Carnal Reason

Now, it is clear that the decline of a language must ultimately have political and economic causes: it is not due simply to the bad influence of this or that individual writer. But an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely. A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. The point is that the process is reversible. Modern English, especially written English, is full of bad habits which spread by imitation and which can be avoided if one is willing to take the necessary trouble. If one gets rid of these habits one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers.

George Orwell, Politics and the English Language

Orwell’s words are a perfect introduction to Less than Words Can Say, by Richard Mitchell, the Underground Grammarian. Mitchell’s thesis is that language is the medium of thought, hence degraded language must degrade thought. He mercilessly dissects many examples of bad writing. I was surprised that a book about the use of language could be both profound and laugh out loud funny.

From the Foreword:

A colleague sent me a questionnaire. It was about my goals in teaching, and it asked me to assign values to a number of beautiful and inspiring goals. I was told that the goals were pretty widely shared by professors all around the country.

Many years earlier I had returned a similar questionnaire, because the man who sent it had promised to “analize” my “input”. That seemed appropriate, so I put it in. But he didn’t do as he had promised, and I had lost all interest in questionnaires.

This one intrigued me, however, because it was lofty. It spoke of a basic appreciation of the liberal arts, a critical evaluation of society, emotional development, creative capacities, students’ self-understanding, moral character, interpersonal relation and group participation, and general insight into the knowledge of a discipline. Unexceptional goals, every one. Yet it seemed to me, on reflection, that they were none of my damned business. . . . So, instead of answering the questionnaire, I paid attention to its language; and I began by asking myself how “interpersonal relations” were different from “relations.” Surely, I thought, our relations with domestic animals and edible plants were not at issue here; why specify them as “interpersonal”? And how else can we participate but in groups? I couldn’t answer.

Posted on June 12th, 2005 by pwyll
Filed under: books