SUPPLEMENT TO CLASS II.

CHAPTER II. VOL. I.

ON THE PROPRIETY OF LEARNING OUR OWN LANGUAGE AS AN INTRODUCTION TO FOREIGN LANGUAGES.

THE want of a grammatical knowledge of our own language 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 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 his criticism to an English author, was frequently at a loss in matters of ordinary use and common construction in his own vernacular idiom. A good foundation in the general principles of grammar is in the first place necessary to all those who are initiated in a learned education; and to all others likewise who shall have occasion to learn modern languages. Universal grammar cannot be taught abstractedly it must be taught with reference to some language already known, in which the terms are to be explained, and the rules exemplified. The learner is supposed to be unacquainted with all but his native tongue; and in what other can you, consistently with reason and common sense, explain it to him? When he has a competent knowledge of the main principles of grammar in general, exemplified in his own language, he then will apply himself with great advantage to the study of any other. To enter at once upon the science of grammar and the study of a foreign language, is to encounter two difficulties together, each of which would be much lessened by being taken separately and in its proper order. For these plain reasons a competent grammatical knowledge of our own language is the true foundation upon which all literature, properly so called, ought to be raised. If this method were adopted in our schools; if children were first taught the common principles of grammar, by some short

and clear system of English grammar, which happily by its simplicity and facility is perhaps fitter than that of any other language for such a purpose; they would have some notion of what they were going about, when they should enter into the Latin grammar; and would hardly be engaged so many years as they now are, in that most irksome and difficult part of literature, with much labour of the memory, and with so little assistance of the understanding.

Whatever the advantages or defects of the English language be, as it is our own language, it deserves a high degree of our study and attention, both with regard to the choice of words which we employ, and with regard to the syntax, or the arrangement of those words in a sentence. We know how much the Greeks and the Romans, in their most polished and flourishing times, cultivated their own tongues. We know how much study both the French and Italians have bestowed upon theirs. Whatever knowledge may be acquired by the study of other languages, it can never be communicated with advantage except by such as can write and speak their own language well. Let the matter of an author be ever so good and useful, his compositions will always suffer in the public esteem, if his expression be deficient in purity and propriety. At the same time, the attainment of a correct and elegant style is an object which demands application and labour. If any imagine that they can catch it merely by the ear, or acquire it by a 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.

These observations appear to determine conclusively the subject which we have been discussing. They will suffice therefore to prove that the application of a child to a dead language, before he is acquainted with his own, is a lamentable waste of time, and highly detrimental to the improvement of his mind. It was the neglect of the cultivation of our own tongue which excited the reproach of M. Voltaire.

The general principles of grammar are common to all languages; a noun is the same in English, French, Latin, Greek, &c. The varieties of languages are easily acquired by observation and practice, when a preliminary knowledge

VOL. II.

of our own grammar is obtained. But the comprehension of our native tongue is not the only good preparative for the study of other languages. Some previous acquaintance with the general nature of things is necessary to the accomplishment of this end, in order that our literary progress may be obstructed merely by words. For, although it be useful to leave some difficulties in the way of a child, that he may exercise his mind in overcoming them, yet he must not be disgusted by too many or too great impediments. Our whole attention should consist in proportioning the dif ficulties to his powers, and in offering them to his consderation individually. If Latin were made the primary object of a child's lessons, he would lose a vast portion of time in the study of grammar; he would be incapable of perceiving the beauties of that language, because he would not have acquired any previous knowledge. No benefit therefore could possibly accrue from reading, in the Latin tongue, subjects which he could not understand in his own. But by becoming well acquainted with our best poets and prose writers he will easily learn, independently of the number of ideas which he will gain thereby, the general rules of grammar; several examples will unfold them, and a proper ap plication of others may be soon made without difficulty. Besides, he will acquire taste and judgment, and be well prepared to feel the beauties of a foreign tongue, when he begins to feel the beauties of his own. His knowledge being also extended and diversified, it will be found that the sole difficulty attendant on the study of Latin consists in learning words: so that to obtain a just knowledge of things, he must apply himself to such Latin authors only as are within the reach of his capacity, and whose writings he can comprehend with the same facility as if they were written in his native language. By this plan he will easily acquire the Latin tongue, treasure up fresh knowledge as he advances, and experience no disgust in the study of it. Nothing can be more useless than to fatigue a child, by filling his memory with the rules of a language which he does not yet understand. For, of what advantage is the knowledge of all its rules, if he be unable to apply them? We should wait therefore till reading has gradually enlightened his mind, and then the task becomes less irksome to him. When he has studied his own language, we should anticipate the principal differences between the Latin and English syntax. His surprize in perceiving an unexpected difference will excite his curiosity, and effectually remove all distaste. After

this and not before, we may devote a part of each day to Latin; but it ought never to be the principal object of his studies.

Such is the outline of this plan of education, which has nature for it basis, and reason for its superstructure; but such a plan, it must be granted, is not to be found in any of our seminaries of learning. Their system inverts knowledge; this proposes to make it orderly and progressive. Theirs is founded on precedent and long established usage; this is recommended by its obvious utility and economy of time.

THE END.

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