Category Archives: Literature
Anything literary or related to literature, including my own modest attempts.
Thursday, August 5, 2021
Original YT playout date: 1 February 2010
…text to the much-quoted (but only ever in English) poem “Lying To The Young Is Wrong” which *purports* to be translation of a poem by atheist partyline-hugger survive-all-political-weathers veteran bard Yevgeniy Yevtushenko, the man of whom it was said that his ego could shatter glass at twenty paces. But even this doyen of self-promotion does not display the Russian version of this famous verse on his website, nor anywhere for that matter. Was it just my overlooking the obvious, or has he censored it out? Or has he simply lost it? Help Huliganov find the putative original of this highly dubious piece of poetry, and maybe if you like do a video response reading it, and Huli will be most grateful, and will give you a mention on the next big Russian lesson video. Update: Thanks to Gunsandbullhorns and also Chesneywormbot, I managed to get this far:
Не надо говорить неправду детям,
Не надо их в неправде убеждать,
Не надо уверять их, что на свете
Лишь тишь да гладь да божья благодать.
Не надо по желанью своему
Морочить их несбыточными снами.
Учить не надо верить их тому,
Чему уже давно не верим сами.
Солгавший детям детство обезлюдит,
Подсунет им бесчестье, словно честь.
Пусть видят же не только то, что будет,
Пусть видят, ясно видят то, что есть.
Сладинка лжи – отрава в манной каше.
Писк лживый не прощайте у кутят.
И нас потом воспитанники наши
За то, что мы прощали, – не простят.
Original YT playout date: 31 May 2009
Teaching Sophie the famous balcony scene in Romeo and Juliet.
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Original playout date: 8 February 2008
Fiona Falcon asked me to read some of N.V. Gogol’s famous “Dead Souls”, just the first couple of paragraphs.
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I recently expanded my earlier metrical version of the Genesis account of Babel to include some further points on the history of language from that point onwards and beyond the veil of Eternity. Hope you enjoy this and find it edifying.
The earth had once one speech o’erall. One tongue men used, to tell
From th’East to Shinar’s plain they came and settled there, to dwell.
Among themselves did they conspire “Bricks let us make,” said they
“To building stones them throughly burn and slime for morter lay.”
“Go to,” said they, “a city great, a tow’r to reach the sky,
We shall construct unto ourselves, our name to magnify
Lest scattered far abroad we be the whole earth’s face around”
They built the walls from bricks they’d baked and slime from lime they’d found.
The Lord looked down at Adam’s kin and saw their undertaking
He knew that left alone this would become mankind’s unmaking
Although still in his infancy, not yet a million souls
Mankind was learning things with which he’d score fatal own goals
Adamic language and long life allowed the human mind
To know and build technologies while immature and blind
The Lord said “See, this people is by language unified
Now can no thing their power restrain their will to realise”
“Now let Us unto them descend, their language to confound
That each the other’s speech and tongue no more may understand.”
And so the LORD did scatter them all o’er the earth from thence.
Their city no more could they build. Its name is Babel hence:
That there the LORD in mighty pow’r the earth’s speech did confound,
And He from thence did scatter them the whole earth’s face around.
For here the Lord unto each soul his single language giving
Ensured that man’s wish was to be with but close kindred living
And so each man his nearest took and from the crowd did flee
They lived alone until they spoke one tongue per family
The mother taught the babies hers, the father also learned it
The elder siblings got to add some features if they earned it
And families at length combined by dint of need to wed
So tribal languages emerged as Babel’s tongues went dead
And tribe fought tribe, and strong tribes grew, their tribal tongue promoting:
The structure ever simpler, the word-stock ever growing
And as they filled the earth and crossed each hill and vale and river,
Some tribes grew great and in due course their languages did sever
Through ice and fire and flood and marsh men walked and faced all dangers
To use all space this world allowed and grow to outnumber angels
And language families emerged that had one time been one
But once again they could no more grasp one another’s tongue.
One tribe, the seed of Abraham, in whom all would be blest
Got history and prophesy to cherish for the rest.
But man since Babel always sought to get back there again
To build the city, raise the tower and make himself a name.
