The importance of giving correct definitions to philological terms, and of stating with perfect accuracy whatsoever is to be learned as doctrine, has never been duly appreciated.

The grand source of the disheartening difficulties encountered by boys in the study of grammar, lies in their ignorance of the meaning of words.

This cause of embarrassment is not to be shunned and left untouched; but, as far as possible, it ought to be removed.

In teaching grammar, or indeed any other science, we cannot avoid the use of many terms to which young learners may have attached no ideas.

Being little inclined or accustomed to reflection, they often hear, read, or even rehearse from memory, the plainest language that can be uttered, and yet have no very distinct apprehension of what it means.