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Rh Arnold Bennett, H. G. Wells, Sidney Low, the Chestertons and Kipling are some of those who have dealt with the matter at length. Low, in an article in the Westminster Gazette ironically headed "Ought American to be Taught in our Schools?" has described how the latter-day British business man is "puzzled by his ignorance of colloquial American" and "painfully hampered" thereby in his handling of American trade. He continues: In the United States of North America the study of the English tongue forms part of the educational scheme. I gather this because I find that they have professors of the English language and literature in the Universities there, and I note that in the schools there are certain hours alloted for "English" under instructors who specialize in that subject. This is quite right. English is still far from being a dead language, and our American kinsfolk are good enough to appreciate the fact. But I think we should return the compliment. We ought to learn the American language in our schools and colleges. At present it is strangely neglected by the educational authorities. They pay attention to linguistic attainments of many other kinds, but not to this. How many thousands of youths are at this moment engaged in puzzling their brains over Latin and Greek grammar only Whitehall knows. Every well–conducted seminary has some instructor who is under the delusion that he is teaching English boys and girls to speak French with a good Parisian accent. We teach German, Italian, even Spanish, Russian, modern Greek, Arabic, Hindustani. For a moderate fee you can acquire a passing acquaintance with any of these tongues at the Berlitz Institute and the Gouin Schools. But even in these polyglot establishments there is nobody to teach you American. I have never seen a grammar of it or a dictionary. I have searched in vain at the booksellers for "How to Learn American in Three Weeks" or some similar compendium. Nothing of the sort exists. The native speech of one hundred millions of civilized people is as grossly neglected by the publishers as it is by the schoolmasters. You can find means to learn Hausa or Swahili or Cape Dutch in London more easily than the expressive, if difficult, tongue which is spoken in the office, the bar–room, the tram-car, from the snows of Alaska to the mouths of the Mississippi, and is enshrined in a literature that is growing in volume and favor every day. Low then quotes an extract from an American novel appear–