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It would be absurd and ridiculous to suppose that any person, however
great, or learned, or wise, could employ language correctly without a
knowledge of the things expressed by that language. No matter how chaste
his words, how lofty his phrases, how sweet the intonations, or mellow
the accents. It would avail him nothing if ideas were not represented
thereby. It would all be an unknown tongue to the hearer or reader. It
would not be like the loud rolling thunder, for that tells the wondrous
power of God. It would not be like the soft zephyrs of evening, the
radiance of the sun, the twinkling of the stars; for they speak the
intelligible language of sublimity itself, and tell of the kindness and
protection of our Father who is in heaven. It would not be like the
sweet notes of the choral songsters of the grove, for they warble hymns
of gratitude to God; not like the boding of the distant owl, for that
tells the profound solemnity of night; not like the hungry lion roaring
for his prey, for that tells of death and plunder; not like the distant
notes of the clarion, for that tells of blood and carnage, of tears and
anguish, of widowhood and orphanage. It can be compared to nothing but a
Babel of confusion in which their own folly is worse confounded. And
yet, I am sorry to say it, the languages of all ages and nations have
been too frequently perverted, and compiled into a heterogeneous mass
of abstruse, metaphysical volumes, whose only recommendation is the
elegant bindings in which they are enclosed.

And grammars themselves, whose pretended object is to teach the rules of
speaking and writing correctly, form but a miserable exception to this
sweeping remark. I defy any grammarian, author, or teacher of the
numberless systems, which come, like the frogs of Egypt, all of one
genus, to cover the land, to give a reasonable explanation of even the
terms they employ to define their meaning, if indeed, meaning they have.
What is meant by an “in-definite article,” a dis-junctive
con-junction, an ad-verb which qualifies an adjective, and
“sometimes another ad-verb?” Such “parts of speech” have no existence
in fact, and their adoption in rules of grammar, have been found
exceedingly mischievous and perplexing. “Adverbs and conjunctions,” and
“adverbial phrases,” and “conjunctive expressions,” may serve as
common sewers for a large and most useful class of words, which the
teachers of grammar and lexicographers have been unable to explain; but
learners will gain little information by being told that such is an
adverbial phrase, and such, a conjunctive expression. This is an
easy method, I confess, a sort of wholesale traffic, in parsing
(passing) language, and may serve to cloak the ignorance of the
teachers and makers of grammars. But it will reflect little light on the
principles of language, or prove very efficient helps to “speak or write
with propriety.” Those who think, will demand the meaning of these
words, and the reason of their use. When that is ascertained, little
difficulty will be found in giving them a place in the company of
respectable words. But I am digressing. More shall be said upon this
point in a future lecture, and in its proper place.

I was endeavoring to establish the position that all language depends
upon permanent principles; that words are the signs of ideas, and ideas
are the impressions of things communicated to the mind thro the medium
of some one of the five senses. I think I have succeeded so far as
simple material things are concerned, to the satisfaction of all who
have heard me. It may, perhaps, be more difficult for me to explain the
words employed to express complex ideas, and things of immateriality,
such as mind, and its attributes. But the rules previously adopted will,
I apprehend, apply with equal ease and correctness in this case; and we
shall have cause to admire the simple yet sublime foundation upon which
the whole superstructure of language is based.

In pursuing this investigation I shall endeavor to avoid all abstruse
and metaphysical reasoning, present no wild conjectures, or vain
hypotheses; but confine myself to plain, common place matter of fact. We
have reason to rejoice that a wonderful improvement in the science and
cultivation of the mind has taken place in these last days; that we are
no longer puzzled with the strange phantoms, the wild speculations which
occupied the giant minds of a Descartes, a Malebranch, a Locke, a Reid,
a Stewart, and hosts of others, whose shining talents would have
qualified them for the brightest ornaments of literature, real
benefactors of mankind, had not their education lead them into dark and
metaphysical reasonings, a continued tissue of the wildest vagaries, in
which they became entangled, till, at length, they were entirely lost in
the labyrinth of their own conjectures.

