The Study of Living Languages

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THE STUDY

^

or

LIVING LAIGUAfiES. J

LIBRARY OF CONGRESS

THE

STUDY OF

LIYING LANGUAGES

COLONEL ARTHUR COTTON, MADRAS ENGINEERS.

MADRAS: PRINTED AND PUBLISHED AT THE SCOTTISH PRESS, BY

I, C, GRAVES.

18

5 7.

PREFACE. The

learning of the living languages of foreign, semi-civilized,

and savage people has now become a matter of such immeasurable importance that any man may be excused who makes the poorest attempt to diminish the difficulties of such a work.

Englishmen

especially, are at this

moment employed by thou-

sands, as Merchants, Missionaries, Magistrates, &c., in learning

hundreds of

different languages

from the lowest

civilization,

spoken by people in

state of society

all

stages of

upwards, and in their

speedy acquisition of a correct knowledge and free colloquial use of several tongues of those tribes,

hundreds of millions of the human

race are most deeply interested, as that

upon

wliich mainly de-

pends both their temporal and eternal

interests.

aware that there

work

ject is closely

is

in existence a single

and systematically investigated.

served that the point before us

Yet I am not

in which this subIt

must be ob-

what is the best mode of acquir-

is,

ing a knowledge of the language of savage and semi-civilized nations ?

and that

this is in

some important respects quite

distinct

from both the acquisition of dead languages and also of the living languages

of nations

who have been

fully civilized and,

conse-

quently, have a complete system of literature, a great variety of

books of instruction written by extensively informed Natives, and also thoroughly educated teachers.

There are

difficulties in

learning the languages of semi-civiHz-

ed and barbarous people which do not exist in the case of the languages of civilized nations, and with respect to the dead lan-

guages the principal points to be attended to and the objects

aimed

at are so entirely

that what

is

different

from those in living languages,

applicable to the one

is

almost entirely inapplicable

to the other.

Nothing can be more deplorable than mischiefs arising out of

it

this state of things.

are incalculable.

The

All, without excep-

PREFACE.

11

tion

who

require to

tempts to acquire

it,

know such

language,

a

teen twentieths of the time so employed

down

whole, breaking

knowledge

at all

;

as to

earth,

each

any useful

probably scarcely one in ten acquires a tolerit,

make them

and scarcely one

really effective

all

such a

transference of

mass of the inhabitants of the

for the great

literature,

at

translators, an office

because the

of the highest possible importance,

English

at-

a large portion lose the

;

have acquired

before they

ably correct and free use of

knowledge

and who make

probably from three fourths, to nine-

lose,

must precede the formation of a national

literature

amorfg

tribe.

At present

it

may

safely

be said that no system whatever

is

followed in studving such living languages for colloquial purposes.

Let any one individual of the thousands who are

at this

so employed, be asked, whose system of study do

you

moment

prefer, or

have you any of your own, and upon what grounds do you decide or that point, and his answer would generally be such

upon

this,

as to

show that he had no

on

definite, well-digested ideas

clear,

Without the

the subject.

previous investigation of the

least

subject, without spending one single day in reading a treatise it,

or considering

it

in his

own mind,

hand a matter upon which he years

;

taking at a

may happen

that he

will

venture as to fall in

on

he usually blindly takes in

perhaps employ one or several

it

were, any books or teachers

witli,

or any ideas he

may hap-

pen to have got into his own head, he knows not how or

whence

;

mode he

without any solid grounds for concluding whether the is

pursuing

will leail to

an economical or an enormously

wasteful expenditure of time, and, what

whether ho efl'ective

is

laying

tlie

foundntioii

knowledge of the

in a totally false use of

it,

language,

is

of

of more, importance, a real,

and

correct,

or establishing himself

which, wIumi brcoiuc habitual,

will lu'ver

be corrected. Matters are in respect of this study of languages just as they

maki ug before the tiuu^ of Mr. McAdam. Every man thought he was born a road maker, ami those holding Avere in respect of road

the charge of roads did almost anything to tluiu and called pairs.

It

was a most eomniou

tlu'ng for instance to

layer of loose rounded gravel on the road, which

at

it

re-

throw a thick first

caused

al-

;

PREFACE.

Ill

most the greatest possible resistance to the carriages and by degrees was converted into

mud, but never

afforded any tiling ap-

proaching to a clean, hard surface. The road menders were quite satisfied

because they were doing something, but

if

asked,

why

they did what produced an effect exactly the opposite to that

which was

desired, they of course could not

Eoad-making has

have given a reason.

since been thoroughly investigated

men have not yet perhaps found have now a real reason for what

and though

out the best way of doing

it,

they

they do, and consequently a pro-

digious improvement in roads has been produced. It

is

high time that such a change should take place in

ence to this subject ation of

it,

now

refer-

before us, and any attempt at an examin-

with a view to a really sound system of study should

be accepted.

The thoughts contained

in the following paper are the results

of such a consideration of the subject as could be given to

the midst

of

duties of

it

in

another kind during a period of more

than thirty years. Circumstances have not allowed of the writer following up the study of any language, to any extent, having repeatedly moved,

from where one language was spoken to where another was used,

and

his time being too

much

occupied with pressing business

nor has he had an opportunity of commencing ihe study of a lan-

guage with such materials as he here recommends ready prepared to his hands.

In the course of this long period however he has had an opportunity of trying his plans partially in several languages both self

and

others,

and forming something

ideas

mind ; and he must

like a digested

system in his

first

own

state that ^s to the leading points in the sys-

tem here proposed, he has quite

He

on him-

and thus of correcting in some measure his

satisfied

himseK.

has taken every opportunity of obtaining aid from others,

both by reading works of teachers of languages in Europe, and also

by trying to

discuss the question with those

who were Prom

studying and had studied such kind of living languages.

the former he has received some help, though often merely by

being taught what to avoid

;

but from the

assistance, simply because in general they

latter

he received no

had no

distinct ideas

PREFACE.

IV

on the matter, nor any

at all

done

any thing they had

solid reason for

lie has however got various hints from

in their studies.

observing what progress different men had made in such studies when using different means. On one occasion lie met with a young man who had given his whole time to Arabic for three years,

and could not then produce a sentence in conversation, and soon after he was intimate with another who in about 8 months and while loaded with other duties, had obtained,

such an

effective, colloquial use

of the

gularly transacted extensive business in sorts without the least

every day with

two or three

and yet

all

not an accurate yet

with strangers of

it

reall

Again, in India one meets

difficulty.

men who have

years,

if

same tongue, that he

studied most diligently for one,

their life after

that both from pronunciation and expression unintelligible to any native, excepting those

s])eak a language, is

almost, or quite,

who from being about

them constantly in an official capacity have learnt their language, (for what they used and called the native language was really a language of their own invention) and so have come to understand them.

The

writer cannot conclude these remarks without expressing

his full assurance that the acc^uisition of a correct

knowledge and

perfectly ready colloquial use of such languages will be found to

^be a matter requiring very bttle time at present, in

most

On

adopted.

cases,

when a

compared with what

better

mode

it

does

of learning

is

one occasion he had an opportunity of observing

made by children in acquiring a new language in a Out of a number that embarked in a ship in India not know a word of English, having previously used

the progress

certain time.

many

did

nothing but some Indian

language, and they were of various During the four months of the voyage to England every one of them had so perfectly acquired the use of English that they ages.

never were at a ledge of

it

loss,

as those

and

latterly

seemed

who had always used

to

have as good a know-

it.

Now

if

children of a

few years old, without the slightest assistance from teachers or study, could thus pick

months and thing their

talk

it

up a

colloquial use of a

exactly

like

new language

in four

one who had never talked any

else, it seems certain that adults with a Imndrcd times power of mind and with suitable books and teachers and

PREFACE. regular study could not

fail

to attain to a real

knowledge and

new language, and that without being they were altogether wrong in the method

ready colloquial use of a years about

it,

of study they

unless

adopted.

his opinion that

when

In

fact he cannot help declaring

this subject is fairly

the great supposed obstacles to intercourse of

life will

new language

for all

;

and that

the ordinary purposes of

be found to be within the reach of almost

paratively very small expenditure of time

as

strange languages

will be found, comparatively speaking, a mere bugbear

the acquisition of a

it

grappled with by men,

all

with a com-

and labour.

;

THE STUDY OF

LIVING LANGUAGES. Before proceeding

may be well to make some remarks on the mistakes commonly made at present, and the chief difficulties that

guages, are

to propose a system of study of living lan-

usually

it

met with,

as well as

that are

on the time generally expended on

such study.

A

great

many

of the

common

to the circumstance that almost

mistakes can easily be traced universally the students have

previously been accustomed to study dead languages, and from their not observing that almost all their ideas have

from that study, while the principal

been formed

points to be attended to in

the study of living languages are exactly those that are of

little

or no consequence in that of dead ones, and vice versa. In learn-

ing Latin or Greek, for instance, the sole objects usually are to be able to read so as to understand the writings of highly educated

men and

essays.

(but as very secondary) to write

The following

elegant formal

are therefore the leading points

aimed

A knowledge of the character. 2nd. A knowledge of the whole vocabulary of the languao-e,

at

1st.

in-

cluding a multitude of words seldom or never used colloquially in the ordinary business of life. 3rd.

A readiness

4th.

A

in perceiving the

meaning of long involved formal sentences, such as are found in grave prose and in poetical writings.

thorough knowledge of the whole grammar, so as to be

able to give a formal rule for any thing 5th.

when

questioned.

