In respect to the others the chief writers who have worked in the same field are Dr. Scouler, Professor Turner, and Professor Buschmann,—not to mention the bibliographical labours of Dr. Ludwig, and the second paper of Gallatin. I have no hesitation in expressing my belief that where they agree with me they do so as independent investigators; claiming for myself, where I agree with them, the same consideration.
Of Hodgson and Logan, Windsor Earle, and other investigators I should have much to say in the way of both acknowledgement and criticism, had India and the Indian Archipelago taken as large a portion of the present volume as is taken by North America. As it is, it is only in a few points that I touch their domain.
The hypothesis that the Asteks (so-called) reached Mexico by sea I retract. Again—the fundamental affinity of the Australian language was a doctrine to which both Teichelmann and Sir G. Grey had committed themselves when the paper on the Negrito languages was written. The papers, however, stand as they stood: partly because they are worth something in the way of independent evidence, and partly because they illustrate allied subjects.
[I.]
PÆDEUTICA.
INAUGURAL LECTURE
DELIVERED AT
UNIVERSITY COLLEGE, LONDON,
OCTOBER 14, 1839.
Instead of detaining you with a dissertation upon the claims and the merits of our Language, it may perhaps be better to plunge at once into the middle of my subject, and to lay before you, as succinctly as I am able, the plan and substance of such Lectures as, within these walls, I promise myself the honour of delivering. For I consider that the vast importance of thoroughly understanding, of comprehending, in its whole length, and breadth, and height, and depth, the language which we all speak, we all read, and we all (in different degrees, but still each in our degree) have occasion to write—the importance also of justly and upon true grounds, valuing the magnificent literature of which we are the inheritors—I consider, I say, that the vast importance of all this is sufficiently implied by the simple single fact, that, in this Institution, the English Language, with the English Literature, is recognized as part and parcel of a liberal education. It may also be assumed, without further preface, that every educated man is, at once, ambitious of writing his own Language well; of criticizing those who write it badly; and of taking up his admiration of our National Literature, not upon Trust but upon Knowledge.
Thus having premised, I now proceed to the divisions and the subdivisions of my subject. For certain practical purposes it is found expedient to draw, between the consideration of the English Language, and the consideration of the English Literature, a broad line of demarcation. The knowledge of books is one thing; the knowledge of the rules of good composition is another thing. It is one thing to know what other men have written; it is another thing to know how you should yourself write. The one is a point of Literary History, or of Literary Biography; the other is a point of Rhetoric, or a point of Grammar. I do not say that the two studies do not mutually assist each other. All studies do so: these in a great degree. Familiarity with the works of a Shakspeare or a Milton, is an accomplishment—an accomplishment that depends upon our taste, and one which depends also upon our leisure—an accomplishment which cannot be too highly valued, but still an accomplishment. Familiarity, however, with the rules of good writing is not a mere accomplishment. It is a necessary qualification which comes home to us all. Now if I am convinced of one thing more than of another, I am convinced of the truth of this assertion; viz.: that a good style comes not of itself; it comes not uncalled for; and it comes neither by instinct nor by accident. It is the result of art, and the result of practise. The Rules of good Composition are the rules of Rhetoric; and it is very necessary that they be neither neglected nor undervalued. Two classes of men, and two classes only, can pretend to dispense with them—those that can write well, and those that cannot write at all.