Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1888-08-01
EDUCATIONAL.
9. D. BELDnN. nDlrOR.
False syntax,


''error5 for correction" and the like. The
very last article I read in the very last
number of the School Journal was
short review of practical rhetoric and
composition, in which occurred this
statement, Criticisms of faulty expires
sions are required" 1t is readily infer
able from this that rhetoric, in order to
be practical, must parade its full quota
of ''faulty expressions" for Correction"
Is this scientific method? Has the cor
rection of false syntax any considerable
educational value? Are there not serious
reasons for believing that such exercises
involve not only waste Of time, but q
positive injury to the student? .'
cannot state my proposition in q
general way more clearly than to restate
a suggestion. emanating from Col. Parker.
In speaking of the efforts of first prima.
rians in their written work, it was advised
that the attention of the pupil should
never be directed to his errors. It was
urged that to call attention to bad form,
with view to showing him how far he
was from the correct form, resulted in so
deeply impressing the poor form that in
his very next effort he inclined uncon.
sciously to repeat his error; the impress
sion of the incorrect form being upper
most in his mind predominated in his
effort. Promptly and quietly erase the
mistake, then give HIM correct model,
impress that upon his mind and ask him
to initiate it. His mind not being dis
turbed by misleading concept, now de-
votes itself to reproducing the model
placed before HIM. have ever since re-
garded it as a wise and valuable sugges-
ton, and have been highly gratified over
the success we have had in its applica
ton. 1t seems to me to be logical in
theory and wholesome in practice. Now
if this is correct pedagogical principle
and if it IS correct pedagogical prin-
ciple it has its foundation upon psyche
logical law-in the domain of first prim-
airy work, is it not just as true, and just
as applicable in advanced language work?
The mere difference in mental growth
and capacity does Iot restrict the prin-
ciple to small children. Smart teachers
have repeatedly told me that after exam
inlng many spelling papers and seeing
certain words SO often mlsspelled the in
correct form of the word was uppermost
in the mind, and only with difficulty could
they decide with certainty as to the
proper spelling. Who has not been mis-.
led in the spelling and use of familiar
word from having seen it spelled or used
improperly somewhere, having unconsci-
ously carried with him an impression that
asserted itself on first opportunitye
Is it correct teaching? Are not school
masters the only class of instructors that
use this notwithstanding the good by
emphasizing the bad? Does the music
teacher give an incorrect model in order
to inspire pupil with correct notions of
harmony, time, and rendition? Does the
art teacher make hideous daubs and carl
catures as aids to the student in acquiring
the taste and skill of the artist1 Does
the housekeeper, when teaching her
daughter the mystery of bread-making,
purposely bake an unpalatable loaf and
then say: Daughter, this is not the kind
of bread you should bake? Or the wagon
maker very carefully put the tongue on
the rear of the wagon and then say TO his
apprentice: II have done this to impress
upon your susceptible mind SO you may
never forget it that the tongue must al
ways be attached to the front part of the
structure where it belongs7 Are these H.
Illustrations more absurd than to expect
pupils to acquire good English by hold
ing up bad English before them and say
ing: This Is the way you are not to
talk?" Correct errors of speech as they
arise in current class-work. Ever exalt
correct models: build them up in the minds
of pupils. The rational plan is to dis
possess the mind of all incorrect forms Of
expression, and as far as possible banisf
them forever. Teach good language by
the constant use of good language and
the careful study Of pure and elegan
models of our English. -1nstitute.
| s. s. q - - -; %" :!