THE TEACHING OF ENGLISH GRAMMAR.

AMONG the many branches of science to which the attention of the young is directed, there are few, if any, which, when judiciously pursued, and faithfully applied, exert a more powerful influence in the cultivation of thought than the science of language. Grammar, as this science is technically called, has ever been considered a subject worthy of the attention of the most enlightened intellects which have dawned on the republic of letters; and even in the brightest days of imperial Rome, many privileges were granted by the emperors to those who cultivated the science. A subject which has engaged the attention of a Varro, which has diverted a Cicero from the forum, a Cæsar from the camp, and a Messala from the enjoyment of his consular dignities, may well be ranked among the noblest objects of human regard.

The value of this science as a branch of education, is not to be estimated solely by the assistance which it affords in the correct expression of our thoughts; although such is the imperfection of language, that in the construction of the written laws and constitution of a country, the happiness, the welfare, and even the safety of an individual may be hazarded by the slightest violation of grammatical rule. Valuable as the science may be as an interpreter of the intentions of the law, and as a guide to the meaning of every form of expression, a greater benefit is derived from the exercise which it affords the various

powers of the youthful mind, and its tendency to strengthen its respective powers individually. It is not the memory alone which it addresses. It calls each of the faculties into action, and affords to each an exercise suited precisely to its nature. Geography may exercise the memory; the mathematics may call forth the powers of reasoning and comparison; rhetoric may entertain the imagination; history may claim the faculty of association; while the philosophy of nature may employ the powers of abstraction, and analysis; - but it is reserved for Grammar to furnish a field where each and all of these faculties may be singly, and unitedly exerted, and each may wield its separate and united strength.

How important, then, is it, that a conspicuous rank should be conceded to the science of Grammar, among the branches of elementary education. How valuable is that science, which, while it stores the mind with useful information, giving precision and ductility to the vehicles of thought, at the same time draws a line of distinction between the rude and illiterate, and the cultivated and refined; and affords the necessary exercise for those faculties by which human nature is exalted above the brutes that perish.

"The human mind," in the words of the most polished writer of our language," is like marble in the quarry, which shows none of its inherent qualities, until the skill of the polisher fetches out its colors, makes the surface shine, and discovers every ornamental cloud spot and vein that runs through the body of it." It is this science which performs the work of the polisher; and to this science we are mainly indebted for that beauty, brightness, and perfection which we have witnessed in the exertions of intellect.

But the mind is not a simple homogeneous thing; — like the body, it is made up of various powers and faculties, each of which is separately, although perhaps unconsciously exerted and called into action by the various subjects which are presented to it. The closest analogy exists between the intellectual and the corporal faculties; and as the limbs of the body acquire strength, and ease, and gracefulness by use and exercise, so likewise the powers of the mind are invigorated by being called into action. This is a consideration which is not fully weighed by all to whom the business of education is committed. To occupy the mind; to engage it in the acquisition of knowledge; to send it in quest of the treasures of science; to interest it in the flights of fancy and imagination, or to enter

tain it with the corruscations of wit, or the bursts of eloquence, these are not, and ought not to be the ends or the objects of education. Instruction should have a higher aim. The mind should be prepared for active exertion by the cultivation of each of its respective powers; and this is to be done not by the exercise of memory alone. Every faculty must have its appropriate exertion, its proper task; and the judicious selection and arrangement of the subjects by which the mental powers are respectively to be improved, constitutes one of the most important as well as one of the most difficult labors of education. The powers of perception, attention, comparison, abstraction, association and analysis, must each and all be exercised, while the memory is employed in treasuring up the materials upon which their activity is to be employed; and fancy and imagination must be taught with callow wing, to prepare for that flight for which their well-fledged pinions will be impatient.

With this view of the ends of education, we cannot but confess, that it is of less importance that knowledge of any particular kind should be treasured in the minds of the young, than that the faculty of acquisition should be increased, and its capacity enlarged. We are not to inquire so particularly how much is remembered, as what has been the effect of that which has been learnt. How few can recollect the course of diet which was pursued in early life, and which has given to the nerves and muscles their healthful play and action. How few can recall the particular sports of youth, which have given pliancy to their limbs, the glow of health to their cheeks, animation to their spirits, firmness to their steps, and sent the vital current in joyous circuit through the system. And yet these effects still remain. So it is with the rational powers, the memory may have been strengthened, the powers of perception and discrimination may have been quickened, the attention roused, the judgment ripened, the reasoning powers improved, and the whole mind enlarged, and cultivated, and refined by the subjects on which they have respectively been exercised, while the subjects themselves, which have imparted this healthful glow, have long since dwindled like the receding points of a perspective, or faded into the gloom of oblivion.

If these views are correct, we are certainly in no error in claiming for the science of Grammar the highest regard of the practical educationist, because it offers so wide a field for intel

lectual culture. The powers of analysis and comparison may find a noble field of exertion in the exact sciences rhetoric may offer to the imagination a broad arena for exertion — the memory may be employed in storing the treasures of history and natural science, while the science of Grammar affords a central point around which all the faculties of man's noblest nature may associate and cooperate, "in joyous dance harmonious knit."

Independently of the exercise which this science affords to the powers of the mind, and its value as a guide to the proper understanding of language, the philosophical study of speech affords some insight into the character of a people. Thus the Greeks, a people distinguished alike by their polish and their voluptuousness, possessed a language suited to their character, full of grace, of delicacy, and of sweetness. The Romans, a

nation born to command, had a language noble, nervous and august. Their descendents, the Italians, have remitted the senatorial dignity of their progenitors, and their character is as perceptible in their language as in their manners. The language of the Spaniard is full of that stately dignity and haughtiness which constitutes the characteristics of the people, while the gay and sprightly Frenchman, distinguished by conversational vivacity and ease, pours forth his thoughts in a brisk and lively current adapted to his manners and his nature. The Englishman, on the contrary, who is by nature blunt, thoughtful and of few words, speaks a language remarkable for brevity, conciseness and sententiousness. But this view of language, although intimately connected with Grammar, and, indeed, forming one of its highest departments, is not embraced in the mere elements of education; and it is mentioned only to show, that the science is by no means exhausted by the cursory view which is taken of it in the early stages of preparatory learning.

With these views of the importance of Grammar in general, as a science, it is deeply to be regretted that there are any to be found who are willing to depreciate it. We are told by some that correctness of expression is but to be obtained by the study of the standard models, rather than by grammatical rule. But let me ask what is grammatical rule, other than certain deductions from the usage of standard authority? If we allow that there is any force in the objection, it will prove too much. Rules are necessary in all things, in order to preserve that con