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T t( T P o fi C b tl si o fi si o Tl si Tl M di ei b< H< re m El This item is filmev-f at the reduction ratio checked below/ Ce document eat filmA au taux de rAduction indiquA ci-deasous. 10X 14X 18X 22X nr 26X 30X 12X 16X 20X a4X 28X 32X The copy filmed here has been reproduced thanks to the generosity of: Saint John Regional Library L'exemplaire filmA fut reproduit grAce A la g^nArosit* de: Saint John Ragional Library The images appearing here are the best quality possible considering the condition and legibility of the original copy and in keeping with the filming contract specifications. Original copies in printed paper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impres- sion, or the back cover when appropriate. All other original copies are filmeri beginning on the first page with a printed or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. 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Tous les autres exemplaires originaux sont film6s en commenqant par la premiere page qui cc.T.porte une empreinte d'impression ou d'illustration et en terminant par la derniAre page qui comporte une telle ampreinte. Un des symboles suivants apparaTtra sur la derniire image de cheque microfiche, selon le cas: le symbols — ^ signifie 'A SUIVRE", le symbole V signifie "FIN ". Les cortes, planches, tableaux, etc., peuvent dtre filmis A des taux de reduction diffArents. Lorsque le document est trop grand pour dtre reproduit en un seul clichA, il est filmA A partir de I'angle supArieur gauche, de gauche A droite, et de haut en bas, en prenant le nombre d'imagos nAcessaire. Les diagramrnes suivants illustrent la mAthode. 1 t s 1 2 3 4 5 6 f^ m I n ^:'■ ; [ P ''1 ^^^^^^^Hk^ ^B i Hp ffl ^H>' .. 9m tf 1 H c mm IN THE SCHOOLS DY Prof. HERBERT C. CREED Boston, Mass. Reprinted from Joutftal of Education '' 1893 ri 1 *S' % jM ■ -W m '*'..: jK ' kit ■-(■ VOLAriK IN TllK SCHOOLS. \a The future of Volapiik h a question of no small importance to the world ; and if it is to have a practical future, it must reach the coming generation largely through the schools. Not that it has failed thus far of important recognition, for some day peoj)le will awake to the knowledge that Vulapiik is a spoken language in actual use, and a written language, extensively employed for a variety of purposes. Comparatively few appear yet to know that we have not only a thoroughly systematic gramma^, but a com- plete yet expansible vocabulary. Few are aware that we have in Volapiik poems like " In Fl-Jatifn," dramas like " Wilhelm Tell," political literature like '' GMonadokiirn de Peb^tdfg,'' sacred literature like Fiikeds de Salomon" scientific articles in considerable variety, humorous and comic publications like ." Cogabled" There i« one single work, an examination of which should convince any intel- ligent person that this new tongue has come to stay- I refer to the handsome volume of oriental travel by the lamented Crown Piince Rudolph of Austro-Ilungary, translated into Vulapilk by Dr. Siegfried Lederer, under the title of '' Lefildanatav:' L<;t me ask. What shall be taught in our schools ? The answer will depend upon our view of the aim and purpose of a school. It will be generally agreed, per- C4) I (^ baps, that a school exists in order to give to the youth (1) training or culture, — moral, icUhetic, mental, phys- ical, and we may add ocular, auricular, and manual ; (2) as a result of this training, (a) ri'jht habits and (b) skill ; (3) partly as a result and partly as a means of euch training, knowledge (a) of things practically useful, (i) of things entertaining, (c) of things edifying and stiinu* lating. The work of imparting inforraalion, too com- monly regarded as the prime object of the teacher, is, in the view of the latter, if he understands his business, rather a means of cultivating the mental powers of the pupil. In the case of certain subjects, however, the practical value of the knowledge rises above the disciplinary value of the study. Such are reading, writing, arithmetic, and the proper use of the mother tongue. To these may be added, in some instances, one or more languages of which the student expects to make actual use, — say French or German, or Spanish or Greek. Of the several depart- ments of study ^e must accord a foremost place to lan- guage, by whit is here meant the whole matter of verbal expression, oral and written. It is largely by one's lan- guage that he is judged. A man who writes or speaks well is esteemed an able man, though possibly much inferior in ability to another who has no gift of speech. The former is sure to make his maik. On the other band, the bungler in speaking and writing is at a disad- vantage, however brilliant his talents in other directions. But it is surely needless here to urge the claims of lan- guage f>tudy, so long, at least, as one confines himself to our native English. It will be admitted by all that the mother tongue is chief among the subjects of study. I argue for the study of Volapilk in school, — \L,t ( 5 ) First, As a mcann of learyiing Rnglish more perfectly. In order to know precisely what a thing is, we must know what it is not. To get at the exact significance of a word, we must perceive what it excludes as well as what it includes. It is not sufficient to learn the definition of a geometrical term. You will not have a clear conception of its meaning till you have considered not only what doe9, but also what does not, come within its scope. Comparison is an almost indispensable means of gaining a true knowledge of anything. This holds t^ue of a lan- guage. One cannot fully know one's mother