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A J?LAIN AND CONCISE

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£NGLlSll GRAMMA.H.

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ORIGINAL AND SELECTED.

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'P'f':1';j /,/ ~1\"t. . Ci' ' .·
UNIT.ED STATES
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BY ALLEN ~ULLER.

AMERICA.
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· -: .~!ere is no other method of teacl1ing that, of which any one is
" • ~:... , . ignorant, but hy mean s of some thing already !mown.
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OHNSOKI

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p1:JNn~R,

U.322.

MARKET STRE;ETO

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District Clerk's Q/)ice.
BF. IT REMEMDERED, tha t on the ninth day of December
A. D. 182.2, in the forty-sel'enth year of tl1e lnd epend e n c~ of th e
United States of A merica, Alien Fuller, oft11e sa id District, has
cleposited in this Oflice the Title ofa Book th e Right whereof he
claims as Author in lhe wo1\ls following-, to wit:

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Grammatical Exerci RcR; being a plai n aml concise method of
teaching Bnglisli Grairum.r.
Ori g· inal an d selC.c lc1]. By All.en
Fuller. "There is no oilier meth od of (C'acl1 i11 g th at, of 1rl11c h
~ ny one is ignorant, but hy me:i.ns of so meth in g al ready known."
Dr. Johnson.

In conformity lo lh e Act of the Cnngress of thP U ni ted Sbtes,
catillcd "An t\ct for the encouragement of learning. by secu ring the copies of maps, cha rts and books, tu tl1 e au thors and proprietors of such copies, during the ti111cs there in mention ed :"
a.nd also to an Act entitl ed, ".An .1\ct suppl eme ntary to an Act,
entillecl, An Act for th e enconrni;cmcot of learni ng, by securing
ft1 e copies of maps, charts and books, lo th e autl1ors and proprietors of such copies during the times therein mentioned ; and ~x ­
tending tb e benefits (h ereo f to I.lie art s of clesig 11ing, cngral'mg
and. etching historical, and other prints."

5 Cl~rlc njthc

CONf:llDERJNG ~h e nurnher of treati ses on Eng li_shUra m111ar
now before th e Pubhck, antl th e 1111provemc nls wl11 e11 so 111e of
them l1~we intrnduccd, it w ill prob a.hly be thong h~ a use less ·m ~
.,
<lertaking to offer any thing furth e r 011 the suh.1cc t. Indeed
· ~ .' som<) have already sairl , that they cnnsidcrcu the Jat_e p11bhr;aU: tions. as injurious rather ti.tan henclicia 1-:-that th Py te?d . to co.n• fuse ·the learner with various schemes, mstead of assist.mg lum
. !'° iii ji:i.ining a lrnowl cc~ge of l11e lang·nage. This back warJuess in
" a:d.mitting a new me th od of leach in g grammar arises, no doubt,
Ul' l' ffom a preju<lice in fav?ur of what has Jong bee n <:onsidercd the
;. ·.~ best ~ystem of instrn ct1011. But whe n so great 1mpro1·ementi
·· ," have been made in various arts, why shonlu there be none in
~ that important one, the ;nstructinn nJ youth? Fai· from thinking
" ':' that none. have been madc,lh e compile r of this work believ es, that
. · great and valuable improveme nts in th e manner oftcaehing, liave
;-''·.already bee n introduced. And as art is ncvcr:·pcrfcct, he thinhs
<. • that somcthing' may still he don e to simplify a nd auapt it lo tJ,e
capacity of th e young.
From wh at experience he has k ul in teaching g rammar, he is
· convinced th at a system ,,-Jiic h " explains and illusl.rates Etymol1.t>gyand Syntax prog res&ive ly," is the bes t calculated of any yet
·>,: published to convey a correct knowledge of the Engli sh language ,
.; , · in .the least time, with th e greatest ease to the In strvc tor, and
..i. ... . jb. the most a;recable manner to the pnpils.
'. )· - By observ~on also he has perceived that scholars learn fa ste r
,..,.. and .r etain what they are taught much better, when th ey an~
required to gife the uefinili ons and relation s of every part of
- epeech.when A11Parsing, anu arc exercir;ed by numerous questions
adapted to all parts of the · subject.
' •· · 1'o unite these two systems was on e great object of ll1i > puh . .. / . lieation. For that purpose I have <l cJine u one part of 'pcccl1,
•:·_ s\lcwnils connexion with ol11ers,anrl Ihen g;ive n a rul e for parsImmediate;, ingJt; all which is <lone in th o pl ?in est lauguagc.
.; ly after the rule, is aduecl a large ''u'11rnbC'r of exam pl es for the
,: lit '. learner to parse, to whic h Ili c rule will appl y , and which con lo:n
' ~ no parts of speec h (e xcept in one in stance) lh at ha ve " "t pre,
viousl.v bee n explai11 e1l. There' is ll1c11 g i"cn afon11 fn r 1•:i r.o ing·,
including the defiuition, and sl1 c wi11g tl1e connexion o ( each
part 'with others .
. , Thiji method be ing conti1111Prl thrn11gh the work, i1.1trudl!c ~s
_.< and defin es, ·am! g;ives rnl cs, arnl ::i l(tnn fur par.<in g; evC' n· pa rt.
';~~.' of speech; hy which the puj>il can learn one part of, pcr r:l1 :ii n.

