Sidebilder
PDF
ePub

of the minutiae of the language, he will extend the comprehension of his rules, till they become as general as the nature of the subject admits. Then the exceptions will be noticed and classed under the rules, to which they are exceptions.

Is not this natural and philosophical; and if so, why do we pursue a method diametrically opposite to both? What then is the business of the instructer? and must every pupil learn the language under all the disadvantages, which we should encounter in attempting to learn a dead language, without grammar or instructer? The business of the instructer is, to lay before his pupil those facts, which are easiest perceived. Such are the meaning of the words, and the construction of the simplest sentences. And as a knowledge of the words is attained, and the formation of the sentences understood, a principle of limited comprehension is established in the mind of the pupil, and sentences of more difficult construction are put in his way.

The duty of the instructer is more arduous; because he must know by observation, precisely how fast his pupil generalises, in order to arrange the difficulties he is to encounter. The duty of the learner is easier, and his success more certain; because he knows, if his instructer is not ignorant or careless, that he is competent to solve, of himself, every difficulty which occurs. Whereas when he proceeds to sentences and books at random, with grammar and dictionary in hand, he does not know,

when he encounters a hard passage, whether it is capable of a satisfactory answer, or whether it is a subject of debate among commentators. This doubt discourages perseverance; whereas, by the other method, he knows he can succeed, and the responsibility is his own, if he fails. Greater difficulties, by far, are presented to the learner, in attempting to apply a principle so much more general, than his experience, than would occur in classifying the facts, only as fast as he learns them.

If this principle of teaching languages is understood, its application will be easy for instructers. A perfect development of the principle cannot be here given. It is merely suggested for consideration ; and if it is found correct, philosophical, and consonant to the laws of mind; the detail will more properly follow. It may be remarked, however, on leaving the topick, that there are several methods of communicating the elements or obvious facts of a language, without even the sight of a grammar. That will come to aid in classifying the facts and knowledge of the language; but those facts and that knowledge must be attained, before they can be classified. The instructer may construe literally a few of the easiest passages or simplest sentences, which can be selected, and the learner be required to go over the same sentences by himself, till he has learned to construe them without assistance. Or, perhaps a better method would be to select some easy and interesting story, perfectly within the compre

hension of the pupil, so that the interest of the piece may aid in the recollection of the words. When a very few short stories of this kind have been learned in this manner, the child may be put to construe similar pieces alone, to the instructer, who will serve as a dictionary for the words, which have not occurred before, or are not remembered. The interest of the piece confines the attention, and the meaning of the words is acquired with astonishing rapidity. The necessity of making sense of the story, will oblige the pupil directly to observe, that as different terminations, or certain particles are used, different shades of meaning are expressed. And he will form his experience in the observation of facts into rules, as fast as he has such experience.

Another method would be to put an easy book, with a perfectly literal translation, into the hand of the learner, and require him to learn a portion to recite without the translation. This gives a knowledge of the words, the first thing to be attained in the acquirement of a language. The particles, from their frequent occurrence, will be soon learned. And as they are supposed to be known to the pupil, the meaning of them may be left out of the translation. In the same manner, common words may be dropped from the translation, care being taken to always give the meaning of a new word, or a new sense of the same word, till it can be fairly supposed to be learned. In this manner the inflections will be better understood than in any other method. For the

learner sees, at once, the different terminations, and the different relations of the words expressed by them.

During this stage with the pupil, the grammar and dictionary may be at hand, but they are to be consulted as a means of learning the lesson, and not to constitute the lesson itself. After an intimation from the instructer, that the grammar contains information, which may be useful; and perhaps after a reference to it, by way of example to the pupil, let him consult it just as often as he pleases, and no oftener. If he does not find any aid from it in learning his lesson; or feel the want of something of the kind, it will be of but little use, to drive him to it. But instead of wearing out some half dozen grammars, before he is advanced to any other book, and absolutely loathing the sight of one, it will be the very dearest book on the table. He will find all the inflections and rules laid down in the book so consonant with his own experience in the language, that he will be very much disposed to adopt that arrangement for the classification of his own knowledge.

I take geography as another example, to illustrate what is meant by inductive instruction. It is selected, not because it affords any peculiar advantage in the application of this method of communicating knowledge; but because it offers a convenient opportunity to remark upon the leading principles, upon which books on the subject have been written; and to acknowledge its increasing interest and im

portance as an elementary study. Children are very early capable of describing the places, mountains, and rivers, which pass under their inspection. And they commonly do it with an enthusiasm, which shows, how lively an interest they take in the subject, and how deep an impression the peculiarities of new places make upon them. When they have learned, by actual perception, a few of the features of the face of the earth; at a period a little later, they are capable of feeling a similar interest in forming a conception of places, mountains, rivers, &c. from representation and description. Then commences the study of geography.

This is a branch of learning, which has been more neglected, than its importance deserves; whether we consider the value of the knowledge obtained, or whether we consider the adaptation of the study, to the early development of the mind. As commerce and letters multiply the mutual interests, relations, and dependencies of distant places, some knowledge of those places becomes almost indispensable to all professions and classes of society. Till within a few years, there has been but little order or arrangement in the books, which could be studied as text books. Facts and descriptions were selected, with no very great care or attention to their importance, and with less if possible to their authenticity. These materials were thrown together upon some plan adopted from the caprice of the author, but with not the least reference to the learner. Consequently,

« ForrigeFortsett »