The first part of the American system of English syntax

Front matter

HE

IMPvST PART

AMERICAN SYSTEM

Preface

Even a superficial oUserver of human affairs must be satisfied that the ease, accuracy, despatch and safety with which the transactions of life are conducted, depend much upon the degree of skill which men possess in the use of language. Who has not found that many of the difficulties which distract society, by setting member against member, arise from a want of^that skill in language, which is necessary to define the conditions of those transactions that lie treasured up in words ? It becomes every man, and woman, therefore, to understand, critically, the language of their own country — and, as an incentive to that careful attention which is necessary to such an understanding, let each one reflect upon the advantages of being able to use this instrument with ease, propriety, and despatch.

In the business of life, language is invaluable ; how important, then, is a correct knowledge of it. In social intercourse, language is dear to all ; how desirable, then, is that skill which enables one to' use it with all the ease with which he can move the fingers of his hands. In the higher walks of life, language holds an elevated rank ; how important, then, to the lady, and gentleman, is a refined acquaintance with it. And to parents, who should ever superintend the education of their children, a philosophic knowledge of language, is a blessing indeed.

Nor is it of little importance to this nation, that her youth should be early and thoroughly instructed in the principles of the English tongue. Too little stress is laid upon the education of her children. Youth is the progressive state of both mind, and body; and, if either is neglected here, it never attains that height in excellence 2

XIV PREFACE.

to which our species are capable of ascending. The proper nourishment for both, while in this state, is generous, and constant action j and, in exact proportion to the use of this, will be the strength of the body, and the capability of the soul. Children, as such, are passed by as of no real value to a nation : the fact that from these young saplings are soon to be selected the pillars of the country, is rarely considered in its proper light, even by the American community.

Youth is the season designed by nature for the formation of the mind — the expansion of the soul. But man, mistaken man, has contradicted this, and thus brought himself to a state so feeble that he can hardly secure hj.s rights, or enjoy his freedom ! It is not pretended that American children are deprived of schools ; but it is verily believed that they nearly waste their precious childhood by a false system of teaching. Is it too late for reform ? If not. let it be commenced in the primary schools — let the language be understood by the teachers, and by them thoroughly taught to their pupils.- Let the institutions in which youth complete their education, give attention to their own tongue : too much time is devoted to other languages. American statesmen must be acquainted with their own language ; or this republic is of short duration. Even the constitution of the United States cannot be understood by two impartial statesmen in the same way.

To the man of circumscribed views, innovation seems to imply a contempt for all former systems, and a total want of respect for their authors. But he who has seen the clouds of literary night dissipate before the sun of improvement, the region of science grow lighter and lighter, and the horizon of truth extend from time to time, by repeated changes, will soon overcome his attachment to absurd forms, and gladly promote that species of innovation, which tends to build systems upon truth, and philosophy.

The author of this work respects the various systems of English Grammar : he regards them as so many stepping-stones by which

PREFACE. XV

the science has been brought to its present height of excellence. He respects their authors as men, and especially, as the founders of so grand a commencement. He respects the memory of Mr. Murray for the good he has done in the republic of letters. So far from holding his shade in contempt, or his work in derision, he would fire his system with the sparks struck from the collision of its conflicting principles ; he would deposit its ashes in a golden urn, and preserve them as a memento of its worth.

The American Grammar, he is not insensible will oppose the wisdom of the learned, and the practice of years. But it should be remembered that, systems, the growth of ages, have been overturned, and that principles, gray with centuries, have been found a delusive chimera. All that relates to man, is matter of progression j we see the commencement of Christianity in mere rituals, and symbols ; we find its perfection in Calvary's Crimsoned Top.

Are you ready to reject this work because you have been brought up at the feet of Murray? remember him who was brought up at those of Gamaliel ; listen to he cry of the Christians, and be reminded of Paul's journey to Damascus: education had drawn a film over his eyes ; and a miracle was necessary to restore his sight.

