Higher Lessons in English: A Work on English Grammar and Composition, in the Science (Classic Reprint)

Prefac e. EDUC- SYCH. LIBRAB Eyebt one appreciates the valae of a correct use of langua, and yet the footing of grammar the only study in our schools that aims to teach this is very insecure. Children are not enthusiastic in praise of grammar, most parents recall without pleasure their own trials with it, and many men of culture and of wisdom openly advise its banishment from the school-room. But two causes can be assigned for this wide-spread aversion to grammar. There must prevail a belief either that there is another and a better way to correct expression than that along which grammar conducts one, or that the difficulties in this, the only path to it, are so serious that few ever surmount them and reach the desired goal. There is, we believe, no other and better way to correct writing and 8i eaking; turning a child loose into the fields of literature will not, we are sure, put his feet upon such a road. De Quincey says that through a circuit of prodious reading he has met with only two or three writers who did not sometimes violate the accidence or the syntax of English grammar, and any one knows that ordinary writers trip on almost every page.
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