(72.)

"English Grammar. This just introduced, and taught in the old unprofitable manner, beginning with,What is Grammar?' and sundry hard abstract definitions of Orthography, &c., which, instead of simplifying, mystify the matter. The fruits of this way of setting to work appeared in this, that not one of the twelve Grammar learners, after giving correctly the definitions of a noun and an adjective, could tell, in the expression, an industrious woman,' which word was the adjective, or which the noun."

(73.)

"These were also exercised in Grammar, but it was merely the old system of taxing the memory to deliver abstract rules and examples by rote, without using the principles to illustrate the ordinary lesson. It would be the same sort of unsatisfactory thing to teach Geography without maps.

"The Teacher here is a man of superior attainments and intelligence, and fails in the particulars stated above, rather from habitual adherence to an imperfect system once adopted, than from inability to pursue a better."

(74.)

"A more advanced class was tried in Grammar on a passage of poetry, and afforded a striking illustration of the disadvantage of teaching this branch exclusively from the book of Grammar. This class had gone through the book, and Mr. reckons them high proficients, but they have never probably been required to apply the theoretical knowledge thus got in practically examining an ordinary lesson; and when tested in this way today, although the passage did not contain any elliptical or involved constructions of difficulty, they were singularly helpless in tracing and justifying the grammatical relations. On referring afterwards to the Grammar, however, they showed a minute acquaintance with it, and perfect acuteness in correcting the false constructions contained in the examples."

(75.)

66

English Grammar they have not the power of applying to the lesson they read, and they have not any practical command of the rules they have learned. It is the same as if they should learn to sew, and never sew anything but samplers."

(76.)

"They have no Etymology, and too few (10 only out of 71) are taught Grammar.”

(77.)

"English Grammar, pretty well applied to the passage read, but there should be more acquiring this branch; 20 learning Grammar is certainly too small a proportion of 128."

(78.)

"Of English Grammar very little has been got, and no power is shown of applying that little to the lesson in hand. So it was quickly left, and Mr. gave them the formal questions, 'What is Grammar?' 'What is a letter?""&c.

CHAPTER XII.

METHOD OF TEACHING-ETYMOLOGY.

Use of Etymology-It gives precise Knowledge of Terms, and tends to accurate Habits of Thought-Important to those acquiring no Classical Knowledge-The chief object of this Branch is to serve as collateral Aid to the Illustration of the English Lessons— Not therefore to be pursued as an isolated Department-Study must be persevered in.

THE use of Etymology, as an aid to the cultivation of intelligence, has been introduced in some schools to a certain extent, and in a few with considerable effect and success. The benefits of the exercise are sufficiently obvious. It gives accuracy and precision to the pupil's conception of terms, and prevents the vagueness and ambiguity in definition, referred to in several of the subjoined extracts; and it is of great utility, not only in respect of the knowledge to which it directly leads, but also, and perhaps more especially, with a view to the habits of accurate thinking which it neces

186

BENEFIT OF ETYMOLOGY.

sarily tends to form. By the mode in which the exercise is conducted in skilful hands, it also extends the pupil's knowledge of the language, any root which occurs being made an introduction to the different vocables derived from it. Thus it is rendered an instrument of wide application for explaining terms, and lays the foundation of habits of observation and comparison. The meaning of words cannot be rendered more clear without a corresponding advance in the understanding of contexts, and the subjoined extracts exhibit cases in which the want of etymological knowledge was found to accompany vague and unsatisfactory ideas of the import of the lessons.

It needs no commentary to show how important is the aid furnished in this manner, to the intelligence of those who acquire no classical tuition.

The facilities which the study of Latin furnishes for cultivating Etymology, and the peculiar grounds upon which that study ought to be rendered available for the attainment of this benefit, are pointed out in that branch of the present Report, which treats of instruction in Latin.

The foregoing particulars form direct advantages derivable from the teaching of Etymology; and with a view to these, it will properly, to a certain extent, be pursued as a separate exercise-in which case, however, it should not be allowed to interfere with the investigation of the daily lesson, otherwise than as determining the sense of terms, and facilitating the general understanding of the context. And, in whatever manner the study of

1

ETYMOLOGY APPLIED TO ENGLISH LESSONS. 187

Etymology may be pursued, the intelligent Teacher will never forget that the grand object of this, as of other collateral studies, is to aid the general intelligence, and furnish an additional light to the illustration of the chief lesson, which ought to exhibit in a combined view the practical results of all the separate studies relating to the English language.

It shows, therefore, an inadequate conception of the ultimate design of learning Etymology, to continue the pursuit of it entirely as an isolated department, not connected with the ordinary lessons. The true use of it will be found in its judicious application to determine the exact sense of words encountered in the reading lesson, and this must be done in strict subordination to the pursuit of the general scope of the passage, for it will be a hindrance and not a help, if it withdraw the attention from the author's ideas to other and irrelevant matters.

This intelligent application of the exercise cannot, however, be attained, it is obvious, without diligent and persevering study, and it is an entire mistake to imagine that the benefit of it will be reaped by such a short attention as will enable the pupils, for the sake of effect,* to answer a few ques

Consuluerim, ut caveatur a compendiis, et a præcocitate quâdam doctrinæ, quæ ingenia reddat audacula, et magnos profectus potius ostentet, quam faciat.-BACON de Augm. Scient. vi. 4.