What is Coming? A Forecast of Things after the War

by H. G. Wells

Now Germany has taught the world several things, and one of the most important of these lessons is the fact that the destinies of states and peoples is no longer to be determined by the secret arrangements of diplomatists and the agreements or jealousies of kings. For fifty years Germany has been unifying the mind of her people against the world. She has obsessed them with an evil ideal, but the point we have to note is that she has succeeded in obsessing them with that ideal. No other modern country has even attempted such a moral and mental solidarity as Germany has achieved. And good ideals need, just as much as bad ones, systematic inculcation, continual open expression and restatement. Mute, mindless, or demented nations are dangerous and doomed nations. The great political conceptions that are needed to establish the peace of the world must become the common property of the mass of intelligent adults if they are to hold against the political scoundrel, the royal adventurer, the forensic exploiter, the enemies and scatterers of mankind. The French, Americans, and English have to realise this necessity; they have to state a common will and they have to make their possession by that will understood by the Russian people, and they have to share that will with the Russian people. Beyond that there lies the still greater task or making some common system of understandings with the intellectual masses of China and India. At present, with three of these four great powers enormously preoccupied with actual warfare, there is an opportunity for guiding expression on the part of America, for a real world leadership, such as may never occur again....

So far I have been stating a situation and reviewing certain possibilities. In the past half-century the United States has been developing a great system of universities and a continental production of literature and discussion to supplement the limited Press and the New England literature of the earlier phase of the American process. It is one of the most interesting speculations in the world to everyone how far this new organisation of the American mind is capable of grasping the stupendous opportunities and appeals of the present time. The war and the great occasions that must follow the war will tax the mind and the intellectual and moral forces of the Pledged Allies enormously. How far is this new but very great and growing system of thought and learning in the United States capable of that propaganda of ideas and language, that progressive expression of a developing ideal of community, that in countries so spontaneous, so chaotic or democratic as the United States and the Pledged Allies must necessarily take the place of the organised authoritative Kultur of the Teutonic type of state?

As an undisguisedly patriotic Englishman, I would like to see the lead in this intellectual synthesis of the nations, that must be achieved if wars are to cease, undertaken by Great Britain. But I am bound to confess that in Great Britain I see neither the imaginative courage of France nor the brisk enterprise of the Americans. I see this matter as a question of peace and civilisation, but there are other baser but quite as effective reasons why America, France, and Great Britain should exert themselves to create confidences and understandings between their populations and the Russian population. There is the immediate business opportunity in Russia. There is the secondary business opportunity in China that can best be developed as the partners rather than as the rivals of the Russians. Since the Americans are nearest, by way of the Pacific, since they are likely to have more capital and more free energy to play with than the Pledged Allies, I do on the whole incline to the belief that it is they who will yet do the pioneer work and the leading work that this opportunity demands.

Section 2

If beneath the alliances of the present war there is to grow up a system of enduring understandings that will lead to the peace of the world, there is needed as a basis for such understandings much greater facility of intellectual intercourse than exists at present. Firstly, the world needs a lingua franca; next, the Western peoples need to know more of the Russian language and life than they do, and thirdly, the English language needs to be made more easily accessible than it is at present. The chief obstacle to a Frenchman or Englishman learning Russian is the difficult and confusing alphabet; the chief obstacle to anyone learning English is the irrational spelling. Are people likely to overcome these very serious difficulties in the future, and, if so, how will they do it? And what prospects are there of a lingua franca?

Wherever one looks closely into the causes and determining influences of the great convulsions of this time, one is more and more impressed by the apparent smallness of the ultimate directing influence. It seems to me at least that it is a practically proven thing that this vast aggression of Germany is to be traced back to a general tone of court thinking and discussion in the Prussia of the eighteenth century, to the theories of a few professors and the gathering trend of German education in a certain direction. It seems to me that similarly the language teachers of to-day and to-morrow may hold in their hands the seeds of gigantic international developments in the future.

It is not a question of the skill or devotion of individual teachers so much as of the possibility of organising them upon a grand scale. An individual teacher must necessarily use the ordinary books and ordinary spelling and type of the language in which he is giving instruction; he may get a few elementary instruction books from a private publisher, specially printed for teaching purposes, but very speedily he finds himself obliged to go to the current printed matter. This, as I will immediately show, bars the most rapid and fruitful method of teaching. And in this as in most affairs, private enterprise, the individualistic system, shows itself a failure. In England, for example, the choice of Russian lesson books is poor and unsatisfactory, and there is either no serviceable Russian-English, English-Russian school dictionary in existence, or it is published so badly as to be beyond the range of my inquiries. But a state, or a group of universities, or even a rich private association such as far-seeing American, French and British business men might be reasonably expected to form, could attack the problem of teaching a language in an altogether different fashion.

The difficulty in teaching English lies in the inconsistency of the spelling, and the consequent difficulties of pronunciation. If there were available an ample series of text-books, reading books, and books of general interest, done in a consistent phonetic type and spelling--in which the value of the letters of the phonetic system followed as far as possible the prevalent usage in Europe--the difficulty in teaching English not merely to foreigners but, as the experiments in teaching reading of the Simplified Spelling Society have proved up to the hilt, to English children can be very greatly reduced. At first the difficulty of the irrational spelling can be set on one side. The learner attacks and masters the essential language. Then afterwards he can, if he likes, go on to the orthodox spelling, which is then no harder for him to read and master than it is for an Englishman of ordinary education to read the facetious orthography of Artemus Ward or of the Westminster Gazette "orfis boy." The learner does one thing at a time instead of attempting, as he would otherwise have to do, two things--and they are both difficult and different and conflicting things--simultaneously.

Learning a language is one thing and memorising an illogical system of visual images--for that is what reading ordinary English spelling comes to--is quite another. A man can learn to play first chess and then bridge in half the time that these two games would require if he began by attempting simultaneous play, and exactly the same principle applies to the language problem.

These considerations lead on to the idea of a special development or sub-species of the English language for elementary teaching and foreign consumption. It would be English, very slightly simplified and regularised, and phonetically spelt. Let us call it Anglo-American. In it the propagandist power, whatever that power might be, state, university or association, would print not simply, instruction books but a literature of cheap editions. Such a specialised simplified Anglo-American variety of English would enormously stimulate the already wide diffusion of the language, and go far to establish it as that lingua franca of which the world has need.