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This study, when properly conducted and liberally pursued, has an obvious tendency to dignify the whole character. How can he be a man of refined literary taste, who cannot speak and write his native language grammatically? And who will deny that every degree of improvement in literary taste tends to brighten and embellish the whole intellectual nature? The several powers of the mind are not so many distinct and separable agents, which are usually brought into exercise one by one; and even if they were, there might be found, in a judicious prosecution of this study, a healthful employment for them all. The imagination, indeed, has nothing to do with the elements of grammar; but in the exercise of composition, young fancy may spread her wings as soon as they are fledged; and for this exercise the previous course of discipline will have furnished both language and taste, as well as sentiment.
2. History of grammatical study
The regular grammatical study of our language is a thing of recent origin. Fifty or sixty years ago, such an exercise was scarcely attempted in any of the schools, either in this country or in England.[54] Of this fact we have abundant evidence both from books, and from the testimony of our venerable fathers yet living. How often have these presented this as an apology for their own deficiencies, and endeavoured to excite us to greater diligence, by contrasting our opportunities with theirs! Is there not truth, is there not power, in the appeal? And are we not bound to avail ourselves of the privileges which they have provided, to build upon the foundations which their wisdom has laid, and to carry forward the work of improvement? Institutions can do nothing for us, unless the love of learning preside over and prevail in them. The discipline of our schools can never approach perfection, till those who conduct, and those who frequent them, are strongly actuated by that disposition of mind, which generously aspires to all attainable excellence.
To rouse this laudable spirit in the minds of our youth, and to satisfy its demands whenever it appears, ought to be the leading objects with those to whom is committed the important business of instruction. A dull teacher, wasting time in a school-room with a parcel of stupid or indolent boys, knows nothing of the satisfaction either of doing his own duty, or of exciting others to the performance of theirs. He settles down in a regular routine of humdrum exercises, dreading as an inconvenience even such change as proficiency in his pupils must bring on; and is well content to do little good for little money, in a profession which he honours with his services merely to escape starvation. He has, however, one merit: he pleases his patrons, and is perhaps the only man that can; for they must needs be of that class to whom moral restraint is tyranny, disobedience to teachers, as often right as wrong; and who, dreading the expense, even of a school-book, always judge those things to be cheapest, which cost the least and last the longest. What such a man, or such a neighbourhood, may think of English grammar, I shall not stop to ask.
To the following opinion from a writer of great merit, I am inclined to afford room here, because it deserves refutation, and, I am persuaded, is not so well founded as the generality of the doctrines with which it is presented to the public. "Since human knowledge is so much more extensive than the opportunity of individuals for acquiring it, it becomes of the greatest importance so to economize the opportunity as to make it subservient to the acquisition of as large and as valuable a portion as we can. It is not enough to show that a given branch of education is useful: you must show that it is the most useful that can be selected. Remembering this, I think it would be expedient to dispense with the formal study of English grammar,-- a proposition which I doubt not many a teacher will hear with wonder and disapprobation. We learn the grammar in order that we may learn English; and we learn English whether we study grammars or not. Especially we shall acquire a competent knowledge of our own language, if other departments of our education were improved."
"A boy learns more English grammar by joining in an hour's conversation with educated people, than in poring for an hour over Murray or Horne Tooke. If he is accustomed to such society and to the perusal of well-written books, he will learn English grammar, though he never sees a word about syntax; and if he is not accustomed to such society and such reading, the 'grammar books' at a boarding-school will not teach it. Men learn their own language by habit, and not by rules: and this is just what we might expect; for the grammar of a language is itself formed from the prevalent habits of speech and writing. A compiler of grammar first observes these habits, and then makes his rules: but if a person is himself familiar with the habits, why study the rules? I say nothing of grammar as a general science; because, although the philosophy of language be a valuable branch of human knowledge, it were idle to expect that school-boys should understand it. The objection is, to the system of attempting to teach children formally that which they will learn practically without teaching."--JONATHAN DYMOND: Essays on Morality, p. 195.
