The life and growth of language an outline of linguistic science (1880)

Notseldom,fargreaterrace-differences are metwith among the speakers ofone language, or of onebodyofresembling languages, thanbetween thosewhousedialectswholly unlikeoneanother.. These, a

. /-•*1

^<>i'" ^ H:^.^

^>-\4h

LANGUAGE:

AN OUTLINE OF LINGUISTIO 8GIENGE.

PKOrESSOK or SANSKKIT and OOMPAEATIVE PniLOlOGr is tale COLLEaE.

v

NEW YOKE:

D APPLETON AND COMPANY,

1, 3, AND 5 BOND STREET.

1880.

A /5'^/^

Entbbkd, according to Act of Confess, in the year 1875, by

D. APPLETON & OOMPANT,

In the Office of tho Librarian of Conffress, at Washington.

PEEF AG E.

TuE presentwork needs onlya few words by way

tlie series of whicliit forms a part, especially at tMs

philosophyare vying for the favor,not of the public

facts of language-history,but uncertain and

psy-chologyon theother, are striving totake possession of

thosewhich have long been widely prevalent amongstudents of man and his institutions; and they only

need to be exhibited as amended and supported, not

win an acceptancewell-nigh universal They whohold

or philosophic profundity

After onehas once goneover such a subjectupon a

again for the same public, to avoid following in the

will not fail to observemanyparallelismsbetweenthetwo Even a part of the illustrations formerly used

conspicu-ouslyin so compendious adiscussion as this.

agreeing in many of its principal features with the

illus-tration.

PREFACE vii

the series have compelled me to abbreviate certain

Thus, it had been myintention to include in the last

chapter a fullersketch ofthehistoryof knowledge and

opinion inthis departmentof study AndIhave had

to leave the text almost wholly without references

although Imayhere again allegethe compendiouscast

toany The foundation of mydiscussion is the nowgenerally accessible factsof language, whichareno one

schol-ars, I have hardly ever thought it necessary to reportthem formally; and I have on principleavoided any-

thingbearing theaspectof personal controversy

New Haven, April, 1876.

The original ofthis book is in

There are no known copyright restrictions in

924031 200466

OHAPTEE I.

LAN-GITAGE

Definition of language. Manita universal and sole possessor.(^)Fai'iety

of languages. Thestudy of language ; aim of this volume.

tousby the greatarchitectural works which they have

scientific purposes the term needs restriction, since it

rep-resenttheirthought, to the end, chiefly, of making it

knownto othermen: it is expression for the sake of

communication

purpose, and actually more or less used,are various

2 INTRODtrCTOET.

eye, the last to theear. Thefirst is chiefly employed

unfortunates are wont to be trained and taught by

those who speak,and their visible signs are more or

sofar as slavishly to represent the sounds of speech

it here: language,forthe purposes of this discussion,

is the bodyof uttered and audible signs, bywhichin

human societythoughtisprincipallyexpressed,gesture

and writingbeingits subordinatesand auxiliaries.'

no human community is found destitute. From thehighestraces tothe lowest, allmen speak; all are able

to interchange such thoughtsas they have Language,

—

" See the author's "Languageand the Study of Language,"p.448

icq ; and his " Oriental and Linguistic Studies," ii 193-196.

• Their natural and historical relations will be further treated of in

OF HUMAN LANGUAGE 3

a songof quiet enjoyment,of life, a clutterof

care,a cry ofwarning —and so on Butthese are notonly greatly inferior in their degree to human lan-

it,thatthesame name cannotjustlybeappliedto both

ofman.

Nevertheless,whilehuman languageis thusoneas

contrasted with brute expression, it is in itself of a

variety whichis fairly to be termeddiscordance Itis

a congeries of individual languages, separate bodies of

audiblesigns forthought, which,reckoningeven thosealone of which the speakers are absolutely unintelli-

trouble andcare come tounderstandoneanother; of

correspondences; of yet others, similar points of

ac-cordance are rarer, and only discoverable bypractisedstudy andresearch; and a great number ^retoall ap-

pearance wholly diverse— and often, not only diverse

various conceptions, but also as t©-^their whole

speech they recognize And this diversity does notaccord with differences ofintellectual capacityamongthe speakers: individuals of every degree of gift are

each according to his power, the same

differ-ent societiescan hold no communion together ISox

does it accordwith geographicaldivisions; noryet, in

races. Notseldom,fargreaterrace-differences are metwith among the speakers ofone language, or of onebodyofresembling languages, thanbetween thosewhousedialectswholly unlikeoneanother

