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ADAPTED TO THE

DIFFERENT CLASSES OF LEARNERS.

WITH

AN APPENDIX,

CONTAINING

RULES AND OBSERVATIONS

FOR ASSISTING THE MORE ADVANCED STUDENTS

TO WRITE WITH PERSPICUITY AND ACCURACY.

They who are learning to compose and arrange their sentences with
"accuracy and order, are learning, at the same time, to think with accuracy
and order.”

BLAIR.

BY LINDLEY MURRAY.

FROM THE TWENTY-EIGHTH ENGLISH EDITION.

ROCHESTER, N. Y.

PRINTED AND SOLD BY E. PECK & co.

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INTRODUCTION.

WHEN the number and variety of English Grammars already published, and the ability with wbich some of them are written, are considered, little can be expected from a new compilation, besides a careful selection of the most useful matter, and some degree of improvement in the mode of adapting it to the understanding, and the gradual progress of learners. In these respects something, perhaps, may yet be done, for the ease and advantage of young persons.

In books designed for the instruction of youth, there is a medium to be observed, between treating the subject in so extensive and minute a manner, as to embarrass and confuse their minds, by offering too much at once for their comprehension; and, on the other hand, conducting it by such short and general precepts and observations, as convey to them no clear and precise information. A distribution of the parts, which is either defective or irregular, has also a tendency to perplex the young understanding, and to retard its knowledge of the principles of literature. A distinct general view, or outline, of all the essential parts of the study in which they are engaged ; a gradual and judicious supply of this outline ; and. a due arrangement of the divisions, according to their natural order and connexion, appear to be among

the best means of enlightening the minds of youth, and of facilitating their acquisition of knowledge. The author of this work, at the same time that he has endeavoured to avoid a plan, · which may be too concise or too extensive, defective in its parts or irregular in their disposition, has studied to render his subject sufficiently easy, intelligible, and comprehensive. He does not presume to have completely attained these objects. How far be has succeeded in the attempt, and wherein he has failed, must be referred to the determination of the judicious and candid reader.

The method which he has adopted, of exhibiting the per: formance in characters of different sizes, will, he trusts, be conducive to that gradual and regular procedure, which is so favourable to the business of instruction. The more impor.

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