Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1873-02-11
mens from its mothers breast From it we de-


rive our character as nation, as people A
language once learned as mother-tonguc IL
fuences mans thought, life and character. =
The study Of English is the Fundamental
groundwork of all information. The study of
the E1giish language, Is not merely the study
OF the Ecglsh Grammar. Grammar alone
can never teach US to read, write and speak
correctly. There are many things in language
that Grammar cannot teach. There is some
thing in language beyond Grammar-a some
thing digIDe-a something that at times brings
fear to our hearts and tears to our eyes. Some
have an idea that Grammar gives law to Ian
guage. This is erroneous-iaDguage makes the
Grammar, not Grammar the language. Gram
mar is cuIy authority when i. corresponds with
the usage language. The true authority
lies in the language. A dictionary is q mere
collection of the facts of the language and can
only be depended upon when it sets forth
truthfuly these facts. The dictionary is the mu-
scum of language where the facts are stored
away, whist Grammar is the labratory in which
these facts are worked up. He considered 1t OF
great imporsauce in learning the language. yet
held it authority only SD far as consistent with
the usage Of language.
He spoke of The difficulty. Of teaching the
Eoglish Grammar and observed Why this was
so. He protested against the idea that the
English language is worn out He said it was
the richest most powerful aud perfect language
10 the world. The defects of the English
Grammars were many, yet these were being
remedied every day. The Eoglish is an un.n-
f.cled language, and In this respect wholly dit
terent from Lain and Greek Ii was not neceS.
sary to learn Latin first in order to learn English
Ii was tyranny to teach child the known BY
first teaching him the unkaown. Ii is putting
the cart before the horse. The horse may get
along litile but that does not prove that lt is
the right way, or that he would not go better if
harncssed up properly. Engllsh should be
taught first. He spoke of the i'm portance
of com position and dictaton as valu-
able means to facilitate the study of Eaglish.
The latter, he said, taught spelling better than
the spelling book. AS English should be the
first language taught, SO lt should be the LAST.
Teach il all the time.
At 5! clock P NJ, Prof Hart delivered a
lecture on Arithmetic He contiaed his remarks
to writtcu Arithmetic Ho spoke OF the i'm
perfect notion that many pupils had of the
theory of the formatino of quantities. although
quite familiar with the mechanism of arlthme-
tic. He explained how child should be
taught to count from l TO 9 that each figure
represented so many units. That above nine
We GET into the region Of complex ideas, and the
bid should be taught that these numbers are
made up OF some OF those be has already learn
ed. He explained the composite nature of the
numbers above nine, and the new names that
were introduced into our notation as you pro.
coed up 10 a thousand. Few children have
clear notions OF relative magnitude. This would
G rcmedied, were they taught the compound
character Of numbers. He referred 10 the
Blind children at the Institution, who are
taught 10 tits way-that in adding column OF
figures they begin at the lett hand instead OF the
right. and that their notion Of relative uagul-
tide is clear and well defined.
The latter part of his lecture was devoted to
criticism ef Davies Arithmetic. Though he
acknowledged this to be one OF the very best
arlthnesic5, yet there was a want of precision
Ia The use Of language, which was to be con-
demned. Absolute precision was the fuade-
mental thought OF mathematics.
We give aninstance Of verbal criticism. La an
example in division, where Davies says '13 Is
not contained in 1000" he is wrong; for IS
is contained in 600. He should have said,
mot contained as thousands"
He gave some other Instances Of this want
Of precision. Though his remarks might tie
considered hypercritioal, yet be Insisted that
where accuracy could b, attained in the use OF
languages it should he.
At 4 o clock, Prot. Scharf delivered g lee.
tura on Reading, interpreted With specimens
old Ferent styles
He insisted on the zac,ice of elemenafg
sounds as the foundation OF all improvement in
reading. By this practice, the speaker ac-
uuires full control over his voice, without which
he can never read well, and the voice itself be-
comes stronger, more powerful and flexible.
AS to the tones OF the voice, he believed they
were natural, and that all systems of rules asis
the proper tone to be used in reading were use
less The proper tone would always come when
it was needed. ln private conversation, people
have no thought of the tone they should use;
proper tone comes without effort. No work q,
elocuion will give this Information. 1t must
come from The heart. Good readiag cones
from long practice aud study. Young child
rem were frequently excellent readers, tor they
feel what they read, and hence read III pure
natural tones.
At he close of his very Interesting lecture,
PrJf Scha,f, by request, read abe Song OF the
Shirt" and An OIe to an Infant as specl-
mems Of the pathetic ami humorous sty -
the reading Of which furnished strlkiog IL
lnslra,ion OF the importance OF the study OF
E.ocution, and showed 10 what degree ct per-
lection it had been brought by The reader.
At night, there Was general discussion on
the subject OF Reading, Grammar and The Eng
fish language, participated Ia by Prof. Joynes,
Prof Campbell, Dr.. Sears and Superintendent
Guy
THURSDAY.
Tie Institute was called to order at 10
clock a. NJ, and prayer was offered by Rev.
J. @. Hull,hen, Pastor Of the Episcopal
church OF this city.
Prot. Jcynes delivered an able ard interest
ing lecture on the subject OF Heading -
lie said reading was subject OF universal In
,erest. That such reading as Prof. Schaf had
given specimens of, was fine art, and, as such
was beyond the reach Of our common schools.
Next TO taEkiog, reading ought to be the most
natural thing in the world. 1t ought to be ca
sy, but it is not. Every one feels how diff
cult it is to read aloud, and is, therefore, un-
willing to do so,even among his most Intimate
fiiends and associates. Good orators and good
takers are generally bad readers.
He maintained that it is natural to read well,
as it is natural to talk we'll That children
speak and act naturally and are generally good
readers. That no rules of reading should be
enforced which we're against nature. lie IL
sisted
Ist. That 40 child should be made TO read
what he does not understand, nat only with bis
head, but also with his heart.
2cd That no child should be made 10 read
what Is above his com prehenslon or outside OF
his sympathy. .,
A good teacher, he said, must, like flea, be
q good skipper, and must sometimes skip right
far, That he must net blncly follow the text
book. He regretted the limited amount OF
suitable children's books IN our schools. He
wished that each school might be supplied with
a small library of these. Five dollars, he said,
would supply an inezhaus!ible source OF an1use-