And

such a familiar knowledge of the idiom of the language as will enable one to write formal papers in a good style.

The 1st.

points that are of

little

Correct pronunciation.

or

no consequence

are,

THE STUDY OF

Z

An

i^nd.

extensive knowledge of the

common

expressions used

in the ordinary business of Hfe.

A

3rd.

perfect readiness at recognizing the

word by the sound

wlien rapidly spoken.

The same

4th.

forming sentences

in

express our

to

own

thoughts.

Kow,

we

if

consider these things

we

perceive that

shall

study of the dead languages and that of the

tlie

living languages of

and barbarous nations are almost diametrically op-

semi-civilized

posed in respect of the objects to be attained. The points that are one are either non-essential, or of no importance

essential in the

whatever, in the other and vice versa.

most of

fluently, correctly

and

A man

may

talk a

language

usefully, for all the ordinary business

without knowing the character, without being able to

life,

quote a single rule of grammar, without the knowledge of half or three-fourths of the

any

facility

writings of learned ation,

vocabulary of

a

language,

men

;

while, without an accurate pronunci-

an ample acquaintance with the

common

colloquial ex-

uneducated people, and a most free

of

pressions

and without

comprehending the involved sentences of formal

in

use of them, so

and ready

that strangers can readily catch his words aiul

comprehend his meaning, and without an ear thoroughly exercised in the sounds of the language, so as at once to recognise

what

is

spoken by a native, he has entirely missed his object,

though he may know every word in the language and every rule of grammar, and be able to w'rite an elegant essay without a mistake.

Books

of history kc, do not furnish us with the expresEreri/ countnj has its oivn pe-

sions of ordinary conversation. culiar forms

and they

be given by w hich

w-vsf he learnt individuaUt/ ;

a student,

who knows

no ndes can

the words and grammar,

In semi-civilized countries, where

can invent them himself.

not one in a hundred has read books, there

is

a large projjortion

of the words, which are never used in conversation on ordinary matters, and which therefore are so far froni being of any use to

the great mass of those

who have

they are always in his way, ex})ress liimsi'lf in

unknown 80

to

if

words not

in

most of those with

far therul'ure

from

it

to acquire the language that

he has learnt them, leading him to

common whom he

use,

and consequently

has

to

communicate.

beinu' sullicieut to follow the ideas

which

LIVING LANGUAGES. a

man

3

has gathered while studying dead languages^ they are in fact

the very opposite to those which are correct as respects the study

of such living languages as are here supposed.

we examine the mode

If

may

of study adopted generally,

however

it

vary in minor points^ the system,, so far as that can be called

indeed no such thing,

a system, which

is

dead languages.

grammar^ and learning, almost exclusively by the eye, he

and a

A.

dictionary,

proceeds exactly as as

man

takes

up a book

is

that suited to the

of stories, a

the use of his ear were of no consequence,

if

he must at once grapple with the wdiole vocabulary of the

if

if when he had got the materials of words and grammar, he could himself guess the forms of expression wliich he must compound from them; like the idiot wlio w^as

language, and as rules of

found to have stored up in his box

all tlie wlieeis, axles, &c.,

he

could lay his hand upon, thinking that when he had got enough

he could

easily

make

The

a clock of them.

results of this pro-

A

youth in India has passed a splendid examination, knows every word of the language and has a rule of ceeding are notorious.

grammar

home

for everything, loses his

before he

is

way out

riding and can^t get

in danger of a stroke of the sun, because he

make any Native he meets understand him, nor can he understand a sentence spoken by them, and this after many months, can't

often a year or two, of intense study from

And what

is

still

pronunciation and

worse, probably he a false

mode

is

morniug

confirmed

expression

of

to night.

in a false

from

having

almost entirely neglected these two great essentials, or at least not having given tliem any thing like due attention. The consideration of this source of are

made

many

of the

most serious mistakes that

in this study will be very useful.

Another great source of mistakes, generally learnt

dence in their

by men

at that

is

that

such languages are

age when they have most

own powers and when they

are

ways disposed to take the bull by the horns.

confi-

consequently

With

al-

this feeling

the student generally rushes into the midst of his enemies headlong, attempting to grapple at once with the character, the pronunciation, the whole grammar, the whole vocabulary of 20,000, or, as in Arabic,

200,000

language of books and the wonder that such a one finds

w^ords, the

language of conversation &c.

No

himself continually discouraged, that

many

give

up

in despair.

THK STUDY OK that

all

waste an

amount

cno^lVlnu^;

oi'iinie

and mental

etibrt,

that scarcely one in a hundred ever talks like a native. a

man's powers may be

it is

matters in this way, and pressions on his

mind

may which we

certainly sheer waste

the same person would,

as

about

set

encounter

Europeans are ordinarily placed

if

he concen-

at a time.

also be well here to advert to necossai-ily

to

cannot possibly receive such clear im-

upon one thing

trated his attention It

lie

and

Whatever

some peculiar

difficulties

in the circumstances in

which

in semi-civibzed countries,

and

Hke India, in which caste prevails. If an Englishman wishes to learn French or German, he can go and especially in a country

live

with a native family, or throw himself continually into the

where his

society of natives, in inns and places of public resort,

ear will be exercised from morning to night in the true pronunciation

and the

real ordinary expressions of tlie

hmgnage, and where

consequently, Avithout the least effort even, though indeed slowly,

he can hardly help acquiring a correct use of the language both as respects pronunciation and expression. tries

But there

are few coun-

out of Europe where a European can thus freely associate

with the natives, and in India he

is

effectually excluded

from their

houses. Separate and special means must therefore be used, to exercise the tongue

and ear of the student, and

with a stock of bona

Another

difficulty

the great inferiority of native

is

compared with European Masters. of cases a

who is give

man

all

Indeed

and well instructed teacher.

of the help

derived

is

from a practised

Eurther, such languages are so ex-

tremely different from the European torgnes,

culties

teachers

in a gi-eat proportion

by profession, and who therefore cannot

a hundredth part

that a person

memory

has to leain a language with the assistance of one

not a teacher at

him

to store his

fide expressions.

much more hkely to

in every

respect

be discouraged from the

diffi-

he experiences than in learning a foreign European language,

and on

this

account

it is

especially necessary

that shall as far as possible tend to keep

to adopt a system

up th€ stndent^s courage.

These are some of the leading points that should be

kept in

view in considering a system of study for buch languages. I would now propose some fundamental principles to be taken as clues to the better understanding of the subject.

LIVING LANGUAGES.

two fundamental points to be

It is evident that there are

tended

The

to.

the two,

is

To

;

first,

which

and yet one

If a false foundation is

made sound. pronunciation or a false mode

the erection can never be

quires a false

will never get over

it.

of

knowledge

and his

is correct,

bers use

own

instead. all their

assured in his

so that he

up what

liable to give

own

is

may

true pronunciation of every its

he

perfectly cor-

own mind

that his

not afterwards be in doubt

right and substitute

how

it is

any intercourse with natives by means of

and

once ac-

expression,

some guess of

Por want of right modes of study, what numlives some language and pronunciation of their

invention and never find out

certained,

of

he should have such a thorough knowledge

and not only

that he shall be fully

so,

man

If a

Whatever he learns should be

rect, it

This

at least as often forgotten in

studying languages as in other matters. laid,

at-

greatest importance of

be careful that we lay a sound foundation.

universal principle

is a

bv far of the

is

they can hardly have

The true value and word encountered should be fully asit.

use in a great variety of forms of expression

should be made thorouglily familiar, before proceeding to other words, and no imperfect acquaintance wdth a word or expression

should be allowed. save time

;

but

The second great principle is of course To must always be subordinate to the former. ;

this

In the main however the two principles are not only compatible but inseparable perfectly

:

much

nothing causes so

waste of time as im-

learning things, receiving indistinct and shallow im-

pressions of them, because such things are always forgotten and

have to be learnt over again.

enormous time

is

This

is

w^asted in this study.

the grand reason

at once that every thing is partially learnt

bly at least a

hundred times over.

He

why such so much

A man attempts

and forgotten proba-

begins with a book contain-

ing hundreds, more likely thousands of words and long sentences involving innumerable rules of grammar, and before he gets to the it has learnt in a sort of way and forgotten every word in and every expression over and over again, and has probably in the end thoroughly apprehended and acquired a familiar knowledge

end of it

of not one tw^entieth

perhaps

makes

lists

many hundreds by

part of the words he has

met with.