These, and their like, are the problems which

language, orlinguistic science Thatscience strives to

human expression and as distinguished from brute

resemblances anddifferences oflanguages,andto effect

a classification of them,by tracingout thelines of

re-semblance, and drawing the limits of difference It

seeks to determine what language is in relation to

thought, and how it came to sustain this relation;whatkeepsup its lifeandwhathaskeptitin existence

hu-man development, and ofthe history o£ races, their

readinthefactsof language

been blindto the exceeding interestof problems like

these, or hasfailed to offer somecontribution toward

timeshasbeen

THE SCIENCE OF LANGUAGE 5

nineteenth century Toreviewitshistoryisnopart of

our present task; nojusticecouldbe done the subject

within the spacethat couldbespareditin thisvolume

so,recent growth, the science oflanguage is already

one of theleading branches of moderninquiry Itis

aims, strict in its methods, andrichand fruitfulin its results, than its sister sciences Its foundations havebeenlaid deep andstrong in the thoroughanalysis of

rest. It has yielded to the history of mankind as awhole, and tothatof the differentracesof men,defi-

couldbewonin no otherway Itisbringing abouta

andlong-studied languages,like theLatin and Greek

which, only a few years ago, hardly the names were

branches ofknowledge, and workeditselfintothevery

or reads can help taking some cognizance ofit. No

educated person canafford to lack aclear conception

pos-sessing such claims to attention

©ut and illustrate the principles oflinguistic science,

command allow The study

not yet so developed and establislied as notto include

and the attemptwill be made to construct an

coherence of its parts and the reasonableness ofits

of treatises into which this enters as amember,

sim-plicityandpopularapprehensibility willbeeverywhere

to exemplifybywell-known facts, will befound,it is

ultimate results soughtafter. The primefacts of

man who speaks—yet more, of every man who hasstudied other languages than his own —andto direct

point out the general in the midst of the particular

matters of commonknowledge, isamethod of

ter of awordas sign for a conception Mental training in learning language ; determination of the inner form of language from with- out ; constraint and advantage in the process Acquisition of a second language, or ofmore than one ; learning even of native speech a never-ending process Imperfection of theword as sign language only the apparatus of thought.

Theee can be asked respecting language no otherquestion of a more elementary and at tlie same time

speak-ing individual become possessed of his speech? Its

re-ply that we learn our language; it is taught us by

those among whomour lot is cast inchildhood And

this obvious and common-sense answer is also, as we

im-B ACQUISITION OF

> In thefirstplace, it sets asideanddeniestwo other

race-character-istic, and, assuch, inherited from one's ancestry, alongwith color, physical constitution, traits of character,andtjielike; and thatit isindependentlyproducedby

serious-lyupheld Against the theoryofa languageas a

Af-rican, of Irish, of German, ofsouthern European, of

same dialect,without othervarietythan comesof

speech." But theworld is fullof such cases, on thesmall scaleandon thelarge. Any childofparentsliv-

speaks both this and the tongue of its parents, with

equal readiness The children of missionaryfamilies

matterwhere theymaybe in the world, among what

remotelykindred orwhollyunrelated dialects, theyquire the local speechas "naturally" as do the chil-

about and will grow up speakFrench

LANGUAGE NOT INHERITED 9

what is French, and whoare its speakers? The mass

of the people of France are Celts by descent, with

appreciableelement of Celticin theFrench language

;

this is almost purely aRomanicdialect, a modern

strik-ing proof of this ; the preponderating French-Latin

indispensable partfrom theNormans,a Germanicrace,

from the Italians, among whom the Latin-speaking

numerically It is useless to bringup further

supportedbyourlaterinquiryinto the actual processes

So faras theothertheory, that ofindependent

pro-duction by eachpersonof his ownspeech, implies that

speech astheirs, it isvirtually coincidentwith thefirst

againstit ; sofar as it is meant to implythat there is

a general likeness in intellectual constitution between

membersof the same communitywhichleads them to

humandialectsis as irreconcilable withthat of natural

human beings Everyvariety of gift is found among

We come,then, to consider directlythe processby

obser-vation to allow of generaland competent criticism of

understandthem well enoughfor ourpurpose.^

Thefirstthingwhich thechild has to learn, beforespeech is possible, is to observe and distinguish; to

recognize the persons and things about him,in their

concrete individuality, and to notice as belonging to

tothe student of language to draw outingreater

de-tail. There is involved in it, we may furtherremark

commandof them, partlyby amere nativeimpulse to

the exertion of all his nativepowers, partlyby tionof the sound-makingpersonsabouthim: the child

