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I have taught classics at the University
of Wisconsin-Milwaukee since 1978.
During these years, I have noticed a decline in
the verbal skills of my students.
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isbrofeie Itis embodied in the difficulties that they have in reading comprehension and
Ener Cas English composition, as well asin the fat that few are capable of studying a foreign
suneleetS Janguage successfully
Heistheuthorof ‘The cause of the decline has never seemed mysterious to me. My students generally
revel oumesot lackan understanding of basic grammatical concepts. Put most simply, they cannot
eae classify words by part of speech. Most can identify prototypical examples of nouns,
pe adjectives, verbs, and adverbs, but beyond that they are in the dark.
ttanatonsot Until 1996, I did not suspect that anyone questioned the value of knowing the
Sephocts apis parts of speech. But in 1996, Wisconsin's Department of Public Instruction was
fear drafting a new set of academic standards for the state's pubic schools and invited
Wocechnress, suggestions from the general public. Ata public hearing, I recommenced that high
school seniors be required to identify the eight parts of speech in a selection of
normal prose, expecting that such a modest and reasonable suggestion would be
immediately embraced by all concerned, I followed this recommendation with a
letter to the editor of the Milwaukee journal.
‘To my surprise, I found myself embroiled in a controversy. I discovered that
my suggestion ran directly counter to conventional wisdom among experts in
‘Thrtceisadged wth
Se Ka2 education,
srt Coury {AsI went on to discover, the National Council of Teachers of English (NCTE)
tocar Oseby Pee
Sear Rennes nation’s leading profesional group ofinglishteachers—the equivalent ofthe
enema orsat ‘Americin Medical Association or the Ameriean Bar Association—opposed formal
‘talaga ere instruction in grammar. That the professional association of English teachers
—— tCTT | SSS a eee C8 RR STE
should issue a warning against the rigorous teaching,
‘of English grammar struck me as both ironic and
symptomatic of a serious problem,
‘The Decline in
Language Skills
‘The clearest evidence of the problems that ensue in.
language arts when schools abandon formal instruction
in grammar may lie in the well-known decline in the
nation’s SAT scores. Both verbal and quantitative scores
began to sink in 1963, the year of the NCTE “Braddock
report,” which purports to have found that “the
teaching of formal grammar has a negligible or... even
@ harmful effect on the improvement of writing”
‘The average verbal score dropped over 50 points,
from 478 in 1963 to the 420s in the seventies. The
‘quantitative score fell from 502 to 466 in 1980.
Subsequently, quantitative scores rebounded
somewhat, but verbal scores stayed in the 420s. In 1996,
the College Board “recentered” the SAT scores, The
average verbal score for that year, 428, was reported as
505. In 2002, the “recentered” verbal score was 504
Another stark indicator of a problem is a decline in
the percentage of students studying foreign language
‘on the college level. In 1965, 165 percent of college
credits were earned in foreign language courses. This
figure fell to 78 percent in 1977 and has fluctuated
between 73 and 8.2 since then,
Language teachers have gone to great lengths
to attract and keep students, transforming their
profession in the
process. Emphasis on
grammar in elementary
language instruction is
now passé. Ithas been
replaced by various
pedagogical innovations,
especially the study of culture, The theory that the
study of culture is a better way to learn a language is
sometimes carried to foolish extremes.
eventually withdrew my son from public school
in favor of homeschooling, The last straw for me was a
[project in his soi-disant French class, He was required to
prepare a dessert made out of mangoes and powdered
sugar, supposedly a favorite in Francophone Africa
Atthis point, he had not learned anything about the
conjugation of French verbs.
This emphasis on culture at the expense of grammar
in foreign language classes is partly designed to revive
‘dwindling enrollments, but has yet to produce any
dramatic improvement, My hypothesis is that the
Problem lies notin the way that languages were or are
“Until 1996 I did not suspect that
anyone questioned the value of
knowing the parts of speech.”
The War Against Grammar
taught in college, but in the fact that fewer students are
given the foundation in grammar in grade school that
isnecessary to succeed in the later study of a foreign,
language, however itis taught.
The fact that teachers have seen instruction in
grammar asa problematic element in the curriculum
lends credence to this hypothesis. Apparently, their
students tend to lose interest when discussion turns to
conjugating verbs, so they break out the mangoes and
powdered sugar.
