Mental Evolution in Man: Origin of Human FacultyRomanes, George John
Science
Mental Evolution in Man: Origin of Human Faculty
Romanes, George John
Evolution; Psychology, Comparative
This highly general and most important fact is usually stated as it
was, I believe, first stated by the anthropologist Waitz, namely,
that “the unit of language is not the word, but the sentence;”[219]
and, therefore, that historically the sentence preceded the word.
Or, otherwise and less ambiguously expressed, every word was
originally itself a proposition, in the sense that of and by itself
it conveyed a statement. Of course the more that a single word thus
assumed the functions now discharged by several words when built
into a proposition, the more generalized—that is to say, the less
defined—must have been its meaning. The sentence or proposition as
we now have it represents what may be termed a psychological division
of labour as devolving upon its component parts: subject-words,
attributive-words, qualifying-words indicative of time, place, agent,
instrument, and so forth, are now all so many different organs
of language, which are set apart for the performance of as many
different functions of language. The life of language under this its
fully evolved form is, therefore, much more complex, and capable of
much more refined operations, than it was while still in the wholly
undifferentiated condition which we have now to contemplate.
In order to gain a clear conception of this protoplasmic condition of
language, we had better first take an example of it as it is presented
to our actual observation in the child which is just beginning to
speak. For instance, as Professor Max Müller points out, “if a child
says ‘Up,’ that _up_ is, to his mind, noun, verb, adjective, all in
one. If an English child says ‘Ta,’ that _ta_ is both noun (thanks),
and a verb (I thank you). Nay, even if a child learns to speak
grammatically, it does not yet think grammatically; it seems, in
speaking, to wear the garments of its parents, though it has not yet
grown into them.”[220]
Again, as Professor Friedrich Müller says, “the child’s word _Ba-ba_,
sleep, does not mean sleep only, as a particular kind of repose, but
rather also all the circumstances which appertain to sleep, such as
cot, bed, bolster, bed-clothes, &c.[221] It likewise and indifferently
means, sleeping, sleepy, sleeper, &c., and may stand for any variety of
propositions, such as “I am sleepy,” “I want to go to sleep,” “He is
asleep,” &c.
Public-domain text, read in full here on John Shaqi.
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