To make the countries all one state and into Unions bind
And place a ruler over all, as blind will lead the blind
Each man who tasted power’s rush soon hatched the grand ambition
To subjugate all men to himself as slaves to his volition.
But rulership of this world here is but for its Creator.
It is reserved for God the Christ and He shall take it later.
For only Christ makes all things good: he’ll teach us what was missing
And speak to us in tongues of men, while angels throng to listen.
And when the Resurrection comes and all things be made new,
That ancient tongue shall sound again, the one that Adam knew.
The lives of men became too short to learn that perfect tongue
But it will be a joy to learn for the forever-young.
And so when we are healed in heart, bodies and minds restored
Again we’ll learn that language giv’n to Adam by the Lord.
I have mentioned this technique for advanced learners in earlier articles on Huliganov.TV, but today I wanted to make one article explaining who the Literature Drill is for and how exactly to do it, and incorporate it into a full learning programme stretching from complete beginner to near native.
Who should do the Advanced Drill?
In a sense this is about the most advanced drill that can be done, it is already intended for people who have completed all the grammar that is currently used and who know the top 5,000 frequency words – they have probably studied already exhaustively such excellent learners’ material as the “Using French” series from Cambridge University press, the Mot-a-Mot series or some similar, the Essential Grammars and the Frequency Dictionary series that are produced by Routledge. These in turn sit on top of having studied through a goof introductory course or two like the ones provided by Teach Yourself, Colloquial series and Living Language – some swear by Assimil and also there is a very good resource made by my friend Mike Campbell called the Glossika series. Each of these resources can be placed into your Goldlist. Prior to Goldlisting I tend to recommend front-loading audio only (though that’s not necessary with the Glossika method as there is audio for all of it and audio is part of the method intrinsic to Glossika) and so for most learners I would recommend going through whatever is available on Pimsleur before they even start the Goldlist phase and prior to Pimsleur for the few languages in which they are available, I recommend taking the very first steps using Michel Thomas method or Paul Noble for the three languages he does. Since all of these audio-only courses are not about writing this is all pre-goldlist stuff but helps to have an “inner voice” and a knowledge of how to pronounce the language which would be missing if we went straight into goldlisting a language form grammar books which we didn’t know how to pronounce. For classical languages that’s all there really is, I suppose – you can’t do audio only before Goldlisting Wright’s Gothic Grammar.
So I basically just went backwards along a list of things which a learner would be advise to do. If you don’t recognise the steps I just mentioned and can’t say that you know the sort of examples I gave for French in whichever language you are studying then probably the Advanced Learners’ Literature Drill I am going to talk about in a moment isn’t for you. Not yet, anyway. You’ll get there. Carry on doing the kind of steps for now that I’ve outlined in reverse order above.
However, if you are someone who has basically run out of learning material and you don’t know what to do next short of goldlisting a 20,000 word dictionary (which has its merits, too, quite a few people have done it to good effect but is a task not to be undertaken lightly). After all, most learning material is for beginners, there is some for intermediate learners and some for what they call advanced learners (usually the choice gets smaller the further you get) but for anything beyond the most popular languages you are going to encounter a dearth of learning material at the right level and instead you are going to have to “go live” with your languages, reading the same classics of the language which the natives did in school which will strengthen your cultural link with them and greatly enhance and deepen your feel of the language.The easy way in to using literature is graded readers. Read the rest of this entry
I don’t really like the term “final thoughts” as it sounds as if I am planning to stop thinking afterwards, or maybe stop existing altogether, which I am certainly not considering if I can help it, however I do need, as Victor Berrjod kindly reminds me, to round this off, hence the title.
Let me just get a coffee, this could be a longish article, maybe you would like one as well?
Right, let’s continue. The story so far is that we’ve divided the things or activities that you can do in a language, be it counting, swearing, praying, reading the paper, watching TV, learning the songs of the language or filling in a visa form or a job application into four basic types or functions, as shown in the above table:
Just about anything you can do in a language bases on one or more of these four functions.
Take a moment if you like to see of you can think of any activity involving language that is an exception, and by all means tell me in the comments. Personally I could not think of any exceptions.
