Most grammars, and especially those which are designed for the senior class of students, to whom a well-written book is a sufficient instructor, contain a large proportion of matter which is merely to be read by the learner.

This is commonly distinguished in type from those more important doctrines which constitute the frame of the edifice.

It is expected that the latter will receive a greater degree of attention.

The only successful method of teaching grammar, is, to cause the principal definitions and rules to be committed thoroughly to memory, that they may ever afterwards be readily applied.

Oral instruction may smoothe the way, and facilitate the labour of the learner; but the notion of communicating a competent knowledge of grammar without imposing this task, is disproved by universal experience.