Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1871-10-02
II PUBLIC SCHOOLS.
Fhs Grammar question Again Dia-
cussed-"Guss- and tx. u" have
a say.

Editors ADpedL-1 ask space for q re-
joinder TO ..I0ts,n and a brief reply TO the
father of seven children who signs hin7-
self ''Common Sense" First, allow me
10 saw that it was not necessary for
Iots 10 make any defence of our public
school system. 1 only assail q part of the
''course OF study" prescribed by the Mem
phis school board.
In the arithmeticRl question Iots, in his
first communication, said: NOW, where
do we the study of grammar
from the text book7 As soon rs the pupil
such 3 question as this, WHIST will be the
cost of four and q half pounds Of coffee ct
fifty cents per pound2"
But his communication this morning
| shows that far mere han this Is required.
| He now says, ''the pupil must not only
answer the question, but must anslyzs It,
and must observe carefully the abstract
and concrete quantities, etc etc.
Now, submit hat the intelligent and
| correct an4Wer TO the question proposed
is, the coffee will cost 81 rs; and / insist
that when the pupil can tnus inteiligently
snswer the proposed and all similar ques-
/ lions, he is prepared TO commence learn
ing from q text book what nouns, pro-
nouns, verbs and adjectives are, and the
simple rules for combining them into
proper sentences. Let the pupil first
1 lthIA III oAAbnAlCkAO - oAAbPAO MN@A
/ emstical process. And in grammar
the simple rules for writing and
speaking the English language with
/ propr ETY.. That profound analytic
| philosophy wbichdeals w~ith"GbstrGct and
/ concrete quantities" in arithmetic, and in
grammar teaches such definitions as Iots
quotes s~pprovingiy from Fowler, to.wit:
"a word which can by itself form either
| the subject or the predicate of q prep lsition
/ I'D rrksok fu olaO the mama lnF an nhiaot -
! Is well enough in its proper place. But
implore lots and the Memphis School
Board TO first give vi children in the pnb-
| lie schools an opportunity to learn the re-
suits Of this philosophy-to-wit: enough
of arithmetic TO do ordinary business, and
1 enough of grammar I'd speak and write
properly, before attempting 70 force upon
them the "analysis Of abstract and con-
crete quantities. or the corresponding
analysis and PHILOSOPHY of language.
L. / admit a mistake In my former Article
I on the subject of the spelling book in the
| public schools. In the last report of Col.
/ James T. Leath, late superintendent OF
the school board, a copy of which is now
/ before me, I find that he discusses the ques
/ ton OF spelling and reading in our schools
and I am glad to learn that on the 18th OF
| the present month, the Board advanced
the spelling book. introducing it year
earlier b before. This was q step in
| the right direction. for which I give the
Board all due credit.
