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Published online by Cambridge University Press: 21 August 2012
page 6 note 1 The proportion of women who have even a rudimentary knowledge of a European language is much smaller than that of men, and is likely to remain small for a very long time.
page 7 note 1 See Malinowski, ‘The Problem of Meaning in Primitive Languages’, Supplement to The Meaning of Meaning by Ogden and Richards, where the author points out that another man's silence is alarming and dangerous: taciturnity means not only unfriendliness but directly a bad character to the primitive mind, and a breaking of the silence is the first act to establish links of fellowship and to get over the strange and unpleasant tension which we feel when facing each other in silence.
page 8 note 1 Readers are reminded that the Institute is ready to give information as to where such instruction can be obtained, and to put workers in the same field into touch with one another.
page 9 note 1 ‘Learning a language is essentially a memory problem: it is the learning for recognition or recall of a fixed list of units of expression’: Psychology of Language Study, by H. R. Hase.
page 10 note 1 One student learning a difficult language was able to have two hours a week with a teacher for two terms during the period of training, and had little time for preparation between the lessons. On taking up work in the field, one hour a week only was allotted to definite language lessons. This is obviously insufficient to make any kind of satisfactory progress.