At least, such titles are equivocal, and likely to mislead the learner.

But there are many puzzling examples of construction under it, some of which are but little short of exceptions; and upon such of these as are most likely to embarrass the learner, some further observations shall be made.

It is proper to inform the learner that the sharp consonants are t, and all others after which our contracted preterits and participles require that d should be sounded like t; as in the words faced, reached, stuffed, laughed, triumphed, croaked, cracked, houghed, reaped, nipped, piqued, missed, wished, earthed, betrothed, fixed.

"As it respects a choice of words and expressions, no rules of grammar can materially aid the learner.

Priestley, too, throwing them out of his classification, and leaving the learner to go almost through his book in ignorance of their rank, at length assigns them to the same class, in one of his notes.

But if the class of active-intransitive verbs were admitted, it would rather perplex than assist the learner: for the difference between verbs active and neuter, as transitive and intransitive is easy and obvious: but the difference between verbs absolutely neuter and [those which are] intransitively active, is not always clear.

But this paragraph of Latham's or Fowler's is written, not to disembarrass the learner, but just as if it were a grammarian's business to confound his readers with fictitious dilemmasand those expressed ungrammatically!

That it will enable the learner to read the common type in one-fourth of the time necessary according to the usual mode of instruction.

Her younger brother, Hartley Sessions, was gravely piloting a girl down the room in what was supposed to be that popular dance, and two young men from Watauga, for whom he had vouched, stood ready for Miss Sessions to furnish them with partners, when she should have encouraged her learners sufficiently to make the attempt.

I really do not know whether it is worth while to say much about it, for governors are of different designs and are necessarily differently arranged for regulating, but to help young learners I will take the Waters governors which I think the most generally used on threshing and farm engines.

The value of a work must be estimated by its use; it is not enough that a dictionary delights the critick, unless, at the same time, it instructs the learner; as it is to little purpose that an engine amuses the philosopher by the subtilty of its mechanism, if it requires so much knowledge in its application as to be of no advantage to the common workman.

* * * * A syllable in pronunciation is an indivisible thing; and strange as it may appear, what is indivisible in utterance is divided in writing: when the very purpose of dividing words into syllables in writing, is to lead the learner to a just pronunciation.

The scheme not only confounds the moods, and utterly overwhelms the learner with its multiplicity, but condemns as bad English what the author himself once adopted and taught for the imperfect tense of the subjunctive mood, "If thou loved, If thou knew," &c., wherein he was sustained by Dr. Priestley, by Harrison, by Caleb Alexander, by John Burn, by Alexander Murray, the schoolmaster, and by others of high authority.

"The business of education, in respect of knowledge, is not, as I think to perfect a learner in all or any one of the sciences, but to give his mind that disposition, and those habits, that may enable him to attain any part of knowledge he shall stand in need of in the future coarse of his life.

All grammarians, however, agree about the things themselves, and the forms used to express them; though they differ about the names, by which these forms should be called: and as those names are practically best, which tend least to perplex the learner, I see no good reason here for deviating from what has been established by long custom.

In those books which are to prepare the learner to translate from one tongue into another, seldom is any thing else attempted.

At the close of his paradigms, however, the author inserts a few lines respecting "these obsolete conjugations," with the pronoun thou; for a further account of which, he refers the learner, with a sneer, to the common grammars in the schools.

"I won't," replied the learner mutely, by means of that expressive signnot doing it.

A Praxis is a method of exercise, or a form of grammatical resolution, showing the learner how to proceed.

"Yes, to the right," stammered the learner.

It is, therefore, not necessary to tell the learner how an engine is made or what it looks like.

And, finally, advises the learner in this kind of religion to submit himself implicitly to a spiritual guidehis Guru.

And then the large and charitable wisdom, which in Hood's genius makes the teacher humble in order to win the learner, we value all the more that it conceals authority in the guise of mirth, and under the coat of motley or the mantle of extravagance insinuates effective and salutary lessons.

But, says the letter, "The varietie of teaching is divers yet, and alwaies will be; for that every schoolemaister liketh that he knoweth, and seeth not the use of that he knoweth not; and therefore judgeth that the most sufficient waie, which he seeth to be the readiest meane, and perfectest kinde, to bring a learner to have a thorough knowledge therein.

It is to be observed that the author teaches nothing but the elements of reading; nothing but the sounds of letters and syllables; nothing but a few simple fractions of the great science of grammar: and, for this purpose, he would conduct the learner through the following particulars, and have him remember them all: 1. Fifteen distinctions respecting the "classification and organic formation of the letters."