He

of the words that he meets with and learns

heart at once, but he has no useful knowledge

THE STUDY

6

No

one in twenty of them.

of

so thoroughly

it is

01

word

is

known till mouth at any

cll'ectually

familiar, that it is ready in his

moment, without the

slightest efibrt of

memory, and

used in a considerable variety of expressions

;

in fact,

can be

till it

just

till it is

to the student like one of the

words of his native tongue, and so

wrought

cannot be forgotten again.

into his

mind

that

it

It

may

however often appear that time would be gained by adopting some plan which would endanger the soundness of the foundation,

and

The

in this case

such a plan must be rejected.

third great principle

is

;

To have such

a system as

shall

encourage people, both to commence upon and go tlirough with the study of native languages.

encourage

all

It is of exceeding importance to

persons, whatever their situations

or

occupations

when remaining for any time hoAvever short or uncertain such countries, to make themselves acquahited, as far as possi-

are,

in

ble,

Numbers at present never mode of study cuts them off

with the language of the people.

attempt

it,

from

all

hope of ever attaining to the smallest useful knowledge

of

without such an expenditure of time and labour as they are

it,

solely because the usual

A

afraid to encounteT or their circumstances absolutely prevent.

system which shall afford some useful results to

upon

and those

in

time and labour expended,

is

enters

lead

it,

numbers

many

such,

if

to

make

a beginning wlio

encouraging system

is ecjually

to It

now never attempt

they once began, would not rest

till

who

one

some degree proportioned an innnense desideratum.

tained some considerable knowledge of

An

every

the

would

it

;

they had

and ob-

it.

required for those

who do

at

present set themselves to the study with the purpose of going it. Nothing can be more discouraging than the means usually pursued at present, whereas if a man were pursuing

through with

a system in which he felt at every step, that he useful progress, he

would go on with teidbld

too, that stop Avherehe would, his labour

In endeavouring

to

accomplish the

may be laid down. 1st. The student is really

was making

spirit,

real,

always feeling

had not been thrown away. tlrst

object the following

lules

tempt to

tcac/i khnsclf.

to learn the

language

aiul

not to at-

For instance, notliingis more common

than for a man, as soon as he has learnt a few words,

with the

LIVING LANGUAGES. help of his

grammar

way he may

to begin to try

certainly

make

/

and form sentences. In this of his own, but it

new language

a

Thus numbers atwon't be the language he proposes to learn. tempt to communicate with Natives by Enghsh sentences made up of foreign words which consequently are not merely scarcely intelligible

but often convey no meaning at

all,

correct as regards both words and grammar.

not at

first

attempt to take the smallest step

thougli perfectly

The student must alone. He must not

pronounce a word nor put two words together by himself. He must be content to learn every thing, and that thoroughly, from a

sound by sound, word by word, expression by expression, and not attempt to go beyond this, till he has become so esta-

native,

bhshed in correct pronunciation, in his knowledge of the correct value of words and in the actual forms used by the Natives that there

is

no danger of

his substituting

something of

his

own

for the real language.

It is

by no means

once or ten times

:

sufficient

to learn a

sound or expression

can only be correctly acquired by exercise,

it

by thousands of repetitions, referring every time immediately to If a man reads for an hour with a teacher a correct standard. and then goes on attempting to pronounce the w^ords by himself for the rest of the day, ation, unless

he

is

he will inevitably acquire a

nunciation that there

is

no danger of

deed abundant exercise of

utmost use, but

his tongue,

his losing

when

Avithout

a standard

would be the consequence

it

;

and then

in-

before him, ;

and

if

letter

and then as

should go on writing repetitions

at the

any body can

tell

what

end of a month he Avould be

thoroughly confirmed in writing such a seen before

it,

this at first is ruinous.

soon as he had a rough idea of it

pronunci-

alone, will be of the

Suppose a child were shown the form of a

of

false

so thoroughly established in a correct pro-

letter as

had never been

he had occasionally the standard put before

him, the consequence would be that nine tenths of his time would

be passed in learning to recede further from

tlie

original,

the other tenth in trying to get rid of the habit of writing

and

wTong

and

to bring himself back to what was correct. The same is the case with the student of languages, and

eral

in gen-

they are thus constantly employed in partially learning and

TUE STUDY OF

O

then unlearning, and the consequence

proach

is

made

to a correct use of

the time employed

A

third point

If a it is

number

that even where an ap-

is

the language

nine tenths

of

needlessly lost.

is

to learn one thing at a time.

is

of things are pressing

upon the attention

at once,

impossible that a distinct and permanent impression can be

mind whatever

received by any

its

Let us consider a

powers.

person learning a language in the way so commonly followed.

He

is

grappling with a sentence of

many words.

once to consider, the character, the meaning of the pronunciation of them verbs, the syntax, the is,

is

his attention

so

is

mode

all, tlie

Here he has

nouns and

inflexions of the

of expression,

The consequence

&:c.

overwhelmed and distracted that

quired

so little progress

effort to

Often his

progress

never master the difficulties, as a

man

wears

it

and carry a portion of it

when

at a time,

How

many,

by the way in which they learn

that

at a time,

and sound knowledj^'e and

t^o

fourth point

really essential parts of the subject.

constitute

effective

What

loose imperfect idea of the value of almost

rough

mode

of putting

them

of understanding a

is

usually laid

whole strength to the arc

all

the things that Certainlv not a

the words of the

their pronunciation aiul the

together, the

power of reading the character,

book with the

;

they

at

guess

of recognizing the words by

that

if

use of the language.

a sound knowledc^e in this case?

language, with a

Whereas

on so comfortablv that thev would be

to take care to give the

is

but

they would attain to such a clear

in no danger of ending without an

A

;

they have some use

they are obliged to lay by for a time.

would learn one thing

he

climates

by learning a language

when

if

would gain

especially in hot

are so injured in their health, not it,

caji

he would not

only accomplish his task atid that comfortably, but strength by the exercise.

so

some-

himself out

times in trying to carry a load beyond his strength,

it

is

one continued

is

bear up against the most depressing feehng that he

would divide

No

made, that the knowledge ac-

is

so imperfect and incorrect, and that the student

is

constantly discouraged.

of

mind

his

incapable of receiving a clear impression on any one point.

wonder that

at

many new w ords,

lielp of

."^i^/U

kc.

time for consideration,

This

is

the foundation

such a student now commences to apply hi«

LIVING LANGUAGES.

knowledge of the language

perliaps the

to tlie principal,

only

conversation.

He

finds of course that his being able to recognize the words

when

purpose for which

he sees them

has studied

lie

of no use to

is

ing them by the ear, says the Native, he

him

it;

viz.,

he has no

;

recogniz-

facility in

which was the only thing he required

is

attempting to talk

;

speaks too

with,

he

fast.

he has not been learning the one grand thing he

The

fact is that

had

to learn, the use of his ear.

Next, he finds his knowing

the words in the language, in a certain to him, because

what he needs

is

way

is

of

little

all

no use

or

the perfectly ready, familiar use

of one in ten of them, but he cannot put a dozen together in

way which

that ready

is

necessary for conversing.

Next, when he has with he

is

much

paralyzed by seeing a

difficulty

civil,

put a sentence together

enquiring stare on the counte-

nance of his companion, in consequence of the imperfection of his pronunciation,

and the English mode of expression he

His

produces utter discouragement, unless he has

failure usually

such a good opinion of himself that he attributes

In

the stupidity of the Native.

reality

it

uses.

entirely to

he has been giving the

whole of his attention to matters that are of

little

or

no use to him,

while he has almost entirely neglected those that are essential.

This brings us to the learnt hy the ear

fifth principle,

and not hy

the eye.

that the language must he

This

is

one of the great

fundamental mistakes made almost universally in studying languages

:

the student never for a

moment

livins^

studies without see-

ing the words, though he knows that his whole object is to recognize

them by

man might

his ear, without

any assistance from the

eye.

A

just as well attempt to train himself for a walking

journey by sitting

down

for a year

and turning a winch with

his

arms, or try to strengthen his limbs by moving for 6 months on

Every body knows the consequence of

crutches.

every body pursues

medium

it.

Erom

the

first

this system,

but

the ear must be the main

and though the eye may be some advantage just to help the mem-

of receiving instruction

uf^ed a little

at first with

ory, yet after a little

time the ear should be employed alone in

conversation.

A man has

made

may

consider he has laid a sound foundation

the following acquisitions.

when he

10

Tin:

The

1st.

])ti-fi'ctly

STUDY OF

accurate proiuinciat ion and tlioroiighly fami-

liar knowledge of a certain nninuer of the most generallv used words, however small, so that they are to him exactly as words of

own language, that is, that he has not to search about in his memory for them when he wants them, but that they will come his

of tliemselves, and these pronounced so that a native cannot but

recognize them.

2nd. The ])ower of putting these together in a good number of real

bona

fort,

however short, without any

tide native expressions,

ef-

expressions whicli he can confidently use, because he

they are

as he actually learnt

real,

them from a

knows and not

native,

ones that he has invented and which consequently

may or may One will

not convey the meaning he intended or any meaning.

who

often hear a native

tence

wliicli is

has learnt English at a School use a sen-

unexceptionable as to grammar ^'c, but which

objectionable as conveying no meaning whatever to an

Thus

man.

a

that^s good,"

Tamil man may say in English, " If you see

and the Englishman

to

whom

it is

is

Englishthis

addressed can-

not even guess what he means to express, though the same expression conveys a clear idea to the Tamulian. 3rd.

An

ear so exercised in the sounds of the language that

the words spoken by a native,

if

they have been learnt, are at

once recognized by the student so that what limit of the student's vocabulary can be

said

is

within the

apprehended

at once

without seeing the words written, and without a moment's consideration. 4tli.

The knowledge

of so

much grammar

as

is

necessarv to

form sentences of a few words only. Tliis is the sort

of

knowledge of a language that a chikl of

He

three or four years old has.

grammar, he can't

doesn't know^ a single rule of

})erhaps read or write a letter, his

\\\\o\v.

nlary probably consists of a thousand words, but within

vocab-

tlie

hmits

of the matters he has to converse about,

he can say with perfect

freedom and almost perfect correctness any

tiling he

a moment's

hesitation,

and

lie

umlcrstands on

wants without

tlie

instant every

thing that's said to him, and that even though some of the words

used are

unknown

to him.

wliat

knows

real,

lie

is

lie has in fact a

soimd foundation,

and he has only to go on adcbug to his

LIVING LANGUAGES.

