Let me in conclusion quote a portion of the resolutions concerning the teaching of English passed by the Conference called by the Committee of Ten.[7]
[7] Report of the Committee of Ten on secondary studies, 1892, Washington.
“The main direct object of the teaching of English in schools is (1) to enable the pupil to understand the expressed thoughts of others and to give expression to thoughts of his own; and (2) to cultivate a taste for reading, to give the pupil some acquaintance with good literature, and to furnish him with the means of extending that acquaintance. Incidentally, other ends may be subserved, but such subsidiary interests should never be allowed to encroach on the two main purposes. Though it may be necessary to consider these separately, in practice they should never be dissociated in the mind of the teacher, and their mutual dependence should be kept constantly present to the mind of the pupils.
“If the pupil is to secure control of the language as an instrument for the expression of his thoughts, it is necessary (1) that during the period of life when imitation is the chief motive principle in education, he should be kept so far as possible away from the influence of bad models and under the influence of good models, and (2) that every thought which he expresses, whether orally or on paper, should be regarded as a proper subject for criticism as to language. Thus every lesson should become a part of the pupil’s training in English. There can be no more appropriate moment for a brief lesson in expression than the moment when the pupil has something which he is trying to express.
“In addition to this incidental training, appropriate special instruction in English should form a part of the curriculum from the beginning. This special instruction may be considered under three heads: A. Language and composition. During the first two years at school, children (under eight) may acquire some fluency of expression by reproducing orally in their own words stories told them by their teachers, and by inventing stories about objects and pictures.
“In the third school year children should begin to compose in writing; they should copy and write from dictation and from memory short and easy passages of prose and verse.
“The subjects assigned should gradually increase in difficulty. (The paraphrasing of poetry is not to be commended.) Pains should be taken to improve the child’s vocabulary by suggesting to him, for the expression of his thoughts, better words than those he may himself have chosen. He should also be trained to perceive the larger divisions of thought which are conventionally indicated by paragraphs. The teacher should bear in mind the necessity of correctness in the formation of sentences and paragraphs.
“Compositions and all other written exercises should receive careful and appropriate criticism, and the staff of instructors should be large enough to protect every teacher from an excess of this peculiarly exacting and fatiguing work.
“B. Formal or systematic grammar. Not earlier than twelve years of age the study of formal grammar, with drill in fundamental analysis, may be taken up. It should not be pursued as a separate study longer than is necessary to familiarise the pupil with the main principles. Probably a single year will be sufficient. Subsequently, although grammatical analysis may properly accompany reading and the study of composition, it should not be regarded as a separate subject in the curriculum. The teaching of formal grammar should aim principally to enable the pupil (1) to recognise the parts of speech, and (2) to analyse sentences both as to structure and as to syntax. Routine parsing should be avoided.
“With regard to the study of formal grammar the Conference wishes to lay stress on three points: (1) a student may be taught to speak and write good English without receiving any special instruction in formal grammar; (2) the study of formal grammar is valuable as training in thought, but has only an indirect bearing on the art of writing and speaking; and (3) the teaching of formal grammar should be as far as possible incidental, and should be brought into close connection with the pupil’s work in reading and composition. These principles explain the considerable reduction recommended by the Conference in the amount of time allowed to this study.