Monthly Archives: March 2018

when knowledge (and learning) can prove to be useful; the pleasures of pedantry

 

“We all know that as the human body can be nourished on any food, though it were boiled grass and the broth of shoes, so the human mind can be fed by any knowledge.”

— Ralph Waldo Emerson, “The American Scholar” (an address delivered in Cambridge, Massachusetts in 1837 before the Harvard Chapter of the Phi Beta Kappa Society)

 

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I am reading Henry David Thoreau’s essay on walking.

From a recent exhibit at the Morgan Library, I learned that Thoreau, who some moderns may think of as a sort of proto hippie, was very studious and had a very good education in classical and modern languages.

In his walking essay, Thoreau uses the Latin phrase ambulator nascitur, non fit.

After a moment’s hesitation, the meaning came to me: the walker is born, not made.

A curious person as he goes through life acquires all sorts of knowledge. Someone once remarked to me that it is very pleasurable to be able every now and then to USE those scraps of learning.

It was pleasurable to me to think I have retained a little bit of my high school Latin from over 50 years ago, including present passive verb endings.

Back in my high school days I was in a bus station in Boston once, using the men’s room. Some French sailors wearing funny hats with tassels were there too. They were in high spirits. They were teasing one another, joking and laughing. They couldn’t stop laughing. One jest led to another.

They noticed me and seemed friendly. We exchanged glances. I thought, I’m taking French. I can come up with something to say to them. I said, “Vous êtes de la marine française?” They nodded with smiles and seemed to be pleasantly surprised that an American teenager was speaking French to them.

It was very edifying to actually be using the French I had been learning out of a textbook.

 

–Roger W. Smith

September 30, 2017

 

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AN UPDATE

On Friday, March 2, riding on the subway, I saw the following advertisement:

“LE SALVÉ LA VIDA A MI AMIGA”

Encontré a mi amiga desplomada en la cama. Se estaba poniendo azul y no podía respirar. Corrí a buscar mi naloxana y se la dí. Creí que estaba muerta. Cuando volvió en si, no sabía lo que había pasado ni por qué yo estaba llorando. Me alegro de haber tenido naloxona; le dio una segunda oportunidad.

La NALOXONA es un medicamento de emergencia que evita la muerte por sobredosis de analgésicos recetadas y heroína.

 

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I was very pleased with myself in that I understood it completely, every word, in Spanish.

It seemed to me again that a little learning can be a good thing.

 

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I have been reading the charming novel Good-bye Mr. Chips (1934) by James Hilton. The following passage struck me:

A pleasant, placid life, at Mrs. Wickett’s. He had no worries; his pension was adequate, and there was a little money saved up besides. He could afford everything and anything he wanted. His room was furnished simply and with school­masterly taste: a few bookshelves and sporting trophies; a mantelpiece crowded with fixture cards and signed photographs of boys and men; a worn Turkey carpet; big easy-chairs; pictures on the wall of the Acropolis and the Forum. Nearly everything had come out of his old house­master’s room in School House. The books were chiefly classical, the classics having been his subject; there was, however, a seasoning of history and belles-lettres. There was also a bottom shelf piled up with cheap editions of detective novels. Chips enjoyed these. Sometimes he took down Virgil or Xenophon and read for a few moments, but he was soon back again with Doctor Thorndyke or Inspector French. He was not, despite his long years of assiduous teaching, a very profound classical scholar; indeed, he thought of Latin and Greek far more as dead languages from which English gentlemen ought to know a few quotations than as living tongues that had ever been spoken by living people. He liked those short leading articles in the Times that introduced a few tags that he recognized. To be among the dwindling number of people who understood such things was to him a kind of secret and valued freemasonry [italics added]; it represented, he felt, one of the chief benefits to be derived from a classical education.

Reminded me of the pleasure I have always taken — when boning up on literature or classical music, doing research, traveling watching films, etc. — in the knowledge I have obtained of several foreign languages, without having mastered any of them.

Know what I mean?

 

— Roger W. Smith

   March 5, 2018

on the glories of English

 

It is organic. It is unstructured and unregulated. It has developed naturally. It seems to a native speaker such as myself unequaled in its richness, by which I mean to say the variety of source languages — such as the Germanic and French — out of which it grew, and its astonishing richness of vocabulary.

— Roger W. Smith

 

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“The learned among the French will own that the comprehensiveness of expression is a glory in which the English tongue not only equals, but excels it neighbours.

“… it really is the noblest and most comprehensive of all the vulgar languages of the world.”

