The Grammar of English Grammars - Goold Brown (spiritual books to read TXT) 📗

and to Orthography, four lines, in the middle of the volume! (See p. 41.) It is but just, to regard the title of this book, as being at once a libel and a lie; a libel upon the learning and good sense of Woodbridge;[60] and a practical lie, as conveying a false notion of the origin of what the volume contains.

23. What there is in Germany or Switzerland, that bears any resemblance to this misnamed system of English Grammar, remains to be shown. It would be prodigal of the reader's time, and inconsistent with the studied brevity of this work, to expose the fallacy of what is pretended in regard to the origin of this new method. Suffice it to say, that the anonymous and questionable account of the "Productive System of Instruction," which the author has borrowed from a "valuable periodical," to save himself the trouble of writing a preface, and, as he says, to "assist [the reader] in forming an opinion of the comparative merits of the system" is not only destitute of all authority, but is totally irrelevant, except to the whimsical name of his book. If every word of it be true, it is insufficient to give us even the slightest reason to suppose, that any thing analogous to his production ever had existence in either of those countries; and yet it is set forth on purpose to convey the idea that such a system "now predominates" in the schools of both. (See Pref., p. 5.) The infidel Neef, whose new method of education has been tried in our country, and with its promulgator forgot, was an accredited disciple of this boasted "productive school;" a zealous coadjutor with Pestalozzi himself, from whose halls he emanated to "teach the offspring of a free people"—to teach them the nature of things sensible, and a contempt for all the wisdom of books. And what similarity is there between his method of teaching and that of Roswell C. Smith, except their pretence to a common parentage, and that both are worthless?

24. The success of Smith's Inductive and Productive Grammars, and the fame perhaps of a certain "Grammar in Familiar Lectures," produced in 1836 a rival work from the hands of a gentleman in New Hampshire, entitled, "An Analytical Grammar of the English Language, embracing the Inductive and Productive Methods of Teaching, with Familiar Explanations in the Lecture Style" &c. This is a fair-looking duodecimo volume of three hundred pages, the character and pretensions of which, if they could be clearly stated, would throw further light upon the two fallacious schemes of teaching mentioned above. For the writer says, "This grammar professes to combine both the Inductive and Productive methods of imparting instruction, of which much has been said within a few years past"—Preface, p. iv. And again: "The inductive and productive methods of instruction contain the essence of modern improvements."—Gram., p. 139. In what these modern improvements consist, he does not inform us; but, it will be seen, that he himself claims the copyright of all the improvements which he allows to English grammar since the appearance of Murray in 1795. More than two hundred pretenders to such improvements, appear however within the time; nor is the grammarian of Holdgate the least positive of the claimants. This new purveyor for the public taste, dislikes the catering of his predecessor, who poached in the fields of Murray; and, with a tacit censure upon his productions, has honestly bought the rareties which he has served up. In this he has the advantage. He is a better writer too than some who make grammars; though no adept at composition, and a total stranger to method. To call his work a "system" is a palpable misnomer; to tell what it is, an impossibility. It is a grammatical chaos, bearing such a resemblance to Smith's or Kirkham's as one mass of confusion naturally bears to an other, yet differing from both in almost every thing that looks like order in any of the three.

25. The claimant of the combination says, "this new system of English grammar now offered to the public, embraces the principles of a 'Systematic Introduction to English Grammar,' by John L. Parkhurst; and the present author is indebted to Mr. Parkhurst for a knowledge of the manner of applying the principles involved in his peculiar method of teaching grammatical science. He is also under obligations to Mr. Parkhurst for many useful hints received several years since while under his instruction.—The copy right of Parkhurst's Grammar has been purchased by the writer of this, who alone is responsible for the present application of its definitions. Parkhurst's Systematic Introduction to English Grammar has passed through two editions, and is the first improved system of English grammar that has appeared before the public since the first introduction of Lindley Murray's English Grammar."—Sanborn's Gram., Preface, p. iii. What, then, is "THE PRODUCTIVE SYSTEM?" and with whom did it originate? The thousands of gross blunders committed by its professors, prove at least that it is no system of writing grammatically; and, whether it originated with Parkhurst or with Pestalozzi, with Sanborn or with Smith, as it is confessedly a method but "recently adopted," and, so far as appears, never fairly tested, so is it a method that needs only to be known, to be immediately and forever exploded.

26. The best instruction is that which ultimately gives the greatest facility and skill in practice; and grammar is best taught by that process which brings its doctrines most directly home to the habits as well as to the thoughts of the pupil—which the most effectually conquers inattention, and leaves the deepest impress of shame upon blundering ignorance. In the language of some men, there is a vividness, an energy, a power of expression, which penetrates even the soul of dullness, and leaves an impression both of words unknown and of sentiments unfelt before. Such men can teach; but he who kindly or indolently accommodates himself to ignorance, shall never be greatly instrumental in removing it. "The colloquial barbarisms of boys," says Dr. Barrow, "should never be suffered to pass without notice and censure. Provincial tones and accents, and all defects in articulation, should be corrected whenever they are heard; lest they grow into established habits, unknown, from their familiarity, to him who is guilty of them, and adopted by others, from the imitation of his manner, or their respect for his authority."—Barrow's Essays on Education, p. 88.

