Lectures on Language | Page 5

reason, that his
honored father had always done so before him. Who would be content
to adopt the astrology of the ancients, in preferance to astronomy as
now taught, because the latter is more modern? Who would spend three
years in transcribing a copy of the Bible, when a better could be
obtained for one dollar, because manuscripts were thus procured in
former times? What lady would prefer to take her cards, wheel, and
loom, and spend a month or two in manufacturing for herself a dress,
when a better could be earned in half the time, merely because her
respected grandmother did so before her? Who would go back a
thousand years to find a model for society, rejecting all improvements
in the arts and sciences, because they are innovations, encroachments
upon the opinions and practices of learned and honorable men?
I 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