— Daniel Defoe, “Of Academies,” An Essay Upon Projects (1697)

 

NOTE: By “vulgar,” Defoe meant the word not in the sense commonly used today, but a commonly spoken tongue — as opposed to a language such as Latin, which was used at his time for scholarly writing and discourse.

 

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“Viewed freely, the English language is the accretion and growth of every dialect, race, and range of time, and is the culling and composition of all. From this point of view, it stands for Language in the largest sense, and is really the greatest of studies. It involves so much; is indeed a sort of universal absorber, combiner, and conqueror. The scope of its etymologies is the scope not only of man and civilization, but the history of Nature in all departments, and of the organic Universe, brought up to date; for all are comprehended in words, and their backgrounds. This is when words become vitalized, and stand for things, as they unerringly and very soon come to do; in the mind that enters on the study with fitting sprit, grasp, and appreciation.”

— Walt Whitman, “Slang in America,” North American Review, November 1855

 

“The English language befriends the grand American expression … it is brawny enough and limber and full enough.”

– Walt Whitman, Preface to Leaves of Grass

 

“What would you name as the best inheritance America receives from all the processes and combinations, time out of mind, of the art of man? One bequest there is that subordinates any perfection of politics, erudition, science, metaphysics, inventions, poems, the judiciary, printing, steam-power, mails, architecture, or what not. This is the English language—so long in growing, so sturdy and fluent, so appropriate to our America and the genius of its inhabitants.

“The English language is by far the noblest now spoken – probably ever spoken – upon this earth. It is the speech for orators and poets, the speech for the household, for business, for liberty, and for common sense. It is, indeed, as characterized by Grimm, the German scholar, ‘a universal language, with whose richness, sound sense, and flexibility, those of none other can for a moment be compared.’ ”

— Walt Whitman, “America’s Mightiest Inheritance” (an article published in the magazine Life Illustrated, April 12, 1856)

 

“Never will I allude to the English Language or tongue without exultation. This is the tongue that spurns laws, as the greatest tongue must. It is the most capacious vital tongue of all—full of ease, definiteness and power—full of sustenance.—An enormous treasure-house, or range of treasure houses, arsenals, granary, chock full with so many contributions from the north and from the south, from Scandinavia, from Greece and Rome—from Spaniards, Italians and the French,—that its own sturdy home-dated Angles-bred words have long been outnumbered by the foreigners whom they lead—which is all good enough, and indeed must be.—America owes immeasurable respect and love to the past, and to many ancestries, for many inheritances—but of all that America has received from the past, from the mothers and fathers of laws, arts, letters, &c., by far the greatest inheritance is the English Language—so long in growing—so fitted.”

— Walt Whitman, “An American Primer”

 

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“[T]he English [language] is like an English park, which is laid out seemingly without any definite plan, and in which you are allowed to walk everywhere according to your fancy without having to fear a stern keeper of rigorous regulations. The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself.”

— Otto Jespersen, Growth and Structure of the English Language (1905)

 

— posted by Roger W. Smith

   October 2017; updated August 2018

 

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Addendum: Such statements should not be taken for granted. Comments I have received on at least two of my recent posts

Brummagem (more thoughts about language policing)

and

an exchange about political correctness, pedagogy, and LANGUAGE

show that some, perhaps many, of my readers do not necessarily have a sensitivity to or appreciation of the fact that language is organic or of the magnificence of the English language as it has evolved.

“The Peaceable Kingdom”

 

Bill's 'Peacable Kingdom' print

“The Peaceable Kingdom” – print by William S. Dalzell

 

“The Peaceable Kingdom” is a painting by American folk artist Edward Hicks (1780-1849).

The attached print was done by my dear friend the late William S. (Bill) Dalzell, a Manhattan based printer, on his own printing press in the 1960’s. Dalzell had a printing business at 218 East 18th Street, where I worked briefly in the late 1960’s, in the same building. It was my first job in New York City.

Bill Dalzell was a great admirer of Edward Hicks and a strong believer in peace.

 

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From Wikipedia at

https://en.wikipedia.org/wiki/Edward_Hicks

Edward Hicks was an American folk painter and distinguished religious minister of the Society of Friends. He became a Quaker icon because of his paintings.
Around 1820, Hicks made the first of his many paintings of The Peaceable Kingdom. Hicks’s easel paintings were often made for family and friends, not for sale.
Although it is not considered a religious image, Hicks’s Peaceable Kingdom exemplifies Quaker ideals. Hicks painted 62 versions of this composition. The animals and children are taken from Isaiah 11:6–8 (also echoed in Isaiah 65:25), including the lion eating straw with the ox. Hicks used his paintings as a way to define his central interest, which was the quest for a redeemed soul. This theme was also from one of his theological beliefs.