27. In the whole range of school exercises, there is none of greater importance than that of parsing; and yet perhaps there is none which is, in general, more defectively conducted. Scarcely less useful, as a means of instruction, is the practice of correcting false syntax orally, by regular and logical forms of argument; nor does this appear to have been more ably directed towards the purposes of discipline. There is so much to be done, in order to effect what is desirable in the management of these things; and so little prospect that education will ever be generally raised to a just appreciation of that study which, more than all others, forms the mind to habits of correct thinking; that, in reflecting upon the state of the science at the present time, and upon the means of its improvement, the author cannot but sympathize, in some degree, with the sadness of the learned Sanctius; who tells us, that he had "always lamented, and often with tears, that while other branches of learning were excellently taught, grammar, which is the foundation of all others, lay so much neglected, and that for this neglect there seemed to be no adequate remedy."—Pref. to Minerva. The grammatical use of language is in sweet alliance with the moral; and a similar regret seems to have prompted the following exclamation of the Christian poet:

   "Sacred Interpreter of human thought,
    How few respect or use thee as they ought!"—COWPER.

28. No directions, either oral or written, can ever enable the heedless and the unthinking to speak or write well. That must indeed be an admirable book, which can attract levity to sober reflection, teach thoughtlessness the true meaning of words, raise vulgarity from its fondness for low examples, awaken the spirit which attains to excellency of speech, and cause grammatical exercises to be skillfully managed, where teachers themselves are so often lamentably deficient in them. Yet something may be effected by means of better books, if better can be introduced. And what withstands?—Whatever there is of ignorance or error in relation to the premises. And is it arrogant to say there is much? Alas! in regard to this, as well as to many a weightier matter, one may too truly affirm, Multa non sunt sicut multis videntur—Many things are not as they seem to many. Common errors are apt to conceal themselves from the common mind; and the appeal to reason and just authority is often frustrated, because a wrong head defies both. But, apart from this, there are difficulties: multiplicity perplexes choice; inconvenience attends change; improvement requires effort; conflicting theories demand examination; the principles of the science are unprofitably disputed; the end is often divorced from the means; and much that belies the title, has been published under the name.

29. It is certain, that the printed formularies most commonly furnished for the important exercises of parsing and correcting, are either so awkwardly written or so negligently followed, as to make grammar, in the mouths of our juvenile orators, little else than a crude and faltering jargon. Murray evidently intended that his book of exercises should be constantly used with his grammar; but he made the examples in the former so dull and prolix, that few learners, if any, have ever gone through the series agreeably to his direction. The publishing of them in a separate volume, has probably given rise to the absurd practice of endeavouring to teach his grammar without them. The forms of parsing and correcting which this author furnishes, are also misplaced; and when found by the learner, are of little use. They are so verbose, awkward, irregular, and deficient, that the pupil must be either a dull boy or utterly ignorant of grammar, if he cannot express the facts extemporaneously in better English. They are also very meagre as a whole, and altogether inadequate to their purpose; many things that frequently occur in the language, not being at all exemplified in them, or even explained in the grammar itself. When we consider how exceedingly important it is, that the business of a school should proceed without loss of time, and that, in the oral exercises here spoken of, each pupil should go through his part promptly, clearly, correctly, and fully, we cannot think it a light objection that these forms, so often to be repeated, are so badly written. Nor does the objection lie against this writer only: "Ab uno disce omnes." But the reader may demand some illustrations.[61]

30. First—from his etymological parsing: "O Virtue! how amiable thou art!" Here his form for the word Virtue is—"Virtue is a common substantive, of the neuter gender, of the third person, in the singular number, and the nominative case."—Murray's Gram., 8vo, Vol. ii, p. 2. It should have been—"Virtue is a common noun, personified proper, of the second person, singular number, feminine gender, and nominative case." And then the definitions of all these things should have followed in regular numerical order. He gives the class of this noun wrong, for virtue addressed becomes an individual; he gives the gender wrong, and in direct contradiction to what he says of the word in his section on gender; he gives the person wrong, as may be seen by the pronoun thou, which represents it; he repeats the definite article three times unnecessarily, and inserts two needless prepositions, making them different where the relation is precisely the same: and all this, in a sentence of two lines, to tell the properties of the noun Virtue!—But further: in etymological parsing, the definitions explaining the properties of the parts of speech, ought to be regularly and rapidly rehearsed by the pupil, till all of them become perfectly familiar; and till he can discern, with the quickness of thought, what alone will be true for the full description of any word in any intelligible sentence. All these the author omits; and, on account of this omission, his whole method of etymological parsing is, miserably deficient.[62]

31. Secondly—from his syntactical parsing: "Vice degrades us." Here his form for the word Vice is—"Vice is a common substantive, of the third person, in the singular number, and the nominative case."—Murray's Gram., 8vo, Vol. ii, p. 9. Now, when the learner is told that this is the syntactical parsing of a noun, and the other the etymological, he will of course conclude, that to advance from the etymology to the syntax of this part of speech, is merely, to omit the gender—this being the only difference between the two forms. But even this difference had no