The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1883-02-23

up to the fact that with the average
pupil-yes better than the average
the study of English grammar has not
produced, and from the very nature of |
the case cannot produce correct use of |
the English language.
In this great majority of the pub |
lie schools what has been and what is |
the process which we call English |
grammar?
After children are we'll settled in |
the incorrect uses of the language at |
the age of twelve or thirteen they be-
gin by learning meaningless combina-
tons of words called definitions
meaningless to the children. This is al
most invariably the initiation. Then
follows parsing, with endless repeti-
ton. Then analysis, whose only aim
is to tell the kind of sentence and in
what grammatical way the elements
are Joined together according to thepet
forms and designations of the author
who is being followed. There is an
other mechanical performance called
diagraming-moSt remarkable in its
cOnSummation of time. Any study Of
the beautiful thought or sentiment of
the author whose composition is being
served up, or how this or that element
serves to modify by enlivening,
strengthening or identifying the
thought, is not attempted in one school
in dozen. The few pupils who COM
plete the high school course can as
rule use fairly good English, but no
better than should be allowed in the
grammar school"
The speaker went on to show what
utter rigmarole was the stuff in the
average grammar used in the public
schools. He claims that the system of
diagraming the sentences was useless,
and the very fullness of the analysis of
sentences makes the analysis more alb
surd. The analysis of words and SEN
fences are different, according to the
view Of the various authors, and the
discussion Of any one of a dozen SEN
fences would involve the teachers pres
ent in as much variance as would the
discussion of theological point. The
system of parsing, analysis and defini-
ton was. in the opinion of the speaker,
preposterous burlesque, and 1t was
nonsense to force boys and girls to
learn it. It is waste of time, not
only to the teacher, but also to the pupil.
Definitions are as general thing mere
combinations of words, and serve In
the majority of instances only to befog
the mind OF the pupil. Children have
ideas when they come to school, and
have method of expressing those
ideas. The method may be wrong, but
can easily be corrected. The teacher
should be friendly with the pupils, and
converse with them upon topics with
which their limited experience has
made them familiar. Arithmetic and
geography may be snarled into the
heads of children, but only by friendli-
ness can the pupil receive the primary
instruction in the mode of expression.
The speaker enforced his points with
illustrations of the absurdity of given
definitions, claiming that when child
can use word intelligently he knows
what the word means. Instructions
should begin with object lessons, thus
giving the children correct idea of
the meaning Of terms.
The address lasted an hour and at its
close the assemblage applauded the
| speaker roundly. The discussion
which followed showed that all the
/ teachers were in sympathy with Mr..
Bright's method of teaching the Eng
fish language.
Prof. Sedan claimed that the old
system of teaching the English Ian
guage is obsolete, and Was of the opin-
ion that the lower grade pupils should
receive their ideas of the language
from conversation rather than from
reading and abstruse definitions.
Prof. Wilson, of the Clinton School,
supported the ideas advanced by the
speaker. He believed in drilling on
words, making that the basis of the
study of the language. Pupils on
leaving home have 400 words, and the
first year should be spent in drilling
upon these words by means of pictures
and CONVEX sations. The second year
should consist Of systematic drill of
new words both by oral and written ex-
ercises. The irregular plurals of nouns
should be introduced, the use of the
possessive, the rules for capitals and
the principal points of punctuation.
About the middle of the grade the ire
gular verbs should be introduced,
teaching the use of all parts of the
verb. The peculiarities and difficult
ties of the language should be under
stood rather than the technicalities,
and pupils should be thus prepared to
take up the use of grammar in the
higher grades.
M. A. F. Hamilton favored the ami
hiiation of the English grammar, and
wanted new method of teaching the
English language in a common sense
way, without the bewildering use of
definitions.
Superintendent Lorg stated that he
had always been known as an advocate
Of the language lesson. In the Doug
las School, Chicago, he had noticed
the excellent results of system of
language lessons.
Profs. Stevenson, Sedan, Ben Blew
EFT, and Vickroy all agreed in the main
points with the lecturer, and main
tanned that the grammar as now taught
in the public schools is more of curse
than blessing, and not conducive to a
proper understanding and use of Eng
lish.-St. Louis Republican.