COMMENDATORY NOTICES

or

CLARK'S NEW ENGLISH GRAMMAR

Science of the English Language.

THIS ORIGINAL PRODUCTION will doubtless become an indispensable auxiliary to restore the English language to its appropriate rank in our systems of education. After a cursory perusal of its contents, we are tempted to assert that it fortells the dawn of a brighter age to our mother tongue. For the ten years past, compilation upon compi lation have issued from the press in rapid succession, each varying only in nomenclature or arrangement from its predecessor. On this account, the plurality of modern educators have been averse to bestow much attention on their native tongue. Therefore it affords us no little pleasure to notice this new and superior treatise. But pupil and teacher can fare sumptuously upon its contents, however highly they may have prized the manuals to which they have been initiated, and by which their expressions, both oral and written, have been moulded. These they will admit to be glaringly deficient and incorrect, should the singular analysis before us come to their notice and relief. Mr. Clark, abandoning the old plan of beginning with the alphabet, which American pupils know, invites the pupil to the examination of a sentence. His first aim is to present to his mind the offices of words, their relation to each other, and the concep tions they embody. The diagrams constitute not only a peculiar but also a happy auxiliary, to show the mutual dependence of the different clauses. Thus the Subject, Predicate, Object, Primary and Secondary Adjuncts, are more likely to be distinguished and understood by youth. We feel very sanguine that this new Grammar will bear the test of criticism, and be satisfactory to our English and Classical Instructors.

Though many of them cannot change their adopted system, they will be encouraged and stimulated to replace or retain the English Grammar in their schools. It is not a matter of surprise that so many of them pay but little attention to it. Censurable indeed would they be, if they discarded it because their Grammars were imperfcet and disagreeable; for an acquaintance with the idioms of one's language is sufficiently important to enable one to wave the repulsiveness and surmount the obstacles that occur in acquiring them. When, however, the instructor is repeatedly told, by men of some real claim to science, that the knowledge of a foreign language is adequate to the formation of sound English scholarship, no wonder he pauses, halting between his va convictions and the opinions of respected friends. It is granted that the principles

of grammar do not materially differ; at the same time we notice the idioms of one language not found in another.

Our language is replete with such peculiarities, and none can write correctly, without a careful attention to its rules or laws of expression. Again, many eminent men advocate the study of the approved models of a language, insisting that thus one will become a pure and accurate compositor. We admit that the study of the poets and English classics is highly important, if not an indispensable prerequisite to give an easy and agreeable style; but we deny that it will divest one of the improprieties of speech, sown in the nursery and developed in the street, in the social circle, and even in public assemblies. Men who advocate this system, ought to advise the student of botany and natural philosophy to retire from the lecture-room, to visit the country, and regale in the unconfined treasury of nature's jewels.

Would that parents had a zeal to hand down to posterity their native tongue intact and see that their children were put to the study of it, and kept at it, even if the period allotted to their education be extended. Clark's Grammar is a suitable text-book for boys above twelve years old, but seems to be admirably adapted to a normal school. May the author receive a recompense of reward; and may his production be the means of giving to many students a pure, correct, and beautiful style of expression!— Southern Literary Gazette.

From Professor Agnew, of the University of Michigan.

I have uniformly heretofore declined recommending books, but as in this case there is a great public end to be subserved, and the book before me is distinguished above all others of its kind in excellence, I cordially commend to the public notice, "Clark's Practical Grammar." It is truly practical, beautiful, in its analysis, scientific in its results, avoiding technicalities, and rendering grammar--that hated thing-attractive even to children. Its system of diagrams is peculiar, yet peculiarly pleasing and profitable. !. HOLMES AGNEW.

Ann Arbor, June 24, 1850.

No class of text-books seemed to me more faulty than the English Grammars which until recently had place in all the schools. I have therefore been ready to greet kindly every attempt to render more simple and practical the principles of our language.