LEARNING TO SPEAK H

within their xaower Controland managementof theorgans of utterance comesmuch more slowly; butthe

of the audible aswellas thevisible actsof othersj' can

reproducea given sound, as a givengesture But fore this,hehas learned to associatewith some of the

on the part ofhis instructors Here is seen more

to andrepresentsathing— any morethan,when older,

the idea that aseriesofwritten charactersrepresents a

connection is learned between sugar andpleasure to

the taste, between a rod and retribution for

nextstepistoimitateandreproducethefamiliarname,

usuallyat first in themost imperfectway,by a mere

hint of the true sound, intelligible onlyto thechild's

constant attendants; and when that stepis taken,then

for the first time is madea real beginning of the

Though not allchildren startwith theacquisition

is but a narrowone We may take as fairexamples

'father' and 'mpther,' namely papa andmaTrmia, and

12 ACQUISITION OF LANGUAGE.

im-^perfgct are the ideas themselves What is really

leastknow; tohim they are onlysigns for certain

lov-ing and caring individuals, distinguished most spicuously bydifferences of dress; and the chance is

of thephysiologicalmysteries involved in it, whichno

therealnature of water andmilk; heknows no more

than that,among the liquids (thatname, to he sure,

people givethesenames;andhe follows theirexample

gathering ofmore knowledgeabout; wheretheliquids

thefirstassociation of the term isprobably with what

hasa pleasant taste; then what is otherwise agreeable

getsappliedto behaviorwhich isagreeableto the

par-ents, as judged by a standardwhich thechild himself

sphere is by no means an easy one; ashe growsup,

distin-guish more accuratelybetween goodand tad; but he

LEARNING TO SPEAK 13

—

absoluteprinciple

continu-allyinpresence of liis intellect more and better than

ex-perience shall mate truer and more distinct, shall

deepen, explain, correct He has no timetobe

origi-nal; farmore rapidly than his crudeand confused

learn-ing words,and things through words; inallothercases

as really, if not so obviously, as when,bydescription

inaccurate half-conception of the animal lion or the

in-flectionalsystemof even sosimple alanguageas

Eng-lish, and bywords of relation, are at first out of the

child'sreach Hecan graspandwield only the grosser

neglect of persons, tenses, andmoods It is an era inhiseducationwhen hefirst begins toemploypreterits

is slow to catch the trickof those shifting names,

ap-14 ACQUISITION OF LANGUAGE.

speaks ofhimself and othersby sucha name and such

—

the use of it as fast as natural capacity and favoringcircumstancesenable him to do so. Others have ob-

the fruit oftheir labors It is precisely as when the

appropri-ates, step bystep, what others have wrought out, by

mastersina few yearswhat it has taken generations

andages toproduce, what his unaided intellect could

independentlyhave produced a single itemof, having

:

come after him —even as the once educated speaker

pointed outlater),newstoresof expressiontolanguage

In all this,now, is involved infinitely more than

linguisticsciencehasany callto dealwithandexplain

pres-ence in our vocabulary impliesfirst the physical cause

of the color,wherein is involved thewholetheory of

totalk of the etherand itsvibrations, andof the

ex-pended on this simple fact—as if it involved the metaphysical distinction

win^o—

WHAT IS INVOLVED IN SPEAKING xt,

qiicncy and length of the waves which produce thesensation of greenness Then there is the structure

cere-Ijral structurewhich receives the impression : to treat

of allthisis thedutyof thephysiologist His domain

bordersand overlaps that of thepsychologist, whohas

conception, considered as modeand product of mental

thewhole Then,in thehearing of the word greenis

involved thewonderfulpowerof audition, closelyakin

notes and reports another set of vibratorywaves, in

another vibratingmedium: it falls, likevision,intothe

the audible vibration; withtheir obedience to the

control of the mindover themuscular apparatus of the

inthe simplestlinguistic act; and behindallwouldlie

asa backgi'ound the greatmystery of existenceand its

its own way and degree; and his specificand central

businessiswithnone ofit, but ratherwith something

else. This,namely: there exists anutteredand

16 ACQUISITION OF

designated a certainclass of kindredsliadesamongthe

infinitelyvaried hues of nature and of art ; and everypersonwlio, bybirthor byimmigrationor asa visitor (abodilyvisitor,or onlya mentalone, as student ofits literature), comes into the community in question,

