Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1909-12-28

language7
PSYCHOLOGY VS.. LOGIC.
Here we come upon the old contest
between Psychology and logic, as to
which shall! determine the method OF
Touching subject. Shall subjects be
presented by rule Fnd definition In a
logical order, or shall thoy be allowed
TO present themselves az occasion offers
according to the present mental stnte,
the existing or potential interest, OF
the learner. Shall nature study be
for observation. discovery. and conoIu-
sions or she'll IL be the vcrihcatlon of
the established classification OF science
There Is but ono answer to the ques-
tion. The child must learn ns ho can.
Any attempt TO force or change the
processes of his mental action results in
waste or failure or disaster.
HOW DO CHILDREN LEARN?
How does n child naturally learn
to use languago7 AT first altogether,
and always chiefly. by sheer imitation
There liz no other way for him
Vocabulary is q matter OF memory
The art of language consists in using
the remembered vocabulary in artistic
and effective combinations. and such
combinations are for the most part
| limitations
| In the earlier stage of a child's
|
figure With advancing maturity and
| logical powers they become increasing
| ~ important as clinching and putting
| into convenient and condensed form
| the principles and language customs
| that have already been demonstrated
and Initiated by the learner. Only when
! they record experience are these rules
| of great value-a fact that bears
directly on the method of teaching.
MODET c TccE,NJ1IA
The first essentials then in teach
Ing language to children are
good models to initiate and good
thought to express, with the desire TO
express It,
AS FOUR TO ONE.
AS language is the basis OF all think
Ing. and consequently of all subjects
of human knowledge, it is undoubtedly
the most important phase of our school
work. bearing as Ii does so close a
relation to every subject of the curri-
culum and to every part of the days
program Because of the complexity
of the environment into which the child
is born. the diversity in the homes
from which he comes to US, so many
homes in which there Is little or 10
regard for the proper use of language
or else where the language is foreign.
and because the influences which coun-
teract those of the school In such in
stances in the relation of four 10 one
and this during the most impression
able age. IL often seems impossible TO
secure correct use of English, to say
nothing of qualities considered neces-
saTy to literary style.
And do we not often aim at obtain
Ing from the masses a correct and
beautiful literary style. when we should
respect q crudity, welcoming 1t as the
child's emancipation?
We may bend every effort to the
breaking point to eliminate objection
able words. phrases and idioms, and to
secure clearness of expression for the
purpose of clearness and accuracy OF
thinking. we may possibly give sort
of veneer to the language by constant
drill on correct models, but we shall
develop no permanent power In the
use of language, without coming to
full realization that the mere form
OF correct and elegant English is of no
value If there is no thought in IT.: and
(2) also we must believe to the know
ing point that If written language IS
forced before there is sufficient mastery !
of the oral, the result is arrested |
development and foremost and above |
all we must not ask the pupils to think |
on an empty mind.
THE CHILD'S EXPERIENCE.
The child's real experiences, in his |
home. in school. in his sports, in his |
occupations with his playmates and his |
pets. afford material about which he |
can talk and write intelligently and |
Interestingly, because he really knows |
something first hand. The childs OBJ |
servations of plant and animal life and |
other natural phenomena presented |
during the geography and nature les |
son. offers much opportunity for train
ing in English, because they are all of |
absorbing interest to him.
We may drill parTot-like on correct |
forms, we may emblazon our black |
boards with them to appeal to the sense
OF sight, We may fll in blanks with the
correct word. illustrating points until
tho trick seems automatic. we may call |
for original sentences from barren
ground until the verbs go. see and to be
are threadbare. we may have dicta-
tion work and copying by the page. we
may teach the kinds OF sentences and
the parts of spcech-but when it comes
to the actual, everyday living expert
ence. our pupils are going to talk with
their spinal cords instead of their
brains. they are going to do that which
habit In their real (not schooD life has
fastened upon them. and they are going
to say blowed for blew, me for 1, and
aint got no for have no, have went for
have gone. etc. Then we must form the
right habit somehow.
Furthermore, these incorrect forms
belong to spoken language, and II ever
overcome ii must be by establishing
right habits in spoken language The
material that should be drawn upon, as
have stated before, Is the best In the
chlld's world
The great majority of people have less
use for written language than Is gen.
orally supposed Everyone needs spok-
en- language. the humblest laborer as
well as the professional man, and the
speech is not only criterion by which
his social qualities may be determined
to his thinking.
by the same powers by which they are
acquired. imitation. Written language
is not to be deprecated. but the prsec-
teal value of oral language should be
emphasized, and so Intimate is the re-
ciprocal relation of spoken and written
language that after a correct spoken
form has been acquired the correct
written form will usually follow
According to Max Muller, I'VE do not
think In written but in articulated and
sounding words. 1t is impossible to
think IN writing without some whisper
ing support of articulation. Written
language Is not an image of our
thoughts. but an image of the phonetic
of thought" The mechan-
les of written language. such as capt.
talIzation and punctuation, are easily
learned.
drawn from literature and illustrating
the nS M that or