The author had prepared, chiefly from Chambers's History, by Robbins, a sketch of American authors in the various departments of literature, but has laid it aside, to avoid increasing too much the size of the book; and must content himself, therefore, with only referring the student to the work above named. The general Review, however, of American Literature at the close of this volume, is perhaps sufficient, without the other.

In respect to the History and Character of the English Language and Literature, Mr. Connel, in his Preface, justly remarks, "If to compose well be an object of importance, no less so is a knowledge of the history and the character of the English language and literature. For this reason, a succinct account of both of these subjects, from the earliest to the present times, has been subjoined to what relates more immediately to the matter of Composition. All the important facts, with their causes and consequences, connected with this subject, will be found imbodied in this brief detail, and the different characters of the English language and literature, at different periods, carefully pointed out

The present work is designed as a sequel to the ordinary textbooks on grammar; yet there are parts of it which may be advantageously used in connexion with such text-books. The author would also suggest to teachers the advantage of introducing into their schools, as preparatory to the use either of this work or of a grammar, some such exercises as the following, which have : proved highly useful in the institution with which the author is connected. In his judgment, all our common schools, as well as academies, where they have not been used, would be much improved by the introduction of them.

EXERCISES SUITABLE TO PRECEDE AND TO ACCOMPANY THE USE OF THIS BOOK.

1. Scholars, as soon as tney are able to write a legible hand, should daily be employed in copying their reading-books and other text-books, to familiarize them with correct spelling, punctuation, use of capitals, and the division of paragraphs into sentences, as well as the combination of sentences into paragraphs.

2. They should be required to write down, in an accurate manner, what may be said or read to them by their teacher; and this process of verbal dictation and writing should form a regular daily exercise in every school

3. As the easiest method of beginning to learn to compose, when scholars shall have occasion to speak to their teacher on any subject, let them occasionally, each day, be required to write down on paper, or on a slate, what they desire to communicate. Let them be required to do this until they shall be able to transfer their thoughts, on familiar subjects, to paper, in a ready, as well as an exact manner. Let their written communication, in each case, be critically examined, and all its errors pointed cut; and let neatness of penmanship be duly regarded.

B

4. It will be found highly advantageous to put young students to the practice of writing a journal of their observations and attainments every day-a record of incidents which may have occurred to themselves or others, &c.

5. In the judgment of the author, the best purposes of English grammar would be answered by requiring those who study it to write out, carefully, all the Exercises in False Syntax, and to require them to rewrite such exercises until the scholar shall have attained perfect grammatical and literal accuracy. This practice would be found a readier help to the art of writing and of speaking the language correctly, than that of employing, or, rather, of wasting months and years, as is too commonly done, in simply parsing the language. Parsing is good, and necessary, in its place, but mischievous when used as a substitute for writing off correctly the Exercises in False Syntax

By the plan thus recommended above, of writing_off printed matter which is correct in Syntax, and of correcting Exercises in False Syntax, and writing off a correct copy of them, the surest method will be adopted of making correct writers and speakers of our language, which is one of the most important uses of English grammar.

6. In addition to the above suggestions, students who are engaged in the study of Latin and Greek, or of French authors, should be required, once or twice a week, to furnish correct and tasteful translations of portions that may be designated by the teacher. This will serve to make critical scholars, not only in respect to those languages, but in respect to our own.

7. It is earnestly recommended that all the Practical Exercises in this work be carefully written by each scholar using it. When convenient, the short exercises may be written in the class, and the longer passages at home, to be afterward examined and corrected by the teacher.

8. The author would recommend that all the parts of this work, except the first, be used in the ordinary reading Exercise until rendered perfectly familiar. Thus the arts of Reading and of Rhetoric may be learned simultaneously. Young scholars should read over each lesson, in the class, the day before it is to be recited.

9. This work is constructed, especially Parts VI. and VII., as a book for Parsing. When so employed, the teacher should elicit rhetorical as well as grammatical principles. He should also study to improve the literary taste and critical powers of the student.

10. In correcting the Exercises and Compositions of students, the author has found great advantage in the use of red ink. The errors are thus rendered conspicuous, and, to sensitive scholars, formidable. They are not pleased with the glaring character given to their mistakes, or with the disfigured aspect which such corrections impart to their paper, and are led to greater care to avoid the evil in future essays.

The corrections should be particular, relating to ortnography, capitals, proper division into sentences and paragraphs, as well as to sentiments and alleged facts. Yet the corrections should not extend to the alteration of the style of the writer, unless very faulty; lest originality be sacrificed to accuracy or polish.

The compiler will consider himself well rewarded for his labour in preparing this work for the use of his young countrymen, if it shall find its way extensively into their hands; for, if properly used, it will secure to them suitable instruction, while at school, in the indispensable art which is here set forth and recommended. His strongest desire, in relation to the literary management of schools, is, that a radical change may soon be introduced in the course of instruction, both in common schools and academies, until it shall embrace, and secure the art, of the ready and elegant communication of thought with the pen, as well as with the tongue. A change like this will contribute greatly to the diffusion of valuable thoughts that now vanish with the breath, or even vanish without utterance; it will add much to social and individual happiness; it will advance the improvement, and increase the native vigor of the human mind.

Black River L. and R. Institute, Watertown, Jefferson Co., ..,ugust 1, 1844.

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PART I.

PRACTICAL EXERCISES IN THE USE OF WORDS-IN THE STRUCTURE AND ARRANGEMENT OF SENTENCES.

INTRODUCTION.

COMPOSITION IS the art of expressing ideas in written language.

To compose correctly, it is necessary to have a practical knowledge of Spelling, Punctuation, the Use of Words, and the Structure and Arrangement of Sen

tences.

To compose with perspicuity and elegance, it is also necessary to have a practical knowledge of the various qualities of Style, and of the use of Figurative Language.

To be able to write with facility, it is farther necessary to have considerable practice in Original Composition.

I. SPELLING.

SPELLING is the art of expressing words by their proper letters.

Letters are of two forms, capitals and small letters.

SECTION I.

CAPITAL LETTERS.

CAPITAL LETTERS are used in the following situations:

I. The first word of every sentence.

II. The first word of every line of poetry.

III. The first word of a quotation in a direct form.

IV. The names of the Supreme Being

V. Proper names, and adjectives derived from proper names.

VI. The names of the days of the week, and of the months of the year.