in-volved fall intoposition as more or less nearly

auxili-ary; fromitaspoint ofviewthey arejudged andhave

itemsand asa whole, isprimarilythesign of theidea,

the signwitb its accompanying idea; and totakeany

otherdepartment of the questions involved asthe

en-deavors to explain the factsof language, the primary

inquiry respecting this fact is : how came this sign to

be thus used? whatisthehistory ofitsproductionand

the reason of it ? provided wecan reachsofar.

For there is, recognizably and traceably, a time

whenanda reason why manyof ourwordscame into

was,reflectively and artificially, called byits inventormagenta, afterthenameofa placewhicha greatbattle

and

HISTORY OF WOKDS 17

andthosewhoacquire and use the latterdo so in

pre-ciselythe same manner as the former, and generally

with equal ignorance and unconcern as to its origin.

The wordgasisofmuchlonger standingand widerusewith us, and has its respectable family of derivatives

getting so far along as to begin to form the distinct

conception ofan aeriform or gaseous condition of

exist-ence ofmatter; and this name chanced to be

general acceptance; and so it became the name, and

knowit firstas the title of acertainkind ofgas, made

fairly educated, they are led in connection with the

wordtoformforthemselves thescientificideaofwhich

this is the sign. Totracethe historyof thesetwo

to the taking of a certain important step forward in

scientific thinking "We cannot follow so clearly ard ortoits source the wordgreen, becauseit is vastly

record; but we do seem to arrive by inference at a

connection ofit with our word grmp, and at seeing

thing; and this isa matterofno smallinterest as

bear-ingonthe history of theword

up

quiries, and see what is meant by etymologizing, or

We touchitinpassingmerelyin ordertonotethat thereason offirst attribution of a sign to its specific use

employ-mentinthatuse is anotheranda yerydifferent thing

andreproduceone as wellas another for agiven

thing: instead ofgreen, the German childlearns grun,

simi-largroup,of relatedyet diversenames; while thesian sayszdenui, the Hungarian zold, the Turk isliil,theArabokTosar,andsoon Each ofthese,andofhun-

Hus-dreds ofothers, isobtainedinthesame way: the child

hears itutteredby those abouthimundersuch

from the coloredobjectand conceive itseparately; and

to-getherfrom theother colors, as blue and yellow, into

grasps the conception,at least ina measure, and then

associateshisown wordwithitbya purelyexternal tie,

asso-ciation with anyother existing or possible word, and

notless easilyand surely. An internal and necessary

WORDS ARBITRARY AND CONVENTIONAL 19

also non-existentto his sense He maysometimes ask

"whatfor?" about a word, as he does, in his childish

curiosity, about everything else ; butit makesno

the older one)whatanswer hegets, orwhether hegets

should usethisparticularsignisthatit isusedbythoseabouthim Inthetrueandpropermeaningoftheterms,

or of the tensof thousandswhich might befabricated,

could have been equally well learned and applied to

rea-sonfor the use of thisratherthan anotherliessolely in

the fact that it is alreadyused in the community to

attribution,' and not (f>va-ei^ 'by nature,' in the sense

thatthere is, either inthe nature of things ingeneral,

orin thenature of the individualspeakerwhouses it,

anyreason that prescribes anddeterminesit.

our apprehension ofit so urged bythe infinityof its

manifested differences which are ever before our eyes,thatthe conception of coloris onlyquickenedandren-

leading names, as whits, Uaoh, red, Hue, green; and

languages makedifferent classifications : someof theiu

so unlike ours, so much less elaborate and complete,

inferiortraining in distinguishing colors. Thisis still

are dialectswhichare in a stateof infantile

bewilder-ment before the problem of numeration; they have

anundivided 'many.' None ofus, it is tolerably tain, would ever have gone farther than that byhis

provided with a system which is extensible to everythingshort ofinfinity—the decimal system, namely, or

