Hand County press. (Miller, Dakota [S.D.]) 1882-1893, 1890-08-21
LANGUAGE.

Is it not remarkable fact that children
brought up in families speaking the En-
lish language, taught to use it from their
infancy, fought to read in that language,
and trained to think and interpret oral
and written statements in 1t, know SO lit
tie about either its art or science when
they are sixteen years OF ige2 At this
age, they need not be expected to know
much OF the science of so at stract sub-
ject, but is there any good reason why
they should not know enough about the
art of the language to be able TO express
themselves fluently and accurately in 1t
That they can not do this, will not be
disputed by any having wide experience
or observation i'll testing ,hildren's power
OF expression, That it is not the fault of
the children themselves, is also evident.
hearing and using his mother tongue,
with but slight direction on the part of
the teacher, should know how to speak
and write we'll at the age mentioned
dUONes .tuAO vi SAptiiShSN Va shN
proper sort in school should practically
perfect HIM in the use of good English.
The teacher can not rid the children OF
the evil influences Of incorrect expressions
heard at home and other places outside
the schoolroom. He can not ABSOLUTELY
create taste for language, neither can
he compel the pupils 10 use good En-
glish when out of his charge, but he can
do much to counteract these evil infiu-
ences. He can cultivate taste for cor
rect expression in such a way as to lead
the pupils to take q lively interest in the
manner IN which they express themselves.
He can lead them to notice and correct
errors and 20 feel sense Of modification
on account of using poor language. 1t is
possible Tor him to teach them TO use the
best OF English In both speaking and writ
ing and still know nothing Of the sub
ject as a science. But this can never be
done by thrusting a languagae book into
ever published can take the place OF a
teacher alive to his duty and capable of
performing it, 1t is not, in the lower
grade, o subject for particular period Of
the day. 1t should receive the closest of
attention wherever and whenever lang uage
written or oral-is used.
There is no fact in education more clear
ly established than that language is imi-
tative among children and youth-in ma
turer years forms of expression may be
coined. but never till maturity is reached.
II this be true, is the course Of the teach
er not clearly defined2 Should he at
tempt to proceed contrary to nature
There is but one rational course tor him
70 follow, and that is to read and use the
language much, observing the manner OF
expression In oral work the child should
be given the correct form, If hs is still In
doubt after hIs attention has been called
to the expression, II is evident that he
has not been in the habit Of hearing that
form used or has not observed the ex-
preston. II is useless, so far as direct re-
suits are concerned and fatal to the child's
interest in the subject 10 attempt to ex-
plain by the ordinary technical terms the
the reason for the one being wrong and the
other right.
He has not the mental tools with which
to deal with the moro subtitle reasons in
language. He has not even those which
reach deeper than those which can be
reached by the ear. He must get his
forms through sight and hearing rather
than through q reasoning process. While
In later years the reasoning process will
make clearer some of the things he has
already learned. he does not get the use
Of the language in this way. Many Of us
learned much Of our language In this way,
but do not memory and reflection tell US
that the process was neither natural nor
ENJOYABLE +?
The reading OF good literature Is also
one Of the chief sources for correct ex-
pression. To the child who has been
accustomed to reading from vesy early
age, this will become the greatest factor
in the use Of good English. We not only
become like our associates outwardly'
but We adopt the same forms OF express
sicn. So children having read much good