In relation to that class of adjectives derived from verbs, we will be brief. They include what have been termed participles, not a distinct "part of speech," but by some included in the verbs. We use them as adjectives to describe things as standing in some relation to other things on the account of the action expressed by the verb from which they are derived. "The man is respected." Respected, in this case, describes the man in such a relation to those who have become acquainted with his good qualities, that he now receives their respect. He is respectable, (able to command, or worthy of respect,) and of course, respected for his respectability. To avoid repetition, we select different words to assist in the expression of a complex idea. But I indulge in phrases like the above, to show the nice shades of meaning in the common use of words, endeavoring to analyze, as far as possible, our words and thoughts, and show their mutual connexion and dependencies.
What has been termed the "present participle" is also an adjective, describing things in their present condition in reference to actions. "The man is writing." Here, writing describes the man in his present employment. But the consideration of this matter more properly belongs to the construction of sentences.
There is another class or variety of words properly belonging to this division of grammar, which may as well be noticed in this place as any other. I allude to those words generally called "Prepositions." We have not time now to consider them at large, but will give you a brief view of our opinion of them, and reserve the remainder of our remarks till we come to another part of these lectures.
Most of the words called prepositions, in books of grammar, are participles, derived from verbs, many of which are still in use, but some are obsolete. They are used in the true character of adjectives, describing one thing by its relation to another. But their meaning has not been generally understood. Our dictionaries have afforded no means by which we can trace their etymology. They have been regarded as a kind of cement to stick other words together, having no meaning or importance in themselves.[5] Until their meaning is known, we can not reasonably expect to draw them from their hiding places, and give them a respectable standing in the transmission of thought.
Many words, from the frequency of their use, fail to attract our attention as much as those less employed; not because they are less important, but because they are so familiarly known that the operations of thought are not observed in the choice made of them to express ideas. If we use words of which little is known, we ponder well before we adopt them, to determine whether the sense usually attached to them accords exactly with the notions we desire to convey by them. The same can not be said of small words which make up a large proportion of our language, and are, in fact, more necessary than the others, in as much as their meaning is more generally known. Those who employ carriages to convey their bodies, observe little of their construction, unless there is something singular or fine in their appearance. The common parts are unobserved, yet as important as the small words used in the common construction of language, the vehicle of thought. As the apostle says of the body politic, "those members of the body, which seem to be more feeble, are necessary;" so the words least understood by grammarians are most necessary in the correct formation of language.
It is an easy matter to get along with the words called prepositions, after they are all learned by rote; but when their meaning and use are inquired into, the best grammarians have little to say of them.
A list of prepositions, alphabetically arranged, is found in nearly every grammar, which scholars are required to commit to memory, without knowing any thing of their meaning or use, only that they are prepositions when an objective word comes after them, because the books say so; but occasionally the same words occur as adverbs and adjectives. There is, however, no trouble in "parsing" them, unless the list is forgotten. In that case, you will see the pupil, instead of inquiring after the meaning and duty of the word, go to the book and search for it in the lists of prepositions or conjunctions; or to the dictionary, to see if there is a "prep." appended to it. What will children ever learn of language in this way? Of what avail is all such grammar teaching? As soon as they leave school it is all forgotten; and you will hear them say, at the very time they should be reaping the harvest of former toil, that they once understood grammar, but it is all gone from them. Poor souls! their memory is very treacherous, else they have never learned language as they ought. There is a fault somewhere. To us it is not difficult to determine where it is.
That certain words are prepositions, there can be no doubt, because the books say they are; but why they are so, is quite another matter. All we desire is to have their meaning understood. Little difficulty will then be found in determining their use.
I have said they are derived from verbs, many of which are obsolete. Some are still in use, both as verbs and nouns. Take for example the word with. This word signifies joined or united. It is used to show that two things are some how joined together so that they are spoke of in connexion. It frequently occurs in common conversation, as a verb and noun, but not as frequently in the books as formerly. The farmer says to his hired man, "Go and get a withe and come and withe up the fence;" that is, get some pliant twigs of tough wood, twist them together, and withe or bind them round these posts, so that one may stand firm with, or withed to, the other. A book with a cover, is one that has a cover joined, bound, or attached to it. "A father with a son, a man with an estate, a nation with a constitution." In all such cases with expresses the relation between the two things mentioned, produced by a union or connexion with each other.[6]