The Peterkin papers

by Lucretia P. Hale

Mr. Peterkin made some inquiries about the Oriental languages. He was told that Sanscrit was at the root of all. So he proposed they should all begin with Sanscrit. They would thus require but one teacher, and could branch out into the other languages afterward.

But the family preferred learning the separate languages. Elizabeth Eliza already knew something of the French. She had tried to talk it, without much success, at the Centennial Exhibition, at one of the side-stands. But she found she had been talking with a Moorish gentleman who did not understand French. Mr.

Peterkin feared they might need more libraries, if all the teachers came at the same hour; but Agamemnon reminded him that they would be using different dictionaries. And Mr. Peterkin thought something might be learned by having them all at once. Each one might pick up something beside the language he was studying, and it was a great thing to learn to talk a foreign language while others were talking about you. Mrs. Peterkin was afraid it would be like the Tower of Babel, and hoped it was all right.

Agamemnon brought forward another difficulty. Of course they ought to have foreign teachers, who spoke only their native languages. But, in this case, how could they engage them to come, or explain to them about the carryall, or arrange the proposed hours? He did not understand how anybody ever began with a foreigner, because he could not even tell him what he wanted.

Elizabeth Eliza thought a great deal might be done by signs and pantomime.

Solomon John and the little boys began to show how it might be done. Elizabeth Eliza explained how “langues” meant both “languages” and “tongues,” and they could point to their tongues. For practice, the little boys represented the foreign teachers talking in their different languages, and Agamemnon and Solomon John went to invite them to come out, and teach the family by a series of signs.

Mr. Peterkin thought their success was admirable, and that they might almost go abroad without any study of the languages, and trust to explaining themselves by signs. Still, as the bridge was not yet made, it might be as well to wait and cultivate the languages.

Mrs. Peterkin was afraid the foreign teachers might imagine they were invited out to lunch. Solomon John had constantly pointed to his mouth as he opened it and shut it, putting out his tongue; and it looked a great deal more as if he were inviting them to eat, than asking them to teach. Agamemnon suggested that they might carry the separate dictionaries when they went to see the teachers, and that would show that they meant lessons, and not lunch.

Mrs. Peterkin was not sure but she ought to prepare a lunch for them, if they had come all that way; but she certainly did not know what they were accustomed to eat.

Mr. Peterkin thought this would be a good thing to learn of the foreigners. It would be a good preparation for going abroad, and they might get used to the dishes before starting. The little boys were delighted at the idea of having new things cooked. Agamemnon had heard that beer-soup was a favorite dish with the Germans, and he would inquire how it was made in the first lesson. Solomon John had heard they were all very fond of garlic, and thought it would be a pretty attention to have some in the house the first day, that they might be cheered by the odor.