Nevada County picayune., 1886-01-28
Educational Department.
]. COSGER. Editor.
English.

l
 ouired gradually. It is growth 'i'he word is the index of the idea: the sentence that of the thought. Therefore there is reciprocal in- t,uence existing between the thought and the language; the lat ter, being a test of the former, shadows forth the thought and mental culture of the speaker The cultivation of language is the devel opment of thought power.
 The study of English ill the first place. belongs to the primary course. inasmuch as it appeals to our perception and initiative pow CTS. The pupil who has been al ways surrounded by persons who use pure and correct English will initiate them, His knowledge of language does not depend upon ms knowledge of Grammar nor the number of rules committed to mem orv. He must hear and practice bv imitation before he can use II with any satisfaction.
 But this is the art side. There IS also d science side, which belongs to the advanced course. It is ab- struse in it's character, and when considered in its different stages or development and growth, It's ac' cretions and changes, It becomes a science, So we see that grammar is "a special science, aud shoul'i be taught through the use of It. rather than the use through the science" Many good teachers have protested against the teach ing of Grammar only in the ad. vanced course. They claim that the desired results have not been reached. We admit that the re- suits have not been satisfactory But is this because of introducing this branch at a too early perod! Or is it because of the unnatural and unsystematic method of teach ing and inc manner of presenting the subject in onr text books! We think the source of trouble will be found in the latter. l have just cast my eye over the writings of a great teacher, and the first llne l read to primary teachers Ill Gram mar is, .Lct the teacher define q noun" Here we arc directed 10 i tell the child something which he does not know, and which he Is not allowed tO think out for him. 1 self. Results should always be at tained by progressive work and study, and as rules and definitions are mere results. they should be given last; they cannot be truly ap- preciated until then, and then only can they clothe the thought Iii their own language. We are aware o the fact that many form a diStaste for Grammar, but, in general, the secret of this dislike will be found here. This branch c6n be mace attractive and perfectly delightful to the student, and the true, con- scientious teacher should never rest until it becomes so, for he may know that the cause lies in himself.
 Do not begin by "classiiNlng.
 "coniusa.ing," " "declininG," pars- | ing,n etc. but through the drt as cend to the science. That the study of text books generally does not pnt the pupil in possession of that l for which he labors-''the art of correct expression and the science of language"-is evident. The mo, ding power is in the teacher. He should be enabled to present words in their varions relations so that they will serve as mirrors to reflect the ideas to the h.nds oi the pupils. "Sense, S0uad, tdrn and uscn must be intimately blend ed.
 Grammar includes analysis. pars ing and construction. After oral lessons analysis of simple senten- ces should follow. The child must be made familiar with the relations of words as subject, predicate and modifers. Before he IS aware of it the pupil becomes ac- ouainted with the parts of speech introduced grad tally by the teach, CT, as necessity demanded. Thus he passes through general Gram mar (nualysis) to particular Gram mar parsing) progressively, and he is now prepared to impress and onulv these pIinciples and rules by means of construction, which serves as the capstone for this English arch of our common schools. The mind of the child loves unity, and seeks variety. In Grammar we have both, and all they desire is for an earnest, com potent teacher ito turn the facets round and round" till they catch the lustre.
 We deem it a great pleasure to seize upon some one of our old An glo. Saxon words and carry it back to it's origin, and then travel with it along it's progressive stages, and see how it has been metamorphos- ed. both in meaning and form. Truly, we can find here beauty. p0cirv and history. lt is pleasant to thak of the ditiereDt influences brought 10 bear upon our English at different times: of the addition of Greek and Latin ?rsilXes and sui fixes, aud acCretions from other