Phenix gazette. [volume] (Alexandria [D.C.]) 1825-1833, 1830-08-12

may be( The various definitions which may ar-
ply TO a particular word, the learner IS hereby
unable to become acquainted With. lie learn:
from his teacher the precise Specification OF apart
of speecb As it stands in relation to the other
members of the sentence, without being inform-
et, that this word. the meaning of which he has
50 learned, NAV be deriuatiUe from some oriSl-
nal, without being acquainted with the degree III
which il is removed from its root, that 1t can un-
derso anv other notifications, (such as case, te-
tense, &C. or have another influence on the sense
of paragraph when placed in another SITUATION.
To be acquainted thoroughly with language,
man must understand thoroughly the ssyfid1 OF
that language. If, then. boy is to be taught
the English of a set number OF words, without
being learned that those words have differeEt
effect and bearing in different place or comb
nation-without being taught that most oi 'he
words he meets with are not prim't'ce IN 'neh-
selves, but are modification OF originals render
ed necessary bv the peculiar genius OF the Ian
euage: If he Is TO be instructed, without any rei
ance on his intellectual faculties. las we wou,o
learn a parrot to talk to utter the sound with
out understanding the sense-can we expect that
he should have any thing but superficial know
LEDGE of the tongue he may be employed IN ac-
curing. Secondly. ndependently of this i'm
mense disadvantage, the pupil has no such induce
ment towards the exercise of his memory as he
has when pursuing his education according to the
old plan. When the task for the day has been
communicated by the instructor, and when the
immediate purpose of his lessons has been accom-
plished, the recitation. it Is more than probable
that the pupil will retain imperfect, if any re-
collection at all. even of the English Ct such
words whose sense has been thus conveyed 10
him; and certainly. were he to meet with those
very words in the task for thelsuccecding day, In
a different arrangement and perhaps with diner
ent siynihcation. he would apply the sell same
definition used in the lesson ct the preceding
H. e. If he was so fortunate as to remember IT.
Fist impressions are the strongest; and would
il not he difficult 70 convince a very young boy,
taught in this manner, of the necessity OF relative
definitions. when. e. necesSifai rei. he saw no
other reason for it than fancy or inclinaiion!-
Now we do hold il as altogether reasonable. and
in consonance with nature. that II boy Is con-
strained to find the English of the words IN his
lesson. that he will not only have more distinct
and correct knowledge, but that they will be more
permanently fixed in his memnry. ii is we'll
known that association of ideas. or having fact
in connection with some other TO be impressed
upon the mind. materially assist the memory
The very circumstance, then. of the dictionary
being the source of his knowledge. the attention
which he is obliged to give in Choking for''
word, and the fact of his having to recollect that
word till the hour of recital. altogether form
lasting impress on the mind Of even an ordinary
learner. Thirdly. The old plan. in addition to
these advantages. some only has been found
to answer all the purposes which the new has
been invented to effect: the only difference be-
tween the two being. that bv the latter method
good deal of superficial information is gained in
IA short time, while the former. in period some
what longer. gives a full. sound, and accurate
nowedge Of the philosophy of language.
Fearful lest-ae.may have rransgressed our Ii
mts. we shall conclude fnr the present. In our
next, if this essay is acceptable. we shall enter
more deeply into the subject. and try and con-
vince our reader of some of the errors Of this
pernicious system. LIVIUS.