What is Coming? A Forecast of Things after the War

by H. G. Wells

And in the same way, the phonetic alphabet adopted as the English medium could be used as the medium for instruction in French, where, as in the British Isles, Canada, North and Central Africa, and large regions of the East, it is desirable to make an English-speaking community bi-lingual. At present a book in French means nothing to an uninstructed Englishman, an English book conveys no accurate sound images to an uninstructed Frenchman. On the other hand, a French book printed on a proper phonetic system could be immediately read aloud--though of course it could not be understood--by an uninstructed Englishman. From the first he would have no difficulties with the sounds. And vice versa. Such a system of books would mean the destruction of what are, for great masses of French and English people, insurmountable difficulties on the way to bi-lingualism. Its production is a task all too colossal for any private publishers or teachers, but it is a task altogether trivial in comparison with the national value of its consequences. But whether it will ever be carried out is just one of those riddles of the jumping cat in the human brain that are most perplexing to the prophet.

The problem becomes at once graver, less hopeful, and more urgent when we take up the case of Russian. I have looked closely into this business of Russian teaching, and I am convinced that only a very, very small number of French-and English-speaking people are going to master Russian under the existing conditions of instruction. If we Westerns want to get at Russia in good earnest we must take up this Russian language problem with an imaginative courage and upon a scale of which at present I see no signs. If we do not, then the Belgians, French, Americans and English will be doing business in Russia after the war in the German language--or through a friendly German interpreter. That, I am afraid, is the probability of the case. But it need not be the case. Will and intelligence could alter all that.

What has to be done is to have Russian taught at first in a Western phonetic type. Then it becomes a language not very much more difficult to acquire than, say, German by a Frenchman. When the learner can talk with some freedom, has a fairly full vocabulary, a phraseology, knows his verb and so on, then and then only should he take up the unfamiliar and confusing set of visual images of Russian lettering--I speak from the point of view of those who read the Latin alphabet. How confusing it may be only those who have tried it can tell. Its familiarity to the eye increases the difficulty; totally unfamiliar forms would be easier to learn. The Frenchman or Englishman is confronted with

COP;

the sound of that is

SAR!

For those who learn languages, as so many people do nowadays, by visual images, there will always be an undercurrent toward saying "COP." The mind plunges hopelessly through that tangle to the elements of a speech which is as yet unknown.

Nevertheless almost all the instruction in Russian of which I can get an account begins with the alphabet, and must, I suppose, begin with the alphabet until teachers have a suitably printed set of instruction books to enable them to take the better line. One school teacher I know, in a public school, devoted the entire first term, the third of a year, to the alphabet. At the end he was still dissatisfied with the progress of his pupils. He gave them Russian words, of course, words of which they knew nothing--in Russian characters. It was too much for them to take hold of at one and the same time. He did not even think of teaching them to write French and English words in the strange lettering. He did not attempt to write his Russian in Latin letters. He was apparently ignorant of any system of transliteration, and he did nothing to mitigate the impossible task before him. At the end of the term most of his pupils gave up the hopeless effort. It is not too much to say that for a great number of "visualising" people, the double effort at the outset of Russian is entirely too much. It stops them altogether. But to almost anyone it is possible to learn Russian if at first it is presented in a lettering that gives no trouble.

If I found myself obliged to learn Russian urgently, I would get some accepted system of transliteration, carefully transcribe every word of Russian in my text-book into the Latin characters, and learn the elements of the language from my manuscript. A year or so ago I made a brief visit to Russia with a "Russian Self-Taught" in my pocket. Nothing sticks, nothing ever did stick of that self-taught Russian except the words that I learnt in Latin type. Those I remember as I remember all words, as groups of Latin letters. I learnt to count, for example, up to a hundred. The other day I failed to recognise the Russian word for eleven in Russian characters until I had spelt it out. Then I said, "Oh, of course!" But I knew it when I heard it.

I write of these things from the point of view of the keen learner. Some Russian teachers will be found to agree with me; others will not. It is a paradox in the psychology of the teacher that few teachers are willing to adopt "slick" methods of teaching; they hate cutting corners far more than they hate obstacles, because their interest is in the teaching and not in the "getting there." But what we learners want is not an exquisite, rare knowledge of particulars, we do not want to spend an hour upon Russian needlessly; we want to get there as quickly and effectively as possible. And for that, transliterated books are essential.