Clarksville weekly chronicle. (Clarksville, Tenn.) 1873-1890, 1877-09-01
THE STUDY OF ENeLrsH.
THE STUDY OF ENGLISH.
An Essay Read by Prof. s. ]. Kaugh-
man, of the Southwestern Pres
byterian University, before
the State Teachers Insti-
tufe of Tennessee ON
Friday, Aug. 23, 1877.
Friday, Aug. 23, 1877.

Friday, Aug. 23, 1877.
From imeimmemorial it has been
the reproach of English-speaking
people that they neglect the study
of the mother tongue. Until within
a very few years, and that only in
certain quarters, there has been q
growing tendency either to push en-
tirely out or at least to restrict within
very narrow limits this most impor-
tant branch. 1t is a remarkable fact
that as recently as the year 1867 there
was but a single school in all Eng
land in which the English language
was studied systematically as Co
ordinate branch. Much the same
has been its history with us. How
few institutions can be found in the
land, whether of high or low grade,
in which English is taught with a
thorOughness at all commensurate
with its importance. Whilst the
Greeks, more than two thousand
years ago, educated their youth by
the single study of their own Ian
guage and literature, and Germany
to-day requires the study Of the Ger
man to be pursued as irregular branch
for eight or nine years, throughout
the entire course in her gymnasiums,
we are content to see our own YER
nacular crowded out by almost every
competitor that chooses to enter the
lists.
In this day of active scientific re-
search, when the line of separation
between theseveral scientific branch
es is more and more sharply defined,
and the originatiOn of new claim
ants to the name of sciences is the
result, it is easy to see why the cul-
tivation of our own tongue is neg
lected. 1t is lost out of sight in the
race. In the midst of this eager ri
valry among the OIOgies, it behooves
us to ponder the possible sacrifice
we are making. And in the begin
ming of this discussion we desire it
to be understood that nothing which
shall be SAID is meant to initiate
aginst or undervalue the impor-
tance of any or every department
of knowledge. Each is useful in its
1olooo Tho c,uoCtiOp Sc q ooTnTar 20
tive one. In the multiplication of
branches of study, and consequent
division of time, the question is what
should we retain and what must we
exclude from the curriculum.
And now, first, what reasons are
found why we should cultivate the
mother tongue Quoting from an
Other). AT this moment the English
language contains all the treasures
of the past. There is no collection
of wise observations, of maXims, of
principles, of experiences, Of memo
ries, of brief and philOsOphic histO-
ries that has ever appeared in any
language that is not open to the
English reader. We can show in
every, or nearly every department,
men who have made our English
say what no other tongue has ex-
ceeded. Another and a potent rea-
son is that only those that are mas
ters of the language are qualified to
transmit to posterity the rapidly ae-
cumulating treasures of knowledge
of our own day. Which are the men
whose names are destined not to
die? Are they not those whose elo-
quence and power is derived from
acquaintance with the thoughts and
language of the masters that have
gone before them, ancient or mod
ern? Are they not those who by
long and diligent and accurate study
and practise have possessed them
selves of the wealth Of their own
tongue, and are welding this mighty
agency to hand down, with little
diminution of their original fire, the
glowing thoughts that passed
through their own minds ? The
case even of the silent actors on the
stage of history, the makers indeed
of history, is not exceptional. None
need or desire more than they,
worthy recorders of their illustriOus
achievements. Al6xanderth the Great,
standing by the tomb of Achilles,
exclaimed go, fortunate young
man in having found Homer the
herald of thy valOr."
A further reason for familiar ac-
quaintance with our tongue is that,
being the instrument for the COM
munication Of our thoughts and feel
ings one to another, much of the
pleasure and profit of social inter
course depends upon it. How rarely
do you meet a man or woman
adorned with this graceful accom-
plishment; and how admirable is it
when met with. 1t is true in lite
rary as we'll as moral aspect that q
word fifty spoken is like apples of
gold in pictures of silver. AS every
learned man is factor in the COM
position of his language, either from
offering some new word or words to
the sVffrages of the community, or
In at least having q will in the Tati-
ficatiOn or rejection of such words,
so should every man regard himself
as a cOnservatOr and perpetuator of
the purity and dignity of his mother
tongue. Yet more might be said in
this behalf on filial and patriotic
grounds. Having then, we hope,
demonstrated to your satisfaction
the importance of a knowledge of
our own language the next point
and the one envirOned with great
practical difficulties is how best to
acquire this language, / am satis=
fed that find in the breast of every
teacher a response to the assertion
that in the whole range of branches
to be taught and learned, we eXpe-
rience the greatest perpleXity in re-
orard tO EnUliSh The scholars. Won