INTRODUCTION

So many slighting remarks have been made of late on the use of teaching grammar as compared with teaching science, that it is plain the fact has been lost sight of that grammar is itself a science. The object we have, or should have, in teaching science, is not to fill a child's mind with a vast number of facts that may or may not prove useful to him hereafter, but to draw out and exercise his powers of observation, and to show him how to make use of what he observes.... And here the teacher of grammar has a great advantage over the teacher of other sciences, in that the facts he has to call attention to lie ready at hand for every pupil to observe without the use of apparatus of any kind while the use of them also lies within the personal experience of every one.—Dr Richard Morris The proper study of a language is an intellectual discipline of the highest order. If I except discussions on the comparative merits of Popery and Protestantism, English grammar was the most important discipline of my boyhood.—John Tyndall.

INTRODUCTION.

What various opinions writers on English grammar have given in answer to the question, What is grammar? may be shown by the following—
Definitions of grammar.

English grammar is a description of the usages of the English language by good speakers and writers of the present day.—Whitney

A description of account of the nature, build, constitution, or make of a language is called its grammar—Meiklejohn

Grammar teaches the laws of language, and the right method of using it in speaking and writing.—Patterson

Grammar is the science of letter; hence the science of using words correctly.—Abbott

The English word grammar relates only to the laws which govern the significant forms of words, and the construction of the sentence.—Richard Grant White

These are sufficient to suggest several distinct notions about English grammar—
Synopsis of the above.

(1) It makes rules to tell us how to use words.

(2) It is a record of usage which we ought to follow.

(3) It is concerned with the forms of the language.

(4) English has no grammar in the sense of forms, or inflections, but takes account merely of the nature and the uses of words in sentences.
The older idea and its origin.

Fierce discussions have raged over these opinions, and numerous works have been written to uphold the theories. The first of them remained popular for a very long time. It originated from the etymology of the word grammar (Greek gramma, writing, a letter), and from an effort to build up a treatise on English grammar by using classical grammar as a model.

Perhaps a combination of (1) and (3) has been still more popular, though there has been vastly more classification than there are forms.
The opposite view.

During recent years, (2) and (4) have been gaining ground, but they have had hard work to displace the older and more popular theories. It is insisted by many that the student's time should be used in studying general literature, and thus learning the fluent and correct use of his mother tongue. It is also insisted that the study and discussion of forms and inflections is an inexcusable imitation of classical treatises.
The difficulty.

Which view shall the student of English accept? Before this is answered, we should decide whether some one of the above theories must be taken as the right one, and the rest disregarded.

The real reason for the diversity of views is a confusion of two distinct things,—what the definition of grammar should be, and what the purpose of grammar should be.
The material of grammar.

The province of English grammar is, rightly considered, wider than is indicated by any one of the above definitions; and the student ought to have a clear idea of the ground to be covered.
Few inflections.

It must be admitted that the language has very few inflections at present, as compared with Latin or Greek; so that a small grammar will hold them all.
Making rules is risky.

It is also evident, to those who have studied the language historically, that it is very hazardous to make rules in grammar: what is at present regarded as correct may not be so twenty years from now, even if our rules are founded on the keenest scrutiny of the "standard" writers of our time. Usage is varied as our way of thinking changes. In Chaucer's time two or three negatives were used to strengthen a negation; as, "Ther nas no man nowher so vertuous" (There never was no man nowhere so virtuous). And Shakespeare used good English when he said more elder ("Merchant of Venice") and most unkindest ("Julius Cæsar"); but this is bad English now.

If, however, we have tabulated the inflections of the language, and stated what syntax is the most used in certain troublesome places, there is still much for the grammarian to do.
A broader view.

Surely our noble language, with its enormous vocabulary, its peculiar and abundant idioms, its numerous periphrastic forms to express every possible shade of meaning, is worthy of serious study, apart from the mere memorizing of inflections and formulation of rules.
Mental training. An æsthetic benefit.

Grammar is eminently a means of mental training; and while it will train the student in subtle and acute reasoning, it will at the same time, if rightly presented, lay the foundation of a keen observation and a correct literary taste. The continued contact with the highest thoughts of the best minds will create a thirst for the "well of English undefiled."
What grammar is.

Coming back, then, from the question, What ground should grammar cover? we come to answer the question, What should grammar teach? and we give as an answer the definition,—

English grammar is the science which treats of the nature of words, their forms, and their uses and relations in the sentence.
The work it will cover.

This will take in the usual divisions, "The Parts of Speech" (with their inflections), "Analysis," and "Syntax." It will also require a discussion of any points that will clear up difficulties, assist the classification of kindred expressions, or draw the attention of the student to everyday idioms and phrases, and thus incite his observation.
Authority as a basis.

A few words here as to the authority upon which grammar rests.
Literary English.

The statements given will be substantiated by quotations from the leading or "standard" literature of modern times; that is, from the eighteenth century on. This literary English is considered the foundation on which grammar must rest.
Spoken English.

Here and there also will be quoted words and phrases from spoken or colloquial English, by which is meant the free, unstudied expressions of ordinary conversation and communication among intelligent people.

These quotations will often throw light on obscure constructions, since they preserve turns of expressions that have long since perished from the literary or standard English.
Vulgar English.

Occasionally, too, reference will be made to vulgar English,—the speech of the uneducated and ignorant,—which will serve to illustrate points of syntax once correct, or standard, but now undoubtedly bad grammar.

The following pages will cover, then, three divisions:—

Part I. The Parts of Speech, and Inflections.

Part II. Analysis of Sentences.

Part III. The Uses of Words, or Syntax.