11

stock of words and expressions, and to correct some unimportant errors, whicli

however are such

being understood.

An

as

do not in the

adult student,

least prevent his

who has such

a knoAvledge,

in a right position, because he can converse within certain

is

limits,

and therefore he

is

in the

way

of exercising himself in

and he has nothing of consehis progress is not stopped by established

contact with a correct standard,

quence to unlearn

;

habits of false pronunciation, and false expression, nor

dependance upon his eyes to

memory.

assist his

by habitual

His only care

then in conversation should be, not to attempt too much, but to content himself with

common

subjects

and simple expressions, and

only giving himself more liberty, as by learning he increases his

The knowledge

stock of words, expressions &c.

has nothing to do with this foundation, assistance in acquiring

it,

and

it is

learnt

by the

by any

others.

ear alone,

it,

a

and the sounds

by the student^s own

let-

knowledge of almost the the words in common use about

Neither

whole language necessary to

child

letter.

the pronunciation of

so acquired are just as well represented ters as

A

without knowing a

The character has no connection with

must be

of the character

not in any way an

a great hindrance.

uses his language freely and correctly

language, which

it is

is

a

ordinary matters form only a very small

proportion of the words

of a language, and three fourths of the words which occur in the

books ordinarily read are of no use whatever to the beginner are

on the contrary the greatest hindrance

his thoroughly learning those that of.

to

;

they

him by preventing

he ought to have a familiar use

Let us recapitulate the things necessary to form a sound

foundation. 1 st.

A

small vocabulary thoroughly

known and become

as fa-

miliar as the words of one^s mother tongue.

2nd.

An

accurate pronunciation of 'these and the organs of

speech thoroughly exercised in them, so that they can be spoken

with perfect freedom. 3rd.

So much grammar as

is

necessary to put these words

to--

gether in short simple forms of expression. 4th.

An

ear so thoroughly exercised in the sounds of the

monest words recognized

as

when

com-

spoken by a native that they can be instantly heard.

;

12

THE STUDY OF 5t]i.

The knowledge

of a considerable stock of the

expressions of the language, so that the words

bona

into

commonest

known can be made

fide sentences.

AYhen such a foundation has been laid, the student has only to proceed to add more words, more grammar and more expressions by degrees, only taking care to learn nothing but what is immediately wanted and to learn thoroughly whatever

is learnt at

"When considerable progress has thus been made, he may

all.

proceed to learn the

character

if

he requires

it

and to read

books &c. Let us now consider more particularly the second main point,

To save time. As in other matters,

viz..

the right

way of acquiring a

ledge of a language will be found to be suitable

ment

of this

main object

The things

correct

also.

that are necessary to ensure a sound foundation

are equally so to secure the saving of time

;

but we will now con-

The

sider the details especially with reference to the latter.

thing then

is,

know-

for the attain-

to do one thing at a time.

commend

ple that will at once

itself to

Surely this every one.

first

a princi-

is

We

have to

learn the character, the words, pronunciation, the grammar, the

Our plan

expressions &c.

therefore should be as far as possible

to separate these, and have the attention concentrated

them

at a

but

can be

it

The second

upon one of

This certainly cannot be fully accomplished

time.

sufficiently, for practical purposes. is,

to learn thoroughly whatever

is

learnt.

How can

there be any question about the waste of time produced by partially learning things

and so forgetting them over and over again

?

We may safely say that, as ordinarily studied, the meaning of every word,

its

partially

pronunciation, points of grammar, expressions &c., arc learnt

Everything that

and forgotten again hundreds of times over. is

learnt should be so followed

indelibly fixed in the

memory and be

nmch

as

up that

it

may be

part of the student

himself as any thing in his oAvn language. 3rd. Learn. only what

obvious.

any is

u.se to

To

learn

liim,

is really

at

or not

entire waste of time.

first till

wanted.

words wliieh he

is far

Surely this also will either

advanced

The same with forms

is

most

never be of

in the language,

of expression &c.

LIVING LANGUAGES.

An Englishman

never thinks

13

necessary to learn

it

the words of

all

own language, he never knows half of them, much as he reads ; and how many must there be in every language that he need The student should first begin with such words as never know. are of universal use in common life and then, when he has made some progress in the language, commence upon those which are Even in English there necessary for his particular profession. his

are

numbers

of words which,

used in ordinary conversation

though common in books, are never ;

but this

is

much more

the case in

languages in which ninety nine hundredths of the people scarce-

book

ly ever read a

as

at

all.

To

the beginner such book words,

he cannot distinguish them from others, are nothing but a

serious hindrance to him.

Bishop Heber remarks that to make himself great mass of his hearers

intelligible to

who were uneducated

the

persons, he used

it advisable to confine himself as far as possible to words Saxon -derivation, that is, to words commonly used in conversa-

to find

of

If such a precaution were necessary in England,

tion.

more in

how much

semi-civilized countries.

Can there be any question but that by a system of study based upon these principles, by far the largest part of the time usually spent upon acquiring a colloquial use of a foreign language may be saved. Look at the progress a child makes in a really useful knowledge of a language, whether his first, or one picked up afterwards, from being associated with those

who speak

extremely small powers of mind, without any

Can

any materials.

mous

advantages,

it

it,

effort,

with such

and without

be supposed that an adult with such enor-

with properly prepared materials, and with

diligent study could not

make much more

rapid progress,

if

he

pursued a right system.

The system

that I

would now propose, founded on these princi-

ples, is as follows. 1st.

The language

is

to be learnt

through the medium of the

English character.

The

object of this

is

to get rid of any thing

lutely necessary to be learnt at

It

may be

said that

tive character

;

and

so

it it

which

is

not abso-

first.

takes a very

does to learn

little it

time to learn the na-

in a certain wa^y that

is,

14

STUDY OF

TUF.

SO that by ilxing the thoughts upon

time for consideration, sound, but liar as

it

will

a

known

is

demand upon

the greatest

medium

on

first

forgetwhich

English

letters

But not only

it.

is

also

it is

to the native character, as being less liable to

there are two or three n'sand as liable to

so fami-

is

this account, but

In an Indian language

lead to mistakes.

little

attention most seriously, and that at the

tlie

character preferable at

superior as a

a k-ttrr and taking a

be rccoHected to represent a certain

be a long time before the character

not to occupy

time when there

may

it

is

which

many

but

;

tlie

for instance, in whieii

Ts, the

beginner

is

alwavs

plan of noting the sound by

with one or two dots under those that represent

peculiar native sounds, eltectually prevents any such mistakes, the

dots remind the reader in the readiest

manner that they represent

such sounds as are those upon which the attention should be

Every

concentrated.

especially

letter

must be represented by one certain As proper spelling may be known. character ultimately,

if

respects,

siderable

medium

when

it

would

still

is

most

this is

language

to the learning of the native

language

tlie

and the whole attention for

the native

the student should recpiire

easiest thing in the world

The time required

in

letter of English, so that the

is

the

its

it,

known

in other

available for the letters onlv. trilling

but even were

be necessary to learn at

first

it

con-

through the

of the English character, on account of the enormous loss

of time arising from having the attention overburlhened at

lirst.

I therefore reject the native character as being 1st.

Quite unnecessary for learning the languagi\

2nd. As being a most serious hindrance, absorbing a great deal of the attention, thinccs

which are

when

its

utmost

eilbrts are required for those

essential.

As not being required at all by a great those who need to aecpiire a foreign language. 3rd.

Ith.

As

i)roi)ortion

a thing that can be acquired with a hundredth

of the time which would be

consumed

at tirst, after

of

i)art

the other parts

of the study have been matured. 5th.

As being more

liable to

be mistaken by the beginner than

the English character. If

it

be said, but how can

it

mentary books of the language

be avoided when there are no in the English charafter?

1

ele-

answer,

LIVING LANGT3AGES.

am

Eirst, that I

here proposing a

new

15

system, and of course would

tliat in many lanmany books have already been Third, that in many situations the

have books prepared suitable to

it

;

Second,

guages, as in those of Bengal,

prepared in this

himself with the

and

;

with the assistance of a native, easily provide

student could,

of time,

way first

certainly

than by studying in the

but

loss

much less expenditure of time, common ways with such books as are there

if

no

is

alterna-

must of course begin by learning the native character,

still if

posed,

much

with

already provided; and Pourthl}^, that tive, Ave

without

books,

elementary

we

will

it

follow out the other parts of the system here pro-

be

much less

him than

a hindrance to

who

to those

adopt the usual means, because he will seldom have to read

any words but those which he knows,

and then the strange

Of course, in EngKsh character, the value of each letter must first be defined, as is now fully recognized as an essential principle, and which is always acted upon in the Bengal books. The letter. A, character

comparatively a small hindrance.

is

applying the

for instance, has in

hat, mast,

all,

English seven distinct sounds as in the words,

In

many, America, Yacht, make.

all

the East In-

dian languages, the letter which represents the sound of our A, in

Mast or long A, somewhat modified, represents the sound of

our

A

amuse, or short

in

without a long mark over

and be

A, and therefore it,

this letter,

with and

should represent these two sounds

used whenever the corresponding characters are used

or implied

sounds of

the

in it,

foreign word.

some are unknown

With in

respect to the

other

certain languages, as for

instance the sounds of that letter in the words hat and Yacht are

unknown

in any Asiatic language.

ISTo

Native Indian can pro-

nounce the words hat and hot, but are under the necessity of substituting some other vocal sound for them, true pronunciation.

