scholars become pleased with their studies, and are animated to proceed, and surmount the obstacles which occur in their progress. The instructer too

is relieved and encouraged in his labours. By discerning exactly the powers and improvement of his pupils, he perceives the proper season for advancing them; and by observing the points in which they are deficient, he knows precisely where to apply his directions and explanations.

THESE Considerations have induced the Compiler to collect and arrange a variety of erroneous examples, adapted to the different rules and instructions of English Grammar, and to the principles of perspicuous and accurate writing. It has not indeed been usual, to make Grammatical Exercises, in our language, very numerous and extensive: but if the importance and usefulness of them be as great as they are conceived to be, no apology will be necessary for the large field of employment, which the following work presents to the student of English Grammar. If he be detained longer than is common in this part of his studies, the probable result of it, an accurate and intimate knowledge of the subject, will constitute an ample recompense.

THE reader will perceive that some of the rules and observations, under the part of Syntax, contain a much greater number of examples than others. This has arisen from the superior importance of those rules, and from the variety requisite to illustrate them properly. When a few instances afford sufficient practice on the rule, the student is not fatigued with a repetition of examples, which would cast no new light on the subject.

IN selecting the instances of false construction, the Compiler has studied to avoid those that are glaringly erroneous, and to fix upon such only as frequently occur in writing or speaking. If there be any of a different complexion, it is presumed that

they are but few, and that they will be found under those rules only, which, from the nature of them, could not have been otherwise clearly exemplified to young persons. The examples applicable to the principal notes and observations, are carefully arranged under the respective rules of Syntax; and regularly numbered to make them correspond to the subordinate rules in the Grammar.

As many of the examples contain several errors in the same sentence, and some of them admit of various constructions in amending them, it has been thought proper to publish a KEY for ascertaining all the corrections; and this has been the more expedient, from the work's being designed for the benefit of private learners, as well as for the use of schools. The Key to the part of Orthography might have been omitted, had not some of the sentences contained so many words erroneously spelled, as to render it probable that several of them would, in that case, have been inadvertently passed over; especially by persons who may not have the advantage of a tutor. In forming the Key, it appeared to be more eligible, to repeat the sentences at large, with their corrections, than simply to exhibit the amendments by themselves. In the mode adopted, the work has a more regular and uniform appearance; the correspondent parts may be more readily compared; and the propriety of the corrections will be more apparent and striking.

In a work which consists entirely of examples, and with which the learners will, consequently, be much occupied and impressed, the Compiler would have deemed himself culpable, had he exhibited such sentences as contained ideas inapplicable to young minds, or which were of a trivial or injurious nature. He has, therefore, been solicitous to avoid all exceptionable matter; and to improve his work, by blending moral and useful observations with

Grammatical studies. Even sentiments of a pious and religious nature, have not been thought improper to be occasionally inserted in these Exercises. The understanding and sensibility of young persons, are much underrated by those who think them inca pable of comprehending and relishing this kind of instruction. The sense and love of goodness are early and deeply implanted in the human mind; and often, by their infant energies, surprise the intelligent observer : why, then, should not these emotions find their proper support and incentives, among the elements of learning? Congenial sentiments, thus disposed, besides making permanent impressions, may serve to cherish and expand those generous principles; or, at least, to prepare them for regular operation, at a future period. The importance of exhibiting to the youthful mind, the deformities of vice; and of giving it just and animating views of piety and virtue, makes it not only warrantable, but our duty also, to embrace every proper occasion to promote, in any degree, these valuable ends.

IN presenting the learner with so great a number of examples, it was difficult to preserve them from too much uniformity. The Compiler has, however, been studious to give them an arrangement and diversity, as agreeable as the nature of the subject would admit; and to render them interesting, as well as intelligible and instructive, to young persons Holdgate, near York, 1797.

TO THE SEVENTH EDITION.*

THE Author of this volume of Exercises, per ceiving that it has been well received by the public, and that the demand for it still continues to increase, has felt it incumbent upon him to give the seventh edition every improvement in his power, without enhancing the price of the book.

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Besides expunging some obscure and uninteresting sentences; inserting a number of examples adapted to the latest improvements in the grammar; and adding to the Syntax many useful exercises he has subjoined to the part designed to promote perspicuous and accurate writing, a whole chapter (twelve pages) of promiscuous exercises, peculiarly adapted to this subject. As every other general division of the book was provided with a chapter of this nature, it is presumed that teachers and private students will approve of an addition so necessary to complete the plan of the work. It is calculated, at once, to confirm the learner in perspicuous and accurate writing, and to improve his taste for elegant. composition.

In all the additional exercises to this part of the book, the author has been careful to exhibit no inaccuracies but such as are frequently found in respectable writings. The display of vulgar and glaring errors, which no persons of education ever commit, would not be proper for a work of this nature, and could not fail to produce disapprobation and disgust..

The improvements made in the eighth edition, confift, chiefly of "General Directions for ufing the Exercises," and of a new, larged fyftem of Exercifes in Parfing,

TO THE TENTH EDITION.

ONE of the chief improvements, made in the tenth edition of this work, consists in the adaptation of it, throughout, to an objective case of nouns. This case was adopted in the twelfth edition of the grammar; and it is therefore indispensable, that the Exercises should conform to the alteration.*

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As there are some teachers, who doubt the priety of presenting exercises of bad English to youth of the junior classes, it seems proper, in this place, to make a few observations on the subject.

The author is persuaded, that exercises of this nature cannot be too soon engaged in, by the student of grammar. Simple rules, and examples of rectitude, make light impression, compared with the effect of contrast, in which errors and corrections are opposed to each other. A child generally sees and hears so many instances of erroneous construction, that, unless he is early taught to distinguish and correct them, his imitative powers will be more influenced, by error than by rectitude. Besides, children, in detecting and amending errors, feel their own powers; and however small the exercise may be, it is a most pleasing and animating incentive to application and study. What they learn in this way, will not only gratify them: it will also improve their judgment and sagacity, and be long and ac curately remembered.

On these grounds, it is evident, that the practice of correcting errors, should be introduced into the early stages of grammatical studies. Instead of exposing children to "the danger of evil communication," as some ingenious persons have supposed, it seems to be the best means of teaching them, first, to discover the irregularities, and then, to avoid the contagion, of bad examples.

See the reafons in favour of an Objective Cafe for Englifh nouns, at pages 54, 55, 56, of the Twelfth or any fubfequent edition of the Grammar.