The Helena independent. [volume] (Helena, Mont.) 1875-1943, 1891-11-26
the Qasstlon-An Affirmative
Answer.

me- al snae y acau..eo 10 . MscnAn.cA
l.n.i.y anu o",o sne use sno appl.sa
''on VI i.s ss"Do''' anu sne on'y oolnpen
satlon, aItef . long ana arduous pursult, II
negative satisfaction in being able to un-
rayel intricate problems and a machine
49, 49,. &c.. s...aa
naps uivefs "ssne"A.'cal Ryfst'ons'
Geography, the historic bugbsar OF
scholastic life. A tantalizing
mirage appearing before the
l~nno;r, at hnrelaaa a,aa ~ ~ uorab;n-
AoAk4nk' ~ nopolOs. cy'- : y "osp
peFs, AnocAine 'nean ~ i'luslvs oeaueys"i'n
Its Rlittering possibilities OF tropical mag
nihosnce, or the cold grandeur of polar
acan.s
u.-.-. -. ...a III AL.4, r.,
Ho"svsr' 70 n"se onsnksu d. 'aas' ~. ~.
has become q sentisnt thing. The sensslesa
man starts into life like n new CREATION. and
-. h.~d,. na.a. moo;o., 49, ~
oAe nAtu'y .0e.s : 'nak.o"l "Dp w
20 transported TO any part OF the word.
Yet the science OF language differs from
1870. ~ !, a;v;a,.i a,;n;o, - ~ d.ro
A'1"0 sAo ~ -. ' 4o'
tees. There being still a vide divergence
Of thought among grammarians on very
many points, zach student NAV feel himself
! tim;d arnlorer-a humble aeeker after
A.-A1. --I -.-L--. 1...--...- 49,.
slu1n' anu perhaps q oiscoveIer. AGAIN.
although the accepted rules and principles
underlying all language are unchanginq.
yet the combination of WORDS and ideas il
endless, and a pupil repeating indiffer-
emily the monotonous formula Of parsing
may be reused to sudden admiration
Of the beauty of the language, elegance of
dictiou, OF of the peculiar fitness and util-
ity Of each word. All this is calculated to
quicken the Imagination and give to it an
impetus that may lead into the realms of
indeed, that would not be melted to the
attainment of somvthing beyond mere
mechanical skill in parsing a soul stirring
passage from Scott, or fail to be touched by
the graceful imagery of Irving, or the i'm
mortal genius of Shakespeare and count
mando of language has compelled the adj
miration OF the civilized world. How can
we tell what thoughts MAY have burned in
the hearts while careless lips nay have
dfoned out the lifeless Formula?
All this, We repeat, serves to make the
critical and advanced study Of grnmmaSan
art and an accomplishment, rather than u
science, and one that can 30 pursued be-
ycnd the limits OF school life, for a draught
from a we'll OF pure English undetled''
seems nectar ever, to the fastldlous taste
of the literary epicure. :.
AZ for mental discipline, it has long been
conceded that the analytical study of our
own and other languages, Greek and Latin
more especially, uemand q greater mental
activity than that required by either math-
ematics or the sciences. Why is 1T, then.
that 10 many students ind the study OF this
branch dry and embarrassing? 1t must be
that too much time 10 consumed In acquir-
ing mere technical skill 90 that the years
allotted to this branch expire before ono
arrives at the goal. Ihus the hope of at
tainment, SO long deferred, ends in q mel
ancholy cadence of despair. How much
better to take up technical grammar as
soon as q child has reached, say the fourth
grade, Then hs has command OF quite an
extensive and varied vocabulary. Surely
no could be taught the simplest definitions
OF the parts OF speech and OF their proper
ties. But the lmposslbllity OF interesting
young pupils IN anything SO mechanical!'
There we differ! Young children can be
taught anything. There is just whore tho
mere acqnirement OF knowledge is in itself
n pleasure. 1t is in the more advanced
classes that the teachers ingenuity ia taxed
to rouse the f1ngglnR interest, and supply a
goad for the jaded minds that have plodded
SO long and YEARLY along the road to learn
1ng. n they are inclined to tklnk with the
immortal Mantlllnl tho entire scheme of
|edncatlon ono "dem'd hotrld grind"
but the attention OF little children is SO
easily caught and held, If one ID in earnest.
1 nefo WILL come 10 theM also q certain sat
lsfaotlon, even in memorizlng definitions,
and If they supply original illustrations the
thinking owe arc not altogether do,-
mant. Though after nll the acquiring of
she bare facts OF any science cannot always
be attended with enthusiasm, and since a
knowledge OF the can hardly be
dispensed with, as soon as they are mas
tered We emerge from the "prlmrons path
OF d~alllancs" ana roach q more delectablo
land: Let us assume, then. that when n
|pupl! reaches the seventh grade he
has successfully steered through the
slippery shoals OF .plurals, wrestled
with startling monstrosities of gender. van
quished the hydra case. grappled with tho
participle,e xtinguished theintinitiva, andi if
no survive these changes and chances of
linguistic exploration, lie is prepared to
the formal study of grammar,
viz: Grammatical ANALYSIS, undivided an
nlysis, synthesis, its ever attendant satel-
lite, parslnR and false syntax. Synthesis is
deplorably neglected. 1t is only necessary
to Examine a class in this branch alone to
bn~ staggered with the poor results. Illus
t%rations should be constant, copious, con-
tinual, correct.
Require pupils to illustrate every posi-
BILE combinati IN; then will the terrors of
vanish, for If one can construct,
how simple, then, to dissect.
This cannot be accomplished hurrirdly,