t.

DISTRICT OF l\fASSACIIUSf.'fTS, to 1Vil :

District

JOHN \V. DA VIS, / of .Mc1,Ssw:h11sctls.

PHE.FACE.
.

4

RECOMMEND.JJ.TIONS.

Pr~fitce.

· te 11sc, am] see t11eon1ce
· it
· perform .~
.time, ap1ih-" it to its :ap1>ro
- pn~
1 sentence; without being perplexed and confused by liavtie
mg to Jre1t1ernbcr many things which he cannot cornprel:eml
cause >cc1nes not know the ir use. Thus li e will proceed fror~
f~rn part.to_ano.ther undersbnclingly ; and being able 'to perceive
1 :~ pr;1::ss, .will aH~ml to his lessons with diligence aad alacri:~d t cl re. is also .'~1serted more than two hundred questions
. ap c t~ the clefimt1011s, rul es, and observations.
·1 .But the- ~01eg01ng
·
·
was no\ the onlv reason for 11ndertakin.,.
ti
~
·
· I.he "works alluded to p~rticu"
l ns work
l · ~orne
c lass1'fi caltons
m
~.r1Y ho~e of the nowi and ·p1·01wwi, were considered
.many
f".1 arnmanans as ve ry exceptionable. To introdu ce what was behe~e1l to be a proper arrangement of these was annlher leading
ob.1ec t.
'
'
Man.i: of the classiGcatir~ns and arrangements here adopt- ~'.'· P.a~ hcnlarly that ·~f placing th e rule imm ediately a fter the
1fimlton, tog-e th e r with num erous ohsen •at inlls and examples,
~~: some of the nil.es th emse lv es, are. ori g;in a l.Also many of
. forms f~r par.wig, and the qwwlwns we re n e1•er before in
1mnt. There is likewise a supplement to ass ist the more advanced ~chnlars in wri~ing th eir natiyc languag·c ~·ith propriety; to
wh!.ch the rearler 1s referred for the reasons fur adoplinrr the
. method here pursued..._
·
. "
It m.ay be 'prope r here to observe, that as a frequent use of
q1totatwn nw1·ks would have injured the appearance nf the work
! >..,~'· I hav.e not gc.nerally .used th ern; and shall onlJ remark that wh e1;
,· .· .:....J.any. rule er 1llustrat1on smtcd my purpose, I hav°*hesitated to
1/IJfl use 1'.
I'
,
l .auw soli cit the canilour of those wbo may inspect tbe f~llowmg p ~g es, and re~.ucst the m 1rnt to r ej ect thi~ compilation
.me1:ely on acc~unt of rts. nove lty, but to give it a ti 011gh exam.rnafu~n A nJ wlule I hope 1t may prove an assistance, o Instructor•
a, l n tcfchmg , aml to pupils in learning, l shall be ever ready to
acknJ wl c~l g_e a ny errors which if. may prove to contain.
Should it meet th e approbation of the Public, the recollection
of having- been instrumental in simplif.rit1rr
0 this difficult art anil
th ernhy as~i sting t\oc ~JilJigcnt you th iu acquiring a CO;TCCt
knowl citge of tire F.ng·hsh Language, will ever be a source of
pleasure to
~n

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by

TTTE CONPILER

Middlcbnro1igh, Drr.. 1, t 822.

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from the Preceptor of Sandwich Academy;

R 1' l

l have examined your Book entitled, Gr11.mmatical

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, . ~~,r,cises; and am .pleased· with your gen~rai plan.
Tcfa good and concise arrangement of what 1s known,
iind has been taught us, on the construction of our
Language, I think you have added many improvef'~ments' and useful remarks.-From my acquaintance
'1'°'{r with' your Grammar, I believe an Instructor would
" ~ "eet with succesE, and therefore wish it patronage.
...~ ·."
· Your's, with respect,

LUTHER l3. LINCOLN.
Dec. 15th, 1822.