Why,asevery one knows,thesimplefact thatwehave

ready andnatural of aids to an unreadyreckoner A

trivial, has shaped the whole scienceof mathematics,

form the numerical conceptions new

MENTAL TRAINING BY LANGUAGE 21

ence in the past, transmuted through languageinto a

The same, invaryingway and measure,is true ofevery part of language All through the world of

matter and of mind, our predecessors, with such

de-ducing,andclassifying; andweinherit in and through

vego-tatleand mineral; oifishandreptileand Tdrdand sect; of tree and lush and herh/ of rocic and p&bMe

spirit, soul,and their kindred So with the qualities

of objects, bothphysicaland moral, andwith their lations, through the whole round of the categories

grouped,like the shades of color, and each group has

its own sign, to guide theapprehension and help thediscrimination of him who uses it. So, once more,withthe apparatus of logical statement: theabilityto

where-byold cognitionsare corrected andnewones attained

So,in fine,with the auxiliaryapparatus of inflections

and form-words, whereinvarious tongues are mostof

will express andwhatitwill leaveforthe mindto derstandwithout expression

humanbeingwho

the content and product of his mind, his storeof

knowl-edgeof the world This iswhat is sometimes called

the "iMer form" of language—the shapeand cast of

thought, as fitted to a certain body of expression

an accompaniiDent of the process by which the

indi-vidualacquires the bodyof expression itself ; it isnot

wascapable of doing otherwise has been led toview

thingsinthis particular way,to group them in a

andthoserelations.

thinking and speaking; he conceives of no other asevenpossible. The case could notbe otherwise Foreventhe poorestlanguage in existenceissomuchbet-

disadvantageentirely disappears beforeit. We,to bo

sure, lookingon fromwithout, can sometimes find

he shouldhave hadhis birthwherea higher language

ADVANTAGE IN THE USE OP LANGUAGE 23

bar-'

bariajLtongueraises him farabovewhathe could have

fittedbya lowerdialect.

Itisnoteasy.toover-estimate theadvantagewon by

.themindintheobtaining of a language Itsconfusedimpressions are thus reduced to order, brought linder

otherparallelsoclose,as regardsboththekind andthedegree of assistance afforded, as this between words,the instruments of thought, and those other instru-

ments, thecreation andthe aids of man's manual

dex-terity. By as much as, suppliedwith these,man can

what he could compass with his unequipped*pTiysical

powers,bysomuch is the reachand grasp,the

This part of the value of speech is by no meanseasy

tobring to full realization, because our minds are so

can-notevenconceive of the plighttheywouldbeinif

de-prived of suchhelps But we maythink, for example,

andsymbols

re-When we takehold ofan additional

m ACQUISITION OF LANGUAV3E.

language, we cannot help translating its signs into

thosewealreadyknow; thepeculiarities of its " innerform," the non-identityand incommensurability of its

it, as our conceptions adapt themselves to its

frame-workand operate directlythrough it,we cometo seethatour thoughts are cast byit intonew shapes, that

itsphraseologyis itsown and inconvertible Perhaps

it ishere thatweget ourmost distincthint of the

should learna Europeanlanguage—asEnglish,French,German — wouldfindhimself prepared forlabor in de-

partmentsof mental actionwhich hadbeforebeen

of only the inferior instrument The scholars of the

popular dialects hadnot yet become enrichedto a

forexpressingit.

Butin all other respects, the learning of a secondlanguage is preciselythesame process as the learning

of a first, of one's own " mother-tongue." It is the

necessaryconnectionwith theconceptionstheyindicate

than our own have, butare equallyarbitraryand ventional with thelatter ; and of whichwe may make

LANGUAGE-LEARNING AN ENDLESS PROCESS 25

substi-tute, ifcircumstances €avor, the secondlanguage inourconstantandreadyuse, and tobecomeunfamiliar with

that the process of acquisition is a never-endingonebut it is not moretrue of the one than of the other

