OF ENGLISH GRAMMAR, CONTAINING 1. THE DIFFERENT KINDS, RELATIONS, AND CHANGES OF WORDS. II. SYNTAX, OR THE RIGHT CONSTRUCTION OF SENTENCES: WITH AN APPENDIX, COMPREHENDING A TABLE OF VERBS IRREGULARLY INFLECTED. Remarks on some Grammatical Figures, Rules of BY MR. HARRISON. The Ninth American Edition. CAREFULLY REVISED, CORRECTED AND IMPROVED, BY A TEACHER OF PHILADELPHIA. Scientiarum Janitrix Grammatica. PHILADELPHIA: Printed and sold by John Bioren, No. 88, ........... PHILADELPHIA, July 11, 1795. THE following Rudiments of English Grammar, have been made use of in the University of Pennsylvania, for several years past to the entire satisfaction of the several Teachers in the English Department of that Institution. WILLIAM ROGERS, D. D. Professor of English and Belles Letters, in the University of Pennsylvania. Note. In this edition, an entire revision has taken place, and considerable corrections and additions have been made by a Teacher of this City, which, it is hoped, will meet the approbation of the Teachers in general. COPY-RIGHT SECURED ACCORDING TO LAW. HARVARD COLLEGE LIBRARY GIFT OF THE CKADUATE SCHOO' OF EDUCATION PREFACE. THE design of this little tract is to comprise the rudiments of English Grammar, in a plain, concise and regular form, suited to the scholastic method of instruction. For this purpose I have judged it of importance to avoid hard technical words, and long sentences, as unfit for the capacities of children. The minuter observations are thrown into the form of notes ; and the inflections of Nouns, Verbs, Sc. instead of being previously described by words, are chiefly delineated in their examples. I have endea voured to render the definitions philosophical, as well as plain, and to conform strictly to the simpli▪ city of the English Language, retaining however, for obvious reasons, as many of the common terms of grammar as were admissible into my plan. The catechetical form of instruction, though accompanied with some advantages, is usually attended with this inconvenience, that the young scholar commits the answers to memory, without being at. the trouble of understanding the questions, whereby the sense is left imperfect. I would rather recommend this method to be used at the discretion of the master, by way of examination, when it may be useful to depart from the written form. Trifling as these arrangements may appear, they are nevertheless to be considered of importance, if they produce any practical advantage to children, and their instructors. Little originality is to be expected in a work of this nature. In what relates to Pronouns, however I have chosen to depart from the common plan, having noticed under this class, those only that have |