International Language, Past, Present & Future / With Specimens of Esperanto and Grammar

by Walter John Clark

(2) From a psychological point of view Esperanto would be a rewarding subject of study for children.

The above remarks on sequence of languages show that, by placing Esperanto first in the language curriculum, justice is done to the psychological maxim: from the easier to the harder, from the regular to the exceptional. It may further be argued (a) that Esperanto is educative in the real sense of the word, i.e. suitable for drawing out and developing the reasoning powers; (b) that it would act as a stimulus, and by its ease set a higher standard of attainment in language-learning.

(a) Amidst all the discussion of "educationists" about methods, curricula, sequence of studies, and the rest, one

fundamental fact continues to face the teacher when he gets down to business; and that is, that he has got to make the taught think for themselves. In proportion as his teaching makes them contribute their share of effort will it be fruitful. This is, of course, the merest truism, sometimes dignified in the current pedagogical slang by the name of "self-activity," or the like. But whatever new bottles the theorists, and their extreme left wing the faddists, may choose to serve up our old wine in, the fact is there: children have got to be made to use their own brains. The eternal question that faces the teacher is, how to provide problems that children really can work out by using their own brains. The trouble about history, geography, English literature, and such subjects is that the subject-matter of the problems they offer for solution lies beyond the experience of the young, and to a large extent beyond their reasoning powers. In teaching all such subjects there is accordingly the perpetual danger that the real work done may degenerate into mere memory work, or parrot-like cramming of notes or dates.

The same difficulty is encountered in science teaching. Heuristic methods have been devised to meet the difficulty. Though they are no doubt psychologically sound, they tend to be very slow in results; hence the common jibe that a boy may learn as much by them in five years as he could learn out of a shilling text-book in a term.

The old argument that "mental gymnastics" are best supplied by Latin is sound to the extent that Latin really does furnish a perpetual series of small problems that have to be solved by the aid of grammar and dictionary, but which do involve real mental effort, since mere mechanical looking out of words does not suffice for their elucidation. But for various reasons, such as the remoteness of the ancient world in time, place, modes of thought, etc., Latin tends to be too hard and not interesting enough for the average boy. He gets discouraged, and develops a habit of only working enough to keep out of trouble with the school authorities, and is apt to leave school with an unintelligent attitude towards

intellectual things in general. This is the result of early drudging at a subject in which progress is very slow, and which by its nature is uncongenial. The great desideratum is a linguistic subject which shall at once inculcate a feeling for language (German Sprachgefühl), and yet be easy enough to admit of rapid progress. Nothing keeps alive the quickening zest that makes learning fruitful like the consciousness of making rapid progress.

Hitherto arithmetic and Euclid have been the ideal subjects for providing the kind of problem required—one that can be worked out with certainty by the aid of rule and use of brain, without calling for knowledge or experience that the child cannot have. The facts are self-evident, and follow from principles, without involving any extraneous acquaintance with life or literature, and no deadening memory work is required. If only there were some analogous subject on the literary side, to give a general grip of principles, uncomplicated by any arbitrary element, what a boon it would be! and what a sound preparation for real and more advanced linguistic study for those who showed aptitude for this line! Arithmetic and Euclid both really depend upon common sense; but partly owing to their abstract nature, and partly because they are always classed as "mathematics," they seem to contain something repellent to many literary or linguistic types of mind.

With the invention of a perfectly regular and logically constructed language, a concrete embodiment of the chief principles of language structure, we have offered us for the first time the hitherto missing linguistic equivalent of arithmetic or Euclid. In a regular language, just because everything goes by rule, problems can be set and worked out analogous to sums in arithmetic and riders in Euclid. Given the necessary roots and rules, the learner can manufacture the necessary vocabulary and produce the answer with the same logical inevitability; and he has to use his brains to apply his rules, instead of merely copying words out of a dictionary, or depending upon his memory for them.