Lectures on Language, as Particularly Connected with English Grammar. William Stevens Balch
can not believe there is a person in this respected audience whose mind is in such voluntary slavery as to induce the adoption of such a course. I see before me minds which sparkle in every look, and thoughts which are ever active, to acquire what is true, and adopt what is useful. And I flatter myself that the time spent in the investigation of the science of language will not be unpleasant or unprofitable.
I feel the greater confidence from the consideration that your minds are yet untrammeled; not but what many, probably most of you, have already studied the popular systems of grammar, and understood them; if such a thing is possible; but because you have shown a disposition to learn, by becoming members of this Institute, the object of which is the improvement of its members.
Let us therefore make an humble attempt, with all due candor and discretion, to enter upon the inquiry before us with an unflinching determination to push our investigations beyond all reasonable doubt, and never rest satisfied till we have conquered all conquerable obstacles, and come into the possession of the light and liberty of truth.
The attempt here made will not be considered unimportant, by those who have known the difficulties attending the study of language. If any course can be marked out to shorten the time tediously spent in the acquisition of what is rarely attained—a thoro knowledge of language—a great benefit will result to the community; children will save months and years to engage in other useful attainments, and the high aspirations of the mind for truth and knowledge will not be curbed in its first efforts to improve by a set of technical and arbitrary rules. They will acquire a habit of thinking, of deep reflection; and never adopt, for fact, what appears unreasonable or inconsistent, merely because great or good men have said it is so. They will feel an independence of their own, and adopt a course of investigation which cannot fail of the most important consequences. It is not the saving of time, however, for which we propose a change in the system of teaching language. In this respect, it is the study of one's life. New facts are constantly developing themselves, new combinations of ideas and words are discovered, and new beauties presented at every advancing step. It is to acquire a knowledge of correct principles, to induce a habit of correct thinking, a freedom of investigation, and at that age when the character and language of life are forming. It is, in short, to exhibit before you truth of the greatest practical importance, not only to you, but to generations yet unborn, in the most essential affairs of human life, that I have broached the hated subject of grammar, and undertaken to reflect light upon this hitherto dark and disagreeable subject.
With a brief sketch of the outlines of language, as based on the fixed laws of nature, and the agreement of those who employ it, I shall conclude the present lecture.
We shall consider all language as governed by the invariable laws of nature, and as depending on the conventional regulations of men.
Words are the signs of ideas. Ideas are the impressions of things. Hence, in all our attempts to investigate the important principles of language, we shall employ the sign as the means of coming at the thing signified.
Language has usually been considered under four divisions, viz.: Orthography, Etymology, Syntax, and Prosody.
Orthography is right spelling; the combination of certain letters into words in such a manner as to agree with the spoken words used to denote an idea. We shall not labor this point, altho we conceive a great improvement might be effected in this department of learning. My only wish is to select from all the forms of spelling, the most simple and consistent. Constant changes are taking place in the method of making words, and we would not refuse to cast in our mite to make the standard more correct and easy. We would prune off by degrees all unnecessary appendages, as unsounded or italic letters, and write out words so as to be capable of a distinct pronunciation. But this change must be gradually effected. From the spelling adopted two centuries ago, a wonderful improvement has taken place. And we have not yet gone beyond the possibility of improvement. Let us not be too sensitive on this point, nor too tenacious of old forms. Most of our dictionaries differ in many respects in regard to the true system of orthography, and our true course is to adopt every improvement which is offered. Thro out this work we shall spell some words different from what is customary, but intend not, thereby, to incur the ignominy of bad spellers. Let small improvements be adopted, and our language may soon be redeemed from the difficulties which have perplexed beginners in their first attempts to convey ideas by written words.[1]
In that department of language denominated Etymology, we shall contend that all words are reducible to two general classes, nouns and verbs; or, things and actions. We shall, however, admit of subdivisions, and treat of pronouns, adjectives, and contractions. We shall contend for only two cases of nouns, one kind of pronouns, one kind of verbs, that all are active; three modes, and as many tenses; that articles, adverbs, prepositions, conjunctions, and interjections, have no distinctive character, no existence, in fact, to warrant a "local habitation or a name."
In the composition of sentences, a few general rules of Syntax may be given; but the principal object to be obtained, is the possession of correct ideas derived from a knowledge of things, and the most approved words to express them; the combination of words in a sentence will readily enough follow.
Prosody relates to the quantity of syllables, rules of accent and pronunciation, and the arrangement of syllables and words so as to produce harmony. It applies specially to versification. As our object is not to make poets, who, it is said, "are born, and not made," but to teach the true principles of language, we shall give no attention to this finishing stroke of composition.
In our next we shall lay before you the principles upon which all language depends, and the process by which its use is to be acquired.
LECTURE II.
FUNDAMENTAL PRINCIPLES OF LANGUAGE.
General principles of Language. — Business of Grammar. — Children are Philosophers. — Things, ideas, and words. — Actions. — Qualities of things. — Words without ideas. — Grammatical terms inappropriate. — Principles of Language permanent. — Errors in mental science. — Facts admit of no change. — Complex ideas. — Ideas of qualities. — An example. — New ideas. — Unknown words. — Signs without things signified. — Fixed laws regulate matter and mind.
All language depends on two general principles.
First. The fixed and unvarying laws of nature which regulate matter and mind.
Second. The agreement of those who use it.
In accordance with these principles all language must be explained. It is not only needless but impossible for us to deviate from them. They remain the same in all ages and in all countries. It should be the object of the grammarian, and of all who employ language in the expression of ideas, to become intimately acquainted with their use.
It is the business of grammar to explain, not only verbal language, but also the sublime principles upon which all written or spoken language depends. It forms an important part of physical and mental science, which, correctly explained, is abundantly simple and extensively useful in its application to the affairs of human life and the promotion of human enjoyment.
It will not be contended that we are assuming a position beyond the capacities of learners, that the course here adopted is too philosophic. Such is not the fact. Children are philosophers by nature. All their ideas are derived from things as presented to their observations. No mother learns her child to lisp the name of a thing which has no being, but she chooses objects with which it is most familiar, and which are most constantly before it; such as father, mother, brother, sister.
She constantly points to the object named, that a distinct impression may be made