Bus is il erough1 Is 1t good sense or is
it Just to the parents or children that the
latter should still be drilled in arithmetic
| one yesr before having a spelling book,
and four years before seeing the inside d
a grsmmRr7
Lola says that 1 have paid
no regard 10 his statement
that " pupils are required to complete the
text book (grammsr) before entering the
high school" will correct that over
sight now. IoJa is simply mistaken Tbs
course of study in the school, adopted by
the Board on the 18th of September, 1911,
q printed copy of which is now before me,
/ shows that the puDils sre only TO be tSken
to the l68 psge of I" Covell's Digest of En-
glish Grammar " during the last term OF
the first grade, and the first two terms in
the High School both msle and female,
are necessary to complete the text BOOK
confess my own sstonishmsnt at this
discovery made since my first article was
written. The learned School BOsrd, OF
the 18th Of September 1871 perpetrsted
the ~stupeBdous folly Of prescribing that
the teachers should give pupils one whole
years oral instruction in Grammar with
out a text book, and by way of confession
of tbs nonsense and s~bsurdity of the
scheme, they st the same time prescribe
as Instruction to teachers, TO teach Gram
mar to pupils two whole terms in the
High School TO reach the same point
in the study that was before reached
in the graded SCHOOL, Lst me ask in
all csndor, what is the objection TO allow
ing the rupil to bsve a boOk2 Is it like
some profound, DIRK, Theology thss can
only be comprehepded by the learned D
DIS and L L. DIS (teschers) and, permit
ing pupils to read for themselves, viii
-. ii
senters and inidels7 If teachers
have time, snd can give oral in
struction in grammar, it is all right, srd
[ will be the lsss TO object. But why not
let the pupil have e o n a lesson TO
learn while ths teacher must hssr
other classes and lessons? The objection
10 a good textbook OF grammar being in
the hands Of the pupil who is to be
| taught, L confess sstOunds me more thar
anything in school matters l have ever
heard proposed. That is to say it will now
/ require three years study of Grammar in
the graded schools and two terms
in the High Schools to go through the
I same book heretofore accomplished in two
years in the graded school. This is what
the enlightened school beard propose to
accomplish by teaching grammar without
q book. Like Iofs / know whereof l
speak, as l now have before me printed
copies of ths COURSE of studies for the
Memphis City Schools ss issued by the
board, one showing the course OF studies
during the last year and smother showing
the course of studies prescribed for the
present year and adopted on the 1lth Of
September 1871.
common Sense objects to the pupil
having 3 book because of the expense.
On the same ground he should object TO
all school books, and have every study
taught orally. A good primary grammar
costs fifty cents; COTnell's Digest costs
one dollar, and educators of experience
do not hesitate to say that II was q great
misfortune that II wSs ever Introduced in
TO tbs Memphis schools. I Will say moth
ing now OF how it first came into the
schools in place of Bullion's grammar, 6
FIRST clsss standard work, but leave it for
mention hereafter should II be necessary.
For the relief of Common Sense" snd
his numerous family, l propose, il the
school board will act like ''men of sense"
and permit the pupils TO a a good pri-
mary grammar, Is early as thor fourth
year in school, TO myself head a subscrip-
lion to buy copies for each Of Common
Senses" seven children. X. Y
Editors ApDsnt-chs late seton of the
board of education In relation to the use
of primary grammar, is eliciting, proper
ly, some discussion, and, until reciudeG,
should be- kept up-or, until its correction
b ave Teen established.
TIE writer belongs 10 the 'old fogy"
class, who do not believe that all changes
are improvements, therefore considers the
action Of the board of education wrong.
In maintenance of this opinion he offers
the following, based upon soEo obserya-
tIOn and much reflection.
/. The great business of the teacher,
Notwithstanding The opinion OF common
sense" to the contrary, Is to learn chill
CTsD hOtO to learn.
2. Puerile minds require the textbooks
of correspondents sim plicity.
8. The scholastic course Is but the ini-
tai step to an education.
4. The rudiments of the various branches
only can be learned in q scholastic
course. therefore, the textbooks should
be rudimentsl.
s. The authors of the various grammars,
most of them practical teachers, have
adopted this principle in the arrangement
of their books.
8 This principle Is observed In other
branches of study, why not in gram
MARI
Z. The action of the Board OF Education
virtually excludes one-hslf the children
from instruction In grammar, st least TO
an extent that will be OF any practical ad-
vantage.
Now as to the time Of commencing in
struetion Ia the principles Of grammar:
When the mind is capable OF compre-
hending the principles Involved in the
analysis of any simple srithmelical ques-
ton, IL ID capable of understanding the
IT. genealogical analysis of SIMPLE sentences,
orthography being taught In spelling !
book and dictionary" AS its capacity
can be increased and its facilities devel-
oped for the comprehension OF a
more difficult mathematical ques-
tion, In like manner may It bs-
come capable of c-omprehending the
grammatical analysis of big words and
profound p~hrsseology, especially If aided
by q little timely oral instruction in the
of simpls illuR, ration. If children 4