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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 there, and I note that in the schools there are certain hours allotted 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 barroom, 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 appearing serially in an English magazine—an extract including such Americanisms as side-stepper, saltwater-taffy, Prince-Albert (coat), boob, bartender and kidding, and many characteristically American extravagances of metaphor. It might be well argued, he goes on, that this strange dialect is as near to “the tongue that Shakespeare spoke” as “the dialect of Bayswater or Brixton,” but that philological fact does not help to its understanding. “You might almost as well expect him [the British business man] to converse freely with a Portuguese railway porter because he tried to stumble through Cæsar when he was in the Upper Fourth at school.” Such a campaign of education is undertaken by the London newspapers

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