CO JVTENTS.
that the improvements you have made, and introduced
into this little Book, give it a superiority over eth ers
of the kind that must insure it a desirable degree of
success, if it~ merits can be made pub lick. I do not
hesitate to give it as my opinion, that your Book is
worthy of the patronage of tl~e publick. I really w_ish
it may be patronized extensively; that the publtck
may be benefited by it, and that you may be ~·c mun­
erated for your labours to promote useful leanung.
With sentiments of esteem, ·
I subscribe your fri end,
EMERSON PAINE. ·
Little Compton, Dec. 11th, 1822.
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T. TonnEY,pltstor of the Secon d
Church in Plymoiith.
H aving perused ]\fr. Fuller's Grammar, I can cheerfully recommend his method of teac hing the el ementary principl es of the science. He conducts a learnrr from the simpl est principles, to the more refined and
<liffirnlt by a gradual and easy progress ion. I am y e rsuadeLl, that when young ~cholars are taught chiefly
by oral in struction, ~n'.l upon a meth odical, and a well
digested system, their lmprov~m e nt must be mor: rapid than when they study their lessons, and recite 111
th'e usual way. I think .Mr. Fuller's method of .instructin.,.
will make the study of Gramm::tr a pl easing
0
exercise to young pupils, because they will understand
what they are taught.
WILLIAM T. TORREY.
Pl,11m011th, .Tan. 4th, 1823.

From the Rev.

WILLIAM

Definition of Grammar, th e Noun,
The Acljectire,
·
" ;\ rtid c,
" V e rb, Case, &c.
" Pron oun,
" Pre position,
~·
" Conjnnclion,
Tntransiti ve Verbs,
Moods and Ten ses, The Indicative mood,
Thb Potential .Mood ,
" Subjuncti vc Mood,
" Imperative Moocl,
" Jnfinitive l\lood ,
" l'art iciplc,
V erbal Noun8,
The 1,t. Conjugation, Irregular ve rbs,
Second Conjugation, Of the .v_crb lo
Variations and me of th e auxiliary \' erbs,
Productive V erhs,
The Adverh,
Comparison,
Pronominal Adjectives,
Numeral Arljectives,
The Interj ection, &c.
Ellipsis, or emission of word s,
Parallels Prepositions and Adverbs,
' l'rcposiliorn' and Conjunctiom,
Participles and Adjectives,
Supplement,
False Syntax,
Punctuation, &,c.
The use of Capital Letter~,

!;e,

u
14
15
16
19
25
27
32
33
37
4{h-

4l
42
43
46
43
!J3
!JG
G'l
G3
GG
· G7
G:J
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1 were particularly intended
11peech which the cxamp cs
~ f any one of the class
·,.,.,i,. to illu~ti:at~, and ~~~h lo~l~~r~ay be done by parsing
~' doe~ not understan i~m, over taking care that the
• ' tlilr tixamples several dhmest m~ to the same scholars
r I
t f peech 0 no CO
d j' .
, ... ·ame par so s
d' g or re hearsing Pither e m1·,: ' ~very ' ti,me.
In rea Ill "
1·01· par•i1w
') · .,_ .
l
le• or 1orms
c
"
o' great care
. l'
~i. dons, ~u ~s, examp l~ ,
them spoken prope rly, wit 1
·• shiotlld be taken t.o 1ave
.
l a corn•ct1Tonmm. .
( l twn a propei acccn ,
. .
'" •a dfstiilct ar ic~ a '
. .' hilc a strict atlenl1on is
/,, cititiol1, and a Just emplu; s1s ' w tencc deliY crcr\ in an
1
h
l·' very
·.~· paid to t e prmscs.
. sen
t cl by the lnstruc:~ . improper manner, should be rcp,ea e B roceeding in
, ~ tor till it can be spoken propc1 I). t n1yaJY be made in
'"
l
. r>rov cmen
<
. '. this manner, grea. er m1 . a conrsc of lessons, than
.
reading and spcalung,d~rmg 't length of time by the
could be maclel ind a ;n.uc Ji~:e~n e:o~rnon schools.
ordinary met rn o iea ol i ' I. d of exerci se the
As a relaxation .from l 11 slt o~ to th~ <lcfi n'ition
scholars should. fr.eqn<f:nll)'. at e1.'r~11port~rnce, {:)r withTl
is o g1 ca
. .
.
ofwor <l s.
· ns . r . • •
f the words they use,
out knowing the clc11n1t1ou lowhat th"'y 'commit to
they can neither .undcrst~nbc efit fro~ the parsing
· . nor receive anv•
en
•
memo~,

DJRECTJOJ\f'S F'OR TE.IJCJJJNC:.

