A vast proportion of human ability is derived from knowledge. There is not a being in creation so entirely incapable of self-support, as the new-born infant; and yet, by the help of knowledge, he becomes the lord of this lower world. Bonaparte was once as helpless as any other child, and yet by dint of
can
,
ken
,
cunning
, or knowledge, he made all Europe tremble. But his knowledge was limited. He became blind to danger, bewildered by success, and he
could
no longer follow the prudent course of wisdom, but fell a sacrifice to his own unbridled ambition, and blinded folly. An enlightened people
can
govern themselves; but
power
of government is gained by a knowledge of the principles of equality, and mutual help and dependency; and whenever the people become ignorant of that fact, they
will
fall, the degraded victims of their own folly, and the wily influence of some more knowing aspirant for power.
This is a most important topic; but I dare not pursue it farther, lest I weary your patience. A few examples
must
suffice.
"Jason, she cried, for aught I
see
or
can
,
This deed," &c.
Chaucer.
A famous man,
Of every
witte
somewhat he
can
,
Out take
that him lacketh rule,
His own estate to guide and rule.
Gower.
Do has been called a
helping
verb; but it needs little observation to discover that it is no more so than a hundred other words. "
Do
thy diligence to come before winter." "
Do
the work of an evangelist."—
Paul to Timothy.
I
do
all in my power
to expose
the error and wickedness of false teaching.
Do
afford relief.
Do
something to afford relief.
Have has also been reckoned as an auxiliary by the "helping verb grammars," which has no other duty to perform than help conjugate other verbs thro some of their moods and tenses. It is a word in very common use, and of course must possess a very important character, which should be carefully examined and distinctly known by all who desire a knowledge of the construction of our language.
The principal difficulty in the explanation of this word, is the peculiar meaning which some have attached to it. It has been defined to denote
possession
merely. But when we say, a man
has
much
property destroyed
by fire, we do not mean that he
gains
or
possesses
much property by the fire; nor can we make
has
auxiliary to
destroyed
, for in that case it would stand thus: a man
has destroyed
much property by fire, which would be false, for the destruction was produced by an incendiary, or some other means wholly unknown to him.
You at once perceive that
to possess
is not the only meaning which attaches to
have
. It assumes a more important rank. It can be traced, with little change in form, back thro many generations. It is the same word as
heave
, originally, and retains nearly the same meaning. Saxon
habban
, Gothic
haban
, German
haben
, Latin
habeo
, French
avoir
, are all the same word, varied in spelling more than in sound; for
b
in many languages is sounded very much like
v
, or
bv
. It may mean to
hold
,
possess
,
retain
,
sway
,
control
,
dispose of
, either as a direct or
relative
action; for a man sustains relations to his actors, duties, family, friends, enemies, and all the world, as well as to his possessions. He
has
a hard task to perform. He
has
much pain
to suffer
. He
has
suffered much unhappiness.
I
have written
a letter. I
have
a written letter. I
have
a letter
written
. These expressions differ very little in meaning, but the verb
have
is the same in each case. By the first expression, I signify that I have
caused
the letter to be
written
; by the second that I have a letter on which such action has been performed; and by the third, that such written letter stands in such relation to myself.
I
have written
a letter and sent it away.
Written
is the past participle from
write
; as an adjective it describes the letter in the condition I placed it; so that it will be defined, wherever it is found, as my letter; that is, some way
related
to me.
We can here account for the old
perfect tense
, which is said, "not only to refer to what is
past
, but also
to convey an allusion to the present time
." The verb is in the
present
tense, the participle is in the
past
, and hence the reason of this allusion. I
have
no
space allowed
me to go into a full investigation of this word, in its application to the expression of ideas. But it is necessary to
have
it well
understood
, as it
has
an important
service entrusted
to it; and I hope you will
have
clear
views presented
to your minds, strong enough to
have
former
errors eradicated
therefrom.
If you
have
leisure
granted
, and patience and disposition equal-
ed
to the task, you have my consent to go back and read this sentence over again. You will find it
has
in it embodied much important information in relation to the use of
have
and the perfect tense.
LECTURE XIII.
ON VERBS
Person and number in the agent, not in the action. – Similarity of agents, actions, and objects. – Verbs made from nouns. – Irregular verbs. – Some examples. – Regular Verbs. –
Ed
. –
Ing
. – Conjugation of verbs. – To love. – To have. – To be. – The indicative mood varied. – A whole sentence may be agent or object. – Imperative mood. – Infinitive mood. – Is always future.
