Supposing that all the ministries of education in the world issued orders, that as from January 1, 1909, an auxiliary language should be taught in every government school; supposing that merchants took to doing foreign business wholesale in an auxiliary language, or that men of science took to issuing all their books and treatises in it; whose business would be dislocated? What literature or books would become obsolete? Who, except foreign correspondence clerks and interpreters, would be a penny the worse? Surely a useful reform need not be delayed or refused in the interests of interpreters and correspondence clerks. Even these would only be eliminated gradually as the reform spread. There would be absolutely no general confusion analogous to that following on a sudden change to phonetic spelling or the metric system, because nothing would be displaced.
Look at the precedents—the adoption of an international maritime code, and of an international system of cataloguing which puts bibliography on an equal footing all over the world by means of a common system of classification. Did any confusion or dislocation follow on these reforms? Quite the contrary. It was enough for England and France to agree on the use of the maritime code, and the rest of the nations had to come into line. It would be the same with the official recognition by a group of powerful nations of an auxiliary language. As soon as the world recognizes that it is a labour-saving device on a large scale, and a matter of public convenience on the same plane as codes, telegraphy, or shorthand, it will no doubt be introduced. But why wait until there are rival schemes with large followings and vested interests—in short, until the same obstacles arise to the choice of an international, artificial, and neutral language, as now prevent the elevation of any national language into a universal medium? The plea of impracticability on the score of dislocation
might then be valid. At present it is not. To have an easy language that will carry you anywhere and enable you to read anything, it is sufficient to wish for it. Only, as we Britons are being taught to "think imperially," so must the nations learn in this matter to wish internationally.
VI
international action already taken for the introduction of an auxiliary language
The main work of educating the public to "wish internationally," the necessary precedent to official action, has naturally in the past been done by the adherents of the various language-schemes themselves. An outline of the most important of these movements is given in the second part of this book.
But apart from these there is now an international organization that is working for the adoption of an international auxiliary language, and a brief account of it may be given here.
During the Paris Exhibition of 1900 a number of international congresses and learned societies, which were holding meetings there, appointed delegates for the consideration of the international language question. These delegates met on January 17, 1901, and founded a "Delegation for the Adoption of an International Auxiliary Language." They drew up the following declaration, which has been approved by all subsequently elected delegates:
Delegation for the Adoption of an International Auxiliary Language