Democracy In America-2 [33]
literature of a people, without being appropriate to its social and political wants. If men were to persist in teaching nothing but the literature of the dead languages in a community where everyone is habitually led to make vehement exertions to augment or to maintain his fortune, the result would be a very polished, but a very dangerous, race of citizens. For as their social and political condition would give them every day a sense of wants which their education would never teach them to supply, they would perturb the State, in the name of the Greeks and Romans, instead of enriching it by their productive industry.
It is evident that in democratic communities the interest of individuals, as well as the security of the commonwealth, demands that the education of the greater number should be scientific, commercial, and industrial, rather than literary. Greek and Latin should not be taught in all schools; but it is important that those who by their natural disposition or their fortune are destined to cultivate letters or prepared to relish them, should find schools where a complete knowledge of ancient literature may be acquired, and where the true scholar may be formed. A few excellent universities would do more towards the attainment of this object than a vast number of bad grammar schools, where superfluous matters, badly learned, stand in the way of sound instruction in necessary studies.
All who aspire to literary excellence in democratic nations, ought frequently to refresh themselves at the springs of ancient literature: there is no more wholesome course for the mind. Not that I hold the literary productions of the ancients to be irreproachable; but I think that they have some especial merits, admirably calculated to counterbalance our peculiar defects. They are a prop on the side on which we are in most danger of falling.
Book One - Chapters XVI-XVIII
Chapter XVI: The Effect Of Democracy On Language
If the reader has rightly understood what I have already said on the subject of literature in general, he will have no difficulty in comprehending that species of influence which a democratic social condition and democratic institutions may exercise over language itself, which is the chief instrument of thought.
American authors may truly be said to live more in England than in their own country; since they constantly study the English writers, and take them every day for their models. But such is not the case with the bulk of the population, which is more immediately subjected to the peculiar causes acting upon the United States. It is not then to the written, but to the spoken language that attention must be paid, if we would detect the modifications which the idiom of an aristocratic people may undergo when it becomes the language of a democracy.
Englishmen of education, and more competent judges than I can be myself of the nicer shades of expression, have frequently assured me that the language of the educated classes in the United States is notably different from that of the educated classes in Great Britain. They complain not only that the Americans have brought into use a number of new words - the difference and the distance between the two countries might suffice to explain that much - but that these new words are more especially taken from the jargon of parties, the mechanical arts, or the language of trade. They assert, in addition to this, that old English words are often used by the Americans in new acceptations; and lastly, that the inhabitants of the United States frequently intermingle their phraseology in the strangest manner, and sometimes place words together which are always kept apart in the language of the mother- country. These remarks, which were made to me at various times by persons who appeared to be worthy of credit, led me to reflect upon the subject; and my reflections brought me, by theoretical reasoning, to the same point at which my informants had arrived by practical observation.
In aristocracies, language must naturally partake of that state of repose
It is evident that in democratic communities the interest of individuals, as well as the security of the commonwealth, demands that the education of the greater number should be scientific, commercial, and industrial, rather than literary. Greek and Latin should not be taught in all schools; but it is important that those who by their natural disposition or their fortune are destined to cultivate letters or prepared to relish them, should find schools where a complete knowledge of ancient literature may be acquired, and where the true scholar may be formed. A few excellent universities would do more towards the attainment of this object than a vast number of bad grammar schools, where superfluous matters, badly learned, stand in the way of sound instruction in necessary studies.
All who aspire to literary excellence in democratic nations, ought frequently to refresh themselves at the springs of ancient literature: there is no more wholesome course for the mind. Not that I hold the literary productions of the ancients to be irreproachable; but I think that they have some especial merits, admirably calculated to counterbalance our peculiar defects. They are a prop on the side on which we are in most danger of falling.
Book One - Chapters XVI-XVIII
Chapter XVI: The Effect Of Democracy On Language
If the reader has rightly understood what I have already said on the subject of literature in general, he will have no difficulty in comprehending that species of influence which a democratic social condition and democratic institutions may exercise over language itself, which is the chief instrument of thought.
American authors may truly be said to live more in England than in their own country; since they constantly study the English writers, and take them every day for their models. But such is not the case with the bulk of the population, which is more immediately subjected to the peculiar causes acting upon the United States. It is not then to the written, but to the spoken language that attention must be paid, if we would detect the modifications which the idiom of an aristocratic people may undergo when it becomes the language of a democracy.
Englishmen of education, and more competent judges than I can be myself of the nicer shades of expression, have frequently assured me that the language of the educated classes in the United States is notably different from that of the educated classes in Great Britain. They complain not only that the Americans have brought into use a number of new words - the difference and the distance between the two countries might suffice to explain that much - but that these new words are more especially taken from the jargon of parties, the mechanical arts, or the language of trade. They assert, in addition to this, that old English words are often used by the Americans in new acceptations; and lastly, that the inhabitants of the United States frequently intermingle their phraseology in the strangest manner, and sometimes place words together which are always kept apart in the language of the mother- country. These remarks, which were made to me at various times by persons who appeared to be worthy of credit, led me to reflect upon the subject; and my reflections brought me, by theoretical reasoning, to the same point at which my informants had arrived by practical observation.
In aristocracies, language must naturally partake of that state of repose