The times. [volume] (Richmond, Va.) 1890-1903, 1891-12-03
Language reaching.

Speech is a form OF symbolism. perhaps
originally initiative IN lis nature. Language
forms are the product OK custom Or usage,
tacltly agreed upon O. represent tn ught
Thought, u ing the word broadly 10 oxprcss
8ll kinds of mental action, Is tho neccessary
antecedent ot language. Speech reacts on
thought by stimulating II 20 greeter energy.
aud by rendering It's ideas definite aud dis
tinct The former affects tho latter
still more strongly by preserving it
for review revision and Use.
Il IDEAS could not be made objective by
means Of words. especially written words.
they could not proceed beyond the most ee-
mentary stage. In all reflection upon Ian
guage, the mind is engaged IN kind OF in
tr0specton Speech thus becomes tho open
door to the psychological and logical sub
jects Speech IS also the Yestbule TO mind
in igs nearest objective form. since we infer
the qualities of other minds moro
directly from words than from any
other source. Words are the closest
material correates OF ideas excepting.
ing thought. In short, using 'ichte's phrase,
sheech makes mind object TO itself I he ac-
duisitiOu of speech consists IN fixing tho var
ous language forms N experience and MEN,
orr. and fastening tho ass ciatlOn between
them and the notions they express Mo-ds
are material forms which are constructed by
ono set Of organs and received by anotLer.
They are capable OF great number OF comb
natl rs and transpOsitlOns. \ common man,
OF Iair education. uses about 3, 600 words and
1900 generally rec gmzed combinations.
Thus tho hand vocal organs. eye
and ear must be accustomed 20
r.. 800 70 2000J die ent forms Tbs
number -. OF course independent OF the in.
fnite series OF imrroyieed forms we use ia
daily speech. Written words are pieces Il
cO.Ored extension OF Il conventional pattern
agreed upon 10 represent ideas. Oral words
H. .trt. HsHH 81
parts. etc. similarly chosen The e.emenis
that enter into each can give an important
clue % what shall become meals IN thor
teaching. Association and 'orm impression,
We have said. are the leading elements OF
language-leagnlng. Association u the most i'm
portant form OK indirect memory. by It, ono
thing restores another. The law Of tendency
impels the mind % 20 through all OF any ac-
tion 1t has previously had. whom nee any part
OF il Is restored. A practical hint growing
out of this is the well-known dIctlm. Iesch
words with their IDEAS" Word and idea must
be thought in the same act. lhIs Is tho es-
sence OF language teaching. Busy the mind
equally with thought and expression. Lam
guage is habit. therefore associated word AID
tl0upht must receive sufficient repetition 70
become habit. Repetition OF tic Say /.
again kind Is only naii sutcient. Subjects
OF study divide into two kinds Indicated by
the caption They diler in purpose and II
means Langu&ge-sublects arc Used 10 tho
end Of mastering language forms and their as.
so.iations. Thought subjects serve tho end
OF ia.niliaIzing the mind WIKI the reason anl
intelligence OF the human race about beings,
their origin and destiny In the Que. speech
is q means; in the other. il is an end IN itself.
Purposes 30 Inherent as these must Of course
receive very different treatment The
principal means Of instruction IN thought
subjects j. logical thought about rho
beings with which they are con-
cerned. The chief steps arc ohsersa-
ton. generalization. reasoning and -x-
plnnation. with organization sufficient 30
eliminate contradictions and cradiues- all
steps taken in the light Of the best exporien .
OF tho race. TIE principal means IN language
learning and teaching Is the attempt 70 inter-
pret. and afterwards practically use. tho suc-
cessiyo elements OF language. IN the order ot
their simplicity, IN comprehendiIg othors''
thought aud expressing ones own. coupled
with systematic and habltual examination OF
how Interpretation and expression are done
The latter element Is the source ~ all correc-
tive intelligence about language and ~ tha
most important element of school work -
Professor 5. 3. Parr. in tho School Journal.