From the dictatorial attitude of the English literati, this production may seem an infringement on the rights which they have so long claimed ; and which this country has too long granted. It is remarked by European writers, that English literature should be a model for the literati in America, until this country produces a Newton, an Addison, &c. We confess a deep regard for the shades of these illustrious men : but we would sooner build sepulchres to England's ancient prophets, than believe in her living ones. Where can stronger claims be laid to philological legislation, than in a country distinguished for freedom and power of speech ?

In the British system of Grammar, the sense is either lost by the use of improper terms, or enveloped in arbitrary rules, definitions, and exceptions. Indeed, the whole system resembles a machine

XVI PREFACE.

hastily contrived, possessing no grand movements ; too complicated, too feeble in most of its parts, and, in general, acting upon wrong principles. The author of this work, therefore, after mature examination of the European, has ventured to introduce new materials, and new principles ; and, to complete the remedy, he has extended his system to the relation of one assemblage of words to another assemblage. This work, therefore, is not only made a means for teaching the mere childlike relation of one word to another word, but an instrument for presenting that manly, mental, subtle coincidence, vibrating between the relative groups of the words which compose the sentence. This part of the American System is called monology, and treats of words in their collective action, their collective bearing, and in their collective import — and, while it may be clearly comprehended even by the minds of children, it is not unworthy the close attention of men, of scholars, of philosophers. Monology consists in dividing a sentence into portions, or groups, ascertaining their true constructive relation, learning their exact significant characters, and referring the inferior portions to their respective superiors. This exercise urges the pupil to trace out the precise connection of the monos, by following the filaments which produce it j and thus fits him to discern the exact meaning of any writer whose language he may read. It prepares the pupil to read with an understanding which renders study easy, delightful, and profitable to him. Monology gives the pupil such a knowledge of language as qualifies him to acquire the other branches of education with an expedition, ease, and satisfaction, which render study advantageous, and pleasing. Made familiar with this process, the pupil's mind kindles into fervor ; and he pursues his study as much for the pleasure of the exercise as for the advantage of knowledge. And, whether his eye is turned to the sign of the type, or his ear directed to the language of the tongue, he seizes the period with animation, moves along the constructive fibres which extend from portion to portion, works his passage through the entire sentence.

PREFACE. Xvii

and comes out with everything which philosophy can glean or acuteness discern.

The author of this work is far from desiring to exhibit a mere independence of mind in the rejection of the British system of English Philology. Nor does he mention the excellence of the American Syntax to institute an invidious comparison between the two — he does it to prevent an identity with those essays which have appeared within a few years, under the pretensions of improving the method of presenting the erroneous principles upon which the system of Murray has been founded. It differs much from all others :

The American Syntax is a laconic system of English Philology, founded upon principles entirely new, and highly important. It settles all points contested among teachers — resolves all the difficulties of the pupil, and relieves the mind of all its grammatical scruples. It sets aside all other systems — exposes their defects, demonstrates the little use of attending to them, and presents to the pupil, the unerring, and only way to the structure of the English language. It urges the youthful mind to invention, and thought j it undeceives the most accomplished Grammarian, and instructs the most prof ound Philologist : and it is, in a variety of ways, and cases, the clergyman's guide in scriptural exposition, the lawyer's interpreter in juridical discussion, and the magistrate's confirmation in legal decision.

Language is an emanation from G-od. It is the medium of communication from one finite mind to another, and a means of intercourse between man, and his Maker. In construction, it is ingenious ; in purpose, noble ; and in application to thought, wonderful. As a gift, it claims our gratitude • as a science, it demands our highest attention ; and, as a means of mental intercourse, it excites our admiration, and astonishment.