I have said before that action can never be known separate from the actor; that the verb applies to the agent in an
acting
condition, as that term has been defined and should be understood. Hence Person and Number can never attach to the verb, but to the agent with which, of course, the action must, in every respect, agree; as, "
I write
." In this case the action corresponds with myself. But to say that
write
is in the "first person, singular number," would be wrong, for no such number or person belongs to the verb, but is confined to myself as the agent of the action.
The form of the verb is changed when it agrees with the second or third person singular; more on account of habit, I apprehend, than from any reason, or propriety as to a change of meaning in the word. We say, when using the regular
second
person singular, "
thou writest
," a form rarely observed except in addresses to Deity, or on solemn occasions. In the
third
person, an
s
is added to the regular form; as, "
he writes
." The old form, which was in general use at the time the common version of the Bible was published, was still different, ending in
eth
; as,
he thinketh
,
he writeth
. This style, altho considerably used in the last century, is nearly obsolete. When the verb agrees with the plural number it is usually the same as when it agrees with the first person; as, "
We write
,
you write
,
they write
." There are few exceptions to these rules.
Some people have been very tenacious about retaining the old forms of words, and our books were long printed without alteration; but change will break thro every barrier, and book-makers must keep pace with the times, and put on the dress that is catered for them by the public taste; bearing in mind, meanwhile, that great and practical truths are more essential than the garb in which they appear. We should be more careful of our health of body and purity of morals than of the costume we put on. Many genteel coats wrap up corrupt hearts, and fine hats cover silly heads. What is the chaff to the wheat?
Even our good friends, the quakers, who have particularly labored to retain old forms—"the plain language,"—have failed in their attempt, and have substituted the
object
form of the pronoun for the
agent
, and say, "
thee thinks
," for
thou thinkest
. Their mistake is even greater than the substitution of
you
for
thou
.
So far as language depends on the conventional regulation of those who use it, it will be constantly changing; new words will be introduced, and the spelling of old ones altered, so as to agree with modern pronounciation. We have all lived long enough to witness the truth of this remark. The only rule we can give in relation to this matter is, to follow our own judgments, aided by our best writers and speakers.
The words which express action, are in many cases very similar to the agents which produce them; and the objects which are the direct results produced by such action, do not differ very materially. I will give you a few examples.
I give you these examples to show you the near alliance between
actors
, ( ,) and
actions
; or agents,
actions
, and objects. Such expressions as the above are inelegant, because they are uncommon; but for no other reason, for we, in numberless cases, employ the same word for agent and verb; as,
painters paint
buildings, and
artists
paint paintings;
bookbinders bind books
;
printers print
books, and other
prints
. A little observation will enable you to carry out these hints, and profit by them. You have observed the disposition in children, and foreigners, who are partially acquainted with our language, to make verbs out of almost every noun, which appears to us very aukward; but was it common, it would be just as correct as the verbs now used. There are very few verbs which have not a noun to correspond with them, for we make verbs, that is, we use words to express action, which are nearly allied to the agent with which such action agrees.
17
17
The same fact may be observed in other languages, for all people form language alike, in a way to correspond with their ideas. The following hasty examples will illustrate this point.
From botany we have made
botanize
; from Mr. McAdam, the inventor of a particular kind of road,
macadamize
, which means to make roads as he made them. Words are formed in this way very frequently. The word
church
is often used as a noun to express a building used for public worship; for the services performed in it; for the whole congregation; for a portion of believers associated together; for the Episcopal order, etc. It is also used as a verb. Mr. Webster defines it, "To perform with any one the office of returning thanks in the church after any signal deliverance." But the word has taken quite a different turn of late.
To church
a person, instead of receiving him into communion, as that term would seem to imply, signifies to deal with an offending member, to excommunicate, or turn him out.
But I will not pursue this point any farther. The brief hints I have thrown out, will enable you to discover how the meaning and forms of words are changed from their original application to suit the notions and improvements of after ages. A field is here presented which needs cultivation. The young should be taught to search for the etymology of words, to trace their changes and meaning as used at different times and by different people, keeping their minds constantly directed to the object signified by such verbal sign. This is the business of philosophy, under whatever name it may be taught; for grammar, rhetoric, logic, and the science of the mind, are intimately blended, and should always be taught in connexion. We have already seen that words without meaning are like shadows without realities. And persons can not employ language "correctly," or "with propriety," till they have acquainted themselves with the import of such language—the ideas of things signified by it. Let this course be adopted in the education of children, and they will not be required to spend months and years in the study of an "
art
" which they can not comprehend, for the simple reason that they can not apply it in practice. Grammar has been taught as a mere
art
, depending on arbitrary rules to be mechanically learned, rather than a science involving the soundest and plainest principles of philosophy, which are to be known only as developed in common practice among men, and in accordance with the permanent laws which govern human thought.