Grammar as a
Liberal Art
Grammar entered education in the West as the first
and most important of the seven liberal arts. In Plato's
‘Academy, students could not master philosophy unless
they had first completed a basic curriculum, called
enkyhlios paideia ‘rounded education,” whence the term
encyclopedia’), The subjects covered were grammar,
rhetoric, logic, arithmetic, geometry, harmony (music),
and astronomy.
‘The Romans imitated this curriculum, referring to
the subjects studied as the ares literaes, “the liberal arts.”
‘This curriculum was preserved and practiced on into the
Middle Ages, thanks in part to the continued popularity
‘of books like Martianus Capella’s The Marriage of
Philology and Mercury, an allegorical treatment of the
eral arts, The liberal arts were divided between the
Janguage arts of the trivium (grammar, logic thetorie)
and the mathematical disciplines of the quadrivium
(arithmetic, geometry,
music, and astronomy).
‘The entire intellectual
realm is accessible to the
‘person who has mastered.
these fields,
‘The liberal arts are the
ground rules of thought, not ts end. In Aristotelian
terms, they are not speculative disciplines, aimed at
learning ultimate truths, but practical ones designed to
serve ulterior purposes. The value ofthe liberal arts, in
other words, is instrumental—but no less necessary for
being so.
Stobaeus, a Sth-century writer, told of Crantor, a
prominent member of Plato's Academy, wino said that
“no one could be initiated into the Greater Mysteries
before the Lesser Mysteries nor attain philosophy
without laboring in the ‘rounded studies.” This is
a point made emphatically by the 4th century BC.
Greek orator Isocrates. The liberal arts, he says, do
not by themselves make students better speakers or
counselors, just cumattesteroi (better learners)The War Against
Sa eN Cone La
We should not be learning (nom discere debemus) the
liberal arts, says Isecrates: we should have learned
(idiisse) them.
Grammar As an
Essential Taxonomy
‘No matterhow well attuned you may be to the
secret harmonies of nature, you will not get very
far as a naturalist without knowing the difference
between birds and insects. The understanding
of complex phenomena begins with taxonomy.
Language's basic taxonomic groups are referred to as
“parts of speech.”
The individual responsible for first dividing words
into eight taxonomic groups is known to posterity
as Dionysus Thrax ("The Thracian’), whose book
Tekin Granmatiké (Art of Grammar) is among, the most
influential books ever written. Tt was the work that
introduced the eight parts of speech to the world
‘and became the standard textbook for centuries. His
system was adopted by the Syrian, Armenian, and
Roman grammarians, and through figures such as the
Romans Donatus and Priscian, his influence pervades
the grammars of modern European languages. This
base taxonomy of language became the first step in a
liberal arts education.
The Humanist Revival
of Grammar
During the Middle Ages, logic became dominant
in schools, displacing much of the emphasis on the
systematic study of grammar. But through the later
influence of men such as Francesco Petrarch and.
Lorenzo Valla, instruction in grammar was revived. In
due course, new humanist Latin grammars modeled on
Donatus and Priscian appeared throughout Europe.
Desiderius Erasmus, who believed that young
students needed to be trained in elementary grammar
in the tradition of Dionysius and Donatus, visited
England early in the reign of King Henry VIIL,
spreading the gospel of humanism in elite circles
mys
His friend John Colet reestablished London's leading
cathedral school, St. Paul's School. St. Paul's became
the first of the Renaissance grammar schools in
England focusing on the study of classical literature
based on a firm foundation of grammas.
William Lily was the first high master of St, Paul's,
In the 1540s, Lily's treatise on the parts of speech was
combined with a work on morphology by Colet and
published with a decree by Henry VIII prescribing its
exclusive use in all British schools—“one brief, plain,
and uniform grammar,” according to a leter to the
reader in the 1544 version,
Lily's Grammar is a straightforward exposition
of Latin morphology and syntax based on the eight
parts of speech. Students were required to memorize
Latin’s complicated system of inflectional endings by
reciting paradigms. As in other humanistic grammars,
all the features of Latin were explained by giving their
English equivalents. Thus students were exposed to
the fact that sentences in English also had subjects
consisting of nouns and pronouns and that English
verbs also had different forms expressing various
tenses, moods, and voices. They learned about main
clauses and main verbs,
‘The promulgation of “one brief plain, uniform
grammar” in British schools occurred on the eve of the
English literary Renaissance, From Chaucer's death in
4400 to the mid-I6th century, England did not produce
any literary artists of lasting fame, Then the students
who had been raised on Lily's Grammar started
‘coming of age: Edmund Spenser (1552-99), Francis
Bacon (2561-1626), Christopher Marlowe (1564-93), John
Ford (1568-1639), Ben Jonson (1572-1637), and, of course,
William Shakespeare (1564-1616)
Ben Jonson famously wrote that Shakespeare
had “small Latin, less Greek.” In fact, Shakespeare's
education consisted of a grounding in Lily’s
Grammar, followed by the reading of classical Latin
authors and, if he stayed in school long enough, a
smattering of Greek. Chronological considerations
and references in his works have left scholars certain
that he attended a grammar school shaped by the
Erasmian reforms.