We’ve also considered that for one pair of these functions, listening and reading, the learner is on the receiving end of polished language and therefore is able to use his or her passive knowledge to engage in the function and its related activities. Listening is more challenging than reading because the user has less ability to control the speed, although there are instruments available based on developing listening skills where you can control the pace of listening. We talked about audio courses where you have your pause button, and another good one is Audible where you can buy audiobooks in other languages and set a slower narrator speed, or a higher one in order to develop ‘listening fluency’. However, in the main, for the passive pair as long as a word is known passively the learner will not be put off his or her stride by reading or hearing it as they will be able to recall its meaning when it is given in the language much easier than when he or she needs to generate the expression and knows it passively, but is not in an active state, and the mind goes blank.
Conversely, we’ve recognised that the other pair of functions, speaking and writing, are ones in which we the learner are called upon to generate the learned language and not just fluently recognise meaning and stay with the flow of the presented foreign language material. This represents an additional challenge but one essential to get to grips with sooner or later if you want to SPEAK the language. We are always hearing the term “what languages do you speak?” rather than which can you read, listen to with understanding or even write in. Now more than ever nobody seem to be all that impressed by the ability to write in a foreign language – unless they actually watch you forming calligraphic kanjis with your hand – because things like Google Translate are available. And even though in the main the Google Translate users do give themselves away pretty quickly, seeing that the quality of that service is not yet all one might be led to expect, nevertheless sometimes quite convincing written language comes at you over the internet from people who don’t really know the language in question at all. They are having fun, but it also serves to undermine the value placed by the online community on written foreign language skills and so now, more than ever, the gold standard is really what you can speak. Read the rest of this entry
I am now returning, having received a moment ago a timely reminder from Victor Berrjod, to the discussion on the above diagram, and what it can show us of use to the learners of language.
In the earlier article, I wrote about how in reading and in listening the language user is passive – not having to generate his own grammatically correct language or have the right word at hand. Therefore reading and listening are intrinsically less challenging than writing or speaking. For someone not in an active state with his command of a foreign language, reading and listening creates less of a problem than writing or speaking. If he, or she, knows the word in their passive memory then it should be that they can deal with reading it or listening to it. In order to be able to speak or writing a person must find that word for themselves.
So we have compared the two rows in the diagram. Let us now compare the two columns.
In the leftmost column, the one containing reading as the passive skill or function and writing as the active skill, we can say that the learner is able to exercise more control over timing when reading and writing than when speaking and listening. Read the rest of this entry
Here we have, in nice HD coding, a walk around in Prague, showing some of the flavour of the experience of being in the Czech Republic – including this very strange thing that happened to me last Spring.
I don’t want to talk about the facts of what the case turned out to be, (especially as one party of it graces some films of mine on YT, which will also be shown here) but to my relief I only actually needed to be a witness. I have no wrongdoing as such on my conscience, but I have been known to sack people, and they get given more rights than I do when it comes to court, even if there’s no earthly justice in it. But this wasn’t even someone I had sacked. Because I didn’t know that, I had to go to the expense of a decent lawyer who naturally deserved to be paid for his appearance despite not in the end having a decisive role. But in the end I didn’t get annoyed about it, as it was something truly Kafkaesque in the city of Kafka which I’ll be able to remember and joke about for the rest of my life.
I also talk a little bit about learning Japanese and the kitsch for sale to tourists in Prague.
I thought I’d spice things up with a poll! Remember this is not the number of cases you’ve seen – you may have been more than once. Count is as number of days you’ve ever had to turn up. Don’t count it if you went along just for entertainment.
- Walk from the River Vltava to my flat – CUV (huliganov.tv)
- Kafka’s Work Trapped in a Kafkaesque Legal Fight (neatorama.com)
- Bilingual author best known for his tragicomic Kafkaesque fantasy (theage.com.au)
- Fate of Franz Kafka’s literary heritage turns into nightmare ruled on by judge (guardian.co.uk)
Hot off the press today, not historic in any way, my helping Sophie get more motivated to learn the poetry for her Polish literature class led me to do an impromptu YouTube session with her reciting some from memory.