Verbs differ in the manner of forming their
past
tenses, and participles, or adjectives. Those ending in
ed
are called
regular
; those which take any other termination are
irregular
. There are about two hundred of the latter in our language, which differ in various ways. Some of them have the
past
tense and the past participle the same; as,
Others have the past tense and participle alike, but different from the present; as,
Some have the present and past tense and participle different; as,
There are a few which are made up of different radicals, which have been wedded together by habit, to avoid the frequent and unpleasant recurrence of the same word; as,
Some which were formerly irregular, are now generally used with the regular termination, in either the past tense or participle, or both; as,
The syllable
ed
is a contraction of the past tense of
do
; as, I
loved
, love
did
,
did
love, or love-
ed
. He learn
ed
, learn did, did learn, or learned. It signifies action,
did
, done, or accomplished. You have all lived long enough to have noticed the change in the pronounciation of this syllable. Old people sound it full and distinct; and so do most others in reading the scriptures; but not so generally as in former times. In poetry it was usually abbreviated so as to avoid the full sound; and hence we may account for the
irregular
termination of many words, such as
heard
, for
heared
;
past
, for
passed
;
learnt
, for
learned
;
built
, for
builded
. In modern poetry, however, the
e
is retained, tho sounded no more than formerly.
Ing
is derived from the verb to
be
, and signifies
being
,
existing
; and, attached to a verb, is used as a noun, or adjective, retaining so much of its former character as to have an object after it which is affected by it; as, "I am
writing
a lecture." Here
writing
, the present participle of
write
, describes myself in my present employment, and yet retains its action as a verb, and terminates on
lecture
as the thing written. "The man was taken in the act of
stealing
some money." In this case
stealing
names the action which the man was performing when detected, which action thus named, has
money
for the object on which it terminates.
I barely allude to this subject in this place to give you an idea of the method we adopt to explain the meaning and use of participles. It deserves more attention, perhaps, to make it plain to your minds; but as it is not an essential feature in the new system, I shall leave it for consideration in a future work. Whoever is acquainted with the formation of the present participle in other languages, can carry out the suggestions I have made, and fully comprehend my meaning.
I will present you with an example of the conjugations of a few verbs which you are requested to compare with the "
might could would should have been loved
" systems, which you were required to learn in former times. You will find the verb in every
form
or position in which it ever occurs in our language, written or spoken.
Conjugation of the regular verb to love.
INDICATIVE MOOD
IMPERATIVE MOOD
Love
INFINITIVE MOOD
To love
PARTICIPLES
Present,
Loving
Past,
Loved
The irregular verb to have, is thus conjugated.
INDICATIVE MOOD
IMPERATIVE MOOD
Have
INFINITIVE MOOD
To have
PARTICIPLES
Present,
Having
Past,
Had
The irregular verb to be, stands thus:
INDICATIVE MOOD
IMPERATIVE MOOD
Be
INFINITIVE MOOD
To be
PARTICIPLES
Present,
Being
Past,
Been
These examples will suffice to give you an idea of the ease and simplicity of the construction of verbs, and by a comparison with old systems, you can, for yourselves, determine the superiority of the principles we advocate. The above tabular views present every form which the verb assumes, and every position in which it is found. In use, these words are frequently compounded together;
18
18
Mr. Murray says, "These compounds,"
have
,
shall
,
will
,
may
,
can
,
must
,
had
,
might
,
could
,
would
, and
should
, which he uses as auxiliaries to
help
conjugate
other
verbs, "are, however, to be considered as
different forms
of the
same
verb." I should like to know, if these words have any thing to do with the
principal
verbs; if they only alter the
form
of the verb which follows them. I
may
,
can
,
must
,
shall
,
will
, or
do love
. Are these only different forms of
love
? or rather, are they not distinct, important, and original verbs, pure and perfect
in
and
of
themselves? Ask for their etymons and meaning, and then decide.
but with a knowledge of the above principles, and the
meaning
of the words—a most essential consideration—you will always be able to analyze any sentence, and parse it correctly. I have not time to enlarge on this point, to show how words are connected together. Nor do I think it necessary to enable you to understand my views. To children such a work would be indispensable, and shall be attended to if we are able to publish a grammar containing the simple principles of language.
