The Republican. [volume] (Oakland, Md.) 1877-current, 1906-02-01

StudlOuSly avoiding anything technical
or difficult, not mentioning the terms
language or grammar.
This practice continued on through
the Second and Third Grades will stamp
upon the child's mind indelibly the ten
dency to original thought and acquaint
him with the sentence as the unit OF
language an attainment not reached
by some who are older and a crossing at
which many would-be Hnguists falter.
As the pupils now enter the Fourth
Grade they are presumably able to man
age technical grammar, but should not
know it as such.
Here is the time and best opportunity
to lay the foundation for a knowledge
Of the classes Of words or the eight parts
of speech.
The terms noun, verb, adjective, adj
verb, etc, should not yet be mentioned,
but the teacher should adhere closely to
nature and natures ways and call the
noun name-word, the verb an action
word, the adjective a sort or kind-word,
the adverb how-word, etc.
She should explain that all objects
have names and that these names are
name-words, e. g. boy, dog, dog, ball,
etc.
The pupils should now be required to
write up classified lists of name-words
taken from the school room, kitchen,
parlor, shop, store, etc, and bring them
to school for regular class work.
In dealing with the verb the pupils
should be taught that objects act and
that these words are called action
words, e. g. boys play, dogs run, girls
study, etc
This being done properly the corner
stone of the language temple is well
laid, and brings to the young grammar
ian his first delight.
Building the sentence still farther it
should be explained that certain kinds
of children play, certain kinds of girls
study, e. g. little children play, good
girls study, and that these words are
called kind-words.
A step farther and we see that there
are certain words which tell how things
are done. These are called how-words,
e. g. little children play cheerfully, good
girls study diligently, etc
In similar manner the other parts
of speech may be treated, and simplicity
has done its marvellous work.
If this method has been pursued thus
far with much careful practice, the pu-
pills can now deal intelligently with
words in their proper relation, and the
greatest achievement of this natural
plan is, they can think systematically.
The pupils now enter the Fifth Grade
ready for text book on the subject of
grammar, and textbooks are designed
as guides not masters, else we be slaves,
nor must a teacher measure her success
by the number of leaves she turns, for
we teach subjects not books.
The foregoing steps will have given
the child emblionic grammar or the bud
of the flower, and as he takes up the
textbook under tactful tuition he finds
the splendor of the rose bursting forth
as he merges from simple terms into
technical names, technical composition,
and technical analysis.
Along with the text the teacher
should furnish supplementary work
making Ievery recitation of the day
language lesson, in correct spelling.
correct use of verbs, adjectives, etc.,
and eliminating frsm use any and all OBJ
jectionable localisms.
The elegance of expression will be
greatly improved and when the gram
mar text is completed the pupils are
capable to enter the study of rhetoric.
But since we are educated by what
we do rather than by what we know,
the teacher should greatly emphasize
the doing or practice part of language
work. tits easier to learn grammar
than it is to use it. Shakespeare says:
eff to do were as easy as to know what
were good to do, chapels had been
churches and poor mems cottages
princes palaces.
The teachers phraseology should al
ways be worthy Of imitation, for if one
teaches by precept only it is usually
very poor precept, and then all books
and methods, however well adapted,
will fail to interest the pupil as he ought
to be interested, and can never make of
him what he ought to be and what he
really wants to be. Hence, after all,
it is obvious whether the BOYS and girls
of our schools shall learn to know gram
mar and be given the strength to use it
Alright, lay in the hands of the teachers
Of Garrett county.
J. C. BEAHM.