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Excerpt from Webster's Unabridged Dictionary (2nd 100 Pages), by Noah Webster

  1. To conceive; to understand. [Obs.]
    ?T is still a dream, or else such stuff as madmen
    Tongue, and brain not.
    Shak.
    Brained (?), p.a. Supplied with brains.
    If th' other two be brained like us.
    Shak.
    Brain¶ish, a. HotÐheaded; furious. [R.]
    Shak.
    Brain¶less, a. Without understanding; silly; thougthless; witless. Ð Brain¶lessÏness, n.
    Brain¶pan· (?), n. [Brain + pan.] The bones which inclose the brain; the skull; the cranium.
    Brain¶sick· (?), a. Disordered in the understanding; giddy; thoughtless. Ð Brain¶sickÏness, a.
    Brain¶sick·ly, adv. In a brainsick manner.
    Brain¶y (?), a. Having an active or vigorous mind. [Colloq.]
    Braise, Braize (?), n. [So called from its iridescent colors.] (Zo”l.) A European marine fish (Pagrus vulgaris) allied to the American scup; the becker. The name is sometimes applied to the related species. [Also written brazier.]
    Braise, Braize, n. [F.] 1. Charcoal powder; breeze.
  2. (Cookery) Braised meat.
    Braise, v.t. [F. braiser, fr. braise coals.] (Cookery) To stew or broil in a covered kettle or pan.
    A braising kettle has a deep cover which holds coals; consequently the cooking is done from above, as well as below.
    Mrs. Henderson.

Brais¶er (?), n. A kettle or pan for braising.
Brait (?), n. [Cf.W. braith variegated, Ir. breath, breagh, fine, comely.] A rough diamond.
Braize (?), n. See Braise.
Brake (?), imp. of Break. [Arhaic]
Tennyson.
Brake, n. [OE. brake fern; cf. AS. bracce fern, LG. brake willow bush, Da. bregne fern, G. brach fallow; prob. orig. the growth on rough, broken ground, fr. the root of E. break. See Break, v.t., cf. Bracken, and 2d Brake, n.]

  1. (Bot.) A fern of the genus Pteris, esp. the P. aquilina, common in almost all countries. It has solitary stems dividing into three principal branches. Less properly: Any fern.
  2. A thicket; a place overgrown with shrubs and brambles, with undergrowth and ferns, or with canes.
    Rounds rising hillocks, brakes obscure and rough,
    To shelter thee from tempest and from rain.
    Shak.
    He stayed not for brake, and he stopped not for stone.
    Sir W.Scott.
    Cane brake, a thicket of canes. See Canebrake.

<-- p. 175 -->

Explanation ​

This excerpt from Webster’s Unabridged Dictionary (2nd Edition, 1828–1847), compiled by Noah Webster, is a fascinating snapshot of lexicography, historical linguistics, and the evolution of English. While it may appear at first glance to be a dry, technical listing of definitions, the passage is rich with historical context, etymological clues, literary allusions, and cultural significance. Below is a detailed breakdown of the text, focusing on its content, themes, and implicit meanings.

1. Context & Source ​

Noah Webster’s Unabridged Dictionary (1828) was a monumental work that standardized American English, distinguishing it from British English in spelling, pronunciation, and usage. This excerpt comes from the early pages (around p. 175), where Webster defines words beginning with "Bra-" (e.g., brain, braise, brake).

Key points about the source:

  • Purpose: Webster sought to create a uniquely American dictionary, reflecting the young nation’s identity. His work included etymologies, obsolete or rare words, and literary citations (often from Shakespeare, the King James Bible, or contemporary writers like Sir Walter Scott).
  • Style: The dictionary blends prescriptive (dictating "correct" usage) and descriptive (recording actual usage) approaches. It also includes archaic, regional, and technical terms (e.g., zoological, culinary).
  • Audience: Educated Americans in the 19th century, including lawyers, clergy, and scholars.

2. Themes & Observations in the Excerpt ​

A. The Evolution of Language ​

The excerpt illustrates how words shift in meaning, form, and usage over time. Key examples:

  • "To conceive; to understand. [Obs.]" (under brain): The verb brain once meant "to understand" (now obsolete). This reflects how metaphorical extensions (linking the physical brain to mental processes) evolve.
  • "Brained, p.a. Supplied with brains" (Shakespearean usage): Shows how adjectives form from nouns (brained = having a brain). The citation from Shakespeare ("If th' other two be brained like us") suggests literary authority in defining words.
  • "Brainy [Colloq.]": Marked as colloquial, indicating informal speech. Webster’s inclusion of such terms shows his effort to document living language, not just formal writing.

B. Literary & Cultural Allusions ​

Webster frequently quotes Shakespeare, Scott, and Tennyson to illustrate usage:

  • "’T is still a dream, or else such stuff as madmen / Tongue, and brain not." (Shakespeare, Macbeth, Act 5, Scene 5):
    • Context: Macbeth’s despairing speech after learning of Lady Macbeth’s death. He suggests reality is as incoherent as the ravings of madmen ("brain not" = lacking reason).
    • Significance: Webster uses this to show brain in a metaphorical/psychological sense (reason vs. madness). The citation also highlights how dictionaries preserve literary history.
  • "He stayed not for brake, and he stopped not for stone." (Sir Walter Scott, Marmion):
    • Context: Describes a frantic ride through rough terrain (brake = thicket).
    • Significance: Shows brake as both a botanical term (fern) and a poetic metaphor for obstacles.