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The occasion of all their difficulty originated in an attempt to
investigate the faculties of the mind without any means of getting at
it. They did not content themselves with an adoption of the principles
which lay at the foundation of all true philosophy, viz., that the
facts to be accounted for, do exist; that truth is eternal, and we are
to become acquainted with it by the means employed for its development.
They quitted the world of materiality they inhabited, refused to examine
the development of mind as the effect of an existing cause; and at one
bold push, entered the world of thought, and made the unhallowed attempt
to reason, a priori, concerning things which can only be known by their
manifestations. But they soon found themselves in a strange land,
confused with sights and sounds unknown, in the explanation of which
they, of course, choose terms as unintelligible to their readers, as the
ideal realities were to them. This course, adopted by Aristotle, has
been too closely followed by those who have come after him.[2] But a new
era has dawned upon the philosophy of the mind, and a corresponding
change in the method of inculcating the principles of language must
follow.[3]

In all our investigations we must take things as we find them, and
account for them as far as we can. It would be a thankless task to
attempt a change of principles in any thing. That would be an
encroachment of the Creator’s rights. It belongs to mortals to use the
things they have as not abusing them; and to Deity to regulate the laws
by which those things are governed. And that man is the wisest, the
truest philosopher, and brightest Christian, who acquaints himself with
those laws as they do exist in the regulation of matter and mind, in the
promotion of physical and moral enjoyment, and endeavors to conform to
them in all his thoughts and actions.

From this apparent digression you will at once discover our object. We
must not endeavor to change the principles of language, but to
understand and explain them; to ascertain, as far as possible, the
actions of the mind in obtaining ideas, and the use of language in
expressing them. We may not be able to make our sentiments understood;
but if they are not, the fault will originate in no obscurity in the
facts themselves, but in our inability either to understand them or the
words employed in their expression. Having been in the habit of using
words with either no meaning or a wrong one, it may be difficult to
comprehend the subject of which they treat. A man may have a quantity of
sulphur, charcoal, and nitre, but it is not until he learns their
properties and combinations that he can make gunpowder. Let us then
adopt a careful and independent course of reasoning, resolved to meddle
with nothing we do not understand, and to use no words until we know
their meaning.

A complex idea is a combination of several simple ones, as a tree is
made up of roots, a trunk, branches, twigs, and leaves. And these again
may be divided into the wood, the bark, the sap, &c. Or we may employ
the botanical terms, and enumerate its external and internal parts and
qualities; the whole anatomy and physiology, as well as variety and
history of trees of that species, and show its characteristic
distinctions; for the mind receives a different impression on looking at
a maple, a birch, a poplar, a tamarisk, a sycamore, or hemlock. In this
way complex ideas are formed, distinct in their parts, but blended in a
common whole; and, in conformity with the law regulating language,
words, sounds or signs, are employed to express the complex whole, or
each distinctive part. The same may be said of all things of like
character. But this idea I will illustrate more at large before the
close of this lecture.
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All language depends on two general principles.

First. The fixed and unvarying laws of nature which regulate matter
and mind. Second. The agreement of those who use it.

In accordance with these principles all language must be explained. It
is not only needless but impossible for us to deviate from them. They
remain the same in all ages and in all countries. It should be the
object of the grammarian, and of all who employ language in the
expression of ideas, to become intimately acquainted with their use.

It is the business of grammar to explain, not only verbal language, but
also the sublime principles upon which all written or spoken language
depends. It forms an important part of physical and mental science,
which, correctly explained, is abundantly simple and extensively useful
in its application to the affairs of human life and the promotion of
human enjoyment.

It will not be contended that we are assuming a position beyond the
capacities of learners, that the course here adopted is too philosophic.
Such is not the fact. Children are philosophers by nature. All their
ideas are derived from things as presented to their observations. No
mother learns her child to lisp the name of a thing which has no being,
but she chooses objects with which it is most familiar, and which are
most constantly before it; such as father, mother, brother, sister.

She constantly points to the object named, that a distinct impression
may be made upon its mind, and the thing signified, the idea of the
thing, and the name which represents it, are all inseparably associated
together. If the father is absent, the child may think of him from the
idea or impression which his person and affection has produced in the
mind. If the mother pronounces his name with which it has become
familiar, the child will start, look about for the object, or thing
signified by the name, father, and not being able to discover him,
will settle down contented with the idea of him deeply impressed on
the mind, and as distinctly understood as if the father was present in
person. So with every thing else.

