The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1856-07-26
(Conciudcd }


appeal to the experience of every teach
er whether it is not a mistake to think that
boys generally make out the sense of 4
Greek or Latin author by the application OF
the rules of grammar. The truth is, that the
application Of rules is very difficult in all
cases, and if ever rcsogted to with good effect
must occasion delay. Indeed to very great
extent all rules, whether for writing, or for
speaking, or rules of grammar, however good
in themselves, are. useless. We act, and
speak, and write, in nine cases out of ten,
not by rules, for we have not time to think
Of them, but instinctively, as may say, from
the impulse of the moment.
1t may be observed that grammar is found
cd upon language, and not language upon
grammar. Language existed first, and gram
mar arose afterwards as conventional
harmonizcr and assistant. Campbell, in his
Philosophy Of Rhetoric, following the idea
expressed by Horace: "Usus quem arbitrium
est CT jus ct norma loqucndi;" says, s.evcry
tongue whatever is founded in use and
custom.'' l remark again, that grammar is
the analysis of language; and as analysis
implies the possession Of the substance to be
decomposed, that, according to the natural
order, a language ought to be understood
before the grammatical resolution of it be
attempted. While mental discipline may be
regarded as one of the benefits of classical
study, l regard it still more for the close
communion it gives with the rich literature,
and richer philosophy of antiquity. Hence
think, it should be distinctly understood,
that our educational institutions should be
treasures Of knowledge as well as halls Of
discipline.
Not to dwell, however, any longer upon
the defects Of the present sy stcnl, shall now
| state what seems to me the best plan to be
| pursued in impartng knowledge of the
classics. And first, I would lay it down as
| IL general principle, that in teaching languages
We can hardly begin too young. The mere
acquisition of words, at an carly age, is pure
ly mechanical thing, and not requiring,
consequently, any exertiou Of the reason or
| Judgment. Every one knows that children
acquire their native tongue simply by hear
ing it continually spoken, without the small
est effort on their part; and what then should
| prevent them from acquiring words in other
languages in the same manner. I would
begin, therefore, to teach a child Latin as
| soon as he is able to read English with
| tolerable facility; and would first have him
commit to memory, only, the regular de-
clensions of substantives, the conjugation of
the verb 10 be, the first conjugation of the
verbs, and all the prcnouns. OF course il
the language be in different character he
must first make himself master Of that before
he can do anything.
The student being made familiar with the
above mentioned portions of grammar, he
should next proceed to read the easiest book
he can meet with in the language he means
| translation which appears to me to be the
most desirable is as literal u one as can pos.
| sbly be made without changing the English
idiom into the idlom of the language from
which tho book is translated. That is, il
which every word is rendered, but not always
precisely by its corresponding English one
| Tho TRANSACTIONS published by Mr.. IL. e
Bonn, Of London, come nearer to what
mean than any others in the English language
These, while they are great aids, at the same
time do not relieve the pupil from the ne
cessity Of thought and labor in arranging tho
order OF the words, and connecting them.
am strongly convinced that purely litcra
translation can safely be put into the hand
Of a student, and q good teacher will still
Fl nd ample room for searching questions
wheu the time for the analysis o! the recitation