Lectures on Language | Page 6

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 upon its mind, and the thing signified, the idea of the
thing, and the name which represents it, are all inseparably associated
together. If the father is absent, the child may think of him from the
idea or impression which his person and affection has produced in the
mind. If the mother pronounces his name with which it has become
familiar, the child will start, look about for the object, or thing signified
by the name, father, and not being able to discover him, will settle
down contented with the idea of him deeply impressed on the mind,
and as distinctly understood as