INTRODUCTION
So many slighting remarks have been made of late on the use of
teaching grammar as compared with teaching science, that it is plain
the fact has been lost sight of that grammar is itself a science. The
object we have, or should have, in teaching science, is not to fill a
child's mind with a vast number of facts that may or may not prove
useful to him hereafter, but to draw out and exercise his powers of
observation, and to show him how to make use of what he observes....
And here the teacher of grammar has a great advantage over the teacher
of other sciences, in that the facts he has to call attention to lie
ready at hand for every pupil to observe without the use of apparatus
of any kind while the use of them also lies within the personal
experience of every one.--DR RICHARD MORRIS.
The proper study of a language is an intellectual discipline of the
highest order. If I except discussions on the comparative merits of
Popery and Protestantism, English grammar was the most important
discipline of my boyhood.--JOHN TYNDALL.
INTRODUCTION.
What various opinions writers on English grammar have given in answer
to the question, What is grammar? may be shown by the following--
[Sidenote: Definitions of grammar]
English grammar is a description of the usages of the English
language by good speakers and writers of the present
day.--WHITNEY
A description of account of the nature, build, constitution, or
make of a language is called its grammar--MEIKLEJOHN
Grammar teaches the laws of language, and the right method of
using it in speaking and writing.--PATTERSON
Grammar is the science of _letter_; hence the science of using
words correctly.--ABBOTT
The English word grammar relates only to the laws which govern
the significant forms of words, and the construction of the
sentence.--RICHARD GRANT WHITE
These are sufficient to suggest several distinct notions about English
grammar--
[Sidenote: Synopsis of the above]
(1) It makes rules to tell us how to use words.
(2) It is a record of usage which we ought to follow.
(3) It is concerned with the forms of the language.
(4) English has no grammar in the sense of forms, or inflections,
but takes account merely of the nature and the uses of words in
sentences.
[Sidenote: The older idea and its origin]
Fierce discussions have raged over these opinions, and numerous works
have been written to uphold the theories. The first of them remained
popular for a very long time. It originated from the etymology of the
word grammar (Greek gramma, writing, a letter), and from an effort
to build up a treatise on English grammar by using classical grammar
as a model.
Perhaps a combination of (1) and (3) has been still more popular,
though there has been vastly more classification than there are forms.
[Sidenote: The opposite view]
During recent years, (2) and (4) have been gaining ground, but they
have had hard work to displace the older and more popular theories. It
is insisted by many that the student's time should be used in studying
general literature, and thus learning the fluent and correct use of
his mother tongue. It is also insisted that the study and discussion
of forms and inflections is an inexcusable imitation of classical
treatises.
[Sidenote: The difficulty]
Which view shall the student of English accept? Before this is
answered, we should decide whether some one of the above theories must
be taken as the right one, and the rest disregarded.
The real reason for the diversity of views is a confusion of two
distinct things, what the definition of grammar should be, and what
the purpose of grammar should be.
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Introduction - 2

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Good post.
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