the genius and structure of our language, can duly appreciate the truth
of these remarks.

* * * * *

Should parents object to the Compendium, fearing it will soon be
destroyed by their children, they are informed that the pupil will not
have occasion to use it one-tenth part as much as he will the book which
it accompanies: and besides, if it be destroyed, he will find all the
definitions and rules which it contains, recapitulated in the series of
Lectures.

HINTS TO TEACHERS AND PRIVATE LEARNERS.

As this work proposes a new mode of parsing, and pursues an arrangement
essentially different from that generally adopted, it may not be deemed
improper for the author to give some directions to those who may be
disposed to use it. Perhaps they who take only a slight view of the
order of parsing, will not consider it _new_, but blend it with those
long since adopted. Some writers have, indeed, attempted plans somewhat
similar; but in no instance have they reduced them to what the author
considers a _regular systematic order_.

The methods which they have generally suggested, require the teacher to
_interrogate_ the pupil as he proceeds; or else he is permitted to parse
without giving any explanations at all. Others hint that the learner
ought to apply definitions in a general way, but they lay down no
systematic arrangement of questions as his guide. The _systematic_ order
laid down in this work, if pursued by the pupil, compels him to apply
every definition and every rule that appertains to each word he parses,