The other sounds

represented by those English vowels

till

of

they have learnt the it

will of

course be

which more properly

present them, oidy taking care, to use the same

sent the long and short sound, distinguishing the former

long mark over it. are properly the

Thus the sound

of

E

in

Hen, and Eete,

same sound pronounced long or

re-

letter to repre-

by a v.diich

short, are repre-

sented in the Indian languages by modifications of the same letter

;

THE STUDY OF

16

and should therefore both be

by E. With respect to the

rei)rcsciited

sounds which are cither unknown in EngHsh, or not represented

by any one

EngHsh

tliey sliould

letter,

a combination of Englisli letters,

distinguished by a

letters,

under them.

There

mark

;

if

either be represented

possible, or

if

more dots

as for instance one or

are, for instance, four letters that represent in

the Tamil language the sound of our N, or some modification of one,

precisely the souiul of

is

same position

by

as

N. The second

is

us.

it,

This will be represented of course by our

it

occurs oidy wlien preceding and combin-

may also be represented by The third has

certain other consonant, this

a simple English N, the souiul of

Ny

it

the tongue being placed in the

the same in sound, though represented by a dif-

ferent character, but

ed with a

by

not by a letter or

as the

in English

sound

the same.

is

and therefore should be represented is that of our N, in " New/' The

by those consonants, the sound fourth

is

a sound

unknown

in English

:

it is

pronounced by the

tongue being turned entirely back, so that the under part of tip touches tlie

tongue in

An N,

roof of the moutli.

this position is the

sound required.

This therefore

should be represented by an N, with a dot uiuler dots being the invariable

mark

of a

its

sounded with the

it,

the dot or

sound quite strange to an

Englishman, so as to be the readiest warning to the student that the tongue must be placed in a position which

This

is

much

preferable to the native character

there can be no mistake about

it

without any

is

new

itself,

effort

of

to him.

because

memory,

whereas the foreign character will always require the student to consider which of the several sounds of Tt

may be

N

it

represents.

observed here, that, in general, probably in

all cases,

the languages of semi-civilized people that are written, have an invariable sound for each character, diliicuUy in representing

so

that there

is

them by the English characters

no such as there

would be in representing English by some foreign character, on account of the vocal sounds being represented in different words by

dillerent vowels

leaf, seed,

;

as.

Hat, yacht,

many,

all

&c.,

and

grief,

previous. Marine, receive, and homoeopathy. In writing

English therefore in a foreign character, there would be no

al-

t(Tnative but to use a certain letter for each sound, however that

sound

is

represented in

English writing,

and correct English

LIVING LANGUAGES.

must be

spelling

But

afterwards.

learnt

17 tliese

difficulties

do

not exist in applying the English character to represent the

sounds of most of the written languages of semi-civilized nations. 2nd. Begin with a restricted vocabulary. In the of course

all

words which

only in learned works

:

next, reject all those that hardly ever oc-

Next

cur even in books.

first place, reject

be required, such as those used

will never

let

that are chiefly in use

alone those

only in certain particular lines of life, and are more or less techni-

Again, have nothing to do with any words that are not

cal.

commonly used

in

the ordinary matters of

What

life.

can be

gained but clear loss by burthening the young beginner with a multitude of words,

by

greater part of those in the language^

far the

that will be thus rejected,

when they have nothing whatever

to

do

with his acquiring a useful knowledge of the language, and when, if

required, they can afterwards be added in a tenth part of the

time that they would require at

Probably out of twenty

first.

thousand words in a language, the knowledge of 5000 would

set

so

perfectly at liberty in all ordinary conversation that nei-

ther he

himself nor those he converses with would be reminded

him

that he does not

know

And

all.

if

occasionally a person used one

of the remaining words, probably he could not mistake the mean-

ing of

it

in the midst of so

not perceive what

it

many known

ones.

And

ing the meaning or understanding the explanation. relieved

if

he could

must mean, he could have no difficulty in ask-

Having thus

our student from such a mass of useless labour,

next divide these

5000 words,

or whatever the

number is,

let

us

into se-

veral portions, taking out first one thousand and then another of

the least

common and

have only a thousand

least

left.

till we we again take 250 three that to begin we have only

immediately necessary words,

Out

of these

and then 150 in the same way, so 100 of the commonest words in the language, but consisting of

times,

all

the different parts of speech so that

formed out of them.

The

these batches of words at a

others

till

he knows the

learner then

may be

with only one of

time, not troubling himself with the first

batch as well as he does so

words of his own language. This the system proposed.

sentences

little

deals

is

many

one of the great essentials of

Words should

never

and forgotten again, nor imperfectly, that

be partially learnt is,

so that their true

18

THE STUDY OF

value and use arc not thorouglily known. is

taken up,

respects the

When once a word should of course be thoroughly secured both as

it

meaning of

cularly observed that

and its use, and it must be partinot the bare knowledge of a word tii:»t

it

it is

wanted, so that a person by more or less thought can recall it must, to be of any use in conversation, be per-

is

to his mind,

it

and

must have been repeated aloud so many times that the orgaiis of speech have been tlioroughly exercised in it, and that it may be pronounced both correctly and with the fectly familiar,

it

Nothing but wuUiplied repebUlons of it aloud to a correct standard, and in coyineciion

utmost freedom.

with conlinued reference with various other words

ca?i

accomplish

this.

new words, and

time thus to appropriate

It

must take some

especially the first

100

words of a language, but the process cannot possibly be hastened, but on the contrary indelinitely delayed, by attempting thousands of others before the

first

are secured.

The number 100 is cliosen for the first batcli, as being about the smallest number tliat can enable one to make up some variety of short sentences, so that each word may be seen in a variety of situations

and in

its

various inflections

;

and they are

provide for exercising the student in the

first

sufficient to

rudiments of gram-

mar. 3rd.

To each

be added

of these batches of words a set of sentences

these are

all

They should

sions.

word

;

in the batch,

to be the

commonest

of a certain

consist

is

to

colloquial expres-

number

written on each

and contain no words that are not in

it.

It is

be written by Natives, and those who

essential that they should

cannot speak EngHsh would be preferable, in order that there

may be It

is

a security for the sentences being true Native expressions.

also essential that the writers should not be highly educated

men, but ordinary

intelligent

men

of the middle classes, otherwise

the sentejices would be almost sure lo be full of fancifid things.

The

list

of words should be

given to

several different persons in

order to secure a good variety of expressions, and some selection

should be made. The

first

000 sentences, that

10

1

this batch of familiar,

is

words the

set

ought not to consist of

to each word, in order that

first

less

than

by means of

rudiments of grammar may be quite

and some considerable

notion

obtained of the general

19

LIVING LANGUAGES.

keeping throughout

style of expression peculiar to the language,

which

the grand object in view, sible,

may be

the attention

When

is

to arrange that, so far as pos-

concentrated on one thing

a hundred words have been acquired,

should be

made

of

them

the use possible

all

as the vehicle for conveying instructions

in other respects before tlie attention is

when new words

in order that

at a time.

encumbered by new words,

are taken in

hand the

student

may

have his attention in a great measure released from the pressure of the elementary points of grammar, peculiar style of expression &c. It is also

most

should consist of

essential that these sentences

only two or three words, never more than the latter. It

ing

how very little new matter

ginner, and the utmost care

him

be placed before

A

at a

it.

much

and nothing

student

is

equal to.

time than that he can receive a distinct

is

quite too

is

gained by attempting more than the

Comparatively speaking, a very considerable

time must be given to the deal to be learnt

astonish-

necessary that no more should ever

sentence of four or five words

impression of at first,

is

is

overloads the attention of a be-

first set

of sentences, for there is a great

by them.

It is evident that they involve

almost

the inflexions of the nouns and verbs, the

all

the pronunciation,

mode

different parts of speech, the exercise of the

of combining the

organs of speech and

that of the ear on the sound of the language &c.

The

fii'st

progress of a student in a

new language,

one entirely dissimilar to his native tongue, ly slow,

and

he can go.

of

it is

We

no use attempting

to

is

at least in

indeed astonishing-

push hiin on

faster

than

constantly meet with what are called, easy booTcs

for beginners,

but probably there

language that

is

is

not one published in any

a hundredth part easy enough or that does not

seem to suppose a progress

at first a

hundred times more rapid

than any student makes.

The sentences must it is

essential

that

of course

be translated into English, but

they should not

be written originally in

English and then translated into the foreign language.

We

do not want to teach a

man

to speak English sentences in

foreign words, but to use the foreign expressions.

The second

set of

words consisting of 150 may perhaps

tain ten sentences for each word, or 1,500 in

all.

con-

20

THE STUDY OF

These may be a little longer than the

be able

the student will

as

first,

number

to obtain a clear impression of a greater

together, but probably they should not exceed five.

the sets of sentences

may

consist of fewer

perhaps only one upon each of the

may

be lengthened gradually, the

The

hist

last

words

of

After this,

upon each word, and

two batches, and they

being of any length.

essential points of these sentences are therefore,

bona

rirst, that they should be

fide expressions

commonly used

in the language, and consequently that they should be originally

written in the language by a native.

2nd, That they should be simple, ordinary, colloquial expres-

and therefore that they should not be written by learned

sions,

men who would others very large

much ones.

of

them

in the

4th, That there should be a

first set

of words, so as to

make

of those words before proceeding to

use as possible 5th,

not exceeding three words, and the

set

first

gradually lengthened.

number

3rd, That they should be

probably spoil them.

extremely short, the

That there should be

as

new

as great a variety of expressions

in the sentences as possible.

