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London: BELL AND DALDY.
The multitude of construing books already in existence seems to render some reason necessary for adding one more to the number. That reason must chiefly be found in the absence of a well-defined system in any of them; whilst many largely partake of the grave error of endeavouring to teach idioms and exceptions rather than common language. The great unwillingness of ordinary teachers to proceed on an intelligent system is well known. It is so much easier to teach rules than principles, for those who do not understand the latter. Every system therefore which demands the real mastering of the teacher, is naturally distasteful to all those whose object is to get through a certain routine of work. There are very many, however, who desire to