What various
opinions writers on English grammar have given in answer to the question, What is grammar? may be shown by the following—
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—
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.
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.
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.
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.
The material of grammar.
The province of English grammar is, rightly considered, wider
than is indicated by any one of the above definitions; and the student ought to
have a clear idea of the ground to be covered.
Few inflections.
It must be
admitted that the language has very few inflections at present, as compared
with Latin or Greek; so that a small grammar will hold them all.
Making rules is risky.
It is also
evident, to those who have studied the language historically, that it is very hazardous to make
rules in grammar: what is at present regarded as correct may not be so twenty
years from now, even if our rules are founded on the keenest scrutiny of the
"standard" writers of our time. Usage is varied as our way of
thinking changes. In Chaucer's time two or three negatives were used to strengthen
a negation; as, "Ther nas
no man nowher so vertuous" (There never was no
man nowhere so virtuous). And Shakespeare used good English when he said more elder ("Merchant of Venice") andmost
unkindest ("Julius
Cæsar"); but this is bad English now.
If, however,
we have tabulated the inflections of the language, and stated what syntax is
the most used in certain troublesome places, there is still much for the
grammarian to do.
A broader view.
Surely our
noble language, with its enormous vocabulary, its peculiar and abundant idioms,
its numerous periphrastic forms to express every possible shade of meaning, is
worthy of serious study, apart from the mere memorizing of inflections and
formulation of rules.
Mental training. An æsthetic benefit.
Grammar is
eminently a means of mental training; and while it will train the student in
subtle and acute reasoning, it will at the same time, if rightly presented, lay
the foundation of a keen observation and a correct literary taste. The
continued contact with the highest thoughts of the best minds will create a
thirst for the "well of English undefiled."
What grammar is.
Coming back,
then, from the question, What
ground should grammar cover? we
come to answer the
question, What should grammar
teach? and we give as an answer
the definition,—
English
grammar is the science which treats of the nature of words, their forms, and
their uses and relations in the sentence.
The work it will cover.
This will
take in the usual divisions, "The Parts of Speech" (with their
inflections), "Analysis," and "Syntax." It will also
require a discussion of any points that will clear up difficulties, assist the
classification of kindred expressions, or draw the attention of the student to
everyday idioms and phrases, and thus incite his observation.
Authority as a basis.
A few words
here as to the authority upon which grammar rests.
Literary English.
The
statements given will be substantiated by quotations from the leading or
"standard" literature of modern times; that is, from the eighteenth century
on. This literary English is considered the foundation on which
grammar must rest.
Spoken English.
Here and
there also will be quoted words and phrases from spoken or colloquial
English, by which is meant the free, unstudied expressions of ordinary
conversation and communication among intelligent people.
These
quotations will often throw light on obscure constructions, since they preserve
turns of expressions that have long since perished from the literary or
standard English.
Vulgar English.
Occasionally,
too, reference will be made to vulgar
English,—the speech of the uneducated and ignorant,—which will serve to
illustrate points of syntax once correct, or standard, but now undoubtedly bad
grammar.
Part I. The
Parts of Speech, and Inflections.
Part II.
Analysis of Sentences.
Part III.
The Uses of Words, or Syntax.
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