Kelly, Myra-Little Aliens Means, F. C.-Children of the Promise D. Bohemian Cather, Willa-My Antonia, O Pioneers 3. Annotated Bibliographies-For Teachers and Children A. Council Against Intolerance in America-An American Answer to B. Vickery and Cole-Intercultural Education in American Schools 4. List of films: A. The Story of Dr. Carver; Film Custodian Inc., New York City D. High Points, October 1943, on pages 33 to 39, in "Films for War Curricula." Seymour J. Berhard provides an annotated list of some excellent films which are most useful in the study of intercultural education. 5. Helpful Agencies in New York City: National Conference of Christians and Jews National Association for the Advancement of Colored People East and West Association Council Against Intolerance in America Service Bureau for Intercultural Education Urban League Council for Democracy High Points, October 1943, on pages 16 to 19 in the article by William Bristow, "Intercultural Education, Problems and Solutions" there is a list of agencies whose staff is most willing to help all in the solution of problems pertaining to cultural, religious and racial cooperation. Anchored in the humane-scientific approach for the study of intercultural relations, the essence of which is the respect and dignity of each individual of every race, color, and creed, we have as authorities the Bible, science, state documents of civilized societies, and the proponents of democracy, to stimulate and encourage us to move forward in this work. The Semantic Approach to Vocabulary Study HENRY I. CHRIST and JOSEPH BELLAFIORE President Roosevelt in a broadcast to the American people put the semantic principle into action when he said, "I wish to speak to you about inflation, but inflation is such a vague word. I could say the high cost of living. But you would understand better if I expressed the idea in terms of what your dollar can buy. If, for example, you can purchase only eighty cents worth of commodities or services for every dollar you have in salary, or savings, or insurance, or pension you would have a clearer concept of the economic danger of inflation.' Thus the President translated an abstraction into something concrete and meaningful. THE SEMANTIC APPROACH DIFFERS FROM THE TRADITIONAL. Semantics begins where the dictionary leaves off. The dictionary usually gives the literal sense-meaning of a word, but not all of the other kinds of meaning a word may have depending upon tone, mood, or intent according to context. Thus, semantics aims at "full meaning," which is the result of totality of contexts1. the literal or plain sense-meaning 2. the mood or feeling of the writer or speaker 3. the intent of the writer or speaker 4. the tone of the writer or speaker 5. the attitude of the writer or speaker b-toward his reader or listener c-toward himself d-toward other people or other things This intensive-extensive analysis of language brings many human searchlights to bear on the central problem of communicationpsychology, aesthetics, philosophy, ethics, linguistics, anthropology, etc. Therefore, in discussing meaning the teacher should help a class explore and develop these varying methods in order to distinguish between the following: 1. a definition of a thing 2. a description of a thing 3. a statement of fact about a thing 4. a statement of opinion a-an unconfirmed theory b-a personal evaluation For here lies the nub of our job-getting our students to distinguish between denotation (referential language) and connotation (emotive language) of words as used in context, and translating abstractions into concrete equivalents. There is no better introduction to semantics than the nonsense books of Lewis Carroll. Much of the nonsense, unintelligible to young readers, depends upon verbal hair-splitting. Humpty Dumpty put for all time the case for the opposition. “When I use a word, it means just what I choose it to mean-neither more nor less." How many of his descendants are continuing the tradition! Though too much of a precisionist, the White Knight is a budding semanticist, for in talking about his song, he declares that the song is called "Haddocks' Eyes." ""Oh, that's the name of the song, is it?" Alice said, trying to feel interested. "No, you don't understand,' the Knight said, looking a little vexed. 'That's what the name is called. The name really is The Aged Aged Man.' ""Then I ought to have said "That's what the song is called"?' Alice corrected herself. "No, you oughtn't: that's quite another thing? The song is called Ways and Means: but that's only what it's called, you know!'" And so on. We needn't pursue our students down an intricate maze such as the one poor Alice had to tread, but we should insist on greater accuracy in the use of highly connotative words-especially in this time of verbal barrages. The semantic approach will add discipline to vocabulary study. SUGGESTED VOCABULARY UNITS. To implement the program implied in the preceding a number of units are suggested. For fuller discussion of the subject see Hayakawa's Language in Action (referred to as LIA below) or Language in General Education (referred to as LGE below). Many of the illustrations are adapted from