" butwe mean bythisonlythathe has acquired a limited num-

ber ofsigns, sufficient forthe ordinary purposes of the

prac-tice, of wieldingthem withadroitnessandgeneral

Eng-lish isasmuchan unknownlanguage tothechild as is

phraseology areunintelligibleifexpressedasgrown-up

for the most commonly recurring conceptions, words

departments, accordingto circumstances He who has

firstchildish store little besides the technical

the other hand, who devotes years tothe soleworkof

getting himself educated, and continues to draw in

36 ACQUISITION OF LANGUAGE.

constantlylargerstores,and risesto higlierstylesof

in-cluding agreat varietyof thetechnical terms ofspecial

branches of knowledge with which the educated man

come to understand and to usewith intelligence; but

he cannot wield, as well as styles to which he doesnot attain. The vocabulary of a rich and long-culti-

vated language like the Englishmay be roughly

great dealwhich,if " English " were understoodin its

widest sense, wouldhave to becoimtedin) ; butthirty

three tofive thousand,ithas been carefully estimated,

cover the ordinary needs of cultivated intercourse

and narrowest information is considerably less than

this. Nowhere more clearly than here doesit appear

only thus; for all this gradual increase of one's

it is obviously only a continuation, under somewhat

thefirstnucleus; while thewholeisparallel tothe

be-ginningandgrowth of one'scommand ofa "foreign"tongue

if we consider more narrowly the somewhat shifting

DIFFICULTIES OF CLASSIFICATION •

27.

butrather to classesof related objects; andhis power,

of noting resemblancesand differences, the most fun-,

ofapplyingnamesrightly Buttheclasses areofevery,

and perplexing criteria. "We have noted alreadythenaturaland frequent childish errorof usingpapa and

mamma in the sense of'man' and 'woman;

is puzzled,by and by,byfinding that there are other

/

kin-dredbeings ; there is anotherword, ioy, for that use

Georges; and to find the tie thatbinds them into a

class together isa problemquite beyond his powers

morelikehorses thangreyhoundsandlapdogs are like

terriers, theymust be carefullydistinguished in

appel-lation. Asunin apictureis stillasun; andina

culti-vated community the child soongets his imaginationtrained to recognize the pictured representations of

still distinctlyawareof therelation betweenthingand

confusion of linesand scratches Atoyhouseor tree

istohavethetitle Tiquseorfy'ee; butakindof toy

of degree have their peculiarities of application: nem

misapprehensions and blunders Moreover, there are

appre-hensionmakesto includewhalesanddolphins, till entific knowledgepoints out a fundamental difference

sci-asunderlying thesuperficialresemblance

beginner's ideas are vague and insufficient. For

ex-ample, children are apt to be taught the names and

with-out gaining any real comprehension of what it all

littlebetterthana puzzle; and even older children, or

rectifiedbyexceptionalexperience inafter-life.

Local-ities,of course, aremostincorrectly imaginedbythose

weconceivethem,as comparedwithonewhohaslived

at ornear them! Wehaveto be extremelycareful,in

teachingthe young,not to pushthem on too rapidly,

necessary incident of instruction A host of gi-and

LANGUAGE 29

there bya paltryassociation or two, wMloit is leftfor

after-developmentto fillthem outtomorenearlytheir

corv-science, or the world, even as sim and moon, weight

and color, involve infinitely more thanhehas an

the child,after all, differs onlyin degree fromthatoftheman, andinnoverygreat degree Ourwords are

improve-ment theymay; few have the independence, even if

theyhad the time and ability, to test everyname to

the bottom, drawing precise limits about each For

misled into error in an infinityof cases byour

igno-ranceof theterms weglibly use Buteventhewisest

givingtospeecha precisenessofdefinitionwhichshouldexcludemisunderstandingand unsoundreasoning—es-

hardtobring conceptions toa sharp test. And so the

dififerencesof view,even of philosophers, take on the

form of verbal questions, controversies hinge on the

exactness has tobeginwithdefinitions—^towhich,then,

30 ACQUISITION OF LANGUAGE.

Wesee fromall this, it may be observed, how far

,languageis from being identicalwith thought Itis

mathe-matical quantities and relations; and not one whit

more It is, as we noticed at the outset, the means

of expression of thought, an instrumentality

develop-ingbody, give shapeto thatwhich underlies it,

" and yet it is evei-ywhere

language, because that is, especially at the outset, the

bulkof itswork; in the following chapters we have

to take accountof its more independent and a-eative

activity.

Butnothingthathasbeensaid is tobemisconstrued

es-sentially anactiveand creativeforce, or that itgetsby

Allthatisimpliedinthepowertospeak belongs

A PART OF EDUCATION 31

notMng which it might not have done alone, under

favoring circumstances, and with suflScient time—the

life-time, namely, of a few score or hundred

educa-tion,injustthesame manner and degreeasthe other