Language is the mind's hand ; and, like that of the body, is employed by many who are ignorant of its beautiful symmetry. But they that use it without understanding its principles, lose as much 2*

XV111 PREFACE.

as those who strengthen their bodies with food which they do not relish. In tracing this hand through all its changes, and modifications, in understanding their causes, and effects, and in seeing it follow the discursive part of the mind, fasten upon its curiously formed notions, and reach them to others, we are led to look for its Origin,

It has long been a contested point whether language is a divine revelation, or a human production. But, when we trace it from cause to effect, we see more than human agency. Man consists of two parts — a body, and a mind; this is journeying through life in that. Thus the mind becomes a passenger : the body his chariot ; ideas his baggage ; the earth his inn • hope his food ; and another world his destination. And such is the relation between the passengers while on the way, that they are compelled to interchange their ideas. For this purpose, either God has furnished them with language, a ready means for this exchange, or the passengers themselves have made this medium. When we reflect upon the passenger's connection with his chariot j when we see him drawing to himself, through organic avenues, the various objects which constantly surround it, we feel that this work is above man ; but, when we behold him analyzing these objects, forming correct notions of their component parts, and, with vocal organs attached to his vehicle, converting the air into sounds for the communication of those notions, we are ready to exclaim — the Former of the passenger is the Author of his language !

ADVE RTISEMENT,

This theory of English Syntax is a new science ; and, as there are no words already in use, expressive of the principles on which it is founded, the new nomenclature is the offspring of necessity. No wish to become unique, has led to the introduction of this novelty in technology. This theory not only takes a new view, but a deeper, and a broader range of the constructive principles of our phrenod than the old British system. And, to enable the student to follow this range of thought through all its novelty, depth and extent, he must be led by a full, descriptive nomenclature. Besides, as a large portion of this new theory has neither been published, nor known by the old school grammarians, all must admit the necessity of a new nomenclature for this portion : and, when it is considered that the new names which this accession to English grammar, demands, are just as applicable to that portion of the new theory, which is a substitute for the old system, as they are to that part which is an addition to the old, none will think it inexpedient to employ the new names in loth parts of the new system. In my Exegesis, I have attempted to demonstrate the utter inapplicability of the old technology ; and, in this work, I have furnished remedial terms ; and, should the world think proper to apply them for the cure of those diseased ones which I have shown to be too feeble to bear their own weight, it is hoped that the cause of truth will have no reason to complain, and that the youth of our country will have much reason to rejoice.

I have no wish, however, to discard at once the old names. I am inclined to the opinion that an immediate rejection of these technicals from their accustomed sphere of action in the expression of grammatic thought, would be attended with some inconvenience. My view of the subject is that, if the substitutes which I have provided,

XX ADVERTISEMENT.

are better than the old ones of which I have complained, they may be used in connection with the old, till the world shall have become familiar with them, and then take the place of which the old ones now have the sole occupancy. Hence I have so connected the old terms with the new, that the pupil taught by this theory, becomes familiar with the old names of the nine parts of speech.

The introduction of new names is a work in which every generation has been engaged. Within a few years, chemistry has been greatly simplified, and beautified by a neio nomenclature. " Within fifty years," says Dr. Webster, " thousands of new words have been added to our language ; and a complete revolution has been effected in almost every physical science.

" Terms in the arts and sciences — of these some thousands have been added to our language within the last fifty years, of which a small number only have found their way into any dictionary " " The exact number of these terms now introduced for the first time into a dietionary, is not known." " It cannot, however, be much short of four thousand." "Among them are some of the most common words in the language, such as oxyd, muriate, sulphate, sulphuric, nitric, azote, phosphorus, planetarium, polarize, &c." " Since the time of Johnson, a complete revolution has taken place in almost every branch of physical science." " New departments have been created, new principles developed, new modes of classification and description adopted." — Advertisement to Dictionary.

A BRIEF CONTRAST OF THE TWO SYSTEMS.

1. The American System differs from the old, inasmuch as it is founded upon principles which belong to grammar, instead of, as is the old, upon principles which belong- to things, Or, in other words,

The American System differs from the old, inasmuch as it is founded upon syntax principles instead of dictionary, or significant ones, as is the old.

2. The American System differs from the old, inasmuch as its definitions, and rules are true, and consistent, instead of, as are those of the old system, false, and conflicting.