In printing the sentences there should

be,

words separately and in the proper character of

them the same word

first,

the native

Under each 3rd, The most

2nd,

:

in the English charact-er

exact English meaning of each indivi^hial word

;

:

and 4th, The

full

power of the sentence freely given in English. of the Native character

The use

is,

to enable a native to teach

from the book, who does not know English.

As one for

of

a

preparing these materials

great point in

person having

natives

thoroughly

who

to

learn

the

language,

is,

to provide

with

do not understand English, or who

the

help

are not

(qualified teachers, it is desirable if possible that these

sentences should have numerous notes subjoined, giving

all

the

information that can be suggested by each sentence and that can in any

way

hel]) to give the

the language.

student an intelligent knowledge of

These notes should

intelligent Englishman,

who

will

if

possible be written by an

know from

what misapprehensions beginners are liable of their English ideas, and what points are ties to

them.

If the first

two

sets of

his o^ni experience

to

form on account

likely to be difficul-

words had ten sentences in

LIVING LANGUAGES.

and the

each,

last

thousand words four on each, the whole of

would amount,

the sentences, on, suppose, 2,000 words

10,000, which would be sufficient to ly at

home

21

make

about

to

the student thorough-

in expressing himself freely on

common

all

subjects.

Besides these general words and sentences, each student, accord-

ing to his profession, ought to have a separate set of words and expressions belonging to his peculiar occupations, whether those of a Magistrate, a Merchant, a Missionary, an Engineer, &c.

But

it

would be of no use

his acquiring this information

till

he

was in some good measure grounded in the more general use of the language, and therefore he should not perhaps take such a list

of words in

hand

till

he had gone through the

The

sand general words with their sentences.

two thou-

first

professional sen-

tences should contain, of course, only those words abeady learnt in addition to the technical words. With these sets of words and sentences there should be a short grammar, containing only

the

first

rudiments, in the simplest possible form, so that

referred to without loss of time fact should

grammar

on any point.

be made comparatively very

are not wanted, a

man

little

it

can be

This however in use

Eules of

of.

in conversation cannot possibly

stop to form the participle of a verb from the root, by consider-

ing the rules. If

it

does not

come

can make amends for that defect.

of itself into his

mouth nothing such a know-

What is wanted is,

ledge of grammar as a child of four years old possesses

knowledge which enables him to speak

;

that

is,

correctly, intelligibly,

a

and

without hesitation, though, he does not know a single rule for anything he says. His speaking

?7tti,si

whether he has learnt any or not. looked into occasionally, at

first

be independent of any

rules,

Yet a short grammar,

to be

may be

in acquiring the inflexions of the nouns

some

little

assistance

and verbs, &c.

But the

of

grand means of acquiring a grammatical use of the language must

be simply the repetition multiplied, of a good variety of correct forms of expression.

Nothing can be more absurd than rules of

grammar

insisting

upon knowing the

know

before a student can be allowed to

a lan-

guage. If a

man

talks English

grammatically, that

never examined as to whether he knows

is,

correctly,

any rules

never learnt a line of any English grammar, but

it

;

he

is

perhaps he

makes no

dif-

22

THE STUDY But

ference. lani'uaii'e

Oh

always expected that a

it is

man studying

a foreign

should be able to stand an examination of a kind neither

The

he nor his examiner could stand in his mother tongue.

same man who the

first

meets a stranger in the street and knows well by

sentence that he utters whetlier he

ed with English or not,

where

lie

will pass

is

perfectly acquaint-

is

perhaps on his way to some place

hours in ascertaining whether a student has a

good knowledge of a language foreign

to him.

These are therefore the materials which I would put into any

man's hands, who wants quial purposes into sets

mon

of,

:

language for

to study a foreign

from 100

to

collo-

2,000 words, divided

a vocabulary of perhaps

viz.,

250, with about ten thousand com-

forms of expression, composed only of each set of words and

those words previously learnt.

and English

sentences to be aided collateral

These printed both in the Native

character, with a verbal if

and a

the

free translation,

possible by copious notes giving all the

information possible

;

and

to these to be

added a very

short rudimental grammar. It will not perhaps be necessary to give the verbal

tions of any but the

As

fii'st

2 or

3000

transla-

sentences.

to the student's further study,

perfect ease follow the ordinary plan

he may of course now with ;

that

is,

take up any book

that contains the sort of words and matter most suited to of

life,

with an ordinary

however he

will

dictionary

have very seldom to

and grammar refer,

lie will

large a proportion of the words that the context will

to

liis

line

which

know

so

generally

shew the meaning of any now word he meets with, and he will lose very little of his time in that which usually occupies about three fourths of

all

the time expended in such

studies, viz. in

turning over the leaves of a large dictionary and guessing which of the several meanings there found for a word is compatible with those of the other words of the sentence before him, many But his great business of which he has also yet to ascertain.

should of course be to converse as constantly as possible in order further to exercise his tongue and his car, and to add to his stock of forms of expression. It

is

to

be remembered that, in u^ing books,

a principal exercise should be, reading aloud and read aloud to him by a native.

having them

23

LIVING LANGUAGES.

If his occupation will require formal writing or translating, of

com-se he must exercise himself a good deal with books.

known

well

that the

It

most easy and certain way of acquiring a

correct and easy style in writing in any foreign language

make

is

to

is

or procure accurate translations of native books, and then

retranslate them,

comparing such re-translation with the original

and thoroughly considering the

between them.

difference

This

can be done with the greatest ease and economy of time when such a good fundamental knowledge has been acquired as

is

supposed to be obtained through the system now proposed.

The next point

to be considered is

mode

the

of using these

materials.

The student begins with the English letters representing the The teacher sounds each letter and the student repeats

sounds. it

immediately

This

after.

which represent sounds

entirely strange to the learner.

essential thing is to learn

impossible he should utter

it is

and this must be most

;

ed, because this

letters

The most

where to place the tongue in these

sounds, without doing which correctly

done many times with those

is

new motion

and

patiently

of the tongue

last

them

diligently practis-

must be acquired

to

the same degree of facility as he has in pronouncing the sounds

own

of his

This cannot possibly be effected except by

language.

long continued use of the organs

At

of speech.

first,

each of

by the

these letters should be pronounced perhaps ten times over

and repeated by the student

teacher,

instantly, the latter always

observing carefully the difference between his

and

that of the teacher's,

The grand means always after,

which immediately

to attain to a correct

be thus for the learner to attempt

and immediately

a native.

before, hearing

Just as in learning to write

it it

is

it

to look again at the

copy has

failed.

Of course

both immediately

will only

pronounced by

not sufficient it,

original to see in it

pronunciation

pronunciation must it

correctly

look at the original and then try to imitate

ing

own

follows.

but

first

to

after writ-

what respect the

be necessary to do this

with the new sounds, which will generally be only very few.

The student next

takes the

first list

written in the shortest form, that &c., as

is,

of

100 words, which

are all

the radical form of the verb

we should write in English, good,

go,

little,

come, &c.

The

THE STUDY 07

24 teacher

should thea pronounce the

distinctly

English meaning of teacher,

In

and

this

this

it,

when

suppose

deliberately

and

by the

followed

by the

sliould again be repeated

it

times

five

it,

at first.

way the whole hundred words would be gone over

many hundred

times

before

some distance

that

so

apart,

attempt

to

The teacher and student should

In these

speak pretty loud.

student ventures

the

pronouncing them by himself. sit at

word

tlrst

and the student should repeat

first

it

may

exercises

be necessary

to

the student should

have the printed words before him, that he may have

tlie assis-

tance of sight in addition to that of hearing in impressing them

on

his

memory.

It will of course be at first tiresome to coutiuue

and

this exercise long, nevertheless the longer the better,

son could arrange to do different times in

it

for

one or two hours,

it

would probably be best

the day

if

a per-

at three or four

—but

he

should not attempt to learn them by heart because his pronunciation will not be sufficiently confirmed.

AVhen he has become first set

tolerably familiar with the words of the

of sentences, both as to pronunciation and meaning, by

thus repeating them with his teacher several times and with his

book before him, he should put down

his

book and go over them

again in the same way several times, without seeing the words, so as to be wholly dependent

must be exercised

upon the

It

must be kept continually

as

little

in

mind

as possible for the reasons

should not be read together the the student

is

ear.

Prom

as far as possible without

not yet able to

that the sight

first

at a time.

trouble himself about the

mode

the

meaning first

as he finds

it.

the ear

is

to be used

time of going over because

any distinct impression

The student should not yet

of framing the inflexions that he

meets with, but be content to take the word lish

first,

The sentence

before given.

receive

from more than one word

the

any aid from the eye.

In

this

with

its

exact

Eng-

way he should go through

1,000 sentences with his teacher which will perhaps take

him 15 hours, or suppose three days study, during which lime he would have repeated every one of the first hundred words on an average about a hundred and readings of the

list

fifty

times (including the separate

of words).

Less than three times repetition of each word

is

not sufficient

LIVING LANGUAGES. to ensure

After the

when he pronounces

students correcting himseK

tlie

imperfectly the

first

first

25'

it

time.

and second reading of the sentences, repe ating

each word by word, the whole sentence should be repeated in the

same way

at least three times over, the student repeating the free

English translation after the foreign sentence.

