Interchange of letters.The classification of letters is of the greatest importance as the basis of linguistic study, and so the matter should early be made interesting and intelligible, not only for the sake of pronunciation, but as accounting for, and simplifying a great many rules of grammar, and enabling pupils to acquire quickly a large vocabulary, when they begin foreign tongues, by observing such laws as are expounded by Grimm and Vernier, and thus helping them later to recognise that there is such a thing as a science of language, something more than a wearisome list of empirical rules and unreasonable exceptions. Thus reading, if taught as it should be, conforms to the psychological principles (1) that we should develop the powers of observation, (2) let the child do or make something, (3) show the uses of what is produced, (4) plant some root principles which may grow up and bear fruit in later studies, (5) associate the different studies with one another. The reason why teaching is often so dull, is that teachers do not take a large view of the field of instruction, but work like day-labourers, and adopt that fatal maxim, you should “throw it all off, out of school hours”. “I am a gentleman after four o’clock,” said a schoolmaster! Now I should like those who are going to teach the alphabet to read Max Müller’s Science of Thought in their leisure hours. It is too ponderous a volume to buy—660 pages—but it should be in the Teachers’ Library. There is a most interesting chapter on the origin of roots, which he traces to imperatives. I need hardly say that the two volumes of Lectures on Language should be familiar to all, and that the teacher should work out roots for herself after the model of “Mar”. She must not, however, bury the important things under a mass of erudition; the larger her store the more should she be able to select by the discursive faculty (I ask pardon of Herbart) what is most illustrative of her subject for the special class: it is very important to know what not to say.
Melville Bell’s Visible Speech is very instructive reading, and all should be familiar with Le Mestr.: Fonetiq of Paul Passy. I abstain from recommending some of the very learned books “made in Germany”. These are not suited to persons of limited leisure, but are rather for the Grammarian who said:—
Let me know all! Prate not of most or least,
Painful or easy,
Even to the crumbs, I’d fain eat up the feast,
Ay, nor feel queasy.
If reading is begun early, taught in the way suggested, and the sounds insisted on, to the exclusion of the absurd spelling, which pretends to produce cat from see ay tee, children seem to get on slowly at first, but the progress is rapid, when they have once mastered the signs, i.e., as rapid as is possible with our cacography.
In an excursus I have insisted on the great importance of reformed spelling. It is difficult to get people to agree, but any system, Soames’ or Pitman’s or Bell’s, would be better than our present chaos. If Government would give liberty to those who teach a phonetic system, things would improve, and children would easily read ordinary characters afterwards. All who write shorthand must spell phonetically.
Voice production.Not only right articulation needs attention, but what is called voice production. The health of many a delicate girl may be greatly strengthened by habituating her to breathe as she ought, and the whole class of what are called clergymen’s throats are in great measure, if not entirely due to the improper use of the organs of speech. There will be little difficulty later, if we, from the beginning, make children stand and breathe rightly, speak and read with due attention to stops and emphasis, and to those subtle changes of voice on which expression depends so much.