The Ocala evening star., 1915-01-23

PAOAA~AChb III llASCOIN
ETC., but fearfully deficient in the es-
sentials of grammar. Numerous caus-
es are assigned for this weakness.
Perhaps the most acceptable is the
fact that grammar is a difficult study.
There are so many peculiarities in
our language, and pupils are plunged
into a mass of definitions, rules, and
statements until they become help
lessly lost like the boy who declared
81 can't see no sense in grammar, no.
how"
A great portion of our advanced
grammars are encumbered with hard
words, obstruse thoughts and difficult
principles. They serve to enhance the
difficulty which the ordinary youth
experiences in grasping and assimil-
ating the facts of grammar and create
distaste for the study. Difficulties
confront the student in the diversity
of opinion among gran.naaFfiiaIis as to
the proper classification and momen-
clature for certain expressions much,
however, can be done to overcome
these difficulties and this distaste for
grammar by beginning early and keep
ing the work simple enough for the
understanding of the children.
Technical grammar should not be
taught before the seventh year. The
lower grades should have compost
ton or language work and applied
grammar and have it in abundance.
In the beginning tell the child in
simple but attractive manner fairy
tales, fables and Bible stories. Have
him reproduce them, paying attention
to the correct speech. Give him con-
versational lessons on subjects of in
terest around him-home, geography,
nature, etc., thus develop his powers
of expression. Make free use of pic
lures as basis for stories. By the
use of masterpieces of art and litera-
ture even in the first years, a love
for the beautiful can be installed at
/ time when impressions will be lasting.
By applied grammar is meant the
constant use of exercise which will
bring about correct oral and written
expressions indelibly on the mind of
the child, frequent dictation exercises,
and unceasing drill to develop the
i sentence sense Almost daily exercise
should be given In dictation to teach
/ the use of capital letters, of punct-
uation, marks, of the possessive form,
II 0f 81 e
Copying reproduction, memorizing of
prose and poetic selections, should
claim full attention in fixing the cor
rect forms of expression.
The child must be taught that an
} expression in order to be sentence
must completely express an idea.
4 Any and every device which will aid
in fixing the idea of the sentence as
unit of thought will be worth while
J This work should not begin until the
study of single words, parts of speech,
but with the sentence structure. Teach
the sentence as whole, then the sep
arate parts. We no longer devote
; tedious hours to the drill on the parts
r of speech until the sentence is thought
: of as whole. The child of today is
/ not required to build up the mother
: tongue bit by bit as if it were some
: thing new and strange.
In the seventh year of school the
/ child begins the study of technica
e grammar as SUCH The time should
E be largely devoted to the function
< classification and use of the different
1 parts of speech. At least two month:
: should be given to the study OF tbs
: verb. Time is necessary in working
: out the forms, uses, agreements, com
binations etc. Sentence analysis al
e so claims part of the time in thi!
: year but the more complicated forms
:, of analysis should be left until th'
|, next year.
y The main purpose of the study o
It grammar in the eighth grade is t.
e systemic all the work in gramma
It and to make the pupils feel the unit.
n of the subject. A rapid series shoul,
: be made of the parts of speech, witt
/. a careful study of syntax. Most o
It the work should be on the analyst
h of sentences with special emphasi
e on the complete sentence form. Sc
d lect the exercises to be studied from
e good literature, which is the real bas
i. is of grammar. Instead of having
n pupil "make up" sentences, let hir
: use illustrative passages from stand
81 o,,+bo,.s Tvn;c mill SLo.,4y hin, +I,o