Of the several new Grammars of merit which I have had occasion to examine, I are happy to say that I regard yours as among the most excellent. The book begins right; the subject matter is treated with great simplicity and clearness. Nothing could b better than your very original system of diagrams; which, while they cannot fail interest, are also calculated practically to be in the highest degree serviceable to ta learner.

I most cordially give the "Practical Grammar” my approbation, and shall be happ to call the attention of others to its excellences.

HENRY B. MAGLATHLIN,

Principal of Classical Department, Melrose Academy, near Boston, Mass.

DEAR SIR-I have not only examined Clark's New Grammar, but, being satisfied of its superior merits, have introduced it into the school under my charge.

No work with which I am acquainted so perfectly unfolds the science of the English language, and gives the mutual relation and dependence of words and sentences upon each other. A careful examinatior by teachers unbiased, must secure it a place in all our schools. WILLIAM M. AVERY, Teacher.

Jackson, Feb. 20, 1850.

From Professor Brittan, Principal of the Lyons Union School.

MESSES. A. S. BARNES & Co.:

I have, under my immediate instruction in English Grammar, a class of more than fifty ladies and gentlemen from the Teachers' Department, who, having studied the grammars in common use, concur with me in expressing a decided Freference for "Clark's New Grammar," which we have used as a text-book since its publication, and which will be retained as such in this school hereafter. The distinguishing peculiarities of the work are two; and in these much of its merit consists. The first, is the logical examination of a sentence as the first step in the study of language, or grammar. By this process the pupil readily per ceives that words are the instruments which the mind employs to perfect and to express its own conceptions; that the principal words in a sentence may be so modified in their significations by other words and by phrases, as to express the exact proposition or train of thought designed to be communicated; and that words, phrases, and sentences may be most properly distinguished and classified according to the office they perform

The other distinguishing peculiarity of the work is a system of Diagrams; and a most happy expedient it is to unfold to the eye the mutual relation and dependence of words and sentences, as used for the purpose of delineating thought.

I believe it only requires a careful examination by teachers, and those who have the supervision of our educational interests to secure for this work a speedy introduction into all our schools. Yours very truly,

Lyons Union School, February 21, 1848.

N. BRITTAN.

From H. G. Winslow, A. M., Principal of Mount Morris Union School.

I have examined your work on Grammar, and do not hesitate to pronounce it superior to any work with which I am acquainted. I shall introduce it into the Mount Morris Union School at the first proper opportunity.

Yours truly,

H. G. WINSLOW.

From S. N. Sweet, Esq., Counsellor at Law.

Professor Clark's new work on Grammar, containing Diagrams illustrative of his system, is, in my opinion, a most excellent treatise on "the Science of the English Language." The author has studiously and properly excluded from his book the technicalities, jargon, and ambiguity which so often render attempts to teach grammar unpleasant, if not impracticable. *

The inductive plan which he has adopted, and of which he is, in teaching gram mar, the originator, is admirably adapted to the great purposes of both teaching and learning the important science of our language.

SAMUEL N. SWEET, Author of "Sweet's Elocution." Whitesborough, January 10, 1848.

From H. O'Dell, Esq., Teacher and Ex-Superintendent of Hopewell. 8. W. CLARK:

Sir:-I have examined your Grammar, and have no hesitation in recommend ing it to those engaged in teaching the youth of our country as the work on the subject of grammar which the present age of improvement demands. I have introduced it into my school, and find it admirably adapted to wake up the minds of the students of grammar, especially the younger portion.

From the Geneva Courier.

Mr. Clark's Grammar is a work of merit and originality. It contains an etymelogical chart by which the mode, tense, &c., of a verb, or the gender, person, &c., of a noun, or the different forms of any part of speech, can be determined at a glance. It also embraces a system of Diag.ams, which illustrate very simply and satisfactorily the relation which the different words of a sentence bear to each other. The student of grammar must be greatly assisted by the introduction of these helps, which furnish grammar to the eye as well as to the mind.

From the Geneva Gazette.