3. The American System differs from the old, inasmuch as its nomenclature is appropriate, laconic, and easy of comprehension, and of retention, instead of inappropriate, vague, prolix, and difficult of comprehension, and hard of retention, as is that of the old system.

4. The American System differs from the old, inasmuch as it is a full expression of the entire grammar of the English language, and not a partial development of a mere part of the syntax of this language, as is the old system.

5. The American System differs from the old, inasmuch as it may be acquired without the slavish task of memorizing.

6. The American System differs from the old, inasmuch as it is taught through the medium of the eye.

7. The American System differs from the old, inasmuch as it may be acquired by adults without even the least aid from living teachers.

8. The method of learning by the American System differs from that of learning by the old, inasmuch as it makes the pupil master of printed speech, which places him on all the roads to knowledge.

Note. The practice of teaching, viva voce, or by lectures, may be carried too far ; for the habit of acquiring knowledge from the voice does not favor the cultivation of a skill to acquire it from

XX11 A BRIEF CONTRAST OF THE TWO SYSTEMS.

books. It is so very important that pupils should habituate themselves to the acquiring of ideas from print, that the art of teaching properly, lies, in a great degree, in giving them command over printed speech. It is upon printed signs that they are to depend in the absence of living teachers. Memorizing lessons, and attending lectures, are, when carried as far as they are at the present day, pernicious to the cause of science, and unfavorable to the growth of the human mind. Make youth masters of printed speech, and yon put them on all the roads to knowledge.

9. The American System differs from the old, inasmuch as no one can teach from it without understanding it ; for the act of teaching by it is not a process of mere memorizing from the book, and reciting to the teacher !

10. The American System differs from the old, inasmuch as it throws nearly all the labor upon the student, by enabling him to understand the subject with very little aid from his teacher.

11. The American System differs from the old, inasmuch as it employs the perceptive powers instead of the mere memorizing faculty of the learner.

12. The American System differs from the old, inasmuch as it enables the pupil to parse all those constructions which are called by the old system, anomalous !

13. The American System differs from the old, inasmuch as it begets a love for, instead of a dislike to, the study of grammar.

14. The American System differs from the old, inasmuch as its principles are made lasting from their connexion with, the judgment, and not transient from a mere connexion with the memory, as are those of the old system.

15. The American System differs from the old, inasmuch as the old employs ninety-three technical terms while the American employs but forty -four ! (See the Nomenclatural Concordance, in the Syntascope.)

16. The American System differs from the old, inasmuch as its technicals can be explained by the teacher, and understood by the pupil, while the old system's technicals can neither be explained, nor understood, even by the most profound philologist.

LESSON I.

It is usual, though not natural, to place the interrogatories after the text from which the pupil derives his answers. I have ventured to adopt the natural method. The pupil should first examine the questions which precede the text. This will inform him to what parts of the text he should give his close attention.

Questions. — 1. What is the etymology of dei-cology ?

2. What is the meaning of deikos ?

3. What is the meaning of logos ?

4. What is the meaning of ep-e-dei-cology ?

5. Can you give the etymology, that is, the true original words, of phrenod ?

6. What is the meaning of phrenod ?

7. What is the meaning of phren, and of odos ?

8. Will you give the etymology of phrenody ?

9. What is the etymology of syntax ?

10. What is the meaning of sun, and of tasso ?

11. What is the meaning of syntax ?

12. What is the etymology of monology ?

13. What is the meaning of monos ?

14. What is the meaning of monology ?

Syntax signifies the putting of words into proper forms, nd into proper places.

THE TEXT.

REMARK.

As nothing is better calculated to improve the mind in the science of speech than etymological analysis, I have made such a display of the original words from tuhich the technicals of this system have been derived, as will enable him to become familiar with the character of each new word from an examination of the Greek elements out of which it has been formed.

EXPLANATION OF TERMS.

Phren, . the mind, . . . phren- O-dos, . a medium, od.

Phren-od

signifies the highway over which mind travels to mind ; the medium through which mind is communicated to mind. — (Exegesis, p. 1, ch. L)

Phren-od, the mind's communicating medium, phrenod- Y, . the science, or art of, - . . ¥-

Phren-o-dy

is the science of phrenods. — (Exegesis, .p. 1, ch. 1.)