The indicative mood is varied four ways. 1st, affirmatively,
he writes
; 2d, negatively,
he writes not
; 3d, interrogatively,
does
he write? or
writes
he? 4th, suppositively, if
he writes
,
suppose he writes
, allow
he writes
.
The
first
is a simple affirmation of a fact, and is easily understood. The
second
is formed by annexing a term to express negation.
Not
is a contraction from
nought
or
naught
, which is a compound of
ne
, negative, and ought or aught,
ne-aught
, meaning
no-thing
.
He writes not
; he writes nothing. He does
not
write; he does
nothing
to write.
Neither
is a compound of
ne
and
either
,
not either
. He
can not
read; he
can
,
kens
,
knows nothing
, has no ability
to read
.
The third is constructed into a question by placing the verb before the agent, or by prefixing another word before the agent, and then placing the former verb as an infinitive after it; as,
Does
he write? or
writes
he? When another verb is prefixed, one is always chosen which will best decide the query. Does he
any thing
to write? Does he make any motions or show any indications to write? When the
will
or disposition of a person is concerned, we choose a word accordingly.
Will
he write? Has he the
will
or disposition to write?
Can
he write? Is he able—
knows
he how to write? A little observation will enable you to understand my meaning.
In the fourth place, a supposition is made in the imperative mood, in accordance with which the action is performed. "
If
ye
love
me, keep my commandments."
Give
,
grant
,
allow
,
suppose
this fact—you
love
me, keep my commandments. I will go if I can. I
resolve
,
will
, or
determine
to go;
if
,
gif
,
give
, grant, allow this fact, I
can
,
ken
,
know
how, or
am
able
to go
. But more on this point when we come to the consideration of contractions.
In this mood the verb must have an agent and object, expressed or implied; as, "
farmers
cultivate the
soil
." But a whole sentence, that is, an idea written out, may perform this duty; as, "The study of grammar, on false principles, is productive of no good." What is productive of no good? What is the agent of
is
? "The
study
," our books and teachers tell us. But does such a construction give the true meaning of the sentence? I think not, for
study
is indispensable to knowledge and usefulness, and
the study
of grammar, properly directed, is a most useful branch of literature, which should never be dispensed with. It is the study of grammar
on false principles
, which
is productive of no good
. You discover my meaning, and will not question its correctness. You must also see how erroneous it would be to teach children that "
to study
is productive of no good." The force of the sentence rests on the "false principles" taught. Hence the whole statement is truly the agent of the verb.
The object on which the action terminates is frequently expressed in a similar manner; as, "He wrote to me, that he will adopt the new system of grammar, if he can procure some books to give his scholars to learn." Will you parse
wrote
? Most grammarians will call it an
intransitive
verb, and make out that "he wrote"
nothing
to me, because there is no regular objective word after it. Will you parse
that
? It is a "conjunction
copulative
." What does it connect? "
He wrote
" to the following sentence, according to Rule 18 of Mr. Murray; "conjunctions connect the
same
moods and tenses of verbs and cases of nouns and pronouns." Unluckily you have two different tenses connected in this case. Will you parse
if
? It is a
copulative
conjunction, connecting the two members of the sentence—
he will adopt
if
he can procure
: Rule, as above. How exceeding unfortunate! You have
two
different moods, and too different tenses, connected by a
copulative
conjunction which the rule says "connects
the same
moods and tenses! What nonsense! What a falsehood! What a fine thing to be a grammarian! And yet, I venture the opinion, and I judge from what I have seen in myself and others, there is not one teacher in a hundred who will not learn children to parse as above, and apply the same rule to it. "I
will go
if I
can
." "I
do
and
will
contend." "As it
was
in the beginning,
is
now,
and
ever
shall be
." "I
am
here and
must
remain." "He
will do
your business
if
he
has
time." "I
am
resolved
to expose
the errors of grammar,
and will do
it thoroly
if
I
can
."
In these examples you have different moods and tenses, indiscriminately, yet correctly coupled together, despite the rules of syntax which teach us to explain language "with propriety."
That
, in the sentence before us, is an adjective, referring to the following sentence, which is the
object
of
wrote
, or is the thing written. "He wrote to me
that
" fact, sentiment, opinion, determination, or resolution, that writing, letter, or word—"he will adopt the new system of grammar, if he can procure some books."