This opinion, proceeding from a man who has written upon human affairs with so much ability and practical good sense, is perhaps entitled to as much respect as any that has ever been urged against the study in question. And so far as the objection bears upon those defective methods of instruction which experience has shown to be inefficient, or of little use, I am in no wise concerned to remove it. The reader of this treatise will find their faults not only admitted, but to a great extent purposely exposed; while an attempt is here made, as well as in my earlier grammars, to introduce a method which it is hoped will better reach the end proposed. But it may easily be perceived that this author's proposition to dispense with the formal study of English grammar is founded upon an untenable assumption. Whatever may be the advantages of those purer habits of speech, which the young naturally acquire from conversation with educated people, it is not true, that, without instruction directed to this end, they will of themselves become so well educated as to speak and write grammatically. Their language may indeed be comparatively accurate and genteel, because it is learned of those who have paid some attention to the study; but, as they cannot always be preserved from hearing vulgar and improper phraseology, or from seeing it in books, they cannot otherwise be guarded from improprieties of diction, than by a knowledge of the rules of grammar. One might easily back this position by the citation of some scores of faulty sentences from the pen of this very able writer himself.
I imagine there can be no mistake in the opinion, that in exact proportion as the rules of grammar are unknown or neglected in any country, will corruptions and improprieties of language be there multiplied. The "general science" of grammar, or "the philosophy of language," the author seems to exempt, and in some sort to commend; and at the same time his proposition of exclusion is applied not merely to the school-grammars, but a fortiori to this science, under the notion that it is unintelligible to school-boys. But why should any principle of grammar be the less intelligible on account of the extent of its application? Will a boy pretend that he cannot understand a rule of English grammar, because he is told that it holds good in all languages? Ancient etymologies, and other facts in literary history, must be taken by the young upon the credit of him who states them; but the doctrines of general grammar are to the learner the easiest and the most important principles of the science. And I know of nothing in the true philosophy of language, which, by proper definitions and examples, may not be made as intelligible to a boy, as are the principles of most other sciences. The difficulty of instructing youth in any thing that pertains to language, lies not so much in the fact that its philosophy is above their comprehension, as in our own ignorance of certain parts of so vast an inquiry;--in the great multiplicity of verbal signs; the frequent contrariety of practice; the inadequacy of memory; the inveteracy of ill habits; and the little interest that is felt when we speak merely of words.
The grammatical study of our language was early and strongly recommended by Locke,[55] and other writers on education, whose character gave additional weight to an opinion which they enforced by the clearest arguments. But either for want of a good grammar, or for lack of teachers skilled in the subject and sensible of its importance, the general neglect so long complained of as a grievous imperfection in our methods of education, has been but recently and partially obviated. "The attainment of a correct and elegant style," says Dr. Blair, "is an object which demands application and labour. If any imagine they can catch it merely by the ear, or acquire it by the slight perusal of some of our good authors, they will find themselves much disappointed. The many errors, even in point of grammar, the many offences against purity of language, which are committed by writers who are far from being contemptible, demonstrate, that a careful study of the language is previously requisite, in all who aim at writing it properly."--_Blair's Rhetoric_, Lect. ix, p. 91.
"To think justly, to write well, to speak agreeably, are the three great ends of academic instruction. The Universities will excuse me, if I observe, that both are, in one respect or other, defective in these three capital points of education. While in Cambridge the general application is turned altogether on speculative knowledge, with little regard to polite letters, taste, or style; in Oxford the whole attention is directed towards classical correctness, without any sound foundation laid in severe reasoning and philosophy. In Cambridge and in Oxford, the art of speaking agreeably is so far from being taught, that it is hardly talked or thought of. These defects naturally produce dry unaffecting compositions in the one; superficial taste and puerile elegance in the other; ungracious or affected speech in both."--DR. BROWN, 1757: Estimate, Vol. ii, p. 44.
