Bill,
I want to thank you again for your most recent submission to the
list. I appreciate your persistance in keeping this important issue
before us and doing so in a most gracious, rational, and enlightening
way. In a similar vein, Alfred Krahn's questions recall us to one of
the important tasks that lie before us:
 >We don't teach math just for the fun of it.
>We don't teach civics just for the fun of it.
>We don't teach X just for the fun of it.
>Most subjects are thought to have some ultimate use.
>Why should one teach grammar?
>What does one say to the unwashed when they ask?

If we are going to be apologists for teaching of grammar, we need to
provide various kinds of evidence that will be accepted by those
whose support we are trying to win.  For many of the doubters, I
assume empirical evidence would be the most persuasive.  I cannot
imagine how those who reject empirical research will attempt to
answer the question "Why should one teach grammar?" in a way that
is convincing to scholars, teachers, parents, or students.   Thus, I
support your affirmation of quantitative research, though I believe
that such research can and should be yoked with qualitative research
as well.  Without some kind of empirical evidence we are left only
with the option of a power-struggle with the strong in numbers &
finances subduing the weak.  Right now, we grammarians are "the
subdued weak."

Finally, I think the analogies of math and music with grammar that
have been tossed into the discussion so far are wonderful and
deserve further exploration.  I am sure that most readers here will
have heard of the strong correlation between children's math skills
and musical abilities.  If we can find ways to investigate
and integrate these three skills, we may have a powerful combination
that will go a long way toward persuading the educational
establishment and the public that a program of grammar instruction is
valuable.  A big obstacle to doing such work is that our academic
system (in which we are cordoned off in separate departments) does
not facilitate or adequately support interdisciplinary studies.

R. Michael Medley, Ph.D.
Director, Intensive English Program
Eastern Mennonite University
Harrisonburg, VA 22802
Office: (540) 432-4051
Home: (540) 574-4277