Ep-os, . a word, .... ep-e-

Bei-hos, . to show, to signify, • . . dei-c-

Logos, . doctrine, principle, . . ology.

Ep-e-dei-cology

is that part of phrenody, which respects the signification of words individually taken. — -(See Syn-dei-coho-gy, and Addiction.)

Sun, . . together, .... syn- Tasso, . . to put in order, . . . tax.

Syn-tax

is that part of phrenody, which comprises the constructive principles of phrenods.

Etymon, . a true original, . . . etymo- Logos, . word, ..... logy.

Et-y-mol-o-gy

signifies the true original word, or words from which another word is formed; as, verhum is the true original word of verb.

LESSON II.

Questions. — 1. What is the etymology, and meaning of gno-mod ?

2. Give the etymology, and meaning of gno-me-ol-

o-gy f

3. Give the etymology, and meaning of cordiclion ?

4. Of how many kinds of diction does this lesson speak ?

5. How many cordictions are there ?

6. What does ab mean ? What does con signify ? Ab, from, and con, together.

7. What is a subflrmation ?

8. What does sub mean ? Inferior in degree, less.

9. Will you give the etymology, and meaning of dendrology ?

10. What sentence is given in illustration of the dendrology of words ? that is, of the trunk, and branch relation of words ?

1 1 . Which is the trunk assemblage ?

12. Which is the trunk word in the trunk assemblage ?

13. Repeat the branch words in the trunk assemblage.

14. Give the etymology, and meaning of cratology.

15. What is the meaning of morpheology ?

16. What is the etymology of syncla-deology ? What is its meaning ?

17. What is the etymology, and meaning of po-eol-o-gy ?

18. What is the etymology, and meaning of syn-dei-cology ? — (See Ep-e-dei-cology, and Condiction.)

THE TEXT.

ORIGINAL WORDS. MEANING. ANGLICISED.

Gno-me, , a gnomod, a sentence, . . gnom- O-dos, . . a medium, a way, . . . od.

Gno-mod

signifies the means, the medium through which we express a cordictive thought. (See Cordiction, and Sentensic.) 3

ORIGINAL WORDS. MEANING. ANGLICISED.

Gno-me, . a gnomod, a sentence, . gnome-

Lo-gos, . doctrine, principle, . . ology.

means the doctrine of a gnomod. (Syntascope, p. 216.) (Part I. p. 34.)

Cor, . . the heart, .... cor- Dictio, . speech, . . . . diction.

Cor-diction

means that attribute of an assemblage of words, which renders it a gnomod, or sentence. (Exegesis, pp. 109, 10, 11, and 12. Syntascope, pp. 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22.)

DICTION.

Diction is the expression of thoughts.

There is a difference between the diction of words, and the signification of words.

Dei-cology respects the mere power of a word to raise an idea in the mind ; but diction respects the exertion of that power in the act of raising an idea in the mind. For instance, a certain word has the significant power to raise a particular idea in the mind ; but then this power is not exerted in the raising of this idea, till the certain word which has this power, is written, or spoken. Let this be illustrated in the expression of some word which you have not in your mind at this moment : for instance, ear.

This word had the power of raising in your mind, the idea of the organ of hearing, before you saw the word — but it did not exert this power till you saw the word. The power itself is called dei-cology ; but the exertion of the power is denominated diction.

Diction is the expression of thoughts. Or, Diction is the expression of separate thoughts, and connected thoughts, and finally of information, intelligence.

There are three kinds of diction ; namely,

1. ./i&diction,

2. Co/idiction, and

3. Cordiction.

1. -4£diction is that act of words, which presents thoughts as separate ; as pen, moon, ice, new, reads, walks, in, at, to.

2. CoTidiction is that act of words, which presents thoughts as connected ; as new pen, in ice, moon light night, at church.