"A grammatical study of our own language makes no part of the ordinary method of instruction, which we pass through in our childhood; and it is very seldom we apply ourselves to it afterward. Yet the want of it will not be effectually supplied by any other advantages whatsoever. Much practice in the polite world, and a general acquaintance with the best authors, are good helps; but alone [they] will hardly be sufficient: We have writers, who have enjoyed these advantages in their full extent, and yet cannot be recommended as models of an accurate style. Much less then will, what is commonly called learning, serve the purpose; that is, a critical knowledge of ancient languages, and much reading of ancient authors: The greatest critic and most able grammarian of the last age, when he came to apply his learning and criticism to an English author, was frequently at a loss in matters of ordinary use and common construction in his own vernacular idiom."--DR. LOWTH, 1763: _Pref. to Gram._, p. vi.
"To the pupils of our public schools the acquisition of their own language, whenever it is undertaken, is an easy task. For he who is acquainted with several grammars already, finds no difficulty in adding one more to the number. And this, no doubt, is one of the reasons why English engages so small a proportion of their time and attention. It is not frequently read, and is still less frequently written. Its supposed facility, however, or some other cause, seems to have drawn upon it such a degree of neglect as certainly cannot be praised. The students in those schools are often distinguished by their compositions in the learned languages, before they can speak or write their own with correctness, elegance, or fluency. A classical scholar too often has his English style to form, when he should communicate his acquisitions to the world. In some instances it is never formed with success; and the defects of his expression either deter him from appearing before the public at all, or at least counteract in a great degree the influence of his work, and bring ridicule upon the author. Surely these evils might easily be prevented or diminished."--DR. BARROW: Essays on Education, London, 1804; Philad., 1825, p. 87.
"It is also said that those who know Latin and Greek generally express themselves with more clearness than those who do not receive a liberal education. It is indeed natural that those who cultivate their mental powers, write with more clearness than the uncultivated individual. The mental cultivation, however, may take place in the mother tongue as well as in Latin or Greek. Yet the spirit of the ancient languages, further is declared to be superior to that of the modern. I allow this to be the case; but I do not find that the English style is improved by learning Greek. It is known that literal translations are miserably bad, and yet young scholars are taught to translate, word for word, faithful to their dictionaries. Hence those who do not make a peculiar study of their own language, will not improve in it by learning, in this manner, Greek and Latin. Is it not a pity to hear, what I have been told by the managers of one of the first institutions of Ireland, that it was easier to find ten teachers for Latin and Greek, than one for the English language, though they proposed double the salary to the latter? Who can assure us that the Greek orators acquired their superiority by their acquaintance with foreign languages; or, is it not obvious, on the other hand, that they learned ideas and expressed them in their mother tongue?"--DR. SPURZHEIM: Treatise on Education, 1832, p. 107.
"Dictionaries were compiled, which comprised all the words, together with their several definitions, or the sense each one expresses and conveys to the mind. These words were analyzed and classed according to their essence, attributes, and functions. Grammar was made a rudiment leading to the principles of all thoughts, and teaching by simple examples, the general classification of words and their subdivisions in expressing the various conceptions of the mind. Grammar is then the key to the perfect understanding of languages; without which we are left to wander all our lives in an intricate labyrinth, without being able to trace back again any part of our way."--_Chazotte's Essay on the Teaching of Languages_, p. 45. Again: "Had it not been for his dictionary and his grammar, which taught him the essence of all languages, and the natural subdivision of their component parts, he might have spent a life as long as Methuselah's, in learning words, without being able to attain to a degree of perfection in any of the languages."--_Ib._, p. 50. "Indeed, it is not easy to say, to what degree, and in how many different ways, both memory and judgement may be improved by an intimate acquaintance with grammar; which is therefore, with good reason, made the first and fundamental part of literary education. The greatest orators, the most elegant scholars, and the most accomplished men of business, that have appeared in the world, of whom I need only mention Casar and Cicero, were not only studious of grammar, but most learned grammarians."--DR. BEATTIE: Moral Science, Vol. i, p. 107.
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