It has been well observed, "that grammar is the first
thing taught,
and the last learnt." Now, though it is not my purpose to pretend
that
I can so far simplify grammar, as to make all its rules comprehensible
to children so young as those found in infant schools, I do think
that enough may be imparted to them to render the matter more
comprehensible, than it is usually found to be in after years.
The great mystery of grammar results, in my opinion, from not making
the children acquainted with the things of which the words used are
the signs, and moreover, from the use of a number of hard words,
which the children repeat without understanding. For instance, in the
classification of words, or the parts of speech, as they are called,
nouns, substantives, and adjectives, convey, as terms, no idea to
the minds of children; and, in spite of the definitions by which their
import is explained, remain to them as unintelligible as the language
of magical incantation. That the children can easily comprehend the
difference between words which express the names of things, and
those which express their qualities, and between words which express
actions, and those which express the nature of those actions, is
undeniable; and this is just what should be taught in an infant
school. In the first place, let the children be accustomed to repeat
the names of things, not of any certain number of things set down on
a
lesson card, or in a book, but of any thing, and every thing, in the
school-room, play-ground, &c.: next let them be exercised in telling
something relating to those things--their qualities; as for
instance, the school-room is large, clean, &c.,--the children
are quiet, good, attentive, &c.--the pictures are pretty: the
play-ground is pleasant, &c. Having accustomed the children, in
this
manner, first to give you the names of things, and then to observe
and repeat something respecting them--you have gained two ends; you
have, first, taught the children to be observant and discriminative;
and, secondly, you have taught them to distinguish two distinct
classes of words, or names and qualities; and you may now, if
you please, give them terms by which to distinguish these respective
classes, viz. substantives and adjectives. They will no longer be
mysterious words, "signifying nothing," but recognized signs,
by which
the children will understand and express definite ideas. The next
thing you have to teach them is, the distinction betwixt singular and
plural, and, if you think proper, masculine and feminine; but before
you talk to the children about plural number and masculine gender,
&c., let them be made acquainted with the realities of which these
hard-sounding words are the signs.
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