The cor diction is the abstract affirmation, the abstract interrogation, the abstract command, the abstract petition, or the abstract subfirmation, expressed in the assemblage of words.

It is nine. Affirmative Is it nine ? Interrogative Go thou. Imperative Forgive our sins, Petitionative when we repent. Subfirmative

What is the difference between affirmation, and subfirmation ?

1. An affirmation is the highest degree of verbal assurance, which language can give ; as ; This tree is very high.

2. A subfirmation is a less degree of verbal assurance than that which is given by affirmation ; as, If this tree is very high. (Part I. p. 37.)

ORIGINAL WORDS. MEANING. ANGLICISED.

Mon-os, . alone, by itself, . . . mono- Logos, . doctrine, principles, . . logy.

respects the principles on which a sentence is divided into monos.

A mono is any portion of a sentence, which can be taken by itself. (Part I. p. 45.)

Dendros, . trunk with its branches, . dendro- Logos, . word, ..... logysignifies the trunk, and the branch relation of words. This relation exists between two assemblages of words, as well as between two individual words ; as, [A certain centurion's servant was sick] (unto death.)

"A certain centurion's servant was sick" is the trunk of the sentence; and "unto death" is the branch. Again — A, certain, centurion's, was, and sick are branch words of the trunk assemblage ; and servant is the trunk word upon which these branch words depend. In the branch assemblage, unto death, unto is the branch, and death is the trunk word.

Now, as dendros signifies the trunk with its branches, and the branches with their trunk, it is here employed to denote the trunk and branch relation of words.

ORIGINAL WORDS. MEANING. ANGLICISED.

Cra-tos, . power, . . . crato-

Lo-gos, . word, .... logy.

Cra-tol-ogy

respects the power of some words, and the want of it in others, to aid in producing a sentence. (Part II. p. 35. Syntascope, p. 118. Exegesis, p. 108.)

The simple power, and the simple want of the power, to aid in the production of a cordiction, the true sentence characteristic, the real gnomodic trait by which a sentence can be distinguished from any insentensic assemblage of words, is called erotology.

Poi-eo, . to make, form, create, . . poe- Lo-gos, . word, . ology.

Po-e-ol-o-gy

means the proper formation of words from sounds, and letters.

Sem-ce-7ios, to designate, to distinguish, . semen- Lo-gos, . doctrine, principle, . . ology.

Sem-e-nol-o-gy

means the principles on which words designate those ideas to which the mere dictionary import conveys no allusion ; as, time, number, gender, &c. (Part II. p. 55. Syntascope, pp. 139, 225.)

ORIGINAL WORDS. MEANING. ANGLICISED.

Sun, . with, or together, . . . syn-

Kla-dos, . a branch, .... cla-de-

Lo-gos, . doctrine, principle, . . . ology.

Syn-cla-de-ol-o-gy

means the principles of that classification of clades, which is founded upon their frame-work connection with other words. (Part II. p. 44. Syntascope, pp. 122, 124.)

Mor-phe, . form, .... morphe- Lo-gos, . word, .... ology.

Mor-phe-ol-o-gy

respects the various forms into which words are put when applied to things, in the formation of sentences ; also the different forms into which sentences themselves are thrown by reason of the positions of their words, and monos. (Syntax, p. 177. Syntascope, p. 226.)

A mono is that number of words which can be taken alone ; as, [John went] (into the field.)

Sun, . . with, or together, . . . syn~ "Dei-hos, . to show, to signify, . . . dei-c- Lo-gos, . doctrine, principle, . . , ology.

Syn-dei-col-o-gy

respects the exact shades of thought which words express from being taken, not separately, but together. (See Condiction.)

" He lives by rule." The ep-e-dei-col-o-gy of the word, rule, and the syn-dei-col-o-gy of the mono, " by rule," are very different. The idea which " rule," when taken alone, raises in the mind, is that of a guide in action. But the idea which the mono, " by rule," raises in the mind, is that of conformity to. Hence the idea of conformity to, is the result of taking the two words together. This idea of conformity to, is syn-dei-col-o-gy.