tongue until he beconus ac([uainted with at least one other tongue, with which he may compare its structure and methods. Any one who understands French or German or Latin well, can testify that he knows English the better for it ; and herein lies one of the reasons for teaching these Ian* guages in the schools. Latin and Greek are of very little benefit to the majority of those who study them, so far as the knowledge of the Litin and Greek themselves is con- cerned. The value is found chiefly in the special forms • of mental exercise and culture afforded by their study, and the aid they give to the study of our native speech. But the time and energy consumed in acquiring an ad- equate knowledge of Latin or Greek is in these days gen- erally considered disproportionate to the benefits derived. This is largely due to the great diffiRulty of the grammat- ical and syntactical construction of these languages. Now substitute for Latin a speech that can be acquired in a few months of study with comparative ease, and the gain is manifest There is not only a great saving of time and mental energy, but the process of learning, instead of being an irksome drudgery, becomes a source of pleasure. VolapUk will be found to meet the requirements in an I eiDinent degree. From the wonderful siniplicity and reguiaiity of its system of inflections, the grammar may be mai-tered in an exceedingly short time ; and the vocab- ulary is learned far more eaiiily than that of the Latin or Greek or German. But few boys and girls, comparatively, study these lan- guages ; etill fewer attain facility in reading and writing, to say nothing of speaking them. There is but little time in school for any one subject, such is the multiplicity of branches taught. Many pupils leave school before they have had time to go beyond the rudiments of a natural language. Fron) these and other causes, there is geldom any grep.t enthusiasm in the study. Substitute Volapiik as the language to be learned next after the mother tongue, and very soon all this will be changed. It will become known how easy and pleasant the study U, and in time the majority of the pupils will desire to take up this branch. They will begin early, and obtain a thorough knowledge of the language before leaving school. Having in view merely the general ben- efits of knowing a language other than one's own, a strong case can be made out in favor of introducing the international speech Moreover, Volapiik has one of the advantages possessed by the much more difficult Latin and Greek as compared with French or even Geiman as a study, — it is more strictly inflection^, affording a marked contrast to our English, in vhich prepositions and auxiliary words are so much more largely employed Canon Farrar in his work on Families of Speech, sjieak- ing of Greek as compared wilh other languages of the Aryan stock, says : " It has preserved with extraordinary fidelity .... the most delicate refinements of verbal inflection ; and whilo maintaining a perfect mastery over w \r \w «'/ er i 7 ) the power of compounding words, it has hept this synthe- 819 from degenerating, as it does in Sanskrit, into immeas- urable polysyllables." These words, with slight modi- fication/, may, in my judgment, be truly applied to Volapilk. My second point is that the acquisition of a systemat- ically constructed language, which Volapilk is, i/ an ex- f ^{^ cellent preparation for the study of any of the historically and accidentally developed languages of the nations. Some persons will say that if they are to study or to teach a language, they prefer to select one that will be of some service in reading foreign literature, or in foreign travel, or in correspondence with foreign countries, rather than this new one, which is nowhere, so far as they know, in actual use. But even gra'iting that. Volapiik was not a living tongue, which is not true, it is possible that to learn it before any other language may effect a saving of time. Each language learned is a great aid to the ac([uire- ment of others. If six months devoted to Volapiik will save but a part of the years to be devoted to German or Latin, there will be in it no small economy, seeing that two languages will be learned instead of one. Each will be known more perfectly on account of the comparisons and contrasts made, whether consciously or unconsciously, and the study of languages will probably be rendered more agreeable to the student. To discuss the practical uses of our international lan- guage, I may well leave to others. Some of these are so obvious as to require no argument. All that may be said on this point will weigh, of course, in placing Volapilk upon the curriculum of the public schools. Somewhat has already been done in this direction, as, for example, in some of the schools of France, if I am correctly B W ,']»' li M' (8) informed, and in the evening high school of the city of Boston. The work is sore to progress if wisely promoted. It is a truistn to say that one of the best features of VolapUk is its world ufideness, its broa«lrioss, its versa- tility, its catholicity. Originating in Germany, it has its central aathority in Paris. Devised hy a Roman Cath- olic, Protestants are among its most enthusiastic sup- porters. Engaged in its promotion, Frenchmen and Germans forget Sedan, ft knows no Rome and no Geneva, no monarchy and no democracy. The American citizen and the " Heathen Chinee," the orthodoivski Rus- sian, and the harem-scare em Turk, the Monroe doctrine Yankee, and thb "Imperial Federation " KanucI:, are all bound together by the bonds of a common interest in the universal speech. JxJi^ ««>>.>»«u UH.j >i.ii|iii qpip f^' r, n