The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-11-09
PLAN FOR TEACHING GRAMMAR,
PAPER NO. /.

We propose, in a series of articles, to endeayor
to develop plans for teaching several OF the stud
Teachers are requested to preserve the articles
and 80 apply the hints giyen-ED
Preliminary remarks,-Considerable /
time is usually devoted to Grammar IN
our district schools; yet thereal attain |
ments of pupils, SO far as practical
results are concerned, have been very
limited and unsatisfactory. Grammar
is generally regarded as a dry, uninter-
esting subject-studied by the pupil
only because he is compelled to do so.
Teachers too find great difficulty IN
teaching this branch, and the question
naturally arises, Why is Grammar SO
diBtasteful to pupils, and why do teach |
els make such egregious mistakes and
sad failures in teaching it ? The gift
bf speech is one Of the Distinguishing
Characteristics between man and the
inferior animals. 1t is the means by
which we express our thoughts, our
feelings, and our desires. Upon noth-l
inc are we more dependent for enjoy
ment and happiness than upon Ian
auage. Deprive man Of this gift and
lie would sink to the level of the brute.
which the affections and intellect are
fist addressed, and it is to the mind OF
tie child what food is TO the physical
fRme. 1t is also the condition and
UhjcIe of thought and social inter
curse, and consequently it's study is
s(essential that a thorough knowledge
otthe mother-tongue is presupposed as
th basis of all education, and as an
Indispensable preparation for all future
pDgress. It would then indeed seem
tht Grammar should be made the
INST useful, important, and interoo sting
sidv in the whole school curriculum.
Wish briefly to call attention to few
Othe causes which render this study
uattractive and Improbable.
Pupils are allowed to use the
ttt-book too early. There is very
gheral feeling in the minds OF chill
din that there is something grand and
cRrming in the study OF Grammar,
all their desires and the false ambi-
tin of fond parents are too often
entitled by allowing them to join the
Gammar class at very early age.
Tie result is that they acquire dis
lie for the study, and sink into con-
dion Of apathy and indifference from
yhich it is exceedingly difficult ever
aEer to arouse them. The study OF
JS2quage proper should commence the
fs5 day that the child enters the school,
aid should form q portion OF the work
d Zach and every recitation during the
yhOle course of school life, but the
6rnal use of the textbook should be
discussed with until the pupil has q
der comprehension of the definitions
ant terms employed, and sufficient
maturity of Judgment and intellect TO
unerstand the object and utility OF
thsubiect, and to make practical ap-
platiOn of the principles learned.
Pupils are allowed TO repeat
wrds and definitions without any
aeuuate comprehension Of the ideas
apressed. In the words of another ::
English Grammar has been defined as
he art of speaking and writing the
tnglish language correctly; and this
efnition has been accepted and re-
aimed by grammarians, notWithstand-
no it has become matter OF puDlIcI
lot0riety that pupils may excel in
trammar and 'parsing, as taught in
dlr schools, and yet be unable to form
grammatical sentences, either orally or
II writing. Where then is the fault F.?
4 h the difnition, OF in the method of
ieaching ? In the latter. We fully be-
like. The very fact that it is an art
slows the absurdity of supposing that
If can be acquired without practice.
Who ever became q skilful musician
simply by studying the principles and
rules Of music %
3. Pupils are allowed to advance too
rapidly. One thing at q time should
ever be the teachers motto. he should
proceed slowly and surely, allowing
fine for each new idea to become firm
" fixed in the mind, and thoroughly
sOmprehended. One definition OF rule
perfectly understood, SO that the pupil
can apply it, is better than q hundred
merely committed to memory. Time
is a necessary element in attaining
proficiency in any branch, and in none
more than in the study Of Grammar
which deals so largely with abstract
principles.
We close this PAPER with a few gen
eral directions.
/, STREE to a2odke11 thought IN the
minds Of pupils The teacher should
Throughout the course, endeavor in
every possible way to draw out the
minds of his pupils and lead them to
think for themselves. He should pre-
sent circumstances to call forth
thoughts that require for their express
sion various forms Of sentences. The
pupil will thus be interested in ex-
pressing his thoughts to others and
will carefully. examine the language
by which these thoughts were commu-
nicated. If he fails to express himself
clearly and forcibly let the failure be
made a stimulus to renewed eXertion.
Thus is laid the foundation of all cor
rect analysis. The pupil first analyz-
ing sentences constructed by himself,
and 1nhich he understanding and then