The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1885-05-23
HOW ENGLISH Is TAUGHT IN SCHOOLS.

A Statement Which Speaks Ill for tho Prima-
ry Schools.
Prof. A. s. Hill, in June Harper.
AS regards the result of much teaching Of En-
gsh as is given in some of our best schools and
academies NAV be pardoned for referring to
my own observation. Since 1873, when Harvard
College for the first time held an examination in
English, have read from four to five thousand
compositions written in the examination room
upon subjects drawn from books which the can
dldateS were obliged to read before presenting
themselves. OF these not more than a hundred
to make generous estimate-were creditable
to either writer or teacher This year l did not
read the books, but one who did makes this re-
port: Few were remarkably good, and few ex-
traordinarily bad; tedious mediocrity every
where"
1t is this tedious mediocrity which has amazed
me year after year. In spelling, punctuation,
and grammar some of the books are little worse
than the mass, and some great deal better; but
in other respects there is a dead level. UNMARRIED
by fresh thought or individual expression
Almost all the writers use the same common
place vocabulary-a very small one-in the same
confused way. One year, after reading two or
three hundred compositions on '"The Story of
the Tempest" found myself in such profound
ignorance of both plot and characters that had
TO read the play to set myself right again.
The authors of those discouraging manuscripts
Were almost all of them,
Just at the age 'twxt boy and youth,
When thought is speech, and speech is truth"
They may De regarded as the picked youth Of
the country, many of them coming from the best
families in point of culture and breeding, and
from the best schools we have. They were all
boys with blood in their veins, and brains in
their heads, and tongues that could talk fast
enough and to the purpose when they felt at
ease. Many Of them had enjoyed The Tempest
AS who that can understand it does notg-but
somehow the touch of pen or pencil paralyzed
their powers
IF rba 1raarv eomnoe,t;onr 1pr;t+ar ly tho
great majority of candidates for admission to
college were correct in spelling, intelligent in
punctuation, and unexceptionable in grammar
there would be some compensation but this is
far from being the case that the instructors of
English in American colleges have to spend
much of their time and strength in teaching the
G of their mother tongue to young men of
twenty-work dsagreeable in itself, and often
barren Of result. Every year Harvard gradu-
ates certain number of men-some OF the high
scholars-whose manuscript would disgrace a
boy of twelve And yet the college cannot be
blamed, for she hardly be expected to con-
duct an infant school for adults.
Is there any remedy for this state of things?
/ venture to say that there Isl. but it is one
which demands persistent and long-continued
work, and hearty cooperation on the part of
all who have to do with the of English in the
schools in any form and for any purpose. 1t re-
quires intelligent supervision at time inteli-
gent want of supervision at another time, and
watchful attention constantly. 1t requires a
quick sense of individual needs, and ready wit
to provide for them as they arise.
My plan is briefly as follows:
/. would begin as early as possible to over
come the mechanical difficulties of writing, and
would use all practicable means and ali possible
opportunities to do So 2 | would not brighten
a boy with compositions" so called, till he
could form his sentences with tolerable correct
ness and use his pen with freedom. g. But when
he was set to work writing compositions he
should be kept steadily at it, and at the same
time should be made to take an interest in what
portance of having something to say an0 of say
ing that something in an Ineligible and a nat
ural manner.