The readings should be repeated till every word has been heard and uttered suppose GOO times. During these readings the grammar of the nouns and verbs may be looked into a little ; and, lastly, the sentence should be learnt by heart. And when the student is well exercised in the pronunciation

can trust himself to utter

without

it

by these means, so that he first

hearing

spoken, the

it

gone over in the same way, but the teacher beginning by repeating first the English word, when the sentence should be again

student gives the foreign one, the teacher immediately repeating it

But if it is found that the student cannot remember the word and pronounce it with perfect ease, they

again and so on.

yet

should be read over again in the former way. it,

When

able to do

the whole set of sentences should be again gone through without

the words being repeated individually, the teacher the

first

giving the foreign sentence, and the next time giving

time

first

the

English sentence. It

may be supposed

that all this will not be necessary

knowledge

certainly is not, in order to obtain such a

;

and

it

as is usually

supposed to be sufiicient, that is, a knowledge which, when brought to the trial of conversation,

But

it will

with this

be found

first set

is

found to be of

little

or no use.

that, to obtain a really familiar acqu.aintance

of words

and

and correct pronuncia-

their easy

tion and use, these multiplied repetitions are absolutely necessary.

Nothing but a long continued

exercise of the ear

and the

organs of speech upon a great variety of actual expressions can give either

that quickness at hearing and pronouncing, or that

facihty of correctly combining the words,

which are

essential to

their effective, colloquial use.

It

must be

particularly observed that this first set of sentences

thus acquired implies first

much more than might

glance, namely, there

pronunciation

of the

is

involved in

language

;

for a

it

as it

appear from the

were the whole

man who

can pronounce

26

THE

and correctly 100 words

freely

nouncing of the

5:TLDY OF

the rest

nil

nouns and verbs

will

liave little difilculty in pro-

2nd, a knowledge of

:

3rd, the

;

mode

all

the

inflexions

of combining and arrang-

ing the different parts of speech.

Thus, though only

00 words

1

progress has already been

This are so

are used, some real

made

should not be laid

set of sentences

first

and considerable

knowledge of the language.

in the

perfectly familiar, that almost any one of

aside

till

they

them can be

re-

peated with the utmost readiness, on the English translation being

Nothing whatever

uttered.

new

materials

dent,

and made

sions of his

first

much

as

own

The second

these

till

will

be gained by meddling with

are thoroughly

wrought

into the stu-

part of himself as the words and expres-

language.

set of

words and sentences must be read over and

thoroughly appropriated in the same way as the

Probably these

first

250

first.

with their sentences

w^ords

may

I)e

mastered in a month of steady study of 3 or 4 hours a day,

and 750 additional words with about 3000 longer sentences another month, completing the

first

000 words

1

in

two months.

in

After the thorough grounding w'hich this will give in every respect, in pronunciation, in expression, in hearing, in

the additions will be

made

w'ith

Every thing depends upon and complete. this object

A

—

much

this first

Nothing but such

there

is

grammar &c.

greater rapidity.

grounding being thorough

repetitions

no other way of doing

will

accomplish

it.

may be shewn how- to march, and he may be made to manner shewn in a few steps, but nothing move but long continued practise can possibly enable him to do it both soldier

his legs in the

correctly

and

Avith ease

;

and

it is

the same with the

the tongue, the ear, and the brain, as

A

girl

may have

it is

muscles of

with the limbs.

the finest ear possible, but that will not enable

her fingers to run over the notes of a piano or her throat to produce the notes of a song freely and correctly, without long exercise of those organs.

After the

first

month the teacher

because the student can be trusted

will bo required

to

alone, provided he exercises with the teacher for

He

should always read aloud

by

much

less,

pronounce when he

some time

himself just as

is

daily.

when he reads

LIVING LANGUAGES.

27

with the teacher, both because, the great point

the

is

exercise of

the organs of speech, and hearing, and also because the pronoun-

cing of the word

is

so great a lielp to

must however be remembered that in use as possible should

remember the meaning.

be made of the eye.

still

It

this soHtary study as Kttle

The word or

sentence should be merely glanced at when necessary and the repetition should then be

With

made without looking

at the book.

respect to the time required, I cannot speak certainly,

because I have never had an opportunity of seeing the stqdy com-

menced with such

materials properly prepared beforehand

so far as I have seen

was

it

;

but

tried with imperfect materials, the result

certainly excellent.

In the only case where an approach was made

to a fair trial, a

gentleman studied irregularly, but equal to about two months continuous study of five hours a day, and from that time he went out and performed

all

his duties Mdthout

an

interpreter,

having

constantly to converse with the middling and lower classes, most of

whom had This was a

never spoken to a European before. real, practical

and

effective

acquaintance with the

language, though within small limits as to his

and expressions

at

first

starting

;

number of words but then his ear and tongue

having been well exercised, he could both make himself understood and he could recognize the words spoken to him, and consequently he was in a position to

make steady progress

in the

correct use of the language from his intercourse with the people,

and

this

better it

if

It would of course have been much he accordingly did. he could have continued the same course of study, though

were only for an hour or two a day, by which he would have more rapidly added to his stock of words and expressions."^

far

It

is

very probable that

propriation of the

first

many

persons would complete the ap-

1,000 words and their sentences in one

month. I would

now

only ask which

is

preferable as a foundation, such

a really effective use of a language, though within small limits or such a loose, vague, and useless knowledge of a vast * told

An educated Native, who bad, I believe, helped to teach me that he had overheard Natives speaking of him, who

not seen hira, they should not have injr

Teloo";oo.

known

thai

it

was nol

a

•

number of

this

gentleman latelv said that if thev had

Native

who was

a'peak-

;

28

THE STUDY OF

words, with

tlic

rules of

many mouths

least

grammar,

as is usually acquired after at

of hard study, during the whole of which

time too, the attention has been kept in a very injurious state of tension by the overwhebning load of

been laid upon

ally

general

it

at

little eiiectivc

new things

that has continu-

one and the same time.

I

believe that in

colloquial use of such a language

ed within a year of hard study, and that often two or

more pass before the student can

or

talk

tolerably,

it

is

acquiryears

tliree

though oidy

a portion of that time of course

is actually employed in study. one occasion, I was acquainted with two men who studied in-

On

tensely (about ten hours a day) for nine months, after which up-

on

trial

they found that they could scarcely hold the sbghtest

communication with natives.

A

remarkably apposite passage from the

here be quoted which I have

just

life

met

Hope may

of Dr.

with,

and in which

a part of the ver}/ means here proposed is stated to have been used by him Mith the most remarkable success, though he did not begin upon this plan, but merely learnt the colloquial use of a language after he had acquired a considerable stock of words.

"

He had

already picked

Italian, so far as

others that

a

practice

little

speak the language

but

and

it

was a very

up

a

good knowledge of French and

mere reading went, and he imagined sufficiently

to carry

him through

many to

his tour

different thing to hear the lessons of professors

Of

converse with the natives of the country.

to

like

on the road Avould enable him

found a very humiliating proof. at a private Hotel,

but

He

went

after a ])antomimic

this

he

engage apartments

to

performance of twenty

minutes between himself and the landlady,

it

was found that nei-

ther could in the slightest degree understand the other, and after

laughter and

hours step

a

bows he returned

reciprocal

settled at another

hotel,

day to the mere practice of speaking French.

was

to

engage a French Master

make him go through time, while

Ik;

Having

in despair.

he now determined to devote twelve

His

for twelve lessons

first

and

to

the drudgery of reading three words at a

mimicked tluun

as closely as he could.

singularly disagreeable to the master, but

Hope wanted and he was

inflexible.

He

against any gross error in pronunciation.

it

was

all

This was that

Dr.

thus secured himself

He

hai)pened to pos-

LIVING LANGUAGES. sess a Wanostroclit's is

grammar with a key

2d

to

a grammar which

it,

remarkable for the p^eai numher of simple exercises which

il-

lustrate each rule.

He now translated

these exercises from English to Trench, cor-

recting himself by constant

In

Key.

to the

reference

way

this

he went two or three times through the grammar in the course of a mon\h, gaining flecoibilit'i/ of tongiie and losing the fear of hearing his device

own

He

voice.

he w^ent to

;

at

the same

time adopted another

dine daily at a small and crowded restaur-

ant frequented by the Garde du corps, where the company was so closely

packed that he could not help hearing the conversation of

two or three contiguous talkers. In this ed %vitli

way his

ear got familiariz-

all the sounds of the French language, wXiqUiqi quick or slow,

correct or provincial. forth, and,

At

the end of a

month he ventured

to sally

having a fancy for the rooms of the private hotel to

which he had

originally gone, he waited

On

on the landlady.

en-

tering he addressed her in fluent French, explained his wishes &c., the landlady the meanwhile, with up-raised

hands and a look

of utter amazement, exclaiming, " Yoila

be the same gentleman that called

un miracle you cannot here a month ago and could !

not speak a word of Prencli/^

This case has no reference to the principles here proposed, so far as the use of a restricted

how

perfectly ineffectual the

exercise of the eye was, for

vocabulary

is concerned, but it shews knowledge of book language and the colloquial purposes, and how com-

was both in respect of time and

plete the success

the means here proposed were used,

viz.,

effect,

when

the thoroagli appropria-

tion of a good stock of simple familiar sentences, and the diligent exercise of the ear

He so

was

totally

he

that

and tongue. wdthout the colloquial use

coald

neither

of the language-,

understand a word

spoken nor

speak one intelligibly when he began to adopt the means he did,

and in one month he found himself perfectly

at

versation.