Hicks’s work was influenced by a specific Quaker belief referred to as the Inner Light. George Fox and other founding Quakers had established and preached the Inner Light doctrine. Fox explained that along with scriptural knowledge, many individuals achieve salvation by yielding one’s self-will to the divine power of Christ and the “Christ within”. Hicks depicted humans and animals to represent the Inner Light’s idea of breaking physical barriers (of difference between two individuals) to working and living together in peace.

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Addendum: I read The Journal of George Fox (1694) about ten or fifteen years ago. It made a great impression on me.

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Isaiah 11:6-8

New International Version

6  The wolf will live with the lamb,
the leopard will lie down with the goat,
the calf and the lion and the yearling together;
and a little child will lead them.

7 The cow will feed with the bear,
their young will lie down together,
and the lion will eat straw like the ox.

8 The infant will play near the cobra’s den,
and the young child will put its hand into the viper’s nest.

 

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“The Peaceable Kingdom” by Edward Hicks


— posted by Roger W. Smith

   March 2018

“don’t misbehave”

 

A couple of years ago, I went back to my hometown, Canton, Massachusetts, for a high school reunion and visited an old friend. It was great to see him.

We got to talking briefly about our old school and our teachers. Our friendship had begun in the seventh grade.

My friend told me that in our elementary school, one of the teachers hit him one day — he didn’t know why. She whacked him across the face. My friend was not a great student (he was actually of above average intelligence), but he was not a bad kid. He could occasionally be mischievous, but his “sins” would probably pale in comparison to what some kids do today. I do recall one time that he got in a lot of trouble with the school authorities for writing an obscene word on a piece a paper that he either accidentally or on purpose dropped on the floor and that was found by a teacher.

 

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My friend said that, on the day he was whacked by the teacher, he told his father about it when the latter came home from work that evening. He said to his father, “Mrs. _______ hit me today.”

His father asked him why the teacher had hit him. He said he didn’t know why.

“Well, don’t misbehave,” his father said.

 

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I was thinking about this incident and its implications. It seems to reflect parental attitudes very different from nowadays.

Few will agree with me, I suspect, and I wasn’t the affected student or the son of this particular parent. Nevertheless, I do not think that one should jump to conclusions about how my friend’s father responded.

I think he may have — note I say may because I was not involved and my friend merely gave a bare factual account; I am not sure how he himself feels about this incident in retrospect — actually handled the situation well. By which I mean to say that not knowing what had occurred, the father assumed his son might have been misbehaving. He would have, it seems, had some basis for thinking so.

 

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I knew my friend’s father well. He was a soft spoken, kindly man. He worked in a factory. He was, from what I and my own parents could observe, a loving parent.

The message he conveyed to his son was, don’t do anything that might get you in trouble.

This was actually good (tacit) advice, because — although my friend was not, by any stretch of the imagination, a “bad kid” — I know that he could be mischievous at times (which I think was probably a result of his being bored and restless in school), and he did get in trouble on at least one occasion, as I have noted above, where school administrators were on his case. So, actually, his father may have been trying to help him with the best advice he could.

Given what happened (I realize that it was no doubt hurtful to my friend, since he remembers it), I don’t think my friend’s father handled it badly. He didn’t freak out. He tacitly sent a message that may have actually been good for my friend to hear: don’t antagonize your superiors.

Do you think the case would be handled the same today? I doubt it. Parents are always crying “foul” and assuming that their children can do no wrong. When I was growing up, a premium was put on behavior, and adults were assumed to be right. I am not an advocate of corporal punishment, and I am not advocating a return to the days of schooling such as is depicted in George Orwell’s autobiographical essay “”Such, Such Were the Joys … .” I am merely trying to point out — the thought occurred to me — that sometimes parents can be more helpful to children by cautioning them to conform and submit to strictures rather than to defy or complain about them.

 

— Roger W. Smith

  October 2016; updated February 2018

 

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Addendum: The pedant in me gaining the upper hand, I can’t resist showing off. I wonder how many people know where the title of Orwell’s essay came from. It is from a line in William Blake’s poem “The Ecchoing Green.” I took a wonderful course in Blake with the revered professor and poet Allen Grossman at Brandeis University.