ad of fruits."

16. Thus, then, as I have before suggested, we find among writers on
grammar two numerous classes of authors, who have fallen into opposite
errors, perhaps equally reprehensible; the visionaries, and the copyists.
The former have ventured upon too much originality, the latter have
attempted too little. "The science of philology," says Dr. Alexander
Murray, "is not a frivolous study, fit to be conducted by ignorant pedants
or visionary enthusiasts. It requires more qualifications to succeed in it,
than are usually united in those who pursue it:--a sound penetrating
judgement; habits of calm philosophical induction; an erudition various,
extensive, and accurate; and a mind likewise, that can direct the knowledge
expressed in words, to illustrate the nature of the signs which convey
it."--_Murray's History of European Languages_, Vol. ii, p. 333.

17. They who set aside the authority of custom, and judge every thing to be
ungrammatical which appears to them to be unphilosophical, render the whole
ground forever disputable, and weary themselves in beating the air. So
various have been the notions of this sort of critics, that it would be
difficult to mention an opinion not found in some of their books. Amidst
this rage for speculation on a subject purely practical, various attempts
have been made, to overthrow that system of instruction, which long use has
rendered venerable, and long experience proved to be useful. But it is
manifestly much easier to raise even plausible objections against this
system, than to invent an other less objectionable. Such attempts have
generally met the reception they deserved. Their history will give no
encouragement to future innovators.

18. Again: While some have thus wasted their energies in eccentric flights,
vainly supposing that the learning of ages would give place to their
whimsical theories; others, with more success, not better deserved, have
multiplied grammars almost innumerably, by abridging or modifying the books
they had used in childhood. So that they who are at all acquainted with the
origin and character of the various compends thus introduced into our
schools, cannot but desire to see them all displaced by some abler and
better work, more honourable to its author and more useful to the public,
more intelligible to students and more helpful to teachers. Books
professedly published for the advancement of knowledge, are very frequently
to be reckoned, among it