Again, after the child has become familiar with the name of the being
called father; the name, idea and object itself being intimately
associated the mother will next begin to teach it another lesson;
following most undeviatingly the course which nature and true philosophy
mark out. The father comes and goes, is present or absent. She says on
his return, father come, and the little one looks round to see the
thing signified by the word father, the idea of which is distinctly
impressed on the mind, and which it now sees present before it. But this
loved object has not always been here. It had looked round and called
for the father. But the mother had told it he was gone. Father gone,
father come, is her language, and here the child begins to learn ideas
of actions. Of this it had, at first, no notion whatever, and never
thought of the father except when his person was present before it, for
no impressions had been distinctly made upon the mind which could be
called up by a sound of which it could have no conceptions whatever. Now Read the rest of this entry »

Speaking English is an absolute requirement for Mexican citizens who wish to advance in a professional field. Because of close ties with the United States, many Mexican companies conduct a certain amount of their business in English. So, if you’ve decided to teach English in Mexico for a living, you can be rest assured that you’ve chosen a profession that’s high in demand.

If you choose to teach English in Mexico you’ll have the chance to experience firsthand the rich Mexican culture. Teachers are generally expected to live in the country for at least a year, and many choose to stay beyond that because Mexico is a truly beautiful place to live in. Whether you’re teaching in a major metropolitan area or a small rural city, you’ll find the Mexican experience uniquely enlightening and enriching.

Qualifications

In order to teach English in Mexico, you must be certified in TEFL or CELTA. These certifications qualify native English speakers to teach in a classroom setting. Getting certified is fairly easy- most colleges and learning centers offer short-term programs that can earn you your certificate in a matter of months.

Most importantly, you will be required to get a work permit in order to work in Mexico. It’s vital to make sure your immigration papers are in order, because working illegally in Mexico leaves you open to deportation. Keep in mind that most Mexican work passes are good for only up to six months; at that point, you will most likely have to cross back into the US. Even entering the US for a matter of hours will reset your pass, and you’ll be able to re-enter for another six months.

Application requirements in Mexico are sometimes inconsistent, and it’s best to be over-prepared. Arrive with all possible paperwork in hand- bring your birth certificate, college transcripts, reference letters, and anything else you might possibly need. It’s difficult to predict what you’ll be asked for, and you’ll want to spare yourself the expense and trouble of having to return home for something you didn’t bring.

Finding a job

Those who plan to teach in Mexico should not plan on being hired before they arrive. Although in other countries you can often find a job before you head over, this is not common in Mexico. Your best bet is to research possible employment before you leave, and then get ready for an interview once you arrive in Mexico.

Most English teachers in Mexico are employed by schools. English is taught from elementary school on up through college, and native English speakers are always in high demand as teachers. However, you do have other options. Some companies will hire English teachers to train their employees in English communication. There are also numerous private language institutions that hold English classes, which any citizen can attend.
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What A German Language School Can Do For You

German is not always the first choice for people looking to learn a foreign language. But maybe it should be. German is spoken by more than 100 million people in 38 countries around the world. Most of the world’s German speakers are in Germany, Austria and Switzerland, but there are also significant numbers of German speakers in the United States and South America. That’s a lot of German speakers, and a lot of reasons to learn German. Here are five reasons to consider attending a German language school.

1. Learn German For Business
Germany is the third largest industrial nation in the world and a major exporter. Learning German will help business people to improve their prospects of doing business in German-speaking countries. And while it may be true that many Germans speak English as well as, if not better than, many native English speakers, those who learn German will have the advantage of understanding what is said in its original context. Many German language schools offer classes specifically designed to help business people learn German. These include classes dealing with speaking on the telephone, negotiations and presentations.

2. Learn German For Travel
In addition to the three major European countries where German is a native language, German is a second language for many countries across Eastern Europe. Those planning to travel in Romania, the Czech Republic, Hungary, Russia or Kazakhstan may find it useful to learn German to communicate in those regions. There are many websites that offer free language lessons to help travelers learn basic German phrases. However, for a more intensive course, travelers could learn German in Berlin or another part of Germany.

3. Learn German For Tourism
With three major language centers and many other German-speaking regions, German is a key language for those seeking to work in the tourist industry. Some German language schools offer courses aimed at professionals in different industries which will also help those in the tourist trade. This is key not just for those planning to work within Germany, but for those planning to work with the millions of German-speaking tourists who travel the globe each year.
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