Page:International Language.djvu/36

Such examples could be multiplied ad infinitum. No one who attended a congress could fail to be convinced.

Scientific comparison of the respective difficulty of Esperanto and other languages, based on properly collected and tabulated results, does not seem to be yet obtainable. It is difficult to get high-class schools, where language-teaching is a regular and important part of the curriculum, to give an artificial language a fair trial. Properly organised and carried-out tests are greatly to be desired. If and when they are made, it will probably be found that Esperanto is not only very easy of acquisition itself, but that it has a beneficial effect upon other language-learning.^[1]

Meantime, the present writer has carried out one small experiment in a good secondary school for girls, where French and German are regularly spoken and taught for many hours in the week. The head-mistress introduced Esperanto as a regular school subject at the beginning of the Easter term, January 1907. At the end of term a test paper was set, consisting of English sentences to be rendered into French and Esperanto without any dictionary or other aid, and one short passage of English prose to be rendered into both languages with any aid from books that the pupils wished. The object was to determine how far a few hours' teaching of Esperanto would produce results comparable with those obtained in a language learnt for years.

The examinees ranged from fourteen to sixteen years. They had been learning French from two to seven years, and had a daily French lesson, besides speaking French on alternate days in the school. They had learnt Esperanto for ten weeks, from one to one and a half hours per week. Taking the papers all through, the Esperanto results were nearly as good as the French.

One last experiment may be mentioned. It was made under scientific conditions on September 23, 1905. The subject was an adult, who had learnt French and German for years at school, and had since taught French to young boys, but was not a linguist by training or education, having read mathematics at the university.