PHILOLOGICAL STUDY OF THE ENGLISH LANGUAGE - 1886 - PREFACE -CLASSICAPLII ILOLOG re Y g rds languago mainly as literature, and studies grammar in conncetion with ctyrnology, rhetoric, poetry, and criticism. A thorough method of philological study plainly has questioiis to ask of psychology, since the general laws of language are on one side also laws of mind it includes the study of the history and character of a race and their language, and of the nature in which they have lived, since from these result the peculiar laws ...
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PHILOLOGICAL STUDY OF THE ENGLISH LANGUAGE - 1886 - PREFACE -CLASSICAPLII ILOLOG re Y g rds languago mainly as literature, and studies grammar in conncetion with ctyrnology, rhetoric, poetry, and criticism. A thorough method of philological study plainly has questioiis to ask of psychology, since the general laws of language are on one side also laws of mind it includes the study of the history and character of a race and their language, and of the nature in which they have lived, since from these result the peculiar laws and idioms of a language, and tlie power of special words and phrases over the national heart it includes the st ldyo f the life and times, and of the character of the author, since his idiotisms arc a resultant of the infl uences of the age and his own genius it implies the study of many books in many languages, since it is only by a comparison of works of different nations and ages that we can find out the peculiarities of each nation, age, and person, and trace the influences from which a great work has sprung, and the influences which it has exerted on other minds and on language. The science of language Comparative Philology has a still wider range it seeks to know and reduce to system all the facts and laws of speech, and to groupd them in laws of mind and of the organs of speech there is no nook of mahsmind, or heart, or will, no part of his nature or history, into which the student of language may not be called to look. An ntteinpt has been made in tllis book to select such topics as may be taught to students in onr high scl ools in connection with the critical stndy of a few English authors, and to arrange questions upon them, so as to cnablc a teacher tobegin phiIologiea1 study without embarrassment, and to go on with it with success. Tlie method is progressive. Similar questions are iterated and reiterated the teacher should reiterate without end, that the dullest may be made to run in the right ruts. In studying the life and times of cach author, the students should look up information every where scraps from novels liko Scotts, from reviews niid inagazincs, are not to bc despised. Thc habit f investigating and writing out results makes the full man and the exact man at once it divests composition of ninety-nine parts of its horrors, and it quickells thought ninety-nine times as much as beating the brain for original brilliancies. If, however, books are not to be had, the teacher should give the needed facts and thoughts in a lecture, and the students should take notes and rewrite. There are many questions, especially among the introductory and the synoptical, which may be answered yes or no with little iml rovement essays should be written embodying all these in connected discourse. A large part of the questions call for comparison of the language of different authors, and of all with the English Bible. It is taken for granted that tliese greatest of English classics will be always at hand and in use. A special discussion of the language of the English translations of the Bible was to have completed this book, but has been cut off by want of room. The figures often do not refer to any full answer to the questions, when reasons are asked for, or connection of thought, the student must hope to find little more than explanation of terms, and a starting-point for his own thinking...
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