therefore be combined in our course of English grammar. And, in order to accomplish two objects at once, the written doctrines, or the definitions and rules of grammar, should statedly be made the subject of a critical exercise in utterance; so that the boy who is parsing a word, or correcting a sentence, in the hearing of others, may impressively realize, that he is then and there exhibiting his own skill or deficiency in oral discourse. Perfect forms of parsing and correcting should be given him as models, with the understanding that the text before him is his only guide to their right application. It should be shown, that in parsing any particular word, or part of speech, there are just so many things to be said of it, and no more, and that these are to be said in the best manner: so that whoever tells fewer, omits something requisite; whoever says more, inserts something irrelevant; and whoever proceeds otherwise, either blunders in point of fact, or impairs the beauty of the expression. I rely not upon what are called "Parsing Tables" but upon the precise forms of expression which are given in the book for the parsing of the several sorts of words. Because the questions, or abstract directions, which constitute the common parsing tables, are less intelligible to the learner than a practical example; and more time must needs be consumed on them, in order to impress upon his memory the number and the sequence of the facts to be stated.
11. If a pupil happen to be naturally timid, there should certainly be no austerity of manner to embarrass his diffidence; for no one can speak well, who feels afraid. But a far more common impediment to the true use of speech, is carelessness. He who speaks before a school, in an exercise of this kind, should be made to feel that he is bound by every consideration of respect for himself, or for those who hear him, to proceed with his explanation or rehearsal, in a ready, clear, and intelligible manner. It should be strongly impressed upon him, that the grand object of the whole business, is his own practical improvement; that a habit of speaking clearly and agreeably, is itself one half of the great art of grammar; that to be slow and awkward in parsing, is unpardonable negligence, and a culpable waste of time; that to commit blunders in rehearsing grammar, is to speak badly about the art of speaking well; that his recitations must be limited to such things as he perfectly knows; that he must apply himself to his book, till he can proceed without mistake; finally, that he must watch and imitate the utterance of those who speak well, ever taking that for the best manner, in which there are the fewest things that could be mimicked.[57]
12. The exercise of parsing should be commenced immediately after the first lesson of etymology--the lesson in which are contained the definitions of the ten parts of speech; and should be carried on progressively, till it embraces all the doctrines which are applicable to it. If it be performed according to the order prescribed in the following work, it will soon make the student perfectly familiar with all the primary definitions and rules of grammar. It asks no aid from a dictionary, if the performer knows the meaning of the words he is parsing; and very little from the teacher, if the forms in the grammar have received any tolerable share of attention. It requires just enough of thought to keep the mind attentive to what the lips are uttering; while it advances by such easy gradations and constant repetitions as leave the pupil utterly without excuse, if he does not know what to say. Being neither wholly extemporaneous nor wholly rehearsed by rote, it has more dignity than a school-boy's conversation, and more ease than a formal recitation, or declamation; and is therefore an exercise well calculated to induce a habit of uniting correctness with fluency in ordinary speech--a species of elocution as valuable as any other.[58]
