PREFACE TO THE FIRST EDITION.

MAN enjoys the singular advantage of being able to communicate his thoughts by articulate sounds. Different nations employ very different verbal signs for the expression of thought; but with respect to the nature and use of the several parts of speech in general, they uniformly agree. Hence the Principles of Grammar in all languages are much the

same.

The study of Grammar has been considered as an object of great importance by the wisest men in all ages. But, like other sciences, it has often been involved in mystery, and perplexed with needless difficulties. Instead of facilitating the acquisition of languages, which was its original design, it has frequently served to render that more laborious.

As language is regular in its general structure, rules must no doubt be useful to assist us in understanding it. We first learn to speak from imitation. We use the expressions which we hear from others. But when we have once gained a certain stock of words, we employ them according to general rules. When a child, for instance, has occasion to speak of two persons, he will say, "two mans," instead of " two men ;" because he learns the general method of forming the plural, before he attends to particular exceptions. The same may be observed of a person who endeavours to acquire any foreign language. Memory furnishes us with proper terms to express our thoughts, but judgment must be exerted in adapting these to particular circumstances.

Every science may be reduced to principles. The Principles of Grammar may be traced from the progress of the mind in the acquisition of language. Children first express their feelings by motions and gestures of the body, by cries and tears. This is the language of nature, and therefore universal. It fitly represents the quickness of sentiment and thought, which are as instantaneous as the impression of light on the eye. Hence we always express our stronger feelings by these natural signs. But when we want to make known

to others the particular conceptions of the mind, we must represent them by parts; we must divide and analyse them. We express each part by certain signs, and join these together according to the order of their relations. Thus words are both the instrument and signs of the division of thought. But as words are only artificial signs of thought, and their connection with what they represent, merely arbitrary; the same thought may be expressed by different signs, and these signs variously arranged: Hence the diversity of languages and idioms. All languages, however, must consist of the same essential parts. There must be some words to mark the subject of discourse, and others to express what we affirm concerning it. The former excite our curiosity, and by the latter it is gratified. In this manner must language have been originally invented, if it be a human invention; and in this manner do children always acquire the use of speech. We are first taught the names of objects; and then we learn the words which express their qualities and actions. grow up, we become acquainted with the use of Prepositions, Adverbs, and Conjunctions, together with the different variations of Verbs, employed to mark time, number, and person. By joining these together, we form sentences, which we compound and arrange variously, according to the sentiments we want to express. Thus we come to analyse our thoughts, and represent them by parts, so as to convey them properly to others, with all their circumstances and relations.

As we

Grammar is founded on common sense. Every sentiment expressed by words exemplifies its rules, and the ignorant observe them, as well as the learned. The Principles of Grammar are the first abstract truths which a young mind can comprehend. Children discover their capacity for understanding the rules of Grammar, by putting them in practice. It is indeed difficult to make young people attend to what passes in their own minds. But perhaps this is partly owing to the abstruse manner in which it is laid before them. The Principles of Grammar will be most successfully taught by arranging and explaining them according to the order of nature. Every art is more or less involved in obscurity by the hard terms peculiar to it. In no art is this more remarkably the case than in Grammar. The terms it employs are so abstract, that, unless they be properly explained, even persons of advanced years cannot understand them. Could this inconvenience be thoroughly removed, the Principles of Grammar might be adapted to the meanest capacity: For were the na

ture of the different parts of speech, and their use in sentences properly explained, the mind would recognise its own operations, and perceive that Grammar is nothing else than a delineation of those rules, which we observe in every expression of thought by words. Thus the study of Grammar would not only improve the memory, but serve in a high degree to strengthen and enlarge all the faculties of the mind. Whatever we learn first is the most familiar to us. For this reason children will most easily apprehend the Principles of Grammar, when explained and exemplified in that language which is natural to them. Hence it seems proper to begin in Grammar, as in reading, with the language of our own country. But as most of the modern languages in Europe are in a great measure founded on the Latin, and as a very considerable part of our knowledge, with regard both to science and taste, is derived from Latin authors, the study of Latin Grammar has been generally preferred to that of the Grammar of the mother tongue. This has particularly been the practice in this country. Till of late very little attention has been paid to the study of English Grammar; in consequence of which many irregularities have crept into the language, which might otherwise have been prevented. Were the importance of the two languages to come into competition, that would no doubt deserve the preference, which we have the most frequent occasion to use. But to such as aim at polite literature, the study of both seems necessary; and the knowledge of the one will be found highly conducive to that of the other. The English language has received its greatest improvements from those who were masters of classical learning; and perhaps it cannot be thoroughly understood, without some acquaintance with the Latin. It is certain no one can properly translate from the one language into the other, without understanding the idioms of both. In order, therefore, to teach Latin Grammar with success, we should always join with it a particular attention to the rudiments of English. This is the design of the following attempt. And as in writing upon Grammar, materials entirely new cannot be expected, the Compiler has with freedom borrowed from all hands whatever he judged fit for his purpose. He acknowledges himself particularly indebted to Mr Harris's Hermes, with regard to the principles of universal Grammar; to Wallis and Dr Lowth, for most of his observations concerning the English; and to Gerard Vossius, and Ruddiman, with respect to the Latin.

The merit of any performance on this subject, must in a great measure depend upon the method of illustration and arrangement. In the present essay, that arrangement has been observed, which appeared most natural. The several parts of Grammar are reduced to general principles, and after these are subjoined particular observations and exceptions. The most essential rules and remarks are printed in larger characters; and the committing of these to memory, together with the examples, will, to a learner at first, it is thought, be found sufficient. A careful perusal of the particular observations, afterwards, joined with the reading of the classics, and the practice of writing and speaking Latin, will supersede the use of any other Grammar rules. If a further exercise for the memory be wanted, beautiful passages selected from the classics seem much more proper for this purpose, than Latin verses about words and phrases, however accurately composed.

Whatever other Grammars may have formerly been taught, the perusal of the following, it is hoped, will be attended with advantage. The Compiler has done every thing in his power to prepare it for the public. He has examined with care the method of education, and the several Grammars made use of, both at home and abroad. He has communicated his own plan to many persons of the first character for letters in this kingdom and the attention which they have been pleased to pay it, and the many useful observations which he has received from them, he will always remember with gratitude. He is still afraid, that notwithstanding all his care, some defects may be found in the execution; but hopes that his design at least will meet with approbation, and earnestly entreats the assistance of the encouragers of learning, to enable him to bring his scheme to greater perfection.

EDINBURGH, May 1772.