This work is the production of a successful teacher in our own county, and has grown out of the necessities which have appeared to the writer to exist, in order to present the science of Grammar in a proper manner to the attention of the scholar. The work has been prepared for publication by the author at the solicitation of teachers of high character. The design is, in many respects, original, but appears to be based on sound philosophical principles; and the work is most certainly worthy of the close attention and examination of teachers.

From the Ontario Messenger.

In mechanical execution, the book is a good one; and if we may hazard an opinion, we should say the method the author has adapted for teaching gramı...ar, is in advance of any thing of the kind we have ever seen. His plan of using Diagrams in explaining the structure of sentences, is a feature in this work, which, among many others, strikes us favorably, and which, we believe, is calculated to present at one glance, what many pages of written matter in the grammars now in use do not contain in an intelligible form. Geometry can be taught without figures, and geography without pictures or maps; but no one in our day would think of learning either of these sciences without the aid of figurative representations; and we see no good reason why this "system of diagrams” is not equally useful in the study of grammar. The brevity, perspicuity, and comprehensiveness of this work are certainly rare merits, and alone would commend it to the favorable consideration of teachers and learners. Take it altogether, we think it a work in accordance with the spirit of the age, and we wish the author success in his labors of improvement.

From the Seneca Observer.

It is, in our opinion, a valuable work; the best calculated of any which has fallen under our notice to impart interest to a study not usually very attractive. We commend this work to the notice of our teachers; we are confident it will be favorably received by them.

Clark's Grammar I have never seen equalled for practicability, which is of the atmost importance in all school-books.

January, 1848.

S. B. CLARK,

Principal of Scarborough Academy, Maine

The Grammar is just such a book as I wanted, and I shall make it the text-book m my school.

February, 1948.

WILLIAM BRICKLEY,

Teacher, of Canastota, N. Y

BRAR

OF THE

UNIVERSITY

CONTAINING A SELECTION OF THE WORDS OF THE ENGLISH LANGUAGE USUALLY PRONOUNCED IMPROPERLY:

WITH A READING EXERCISE FOLLOWING EACH LETTER, Including in it all the Words to be found in the preceding Vocabulary. BY JAMES H. MARTIN

This work contains a selection of eighteen hundred and forty words of the English language, usually pronounced improperly; including a few of the Latin and French terms most frequently used. A definition is given to each word, and, to assist in giving the pronunciation, most of the words have been respelled for that purpose. A reading exercise follows each letter, including in it all the words to be found in the preceding vocabulary; which must effectually clinch the pronunciation. The latest edition of Webster's Dictionary is adopted as the standard of pronunciation. The work is adapted to the higher classes in schools, and to adult persons of every grade and profession; and will be an immense saving of time and labor to those who are desirous of conforming to a correct standard of pronunciation.

"The words are alphabetically arranged, with a reading lesson following each letter, Including in it all the words found in the preceding vocabulary. The latest edition of Webster's Dictionary is the standard for the 'Orthoepist.' Every teacher, scholar, public speaker, and private speaker, who has any desire to pronounce the English language correctly, together with the rest of mankind,' should have the 'Ortheopist.' Persons thinking they do not need such a work, will be very likely to change their minds, by comparing their pronouncing of a few words by the standard. How does the reader pronounce acclimate, again, allopathy, antipodes, Arab, Archimedes, asthma, bronchitis, codify, Coliseum, coral, courier, epicurean, incomparable, diphthong, mamma, melee ?"-Indianapolis paper.

"It is very carefully and judiciously arranged, and will prove a most useful guide, not merely to foreigners studying our language, but to thousands of natives who from association or imperfect education habitually pronounce many words improperly."New Orleans Bee.

'What could be more timely than the appearance of this little volume, to common people like ourselves, perplexed and bewildered by the freaks of scholars in overturnmg all settled laws of English orthography and orthoepy? Here is a collection of nearly or quite all the words in most common use, adapted to the Websterian platform Those who are in trouble can appeal to this authority, and will find it a convenient reference. We have not given in our full adhesion to the Websterian revolution, buf are rapidly progressing thitherward."-Christian Observer.