ENGLISH,

PAST' AND PRESENT.

LECTURE I.

ENGLISH A COMPOSITE LANGUAGE.

VERY slight acquaintance with the history of

our own language will teach us that the speech of Chaucer's age is not the speech of Skelton's, that there is a great difference between the language under Elizabeth and that under Charles the First, between that under Charles the First and Charles the Second, between that under Charles the Second and Queen Anne; that considerable changes had taken place between the beginning and the middle of the last century, and that Johnson and Fielding did not write altogether as we do now. For in the course of a nation's progress new ideas are evermore mounting above the horizon, while others are lost sight of and sink below it: others again change their form and aspect: others which seemed united, split into parts. And as it is with ideas, so it is with their symbols, words. New ones are perpetually coined to meet the demand of an advanced understanding, of new feelings that have sprung out of the decay of old ones, of ideas that

B

have bequeathed to us a name which must not by us be made less, what exploits of theirs can well be nobler, what can more clearly point out their native land and ours as having fulfilled a glorious past, as being destined for a glorious future, than that they should have acquired for themselves and for those who come after them a clear, a strong, an harmonious, a noble language? For all this bears witness to corresponding merits in those that speak it, to clearness of mental vision, to strength, to harmony, to nobleness in them that have gradually formed and shaped it to be the utterance of their inmost life and being.

To know of this language, the stages which it has gone through, the quarters from which its riches have been derived, the gains which it is now making, the perils which have threatened or are threatening it, the losses which it has sustained, the latent capacities which may yet be in it, waiting to be evoked, the points in which it is superior to other tongues, in which it comes short of them, all this may well be the object of worthy ambition to every one of us. So may we hope to be ourselves guardians of its purity, and not corruptors of it; to introduce, it may be, others into an intelligent knowledge of that, with which we shall have ourselves more than a merely superficial acquaintance; to bequeath it to those who come after us not worse than we received it ourselves. "Spartam nactus es; hanc exorna,"-this should be our motto in respect at once of our country, and of our country's tongue.

1.]

DUTY TO OUR OWN TONGUE.

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Nor shall we, I trust, any of us feel this subject to be alien or remote from the purposes which have brought us to study within these walls. It is true that we are mainly occupied here in studying other tongues rather than our own. The time we bestow upon it is small as compared with that bestowed on those others. And yet one of our great purposes in learning them is that we may better understand this. Nor ought any other to dispute with it the first and foremost place in our reverence, our gratitude, and our love. It has been well and worthily said by an illustrious German scholar: "The care of the national language I consider as at all times a sacred trust and a most important privilege of the higher orders of society. Every man of education should make it the object of his unceasing concern, to preserve his language pure and entire, to speak it, so far as is in his power, in all its beauty and perfection. . . . . A nation whose language becomes rude and barbarous, must be on the brink of barbarism in regard to everything else. A nation which allows her language to go to ruin, is parting with the last half of her intellectual independence, and testifies her willingness to cease to exist.”*

But this knowledge, like all other knowledge which is worth attaining, is only to be attained at the price of labour and pains. The language which at this day we speak is the result of processes which have been going forward for hundreds and for thousands of years. Nay more, it is not too

* F. Schlegel, History of Literature, Lecture 10.

much to affirm that processes modifying the English which at the present day we write and speak, have been at work from the first day that man, being gifted with discourse of reason, projected his thought from out himself, and embodied and contemplated it in his word. Which things being so, if we would understand this language as it now is, we must know something of it as it has been; we must be able to measure, however roughly, the forces which have been at work upon it, moulding and shaping it into the forms which it now wears.

At the same time various prudential considerations must determine for us how far up we will endeavour to trace the course of its history. There are those who may seek to trace our language to the forests of Germany and Scandinavia, to investigate its relation to all the kindred tongues that were there spoken; again, to follow it up, till it and they are seen descending from an elder stock; nor once to pause, till they have assigned to it its place not merely in respect of that small group of languages which are immediately round it, but in respect of all the tongues and languages of the earth. I can imagine few studies of a more surpassing interest than this. Others, however, must be content with seeking such insight into their native language as may be within the reach of all who, unable to make this the subject of especial research, possessing neither that vast compass of knowledge, nor that immense apparatus of books, not being at liberty to dedicate to it that devotion almost of a life which, followed out to the

I.] THE PAST EXPLAINS THE PRESENT.

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full, it would require, have yet an intelligent interest in their mother tongue, and desire to learn as much of its growth and history and construction as may be reasonably deemed within their reach. To such as these I shall suppose myself to be speaking. It would be a piece of great presumption in me to undertake to speak to any other, or to assume any other ground than this for myself.

I know there are some, who, when they are invited to enter at all upon the past history of the language, are inclined to make answer "To what end such studies to us? Why cannot we leave them to a few antiquaries and grammarians? Sufficient to us to know the laws of our present English, to obtain an accurate acquaintance with the language as we now find it, without concerning ourselves with the phases through which it has previously past." This may sound plausible enough; and I can quite understand a real lover of his native tongue, supposing he had not bestowed much thought upon the subject, arguing in this manner. And yet indeed such argument proceeds altogether on a mistake. One sufficient reason why we should occupy ourselves with the past of our language is, because the present is only intelligible in the light of the past, often of a very remote past indeed. There are anomalies out of number now existing in our language, which the pure logic of grammar is quite incapable of explaining; which nothing but a knowledge of its historic evolutions, and of the disturbing forces which have made themselves felt therein, will ever enable us to understand. Even