II.

LANGUAGE LESSONS.

THE

1. PURPOSE AND PLAN.

HE language lesson has its place in every school programme of to-day. We have come to recognize the importance of teaching the child how to use his mother tongue, and through these language lessons are attempting to give him the power. But the lessons would be much more effectual if their aim was clearly apprehended, and the methods were adapted to this aim.

The very definition gives us the keynote of our language lessons, and furnishes us with the principle which should guide our work. "Language is any means of communicating ideas," says Webster. In the old grammars we read, "A word is the sign of an idea, and is either spoken or written." In the same pages we learn that a sentence is "the expression of a thought in words." All the definitions point to the same truth. A word exists only that it may embody an idea; a sentence only that it may express a thought. Language is simply the expression of thought. When words cease to signify ideas, and sentences to express thought, they are no part of language or language lessons.

The aim in language lessons should be simply the expression of thought. But the child must have the thought before he can express it. Lessons for thought

getting, for the development of new ideas, must precede all forms of expression; otherwise the lessons will be simply word work, and the product of the lessons will be only words.

There must be in the primary course lessons whose object shall be to lead the child to new ideas, which he may make his own, incorporating into his language the words which express these ideas. These lessons, in which the child gains new ideas, or clearer conceptions of ideas which were dim before, may be geography, history, reading, or the science lessons. Nothing new can be taught to the child, no new idea can be given him to express, without increasing his language power; for he grows in power of expression as he has more thoughts which seek expression. Hence these lessons are the foundation language lessons, without which the drill upon expression per se is useless.

The various lessons for thought-getting will be outlined under the different subjects. In this chapter the lessons in expression or form-getting will be emphasized. The form of expression is determined largely by habit, and the habit is in turn determined at first by the ideal placed before the child. The boy says, "I ain't got no pencil," because this pattern has been set for him at home, and constant repetition has made it habitual. The right form is fixed in the same way in the language of the child of more favorable surroundings. This child says, "I have no pencil," with as much ease as the other displayed in his incorrect expression. The correct form of expression, whether it be pronunciation, inflection, or construction, is fixed by presenting the right ideal, and then occasioning the frequent repetition of the form to be learned. In no other way can the habit of correct

expression be formed. If the teacher is to present to the child the ideal of expression, it is essential that her own language should illustrate the qualities which she would teach. If her own association tends to fix in her speech incorrect forms of expression, she should make every effort to remedy the fault, and to accustom herself to the choicest language through reading the best books. Aim to present to your pupils the best example of English undefiled. Refrain from current expressions which attract because of their suggestiveness or absurdity, but which lower your standard of speech. The ideal which you present to your pupils should be the highest, not in the language lesson alone, but always.

No knowledge of rules will take the place of the constant practice in the use of good English. The power to speak correctly comes through use, as we have said, and not through memorizing rules of speech. This is constantly proven in the experience of our acquaintances. I have heard a girl, who could analyze and parse "Paradise Lost" to the entire satisfaction of her teacher, affirm that she did not like "them kind of sentences." Her language was not modified by memorizing rules. Her form of expression had been fixed in earlier years. Omit the rules from the primary work, and give instead example and practice, over and over again.

This practice may be given in connection with all lessons whenever an error is observed, but this is not enough. To offset the constant practice in wrong usage at home, there should be definite periods when the children give their attention to the correction of their habitual errors. Observe the language of the pupils, and make notes of habitual errors. For a week or a month

note all the incorrect expressions used by your pupils, and you will discover that they fall under a very few heads, if you attempt to classify them. The plural forms of nouns, the agreement of noun and verb, the case-forms of pronouns, and the tense-forms of irregular verbs will comprise them all. You will discover, moreover, that certain nouns, pronouns, and verbs are the staple stumbling-blocks. Set apart certain language periods for drill in these forms. Illustrations will be given later. Do not omit these lessons, but do not consider them the only class of language lessons to be given.

Another quality of expression to be desired is fluency. Ease of expression can only be gained by practice. The chief element is the desire to express thought. If the child has something to say, he will not be hindered nor hampered; say it he must and can. This is the great value of the thought-getting lessons as language lessons. They give the child thoughts which he desires to express; and the very desire gives fluency in expression. The frequent practice gives ease, because expression becomes familiar, and so "easy." We commonly express this same truth when we say that a thing is easy for us because we are used to it. Custom, use, practice, give ease. Ease in expression must come through repeated expression, — the opportunity of the language period.

It is not enough for language to be correct and fluent. It should be well chosen, the best expression of thought, and we may say, of the best thought. We cannot be satisfied to omit the æsthetic element from our work. Taste is cultivated, just as accuracy is taught, by familiarizing the pupil with the ideal. The ideal of expres

sion is found in the best literature. Happy the teacher who loves the best, and who presents that ideal to her pupils.

II. WRITTEN WORK.

All expression of thought in words is language. In ordinary life oral language predominates over the written. So it should be in the language period. The oral expression should precede and prepare the way for written work. The child is hindered by attempting to write before he learns to talk; for writing involves all the difficulties of oral expression, with the added burden of spelling, punctuation, and manipulation of pen, ink, and paper. Freedom, ease, and accuracy of oral expression should be gained in large measure before the writing is attempted, and the steps in written work should be carefully graded. Many teachers make the mistake of asking their pupils to write, in the half hour of study, what could not be accomplished in a half-day by themselves. The result is what might be expected. Failure begets indifference, and the work is either not attempted, or it is most carelessly done. Fit the lesson to the capacity of the pupil. Make it so easy that he can accomplish it, and so hard that its accomplishment requires effort. Then see that it is done, and that the power to do grows with the constant practice which the lessons afford.

The purpose of the work in written language should be, as in oral language, to express thought. This purpose should never be lost sight of in the attempt to teach the necessary forms. It is easy to let this written work degenerate into writing declarative or interrogative