Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1869-08-26
verns.s ssaAD 1tneAsre A6oocl.
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THuasDAY..

l88' ov. -. A. 10Omae, IL.
offered pasyer. The proceeding. {
/ Wednesday, session. were read and az
proved.
/ A discussion On Grammar then too
place" It was opened by Prof n.
Buckham Of Burlington. He commence
BY saying that he understood it was Pro
Webber's intention to discuss the Phile
sophy Of the parts Of speech. He did nc
intend to discuss that subject. The OF
jeot OF studying grammar was to levrn t
speak and write the English langusg
correctly. If we study grammar as
science, we shall fail in our purpose
Grammar is an art. 1t was not necessar,
that a person should study grammar il
order to speak correctly. The place t.
commence and cultivate English gramma
was the table and Preside of the family
If not learned there it is almost impos
sible to acquire correct use of language
1t was difficult to correct the faults O
language and habits early acquired aronnt
the home circle. Daniel Webs ter acquired
the habit of drawing his words, and not
withstanding his associations with tn,
greatest, most correct, scholarly and cul
titaved men of this and other nations, he
never was able to correct his early pronun.
citation. This was instanced as an illustra.
ton of the force of formation OF habits a,
home. The place therefore, to learn pure
English is in the family. The usual way
to teach grammar is to put the scholar to
studying the text book at school. No
person can speak correctly in the begin.
ming. Take the youngest scholars give
them some ordinary subjects to talk upon /;
tree, for instance. Everything they can
say about it, let them say Then correct
the errors the pupil had made, in his
statements. Prof. Buckham then pre-
scented examples of the plan he would
have pursued. 1t is no wonder that after
we have dragged pupils over the study OF
grammar, year after year, that they know
no more at the end than at the beginning.
We began the study of grammar too
young. He took the ground that the
study Of grammar, as a science, should be
deferred until the pupil was some fifteen
years of age, or more. The study of
grammar could just as well be completed
in four or five months. Spelling and
reading belong to the study of grammar
We wish that the plain, concise, and
common sense views of Prof. Buckham
could be reported in full His remarks
gave great satisfaction, and were received
with much applause.
Prof. Louis Pollens. principal of the
Burlington High School, followed He
said grammar should be subject of ev-
cry day study to learn to use the lam
guage correctly on all occasions. The
question that the speaker thought should
be discussed, is, when should grammar
De introduced into our schools 2" He
agreed with Prof Buckham in regard to
oostponing science SO subtle, so deli |
,ate, SO difficult as that of grammar un-
ii good degree of maturity was OBJ
aimed. He thought grammar should not
y studied until the last year in the high
chool. The speaker had himself expert
need much difficulty in learning the
English language being Swiss by birth,
nd the most difficult of all to learn and
was the subject of mode. He
ound fault with the text books in com
non use, and thought them ex extremely de-
cient in their treatment of the verb. and
specially on the subject of modes. If the
hammer of teaching grammar was
hanged. book-makers would INTRODUCED
ooks in accordance with the change.
lie trusted there would be change, and
nus improve the language Of our citi-
ems.
Prof. d. d. Gorham Of the Montpelier {
raded school, began by enquiring why
should be used at the table f.? q
ecause that the language used depends
pom the idea which the Language con-
eys. Talking is the expression of
fought. We always express our purest /.
leas in pure language. As soon as the
aid begins his A B Cs he is studying
rammar. He continues to study it till I
. dies. The articulation OF words is the |
ractice Of grammar. The idea always
etermines the words. The arrangement P
our words depends upon our skill in q
lie use OF words. The young child uses
nguage with more propriety than older c.
,ople. t.
One reason why this is so is because the g
oughts of the child is pure. If a person al
anges his language he must change his OF
eas. The language always conforms to te
II ideas. Scholars often misapprehend ia
G use of particles. The speaker said he vi
metimes wished there was no such name til
grammar. The Board adopted Towns NJ
amman because it contained the least.
nles are nothing but specifications. er
rrect associations secure correct use ar
words. "
After recess, the question Of "geogra- of
y" was taken up for discussion. Mr..
5. Cilley, Principal of the Brandon
eNSN oNhcoAt olrohcd III interesting
say upon the outlines and reliefs of the AZ
ntinents and their influence upon hui 70
IN history. 10
The speaker promised his remarks by a.
ting the Importance Of the study. He
IS not going to discuss the study as ,n
in the past To compare views
d prepare ourselves for the better teach- -
: OF geography, are some of the objects b,,
their discussion. He would have pu- no
5 taught that the earth was not dead
'ss OF matter but was beautiful place tn
i OF life and activity. The way to Sc p =.
re their attention of the pupil, the tn
cher must be alive to the Importance ev
the study. The globe is a valuable aid tai
the pupil, and without it no good ~
cher can expect to meet with full sue
$ in teaching geography. After giving to