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PREFACE.

The present work has grown out of the conviction that ENGLISH GRAMMAR, especially in its bearings on Composition, may be taught on an easier and more fruitful method. The usual array of Definitions, Classifications, Rules, Lists, and Exceptions, formidably labelled with Technical Designations, cannot possibly be separated from the deeper study of the subject; but these, I imagine, are not for the young pupil at the outset. What he wants, to begin with, is-familiarity with concrete instances in sufficient number and variety. When these have been specially presented to him, he cannot help beginning to compare them; and accordingly it would be well to suggest to him a profitable method. Presently, with his mind full of examples and of multiplying points of likeness among them, he will naturally begin to grope for generalities. At this stage the regular Grammar takes its place, as built upon the foundation of examples methodically compared: and the pupil may now be guided gradually to associate his examples with the technical names. Acting on this view, I have selected a sufficient number of typical instances, and arranged them side by side for comparison, comformably to the received designations; these last, however, being left optional.

This plan, I may add, reaches much farther than the primary intention now expressed. It provides a well filled and clearly arranged storehouse of grammatical illustration, ever use to teachers, and suitable to students at all stages. Moreover, while the comparative study of different

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ALEXANDER FALCONER MURISON, M.A.,
English Master in the Grammar School,

Aberdeen.

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PRINTED BY

LESLIE AND RUSSELL,

CROWN COURT, UNION STREET,

ABERDEEN.

PREFACE.

The present work has grown out of the conviction that ENGLISH GRAMMAR, especially in its bearings on Composition, may be taught on an easier and more fruitful method. The usual array of Definitions, Classifications, Rules, Lists, and Exceptions, formidably labelled with Technical Designations, cannot possibly be separated from the deeper study of the subject; but these, I imagine, are not for the young pupil at the outset. What he wants, to begin with, is-familiarity with concrete instances in sufficient number and variety. When these have been specially presented to him, he cannot help beginning to compare them; and accordingly it would be well to suggest to him a profitable method. Presently, with his mind full of examples and of multiplying points of likeness among them, he will naturally begin to grope for generalities. At this stage the regular Grammar takes its place, as built upon the foundation of examples methodically compared: and the pupil may now be guided gradually to associate his examples with the technical names. Acting on this view, I have selected a sufficient number of typical instances, and arranged them side by side for comparison, comformably to the received designations; these last, however, being left optional.

This plan, I may add, reaches much farther than the primary intention now expressed. It provides a well filled and clearly arranged storehouse of grammatical illustration, ever useful to teachers, and suitable to students at all stages. Moreover, while the comparative study of different

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