There is no science so directly important to the growth of intellect and the future happiness of the child, as the knowledge of language. Without it, what is life? Wherein would man be elevated above the brute? And what is language without ideas? A sound without harmony—a shadow without a substance.
Let language be taught on the principles of true philosophy, as a science, instead of an arbitrary, mechanical business, a mere art, and you will no longer hear the complaint of a "dry, cold, uninteresting study." Its rules will be simple, plain, and easy; and at every step the child will increase in the knowledge of more than words, in an acquaintance with principles of natural and moral science. And if there is any thing that will carry the mind of the child above the low and grovelling things of earth, and fill the soul with reverence and devotion to the Holy Being who fills immensity with his presence, it is when, from observing the laws which govern matter, he passes to observe the powers and capabilities of the mind, and thence ascends to the Intellectual Source of light, life, and being, and contemplates the perennial and ecstatic joys which flow from the presence of Deity; soul mingling with soul, love absorbed in love, and God all in all.
LECTURE XI.
ON VERBS.
The verb to be. — Compounded of different radical words. — Am. — Defined. — The name of Deity. — Ei. — Is. — Are. — Were, was. — Be. — A dialogue. — Examples. — Passive Verbs examined. — Cannot be in the present tense. — The past participle is an adjective.
We have gone through the examination of neuter and intransitive verbs, with the exception of the verb to be, which we propose to notice in this place. Much more might be said on the subjects I have discussed, and many more examples given to illustrate the nature and operation of actions as expressed by verbs, and also in reference to the objects of action; but I trust the hints I have given will be satisfactory. I am confident, if you will allow your minds to think correct thoughts, and not suffer them to be misled by erroneous teaching, you will arrive at the same conclusion that I have, viz. that all verbs depend on a common principle for their explanation; that they are alike active, and necessarily take an object after them, either expressed or understood, in accordance with the immutable law of nature, which teaches that like causes will produce like effects.
The verb to be, as it is called, is conjugated by the aid of six different words, in its various modes and tenses; am, is, are, was, were, be. Am is unchanged, always in the indicative mood, present tense, agreeing with the first person singular. Is is also unchanged, in the same mood and tense, agreeing with the third person singular. Art, in the singular, is the same as are in the plural. Was and wast, are the same as were and wert in meaning, being derived from the same etymon. Be, being, and been, are changes of the same word. Be was formerly extensively used in the indicative present, but in that condition it is nearly obsolete. Were was also used in the singular as well as plural, especially when coming before the agent; as, "were I to go, I would do your business." But it is now more common to have was correctly used in that case. But, as one extreme often follows another, people have laid were quite too much aside, and often crowd was into its place in common conversation; as "we was (were) there yesterday." "There was (were) five or six men engaged in the business." This error appears to be gaining ground, and should be checked before it goes farther.