In the same memoir lesson in Trance

it is

afterwards related

Hope guarded

is

in

con-

— " Having had a

on the inconvenience of not being able

the language of a country in which one ing, Dr.

;

liberty

travelling

to

speak

and study-

against a similar inconvenience in Italy,

80

THK STUDY OF

Before leaving Paris he improved his pronunciation of Italian by taking twelve lessons, as he had formerly done in French, and he provided himself with a brief practical Italian Grammar, with

Exercises referring to the rules, and a key to them.

During a tour

in Switzerland

was agreed that he should walk

it

in advance of his friend for an hour daily, to give

him an oppor-

tunity oi practising these exercises viva voce.

This plan answered perfectly

;

at the

end of

tlie

time he spoke

Italian fluently."

may perhaps

It

help to show yet more distinctly

principles here advocated differ from

commonly by

side

received notions on the

sid6 with those lately

or agree Mith

how some

subject, if I place

far the

of the

my

views

advanced in an elementary book

for

helping the student of an Indian language.

The

An

1st principle

entirely

ing of

its

laid

new language In

elements."

down

" Don't proceed too quickly.

is,

requires great accuracy in the master-

book

this I agree, but I consider the

self implies a progress in the learner

it-

immeasureably beyond the

reality.

2nd, " Write down every thing from the beginning.

ways with pen or pencil in hand." two of

my

principles,

importance. The

in

is

directly

Read

al-

opposed to

one an essential one, the other, one of great

first,

that every thing

the ear, and not through

employed

This

tlie eye,

because

to

is

it is

be learnt through

the ear that

is

to be

using the language and not the eye. The other, that

the foreign character should

Jiot

be used by the beginner, because

time must be saved in learning one thing at a time, and the character

is

not necessary to enable one to learn the language

3rd, "

Head aloud

all tlie

exercises with a

be very careful in ascertaining written."

Here

it is

tlie

correctness of what you have

evident that there was some sort of loose no-

tion about the exercise of the tongue, but

was nothing

like a real

of this, nor of

Nor main

is

tlie

any thing

it

also

shows that there

apprehension of the essential importance

CKtent to wliich that exercise should be carried.

at all said

about that which

I insist

point, viz., the impossibility of learning to

rectly,

and the certainty of being established

ation, unless for

itself.

Tamil teacher, and

some considerable

time, no

upon, as the

pronounce cor-

in a false

word

is

pronunci-

pronounced

LIVING LANGUAGES.

31

without referring at the time to a correct standard, without the student hearing one word at a time pronounced both immediately

As

before and immediately after himself by a native.

way

clause of this hint I urge that the only possible

correctness of what one learns

is

to the latter

to secure the

not to attempt to invent any-

thing, but to be content to learn every

thing, every sound, every

word, every expression from a native. 4th, "

At

first,

whenever you meet with a new word, look

in the vocabulary, and decline and conjugate

in

it

for it

My rule

full-''^

never meet with a new word, and never lose a minute in look-

is,

ing for a word in a vocabulary, or in guessing which of the

meanings that may be there given

different

is

the right one; and

never lose time in declining and conjugating a word in

Use only

limited

one by hearing

lists

it

of words,

full.

and thorouglily appropriate every

applied in a great variety of short sentences, in

grammar

the course of which exercises, the

will necessarily

be

picked up long before the pronunciation and value and use of the

word

Yet

are fully acquired.

sionally into a short

5th,

" Begin to

Do

it.

Why

be of some use to look occa-

grammar containing the

say

inflexions of words.

though with stammering

talk,

possible, the very first day.

can help

it will

lips, as

soon as

Never speak English to a native

when you know

salt,

the word,

if you

Uppu

?

not be afraid of making mistakes.^'

This rule contains the very essence of the ordinary system, or rather of the old notions. universally acknowledged

" Whatever

is

habitual

It is diametrically

the

principle.

It is always easier to

do a thing

is easy.^^

the second time than the

opposed to

and universally applicable

first.

My

principle

is.

Be afraid

of one

making mistakes. Every time that a mistake is made, one step more is taken towards a confirmed habit of making that

thing,

Why

mistake.

do men in talking English as their own language

go on putting

h's in the

all their

in spite of their getting into a different class of

society,

this

their

lives,

places

and leaving them out

where they continually hear the coiTect pronunciation in

respect, without ever being corrected ?

perceptions

ceive that they ciple

wrong

make

of avoiding

Because by habit

have been so blunted that they never pera

mistake.

Do we

not keep this prin-

mistakes in view in ahnost aU

other cases

— 32

TIIK

excepting this

some or,

set a eliild

insist

upon

make

to

and then leave him to

letter

do we

Do we

?

STUDY OF a rude

iuiitatioii

of

without a standard

rei)eat it

?

looking at a standard, and

his incessantly

never making one written letter without trying to imitate that standard which is placed before his eyes ?

My

principle therefore

whether

you can

effective steps

you must take measures

to

to

do to learn the

ihinir,

a mistake."

real languaire, that

oblige yourself to add to

learning of your oAvn mistakes

word wrong you have that

anv

at

Take the most

"making

to prevent your ever

enough work

Is there not

never attempt to guess

is,

a sound, or word, or an expression.

it is

it the unEvery time you pronounce a

?

On

to unlearn.

no account therefore

attempt to speak in the proper sense of that w ord

till

vou are

established in 1st.

A

^nd.

In the knowledge of the true value of a stock of

3rd.

In that of a good amount of Grammar.

4th.

In that of a large stock of bona

sound pronunciation. \\

ords.

llde native expres-

sions.

Is not

principle undeniable

tliis

Go and make

his pupil,

Does a drawing master

?

afoot, and then occupy yourself in unlearning

been acquiring, or does he tative of a thing,

and

?

Which

which would be most

t1ie

habit you have

set before his pupil a true represen-

with

say, Imitate this,

close attention and never

standard

tell

rude and absurd drawings of a hand or

make

pupil would

most earnest and

tlie

a line without referring to the

make

the greatest progress and

likely to attain to perfection in his study,

one who was always trying to make rude drawings of a foot out

own imagination and then labouring

of his

one who did not attempt to invent

at

to

all,

correct

them, or

but kept exercising

himself in imitating a correct representation of a foot. 6th,

" Be very careful

in noting

down

between your own language and Tamil.

If

diil'erences in

tian or Cutcherry Tamil, beware of thinking all really Tamil.

Try

to cultivale a

Tamil

unidiomatic expression as you would a should underdand that

is

not i?ood

all

you hear

Tamil.'-'

;

idiom

you hear much Chris-

ear,

false

you hear

so as to

to be

detect an

note in music.

You

you need not use any expression

— LIVING LANGUAGES. I would only ask

how

a student can possibly

guish between true language and true,

and taking care

33

false,

learn to distin-

by learning the

except

come in contact

possible not to

as far as

with false language, whether coming from himself or any body else, till

he has accjuired a sound taste and judgment, by a con-

Jirmed knowledge of the true language.

The simple

rule

Learn the true language, and then you

is,

not waste your time in acquiring and tryiug to unlearn a

Sow

one.

will

false

clean wheat in your ground, and not wheat and weeds

mixed together, and then you

will not require to

season in trying in vain to root

employ

all

the

out the weeds which you have

yourself sown. It is this sort of instructions,

instruction in languages,

known

w^ill

directly

general principles, which shew so plainly

digested the subject acting

continually inserted in books of

and which are

still is,

opposed to well

how

entirely

and how people in general are

unstill

upon notions that they have never examined, and which

not bear the least examination.

In the book which provided to

assist

usual false principles 1st.

is

prefaced by these

the learner of Tamil are

An unlimited

rules, all

the

materials

prepared upon the

:

vocabulary

is

used, so that every

word must

be learnt and forgotten a hundred times over.

2nd. All sorts of words are introduced, words perfectly useless to a beginner, words

derived

from Sanscrit and scarcely ever

used in conversation, words used only in books translated from English by Englishmen &c.

The sentences

by a native, so up the book with the encouraging feeling that he does not know which are true Tamil sentences and which 3rd.

are certainly not all written

that the learner takes

are not.

4th.

Almost aU the sentences are much too long

5th.

Many

of the sentences are such as

it is

for a beginner.

quite useless for a

beginner to learn. 6th. English sentences are given without the

Tamil.

How is the

learner to discover

would be unless he is told 7th.

corresponding

what the proper Tamil

?

The same with the Tamil

sentences.

What

can be the

THE STUDY OF LIVING LANGUAGES.

34 use of leaving

tlie

learner to guess

when he has guessed

knowing

that

wrong.

Suppose a Tamil

could he

find out

certain person

that

?

is ?

Or could he

\vliat it,

it

man were

tlie

English meaning

may be

either right

is,

or

how the expression we use when we ask who a How could he ever guess the expression, Who's learning English,

find out of himself these expressions,

What's

Where has he been ? Come away. Td rather not. Never mind. Whether or no. I can't help it. You might as well set a man to guess, at the words of a language as at its common the matter

?

expressions.

When he

I

put this book into a Moonshee's hand, the

said, w^as,

Many

expressions, and

of these sentences are not

many

of the

first tiling

common Tamil

words are not commonly used in

conversation.

This might be said of almost any book, I suppose every book, What is a learner to do who has no better ma-

of the kind. terials ?

It is destructive for a learner to use a book,

when he

is

not sure whether the sentences are Tamil or not. I mention these particulars of this book, as illustrative of the mistakes, and undigested ideas that are current on the subject.

LIBRARY OF CONGRES

096 545

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