mind, a strong predilection for the doctrines contained in
Mr. Murray's grammar, he has thought proper, not merely from motives of
policy, but from choice, to select his _principles_ chiefly from that
work; and, moreover, to adopt, as far as consistent with his own views,
the language of that eminent philologist. In no instance has he varied
from him, unless he conceived that, in so doing, some practical
advantage would be gained. He hopes, therefore, to escape the censure so
frequently and so justly awarded to those unfortunate innovators who
have not scrupled to alter, mutilate, and torture the text of that able
writer, merely to gratify an itching propensity to figure in the world
as authors, and gain an ephemeral popularity by arrogating to themselves
the credit due to another.
The author is not disposed, however, to disclaim all pretensions to
originality; for, although his principles are chiefly selected, (and who
would presume to make new ones?) the manner of arranging, illustrating,
and applying them, is principally his own. Let no one, therefore, if he
happen to find in other works, ideas and illustrations similar to _some_
contained in the following lectures, too hastily accuse him of
plagiarism. It is well known that similar investigations and pursuits
often elicit corresponding ideas in different minds: and hence it is not
uncommon for the same thought to be strictly _original_ with many
writers. The author is not here attempting to manufacture a garment to
shield him from rebuke, should he unjustly claim the property of
another; but he wishes it to be understood, that a long course of
teaching and investigation, has often produced in his mind ideas and
arguments on the subject of grammar, exactly or nearly corresponding
with those which he afterwards found, had, under similar circumstances,
been produced in the minds of others. He hopes, therefore, to be
pardoned by the critic, even though he should not be willing to reject a
good idea _of his own,_ merely because some one else has, at some time
or other, been blessed with the same thought.
As the plan of this treatise is far more comprehensive than those of
ordinary grammars, the writer could not, without making his work
unreasonably voluminous, treat some topics as extensively as was
desirable. Its design is to embrace, not only all the most important
principles of the science, but also exercises in parsing, false syntax,
and punctuation, sufficiently extensive for all ordinary, practical
purposes, and a key to the exercises, and, moreover, a series of
illustrations so full and intelligible, as _completely to adapt the
principles to the capacities of common learners._ Whether this design
has been successfully or unsuccessfully executed, is left for the public
to decide. The general adoption of the work into schools, wherever it
has become known, and the ready sale of _forty thousand_ copies, (though
_without hitherto affording the author any pecuniary profit,_) are
favorable omens.
In the selection and arrangement of principles for his work, the author
has endeavored to pursue a course between the extremes, of taking
blindly on trust whatever has been sanctioned by prejudice and the
authority of venerable names, and of that arrogant, innovating spirit,
which sets at defiance all authority, and attempts to overthrow all
former systems, and convince the world that all true knowledge and
science are wrapped up in a crude system of vagaries of its own
invention. Notwithstanding the author is aware that public prejudice is
powerful, and that he who ventures much by way of innovation, will be
liable to defeat his own purpose by falling into neglect; yet he has
taken the liberty to think for himself, to investigate the subject
critically and dispassionately, and to adopt such principles only as he
deemed the least objectionable, and best calculated to effect the object
he had in view. But what his system claims as improvements on others,
consists not so much in bettering the principles themselves, as in the
_method adopted of communicating a knowledge of them to the mind of the
learner_. That the work is defective, the author is fully sensible: and
he is free to acknowledge, that its defects arise, in part, from his own
want of judgment and skill. But there is another and a more serious
cause of them, namely, the anomalies and imperfections with which the
language abounds. This latter circumstance is also the cause of the
existence of so widely different opinions on many important points; and,
moreover, the reason that the grammatical principles of our language can
never be indisputably settled. But principles ought not to be rejected
because they admit of exceptions.--He who is thoroughly acquainted with
the genius and structure of our language, can duly appreciate the truth
of these remarks.
* * * * *
Should parents object to the Compendium, fearing it will soon be
destroyed by their children, they are informed that the pupil will not
have occasion to use it one-tenth part as much as 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.