Tt may not he improper to give a short description
of the mdhod of teaching, which th e compiler, by observation and experience, has found to he th e best
calculated for communicating Grammatical knowledge. .
·
When it is practicable, it is much th e best to teach
Grammar separately from other branches of education,
that the Tnstructor, as well ias. the scholars, may apply
their whole attention to it. In such schools, the Instructor should attend to no more pupils at the same
time, than .from the number or capacity may be formed into one class.
~ ·t He should then bcgi n at lesson 1. by rc<Juiring the
scholar at the head to read the first period, being careful to have it read distinctly, whil e the others pay a
close attention; the books may then be closed: he
should then ask the question, what is English Grammar? to which the scholar, if he bas observed what
he has read, can answer in the words of the grammar,
if not,the Instructor should read or repeat the answer,
while the learner is required to r epmt it after him,
which '~ith tht: question, should be r epeated till the
sc holar can rehearse them without he~.itat.ion; then
proceed to the nPxt, who if he has paid a proper attention, can answer it imn1iediately, and so proceed
through the class. Then let the scholar next to the
h ead read the next period, and proceed in the same
manner by asking-Into how many parts is language
divided ? &1.:. thus proceed till they come to the exampl es to parse, then let one 1•cad an example, and
then parse one wor.d according to the form which follows the examples, the next scholar another, and so
on; always requiring them to read the example or pc~
riod before parsing it. ·This exercise of parsing should
be contim1ed till each scl10lar has parsed all the parts of

•

•ti

lessons.
] d C r this purpose, is to reThc method recommelncfie .t.o of all the words in
. tl
t l"arn the c e m wn
. 1
qmre 1em o ~ .
next to be exercise< ,
the lesson in wl11chl ~le~a~~cattended to' their lesson,
then to prove that t LJ llt as man words to define as
the Instructor may put o .
dialel before proceedhe shall qlink nec.es~1.ry~~::~h~ c1fss has obtain~d a
ing to other exe~c1see.f all the parsi1~g examples, they
.correct knowle ge ~·
to the exceptians to .general
JtlaY. pay some att~n i~ncontained in the supplement,
rul~s, and. obsyvat1o~~~ld be exercised in parsing in
tlur111g whtch t 1cy s
k
l often required to re-some . well written wor., am
•

•

hearse \Vhat tl1ey have learn rd 1Jy ans<o8ring the qucs•
tions inserted on the four following- p<i ge;;;.
.
'l'he Instructor should he so fo rni li ar with · th ese ·
questions as to be ahh~ to ask liH' m· rcg ula.r.ly without
looking in the book, a nd ::ilso to \'ilry them, :rnd form.
- numberless o,thers, adopted t.o t he i:a par it.y of those
. unde r his · care; as well as to be able to expla in ,
the · connexion, - relation, agrec_m enl, a nd govern- i.
tnent of the several pa rts,- to the comprehension of his
pupils. .The last exe rcise should be to cor rect fal se .
Syntax, . in which a careful attenHon shouhl be pa id ·.
to the rules laid down in this work.
·
As if is sometimes necessary t.o teachGrammar in con-·}.
nexionl with other branches ofedu cat ion, it will not'be .
convenient to follow the ahove direc tions pe rfectly:
still they should be followed as far a ~ is practi cabl e; for
this purpose, a certain length of time, proportion ed to
the number of scholars in Grammar compared with 't he
others, should, be set apart from P,ach .days during this ...
time they should be exercised in the cfass as above
directed; at the same time the othe r scholars might, be
attending .-to the useful study of spelling and defining
words.

ERRATA.

-Notwithstanding a careful examination of the proof slieets,
the following e rrors, among others of less importance, Were
discovered after it was too late to correct them.
Page .t4, ninth line from the bottdm for man, read men.
P~gk. 8,:J, for Di<erasis, Di::erases, read Dimrcsis, Di::ereses.
P age 91, third line of the ·7th sec tion, for abjective read ob-·
jeqtive.
Note. Since the 73 page was printed, it has occurred to the
'l}'ri ~er, _that the seftteace.,.-" He is sixty yea rs old," may he be tr
ter constr11ed' liy supplying the words eqtutl lo ; thu~, .
: He wa~ equal !O sixty yea: s ·old.
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