ress is placed on forms and
relations. Of course it is expected that this knowledge will be of
service to the pupils in their everyday expression. But such practical
application of the knowledge is not the thing toward which the work
actually looks. The end really achieved is rather the ability to
recite well on textbook grammar, and to pass good examinations in the
subject. In classes visited the thing attempted was being done in a
relatively effective way. And when judged in the light of the kind
of education considered best 20 years ago, the work is of a superior
character.

As a matter of fact, facility in oral and written expression is, like
everything else, mainly developed through much practice. The form and
style of expression are perfected mainly through the conscious and
unconscious imitation of good models. Technical grammar plays, or
should play, the relatively minor role of assisting students to
eliminate and to avoid certain types of error. Since grammar has this
perfectly practical function to perform, probably only those things
needed should be taught; but more important still, everything taught
should be constantly put to use by the pupils in their oversight of
their own speech and writing. Only as knowledge is put to work, is it
really learned or assimilated. The schools should require much oral
and written expression of the pupils, and should enforce constant
watchfulness of their own speech on the part of the pupils. It is
possible to require pupils to go over all of their written work and to
examine it, before handing it in, in the light of all the grammatical
rules they have learned. It is also possible for pupils to guard
consciously against known types of error which they are accustomed to
make in their oral recitations. Every recitation in whatever subject
provides opportunity for such training in habits of watchfulness. Only
as the pupil is brought to do it himself, without prompting on the
part of the teacher, is his education accomplished.

A limited amount of systematic grammatical teaching is a necessary
preliminary step. The purpose is an introductory acquaintance with
certain basic forms, terminology, relationships, and grammatical
perspective. This should be accomplished rapidly. Like the preliminary
survey in any field, this stage of the work will be relatively
superficial. Fullness and depth of understanding will come with
application. This preliminary understanding can not be learne