Taking Subject and Predicate’s Grammar course is much more than taking any usual course.
We, all of us, can, with a few poor exceptions, speak. We, humans, are born with the ability to communicate in words – different from other animals – to transmit meaning more detailed than any other animal utterance, as far as we can tell. Speaking, requiring rules that we call “grammar” for a language comprising the words we’re speaking, then becomes “speech” in its own right. The grammar necessary for speech is an innate logic and one of the two dominant, innate intellectual logics that we are born with.
The second intellectual logic innate to the human species is arithmetic, as an antecedent adjunct to mathematics in its wider meaning.
In the same way people can count arithmetically without being able to write or know formal Arithmetic, they can also speak and converse without being able to write or know formal Grammar. But, just as learning Mathematics proper develops the brain and soul to a much greater degree than learning only to add and subtract informally for practical purposes, so the learning of Speech through Grammar not only permits intellectual growth and “growth” of the soul but develops it and fosters it, so the student is better able to develop and inform his own native intelligence with real knowledge.
Just like growing and developing the muscles we are born with by weight training and exercise makes us stronger, fitter, healthier, happier, in the same way mental exercise makes us “stronger,” fitter, healthier, happier.
The Subject and Predicate shares Plato’s epistemological belief that we cannot “learn” anything, so to speak, but that we already “know” everything, though it requires “education” in its Latin sense, meaning, “caused to be led out,” id est, brought out, for us to fit all sensory evidence into our innate understanding of things and their patterns of being. Thus the harmonic generation of real knowledge from real sense happening guided or accepted by intellectual knowledge useful as synergic new or old knowledge.
The knowledge thus gained by such self-development and – not pure or dominant introspection but – the most valuable method of education, comparison, leads us toward the Timeless truths of existence, often called “God,” or “Eidea,” “forms,” “ideas” by Plato. The Philologists believe the word, “God,” to come not from its earlier thought origin, id est, the “Good,” but from a Proto-Indo-European (PIE) word, *ghut-, meaning, “that which is invoked,” from the PIE verbal root, *gheu(e), “to call,” “to invoke.” In his “Politeia” (“Republic”) Plato has Socrates say that Man can only do what he thinks to be good. Any invocation, then, can only be done for some “good” purpose. “God” must be “good,” therefore, either from origin or purpose.
To do things well is good. To live well is good: Aristotle’s, “to eu zhn,” “the well living,” or, as we say, “the good life.” To live well and to do things well, id est, to do things in a GOOD way, is, in our opinion, getting closer to “GOD,” to an orderly approach to being, thus, to becoming more “divine,” more “godly,” achieving a higher plane of knowledge, experiencing to some degree those, what seem like, metaphysical aspects of Life; to climb Wordsworth’s Snowdon and see that majestic intellect; to climb Plato’s mountain with the purpose to see Sun and know Him. This is, indeed, the greater part of our purpose.
And it all begins with developing our two basic logics, Grammar and Arithmetic. The Subject and Predicate offers development of our native grammar.
The knowledge gained from elucidating and developing your own inborn faculties for the purpose of becoming better, knowing more and being more able can go as far as producing a metamorphosis in you. Knowing that you can “parse” any word and know its role in a sentence provides so much confidence and pride that you might even feel valuable again for your own knowledge.
[“Know” comes from a very old root, which goes across the Indo-European languages. The root is “gno” and goes into English as “know,” and also “can,” ie, “be able (to).” “To be able to,” may be discreet from other IE forms, in so far as it supposes a knowledge of “how.” In other IE examples the meaning represents “to know what,” id est, “to re-co-GN-ize,” but not specifically “to know how.”]
The knowledge of Speech per se (for itself) gives the learner almost metaphysical knowledge since the source has been assumed divine; “In the beginning was the word and the word was with God and the word was God.” And, whatever you think about religion, there is something divine-like in this existence we call “Life.” And in this existence our two innate, genetic qualities begin with our two fundamental mental faculties, ie, Quality and Quantity, asking their two fundamental questions, “what sort?” and “how much?”