This subject properly belongs to that department of language called syntax; but as I shall not be able to treat of that in this course of lectures, I throw in here these brief remarks to give you some general ideas of the arrangement of words into sentences, according to their true meaning, as obtained from a knowledge of their etymology. You cannot fail to observe this method of constructing language if you will pay a little attention to it when reading; keeping all the time in view the fact that words are only the signs of ideas, derived from an observation of things. You all know that it is not merely the steam that propels the boat, but that it is steam
applied to machinery
. Steam is the more latent cause; and the engine with its complicated parts is the direct means. In the absence of either, the boat would not be propelled. In the formation of language, I may say correctly, "Solomon
built
the temple;" for he stood in that relation to the matter which supposes it would not have been built without his direction and command. To accomplish such an action, however, he need not raise a hammer or a gavel, or draw a line on the trestle board. His command made known to his ministers was sufficient to
cause
the work to be done. Hence the whole fact is
indicated
or declared by the single expression, "Solomon
built
the temple."
The Imperative mood is unchanged in form. I can say to one man,
go
, or to a thousand,
go
. The commander when drilling
one
soldier, says,
march
; and he bids the whole battalion,
march
. The agent who is
to perform
the action is understood when not expressed; as,
go
,
go thou
, or
go you
. The agent is generally omitted, because the address is given direct to the person who is expected to obey the instruction, request, or command. This verb always agrees with an agent in the
second
person. And yet our "grammars made easy" have given us
three persons
in this mood—"
Let me love
;
love
,
love thou
, or
do
thou
love
; let him love." In the name of common sense, I ask, what can children learn by such instruction? "
Let me love
," in the conjugation of the verb
to love
! To whom is this command given? To
myself
of course! I command myself to "
let me love
!" What nonsense! "Let
him
love." I stand here, you set there, and the
third
person is in Philadelphia. I utter these words, "Let
him love
." What is my meaning? Why, our books tell us, that the verb to
love
is
third
person. Then I command
him
to
let himself love
! What jargon and falsehood! You all know that we can address the
second
person only. You would call me insane if I should employ language according to the rules of grammar as laid down in the standard books. In my room alone, no person near me, I cry out, "
let me be quiet
"—imperative mood, first person of
to be
! Do I command myself to
let
myself
be
quiet? Most certainly, if
be
is the principal verb in the first person, and
let
the auxiliary. The teacher observes one of his pupils take a pencil from a classmate who sets near him. He says, "
let him have it
." To whom is the command given? It is the imperative mood, third person of the verb
to have
. Does he command the third person, the boy who
has
not the pencil? Such is the resolution of the sentence, according to the authority of standard grammars. But where is there a child five years old who does not know better. Every body knows that he addresses the second person, the boy who has the pencil, to
let
the other
have
it.
Teachers have learned their scholars the
first
and
third
persons of this mood when committing the conjugation of verbs; but not one in ten thousand ever adopted them in parsing. "
Let me love.
"
Let
, all parse, Mr. Murray not excepted, in the
second
person, and
love
in the infinitive mood after it, without the sign
to
; according to the rule, that "verbs which follow
bid
,
dare
,
feel
,
hear
,
let
,
needs
,
speak
," etc. are in the infinitive mood. It is strange people will not eat their own cooking.
There can be no trouble in understanding this mood, as we have explained it, always in the future tense, that is, future to the command or request, agreeing with the
second
person, and never varied on account of number.
The only variation in the infinitive mood is the omission of
to
in certain cases, which is considered as a part of the verb; tho in truth it is no more so than when used in the character of an old fashioned preposition. In certain cases, as we have before observed, it is not expressed. This is when the infinitive verb follows small words in frequent use; as, shall, will, let, can, must, may, bid, do, have, make, feel, hear, etc.
This mood is always in the future tense; that is, it is future to the circumstances or condition of things upon which it depends; as, they are making preparations
to raise
the building. Here
to raise
is future to the preparations, for if they make no preparations, the buildings will not be raised. The boy studies his book
to learn
his lesson. If he does not study, he will not be likely
to learn
his lesson.
The allied powers of Europe combined their forces
to defeat
Napoleon. In this instance the whole expression is in the past tense; nevertheless, the action expressed in the infinitive mood,
was future
to the circumstance on which it depended; that is, the
defeat
was
future
to the
combination
of the forces. Abraham raised the knife
to slay
his son. Not that he did
slay
him, as that sentence must be explained on the common systems, which teach us that
to slay
is in the
present tense
; but he raised the fatal knife for that purpose, the fulfilment of which was future; but the angel staid his hand, and averted the blow. The patriots of Poland
made
a noble attempt
to gain
their liberty. But they did not
gain it
, as our grammars would teach us