Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1897-05-06

that whatever content we may give this
term. language is always form of
motor consciousness adopted as a sign
! OF some inner state. Different mental
| states are so similar that their differ
| ences may be dropped, and common
| symbol may be recognized. Language
| begins whenever these forms OF the
motor organism are treated as signs for
| tne recognition OF experiences. In human
Kind the native powers OF mind and The
wonderful organic relation between feel
ing and It's expression along the muscu-
| lar organism make language possible.
But these instructive expressions are not
yet language. They must be trans
formed into generals. When the images
! OF the experience which excited the cx-
pressions arise the original feelings are
feeble; when the images OF the express
sions are reproduced. they. too. are not
accompanied with the vivid original feel
ings; thus they are modified and convey
rather the changed character OF the ideas
than the original presentations. The
movement is thus upward until the ex-
pressions become movable types. and
speech or gesture IL the accompaniment
Of thinking. Even deaf-mutes use some
motor form as a movable type. and this
symbol becomes the support. as well as
the vehicle, of the general notion. 1t
seems 10 me. then. that Iadd Is right
when he says that without words think
Inc either ceases to be thinking or else
adopts some other less useful form OF n
movable type.
FORGET PROPER NAMES.
"In disease Of memory the words first
forgotten are proper names. then COM
mon names. verbs. -adjectives. and pro-
nouns. and last propositions. This is
easily explained. II is not difficult 10
picture persons and things, but relations
need words. Try to picture if, or though,
or even on and through. The association
tracts which connect an abstract con-
cept or a relation with its name. are
far more numerous than those required
for a concrete concept There Is, there
fore. good physiological reason for the
fact. This shows the dependence Of gene
raj notions upon words. Lower animals
may have highy-abstract images. re-
cepts, as Romanes calls them, generics,
rather than generals: but there is no
evidence that they use movable types.
The human infant far eXcels in this
WHAT A WORD CONTAINS.
1.-The amount of thought that a word
contains varies with the individual ac-
cording TO his culture. our children
come into a linguistic environment, which
does not allow Of their going through
the original processes up to naming,
and they use generals appropriately.
Let every language lesson. therefore,
be surcharged with thought, and have
literary flavor as well. If words are
used with but approximate meanings. re-
member that they are 10 be accepted FOR
what they are worth. and allowed TO
pave the way for further thought. No
hos fu1 n
guage at best is but an imperfect medium,
and we all develop gradually TO fuller
cOnnotatiOn and a more precise denota-
ton. We all know of awakenings and
the shock Of pleasurable surprise when
new meaning was added TO an old word.
"Children's many happy hits in Ian
guage take place under the great law of
imitation. They bunder into wisdom.
1t is ours to lead them gently, but sure
ly and sequently, through exercise of
self-activity into closer analysis and
fuller synthesis on the basic principle
that clear impressions will lead TO clear
ideas. these to clear thought, and this
to clear language. If we wish our chill
dren to speak and to write correctly in
the mother tongue, we must begin early
to teach them how to think correctly.
To do this there must be close and Apo
site analysis of their own language, and
of that offered TO them for grasp of
thought. They must be made acute in
discovering difference and keen in de-
t6cting likeness. The law of limitation is
just as operative here as elsewhere.
CLOSENESS AS TO STRUCTURE.
Il am not advocating the technicalities
of grammar, but a close examina-
ton into the structure of sentences, the
particulars of language. exercise in
phrasing and rearranging, in supplying
ellipses, in contracting or in expanding,
I'm catching the elevation of spirit that
comes from close touch with good litera-
ture, in company with master mind
who knows how to arouse emotions
"A child's mind is often like Huxley's
coin-not to be deciphered. and it's its
inscriptions not to be seen until it has
been heated and every line has been
raised. Emotion plays a vital part in
establishing proper relations between lam
guage and thought in the child's mind
1T certainly does not conduce to good
results to plunge a child into analysis
beyond his powers. but | would far rather
have my child suffer this violence than
to h one teacher after another fail
to put m to a proper or adequate trial
of his strength. The emotions in the
latter case lead very swiftly to disgust.
IF you put yourself down to hard
reading for an hour day, and force
yourself to think up to the language and
extract a sequent and clear line OF
thought. you can appreciate my mean
ing I'm the recollection of the glow in
duced by this mental exercise. But this
is only getting thought from the printed
page. and not special language drill as
to form and structure.
1T is a valuable exercise TO reproduce
what has been read, and TO do 1t in ones
own vocabulary. Persistent effort in this
direction leads to thought-getting, ana
reveals faulty observation. Our speech
reflects our inner and real life most accu-
rately"
DR.. Sinner closed with a few remarks
along this qine as practically demon
strated in the New York schools.
MIR. MASSEY SPEAKS.
After the applause which followed the
reading of Dr. Sinners paper had sub
sided. Mr. Massey had a few words 10
say relative TO the future policy through
out the State as to examinations. lie
also spoke of the excellent address de-
livered by DIR. Sinner and its effect. and
touched briefly upon the general school
work.
The topic. "rhe Relation of Language to
Thought" was then discussed by Super
intendents King, of Sussex; Stearnes. of
Roanoke: Barksdaie, Of Halifax: Garden.
of Prince Edward; Foster. of Mathews,
and Graves. of Page county.
A resolution of thanks was rendered
DIR. Sinner for his admirable paper.
Professors Stubbs and Garrett Of Will
liam and Mary College were introduced
10 the assembly and made interesting
talks upon educational topics.
GRADING TEACHERS SALARIES.
"Grading Teachers Salaries-Prompt
r,.....ao,t of reacners" WAS the next