‘According to Samuel Johnson,
‘Shakespeare “had Latin enough to
grammaticize his English.” Though
it comes to the same thing, I would
prefer to say that he had grammar
enough to “grammaticize” his English,
Understanding Latin has no beating pet
se on one’s ability to write English, but the
‘grammatical foundation on which Latin
study is based in the humanist approachThe War Against Grammar @
is directly relevant, The grammatical concepts are
the transportable elements, and they are what even
students with “small Latin’ acquire
Grammar's Legitimate Role
in the Curriculum
vas not until the beginning of the twentieth
century in America that a full-fledged revolt against the
liberal arts occurred. This happened under the banner
of “progressive education,” a pervasive movement in
American education responsible for many things, both
‘good and bad. Its bad efiects resulted from carrying
reactions against the liberal arts tradition to unjustified
extremes, The elimination from the grade school
curriculum of formal instruction in grammar is an
example of such an extreme,
Because of the great increase in the number of
students going to high school after
the turn of the twentieth century,
educators began to argue that students
should receive training in specific
vocations and for other practical
challenges that they would face as
adults in a non-acaciemic world.
But besides introducing practical
subjects into the curriculum,
progressive educators have always
taken a dim view, methodologically,
of “formalism” in teaching. Formalism
trades in rules and definitions that are
specified ahead of time and is based on
the assumption that, for any question,
there is one correct answver, which the
teacher knows and the student must be
trained to produce.
As rudimentary, practical subjects, the liberal
arts have a natural affinity for formal modes of
instruction. This is especially true of grammar, The
point is not to reflect on the interesting behavior of
words, but to learn basic rules and definitions—and to
move on. Asa prototypical, formal topic in the early
years of education and the first of the liberal arts,
grammar was inevitably targeted for elimination by
radical progressives.
But there is something to be said for hard-nosed,
formal instruction—for rote learning. Knowing
specified rules and definitions gives students
autonomy. When they are right, they are right.
‘They do not have to rely on the teacher's subjective
approval. And this is particularly important for
younger students,
That grammar is most easily laamed by the young
was a familiar truth during the English Renaissance.
According to the 1673 edition of Lily’s Grammar:
Grammar, as she sa severe mises, i also a coy one and
hharly adnvis of any courtship But of the yout votary.
“There areindeed many who by grestindustryhave redeemed
the want of eary institution but nthe performances of such
there stl appears somewhat of sifess and force and what
more into ar than nature.
Thave devoted entire semesters to trying to teach
the parts of speech, sentence diagramming, and the
conjugation of English verbs to groups of college
freshmen. At the end, the only students who had any
facility in identifying the parts of speech were the
few who entered the course already
understanding them fairly well. The
others displayed an inability to master
the subject and had all the appearances
cof a hostile determination not to. It was
like trying to teach table manners toa
motorcycle gang.
Ifthe progressives are right in their
‘opposition to formal instruction in
grammar, then 2,000 years of Western
education have been a charade. When I
questioned her on this topic a friend of
‘mine who teaches English as a Second
Language (ESL) and linguistics told
me that she carefully refrained from
criticizing nonstandard English in the
classroom and felt it was important to
do so, Then she added as a humorous
aside, a throw-away line, that “of course” she policed
her own daughter's grammar with fanatical vigilance.
It was, I thought, a moment of truth. People who use
“good grammar” do not hesitate to force it on the
children they love.
In view of this, Toften find myself annoyed by
contemporary linguists who have made traditional
English teachers objects of ridicule. Stephen Pinker,
for example, the author of The Language Instinct, refers
to dangling participles, split infnitives and the “other
hobgoblins ofthe schoolmarm” He isa brilliant
linguist and author, but for teaching my children
English, ll take the schoolmarm.