C. Scientific & Technical Language ​

Webster includes specialized terms, reflecting the dictionary’s encyclopedic ambitions:

  • "Braise (Zoöl.) A European marine fish": Combines zoology with culinary terms (the fish is also called becker or scup).
  • "Braise (Cookery) To stew in a covered kettle": A French borrowing (braiser), showing how culinary terms enter English. The detailed description ("cooking from above, as well as below") reveals practical knowledge embedded in definitions.

D. Archaic & Regional Variations ​

  • "Brake, imp. of Break. [Archaic]" (cited from Tennyson): The past tense brake (instead of broke) was already obsolete by Webster’s time, but he records it for historical completeness.
  • "Brait: A rough diamond": A Welsh/Irish loanword (breath = fine, comely), showing how Webster tracked Celtic influences in English.

E. Word Formation & Etymology ​

Webster often breaks down word origins:

  • "Brainpan: Brain + pan" (pan = container, from Old English panne).
  • "Brainsick: Disordered in understanding" (combining brain + sick), with derivatives like brainsickly (adverb).
  • "Braise: From French braise (coals)": Shows cross-linguistic borrowing.

3. Literary Devices & Stylistic Features ​

While a dictionary may seem devoid of "literary" techniques, Webster’s entries employ:

  1. Allusion: Quoting Shakespeare/Scott to anchor definitions in cultural memory.
  2. Metaphor: Brain as a container for thought (brainpan), or brake as an obstacle.
  3. Juxtaposition: Contrasting formal ("Pagrus vulgaris") and colloquial ("brainy") registers.
  4. Historical Layering: Marking words as [Obs.] (obsolete), [R.] (rare), or [Colloq.], creating a temporal depth.
  5. Technical Precision: Definitions like "a fern of the genus Pteris" blend scientific classification with common usage.

4. Significance of the Excerpt ​

A. Lexicography as Cultural Artifact ​

This passage is a time capsule of early 19th-century American English. It reveals:

  • The standardization of spelling (e.g., braise vs. braize).
  • The blending of high and low culture (Shakespeare alongside cookery terms).
  • The scientific and industrial influences (zoology, metallurgy in braise).

B. The Dictionary as a Literary Work ​

Webster’s dictionary is not just a reference tool but a narrative of language. By including:

  • Obsolete words ("to brain" as "to understand"), he preserves lost meanings.
  • Literary citations, he canonizes certain authors (Shakespeare, Scott) as linguistic authorities.
  • Regionalisms (brait), he acknowledges diverse Englishes.

C. Themes of Order & Chaos ​

The excerpt subtly reflects Enlightenment ideals of classification and control:

  • Words are pinned down with definitions, etymologies, and citations.
  • Yet, language is fluid: brain shifts from verb to noun; brake means both fern and thicket.
  • The wildness of nature ("brake obscure and rough") contrasts with the order of the dictionary.

5. Close Reading of Key Entries ​

"Brain" and Its Derivatives ​

  • "To conceive; to understand. [Obs.]":
    • The obsolete verb to brain suggests a time when the physical organ (brain) was directly tied to mental action. This reflects a pre-Cartesian view of mind-body unity.
    • The Shakespearean citation (Macbeth) ties brain to madness and unreality, foreshadowing modern psychology.
  • "Brained, Brainish, Brainless":
    • These adjectives show how suffixes modify meaning: -ed (possessing), -ish (quality), -less (absence).
    • "Brainish: Hot-headed" links intellect to temperament, a common metaphor (e.g., "fiery wit").

"Brake" as Fern and Thicket ​

  • The dual definition (botanical and poetic) shows how words expand metaphorically:
    • Literal: "A fern of the genus Pteris" (scientific).
    • Metaphorical: "A thicket... to shelter thee from tempest" (Shakespeare’s As You Like It).
  • The Scott citation ("stayed not for brake") turns brake into an obstacle, showing how context shapes meaning.

"Braise" as Fish and Cooking ​

  • The homograph (same spelling, different meanings) reveals semantic branching:
    • Zoological: A fish named for its iridescent colors (like braised metal).
    • Culinary: A cooking technique (French influence).
  • The detailed cooking description ("deep cover which holds coals") shows Webster’s practical, encyclopedic approach.

6. Why This Matters ​

This excerpt is more than a list of words—it’s a microcosm of how language works:

  • Words are alive: They change, die ([Obs.]), or adapt (colloq.).
  • Culture shapes language: Shakespeare’s Macbeth influences brain; French cooking terms enter English.
  • Dictionaries are power: Webster’s choices preserve some words and erase others, shaping how we think.

In an era of digital dictionaries and AI, Webster’s method—rooted in history, literature, and human judgment—feels both quaint and profound. This passage reminds us that every word has a story, and dictionaries are archives of human thought.

Final Thought ​

If you read this excerpt not as a reference but as a text, it becomes a poem of definitions—a collage of science, poetry, history, and daily life. Webster doesn’t just define words; he captures the messy, beautiful evolution of English itself.