The eighteenth century was a period of intellectual and cultural change in England, marked by the rise of rationalism, empiricism, and neoclassicism. These changes also affected the attitude and efforts toward the English language, which were characterized by three main goals: to standardize, refine, and fix the language.
The first goal was to reduce the language to rule and set up a standard of correct usage. This was motivated by the belief that English had no grammar, prosodic, dictionary, or authority to regulate it. Many writers and scholars tried to provide these elements by writing grammar, dictionaries, and treatises on the language. Some of the most notable examples are John Dryden’s Essay of Dramatic Poesy (1668), Jonathan Swift’s Proposal for Correcting, Improving and Ascertaining the English Tongue (1712), and Samuel Johnson’s A Dictionary of the English Language (1755).
The second goal was to refine the language, that is, to remove supposed defects and introduce certain improvements. This was motivated by the desire to make the language more elegant, clear, and suitable for literature and learning. Many writers and critics expressed their opinions on what words, expressions, or constructions should be avoided or preferred. Some of the most influential examples are Swift’s Proposal, Joseph Addison’s Spectator papers on style and taste (1711-1712), and Robert Lowth’s A Short Introduction to English Grammar (1762).
The third goal was to fix the language permanently in the desired form. This was motivated by the fear that the language would change or decay over time, and by the hope that it would be preserved for posterity. Many writers and scholars believed that this could be achieved by establishing an academy or a society that would have the authority and power to regulate the language. They looked up to the examples of Italy and France, where such institutions had been founded and had produced authoritative dictionaries and rules. Some of the most famous examples are the Accademia della Crusca in Italy (1582) and the French Academy in France (1635).
This text provides a brief overview of the eighteenth-century attitude toward the English language and its historical and cultural contexts. It also provides some examples of the main writers and works that contributed to or reflected this attitude and its goals. It aims to give a general understanding of the development and diversity of the English language.
0 Comments