"A little learning is a dangerous thing,
Drink deep, or taste not the Pierian spring."
But my meaning is, that the dead languages are not necessary for men of business, merchants, mechanics, planters, &c. nor of utility sufficient to indemnify them for the expense of time and money which is requisite to acquire a tolerable acquaintance with the Greek and Roman authors. Merchants often have occasion for a knowlege of some foreign living language, as, the French, the Italian, the Spanish, or the German; but men, whose business is wholly domestic, have little or no use for any language but their own; much less, for languages known only in books.
There is one very necessary use of the Latin language, which will always prevent it from falling into neglect; which is, that it serves as a common interpreter among the learned of all nations and ages. Epitaphs, inscriptions on monuments and medals, treaties, &c. designed for perpetuity, are written in Latin, which is every where understood by the learned, and being a dead language is liable to no change.
But the high estimation in which the learned languages have been held, has discouraged a due attention to our own. People find themselves able without much study to write and speak the English intelligibly, and thus have been led to think rules of no utility. This opinion has produced various and arbitrary practices, in the use of the language, even among men of the most information and accuracy; and this diversity has produced another opinion, both false and injurious to the language, that there are no rules or principles on which the pronunciation and construction can be settled.
This neglect is so general, that there is scarcely an institution to be found in the country, where the English tongue is taught regularly, from its elements to its true and elegant construction, in prose and verse. Perhaps in most schools, boys are taught the definition of the parts of speech, and a few hard names which they do not understand, and which the teacher seldom attempts to explain; this is called learning grammar. This practice of learning questions and answers without acquiring any ideas, has given rise to a common remark, that grammar is a dry study; and so is every other study which is prosecuted without improving the head or the heart. The study of geography is equally dry, when the subject is not understood. But when grammar is taught by the help of visible objects; when children perceive that differences of words arise from differences in things, which they may learn at a very early period of life, the study becomes entertaining, as well as improving. In general, when a study of any kind is tiresome to a person, it is a presumptive evidence that he does not make any proficiency in knowlege, and this is almost always the fault of the instructor.
In a few instances perhaps the study of English is thought an object of consequence; but here also there is a great error in the common practice; for the study of English is preceded by several years attention to Latin and Greek. Nay, there are men, who contend that the best way to become acquainted with English, is to learn Latin first. Common sense may justly smile at such an opinion; but experience proves it to be false.
If language is to be taught mechanically, or by rote, it is a matter of little consequence whether the rules are in English, Latin or Greek: But if children are to acquire ideas, it is certainly easier to obtain them in a language which they understand, than in a foreign tongue. The distinctions between the principal parts of speech are founded in nature, and are within the capacity of a school boy. These distinctions should be explained in English, and when well understood, will facilitate the acquisition of other languages. Without some preparation of this kind, boys will often find a foreign language extremely difficult, and sometimes be discouraged. We often see young persons of both sexes, puzzling their heads with French, when they can hardly write two sentences of good English. They plod on for some months with much fatigue, little improvement, and less pleasure, and then relinquish the attempt.
The principles of any science afford pleasure to the student who comprehends them. In order to render the study of language agreeable, the distinctions between words should be illustrated by the differences in visible objects. Examples should be presented to the senses, which are the inlets of all our knowlege. That nouns are the names of things, and that adjectives express their qualities, are abstract definitions, which a boy may repeat five years without comprehending the meaning. But that table is the name of an article, and hard or square is its property, is a distinction obvious to the senses, and consequently within a child's capacity.
There is one general practice in schools, which I censure with diffidence; not because I doubt the propriety of the censure, but because it is opposed to deep rooted prejudices: This practice is the use of the Bible as a school book. There are two reasons why this practice has so generally prevailed: The first is, that families in the country are not generally supplied with any other book: The second, an opinion that the reading of the scriptures will impress, upon the minds of youth, the important truths of religion and morality. The first may be easily removed; and the purpose of the last is counteracted by the practice itself.
If people design the doctrines of the Bible as a system of religion, ought they to appropriate the book to purposes foreign to this design? Will not a familiarity, contracted by a careless disrespectful reading of the sacred volume, weaken the influence of its precepts upon the heart?