Weekly national intelligencer. [volume] (Washington [D.C.]) 1841-1869, 1853-11-12
BAILEY'S GRAMMAR.
roR THE sArIoNAL lyrELIraEN


gencer of the 4h to require passing notice from
the author
To the able reviewer, who notices the tnew books with
critical acumen that has given him high reputation
whom have not the pleasure to know by name,
him greatly indebted for his favorable opinion ex-
pressed and for valuable suggestions by which shall
not fail to profit Some typographical and other errors
referred to by him already corrected in the
edition before the public.
With the liberal spirit disposed to refer to
the article now to be noticed Were it matter OF
opinion should willingly pass it in silence; but it is
something more Five objections are urged which will
briefly refer to in their order dissenting from most
them untenable and unjust.
l. g The rpaytite classification of words" We arrive
at this in the natural development Of the structure
| language. 1t is philosophical, and every intelligent
teacher so dscourses to his pupils in illustrating the
principles OF general grammar This arrangement which
is no new discovery will hardly failit has not failed
SO far as knowto secure the appreciation of intelligent
teachers Nouns are names; is name; good is
name good man is 1t is not easy perceive
how uncertainty and confusion in the mind Of the pu-
Pill can be produced by such definition OF the subject
noun Nor is it more easy to perceive how the mind of
the pupil who comprehend the subject ALL will be
confused by the natural analysis of this subect-noun
IN the teaching that is here the Substantive noun
that GOOD as part OF the subject actre noun and
that is also in the nature Of ace called the article
Under this general and necessary designation of the sub
jecao that subdivision is recognised and eucidated
Pronoun all their variety of forms to meet the
tial and important duties of their respective Offices
Minds are differently constituted and are pervert
ed by bad education, but these "e decisions o.
| nature"
2 1t is objected too that the adver5 is cassed as
particle and this objection is for the that the
adjective and the adyerb have, to extent virtually
the same Office. With equal propriety it might be al
legged that the adverb is often conecve and therefore
of the nature of conjunction II is very important word
as this grammar teaches yet standing outside of the
main principles OF the language it is auxiliary to the
principal words which constitute the sentence and hence
it is classed with the particles Great principles have
their auxaries The adverb grammar Of this cha
racter and might be dispensed with altogether without
destroying the language Classification is of the most
difficult abors of authorship; difficult in grammar
than in most other sciences BY the classification here
given to the adyerb comprehensveness and perspicuity
| are secured and no principle is violated.
g. 1t is objected that PLAYS is used as an inyansnve
verb Tae writer is not understood Directing to the
distinction recognised between transue and aransve
nor as Directing to the terms of the definition itself If
he will consult Webster any dictionary of authority
or his own common even, he will find that plays is
either rdasitue eansitiue verb according to the
sense IN which it is employed In the illustration here
sought the verb might in strict proprety have been
cited in both Examples Thus John plays as recrea-
tons; or "John plays ball" The first terminates the
action IN the nominave case and therefore dnSpe
the second example passes the action to object
and the verb is therefore dnsUe Each use meets the
definition and illustrates it. requires only the
| intellect of o common child to comprehend this.
oD)ection regards tile definitions, classIh-
Cations and arrangements in the rules of syntax This
opens wide subject and for that reason perhaps has
been comprised by the bector in simple assertion
AN willing that those who grammars should decide
on this attempt to simplify difficult subject The rules
are twenty in numbers the oasscatons under them are
comprehensive Of all that pertains the various synac
teal uses OF words have hardly failed to receive the
thanks OF teachers wherever the work has been examined
ana used Tor the simple clear and specific arrangement
and definition of the rules and for the classification under
those rules OF varied matter, which is the most difficult
Of all to be collated in the details of grammar
D. The final objection is " the committing to memory
large mass Of abstract defaions and rules" OF $40
pages about thirty pages only designed to be commit
ted to memory These definitions Of the eight parts Of
sec Of the principles and the rules Did ever teacher
attempt to teach grammar without this? If So il was
an attempt, nothing But the obector does inus
tce inadvertent doubt There is not an abstract
definition in the book Connected with each definition
and each rule simple example is appended illustrative
of the principle, and which the plan of the author re-
quires should test the rule illustrate the definition The
surely does not what his words import when
ne says " is the design Of this grammar to have great
portion OF IT committed to memory" dry distractions
for the purpose Of being understood future time" The
design OF the grammar is announced in the fourth para
graph on the second readngpnge of the book and ad
dressed to those who "use the book read il thus
The definitions concise yet full and should be COM
mied to memory for all Simple examples are cited
for illustration. The pupil should be first ezercsedn these
without critical parsing Of difficult and complex
fences. Tie details of grammar numerous and COM
pcated If these details soon or TOO pariously
forced on the attention of the young learner he becomes
confused After pdrsng the examples which are cited the
entire text may be probably used for parsing Lessons"
Here an exposition Of the design Of the book and the
Of the author to the percpve powers Of the
learner The entire execution Of the work is in
dance with these announcements
The memory is the first power Of the mind developed
the first which needs to be led cultivated disciplined
Is 1t possible to take the fret step in teaching child
grammar without placing in his mind definition Of the
noanY And a simpler definition be given than that
found in Baileys grammar II so, 1t shall appear in
the next edition. Every part Of speech must have its
on in the mind Of the child so that he can use II and
give it to the teacher. He uadsystand nothing till he
understands this SO Of every principle and every rule
The frequent "chdnge Of school books" is an evil yet
properly regulated il is convenience economy,
essy The best plough will continue to be sought under
the judicous choice Of the practical farmer and the old
ones, worn will be Abandoned old machinery every
department will be rejected for the last improvements
SO with classbooks. The parent will easily learn that
after he has provided for the education Of his child
school, IS true economy to supply him with the best
books and furnish new ones MS often as needed or as i'm
provemens are offered The judcious teacher will be
the judge The cost Of books constitutes but small
item in the outlay for education. Five dollars will buy
some fifteen twenty books like Baley's grammar and
that amount will probably twice pay all the changes
udicious teacher will call for in single year This sub
ec Is worthy Of consideration than has hitherto
been given to II the part Of both parents teachers
But care must be used not TO up the wheat an
tempt to exrpate the tarcs to empty the head
MI the pockets not to exchange evil for greater
| evil
! English grammar, one Of the most common and most
important branches Of study in schools is certainly
one Of the most unpopular with the learner think
could point out the and the remedy But another
time and place must be selected The book under con
sideraton is its trial II IL fails to meet the demand
OF teachers others will continue to be furnished from