one or both of the books. This semantic program was developed in the English Department of Fort Hamilton High School. UNIT ONE-Connotation in Words and Phrases The denotation or dictionary definition is not enough. Students must be urged to go beyond the mere dictionary definition. The importance of context must be emphasized. Suggested activity: Select a rather difficult word in context. Have the denotation checked in the dictionary. Have students write sentences of their own without checking context. Compare results. Discuss and evolve the need for learning use meanings, since words do not exist in vacuo. Point out how, through the use of "loaded words" the writer or speaker can suggest far more than the word itself strictly denotes. Notice the different connotations of the following pairs of words. In each pair the denotation is practically the same, but the connotation is different. (See LIA, pages 46ff.) Perhaps intelligent synonym discrimination with an eye to connotation will help here; e.g., cunning, crafty, artful, sly, wily contrasted with skilful, dexterous, expert. Notice the difference in the following equivalents for "man": "that gentleman," "that person," "that gent," "that individual," "that bird," "that hombre," "that bozo," "that guy." UNIT TWO-Connotation in Parallel Expressions Not only isolated words betray the necessity for examining connotation and denotation, but sentences as well. We are all familiar wtih the military communiques that announce retreats as withdrawals. The following headlines are worthy of study in class as examples of effective use of connotations: Cubs trounce Giants 5-3 Nazis in full rout McCormick Bill steam-rollered through the Senate Giants nosed out, 5-3 Nazi armies withdraw to prearranged winter positions The Senate passes the McCormick UNIT THREE-Bias Through Selection of Details Through the selection of the good points of a person or thing, the writer or speaker can present a favorable picture. Through the selection of the unfavorable, he can reverse the previous impression. Thus in description of a man, we might say, A. "He had apparently not shaved for several days, and his face and hands were covered with grime. His shoes were torn, and his coat, which was several sizes too small for him, was spotted with dried clay." B. Or we might say, "Although his face was bearded and neglected, his eyes were clear, and he looked straight ahead as he walked rapidly down the road. He looked very small; perhaps the fact that his coat was too small for him emphasized that impression. He was carrying a book under his left arm, and a small terrier ran at his heels." (LIA, page 47) From two different newspapers the teacher might select parallel descriptions of an event of political importance, discussing with the class how each paper slants its story through selection of details. Point out how selection can give an entirely false picture through being incomplete, though everything is true as stated. One might recall the parallel headlines in two newspapers after a gubernatorial election some time ago: Lehman Wins UNIT FOUR-The Importance of Context Since students have an idea that words are isolated compartments of meanings, it is important that we point out how context is all important. Note the differences in the use of he word "air" in the following: She had an air of triumph. John was walking on air. The air was warm and fragrant. She gave him the air. She gives herself airs. He wanted air in his tires. She went up in the air over the argument. Other words might well be chosen for their varied connotations depending upon context. UNIT FIVE-The Influence of Tone What we say is frequently less important than how we say it. "You must come to see us sometime." Whether the sentence is to be taken literally depends principally on the tone. Sarcasm is an obvious use of tone to convey a meaning not intended literally. "You certainly fixed things!" The sentence is almost meaningless without the tone that gives the clue. A warning shrieked to us as we almost step in fron of an automobile will be understood even if it is uttered in Japanese. Tone gives the clue to the meaning. (LIA page 75) UNIT SIX-Levels of Abstraction Students often think that all words mean one thing to all people. Thus, a word like "chair" refers to a definite object we all know. By the same token (they reason) the word "democracy" refers also to something definite we all know. We must point out how vastly different these words are: the first is indisputable. All of us have almost the same idea of the word chair, different only in detail, not in general conception. But the difference in our conceptions of words like "democracy," "freedom of speech," "Fascist" is tremendous. To use these terms we should first clarify them in our own minds, so that our listeners and we are on common ground. Otherwise, true communication is impossible. Specific and concrete terms are easily pinned down. Abstract and general terms are not. The following ladder of abstraction will help students to realize the increasing "fuzziness" as one goes up the ladder. human being boy American New Yorker Brooklynite Terry Smith of Fort Hamilton High School |