Words change their meaning — but not always for the better
The discipline of etymology is concerned with the derivation and meaning of the words we use today to share ideas. The title is drawn from the Latinised Greek word etymon, signifying the true meaning of the word.
The Stoic philosophers of the fourth century believed that all languages
were in a state of deterioration brought on by the ravages of time and
that in considering true meaning a search should be made for the original
form of the word — its etymon. According to this notion, the best
literature must always be the earliest, a theory that later philosophers
have denounced as error.
Words have remained under suspicion. In 1651 Thomas Hobbes, the political
philosopher, commented: “For words are wise men’s counters, — they
do not reckon by them; but they are the money of fools.”
Today many people are gravely concerned that political activists commonly
make statements that sound positive on the surface but are interpreted
as something completely different when it comes to discussion of meaning
and intention. We have reached the stage where statements of political
intent are put down to deliberate falsehood, since if they are queried
the answer is always equivocal, not positive.
Words have even lost their strict meaning; “gay”, for example,
is no longer used to mean light-spirited. Gender bias, invented by feminist
fanatics, is becoming something of a joke when we are asked to adopt “herstory” for “history”, “girlcott” for “boycott”, “humankind” for “mankind” and
to call the person presiding over a meeting “the chair” — which
is, of course, something to sit on. And we often use false singulars
and plurals derived from our classical heritage, such as “a criteria” instead
of “a criterion”, “this data” instead of “these
data” and “a media” instead of “a medium”.
In looking for a scapegoat we must consider that our educational system,
which turns almost all its attention to producing money-earners and winners,
is to blame. Herbert Spencer, the social philosopher, remarked in 1850: “Education
has for its object the formation of character.” And nearly a century
later, the historian G. M. Trevelyan commented that education “has
produced a vast population able to read but unable to distinguish what
is worth reading, an easy prey to sensations and cheap appeals”.
Perhaps if we revised our ideas on the education in our schools we might
produce a generation immune to the ungrammatical, inaccurate and even
deliberately misleading pronouncements of politicians, who often seem
to be concerned more with their own prosperity and welfare than with
ours.
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