It may interest you to know that none of the poems were learned with this video in mind, or even recently, and the class test of them happened some time ago.
I don’t let Sophie read a poem more than once a day. I don’t let her read without trying to enjoy the poetry and understand something from it. Never read in order to memorise, but in order to enjoy. Then go back some time later, especially more that two weeks later in the end, and see what was memorised and what not. Just like the goldlist method, only without the writing out, only using recitation.
This method works with a child’s poetry syllabus if you get ahead and do the initial readings well ahead of the class, so that the child already really knows most of the and is at the most putting in the finishing touches while other children are in a panic trying to force the thing into their memory. This results inevitably in the child using the Polish school method having the poem in the short-term memory and the child using a staged repetition technique and taking a long-term view will have a long-term memory of the poem.
So where you have continuous assessment, the benefit is reaped by people who simply won’t remember the poem once the year is finished. But children need to understand that education is for them to take something precious into their lives and is not just about marks and grades. A teacher might grade the cramming kids higher, but they simply won’t know much when my lower graded kid will remember more than any of the rest of them, and have a more pleasant time over it.
I understand that the download from DocsStocs made by Claude Cartaginese has now reached into over 5,000 downloads, with also many other sources of this document appearing also on the web as people share it freely as intended, so that the full number of downloads may be as high as 10,000 or more.
Set against that, though is the fact that not nearly so many paper copies have been ordered. The only place they can be ordered is Amazon in America, not the UK Amazon as yet, and the link to the product is embedded on the thumbnail.
If you would like a book worth in fact over 50 USD if it had not be gifted by over 40 volunteers each telling how they managed to learn multiple languages for less than 17 dollars, and also support Uncle Claude who had to fork out some of his private lolly on making the first bunch of paper books that are not selling, even though people have been eager to take the free version, then either click on the link here (which gives you the same price and I think I’m on 6% without costing you any more) or if you don’t want to give me 6% but still pay the same, then find the link just by going normally to Amazon.com and searching for it.
If you read the e-version and liked it, why not buy the paper version as a gift for someone else? It will always be possible to get a free version of this booki, but the printed one is very nice too and a good use of seventeen dollars, so please let’s be having a few more purchases of it.
- Buy “The Polyglot Project” on Amazon via my aStore, or download e-book (huliganov.tv)
- Answer to Question comparing Goldlist and Mnemosyne Methods. (huliganov.tv)
- Windows Phone 7 App Showcase: Polyglot (pocketnow.com)
- Just a Few Days Away… (via SYZYGY ON LANGUAGES) (huliganov.tv)
- Docs.com update brings speed, stability, and support for additional languages (downloadsquad.switched.com)
Here is the The Book of Samson and Dallillah (the second book of the Usenet Apocrypha, the first being The Book of Aaron, also available on this site. The third book, The Wisdom of David is lost and efforts are being made to uncover it for the readership of Huliganov TV.
The Book of Samson and Dallillah is believed to be, along with the other Books that make up the Apocrypha of Yuzneth, a lost portion of the Book of Mormon, having fallen out of Joseph Smith’s pocket as he was walking back from the hill to the village of Manchester, Ontario County, which, by a cosmic misunderstanding, fell through a kink in the space time continuum and ended up in Manchester England 159 years later and was offered for sale to me by a man in a white van as I was taking petrol at Knutsford Service Station. I didn’t get his number.
Those modern day mormons who became aware of the existence of this
book naturally wished to acquire it, but the angel Moroni came to me
in a vision during an advert break on telly as I was enjoying a nice
cup of coffee and gave me to understand that they had had their
chance and blew it when Joe Smith let it fall out of his pocket,
especially since they didn’t drink caffeine based hot drinks as God
had commanded to the remnant of the human race at the time of Noah,
and that now it was my turn, as a linguist and coffee addict, to have
a go with the Urim and Thummim, and translate the plates, and the
mormons were not to have them for any money, or all the tea in China.
And so, without further ado, here is The Book of Samson and
1. As it is written in the Book of Psalms, ‘Blessed is the man
that walketh not in the counsel of the ungodly, nor standeth in the
way of sinners, nor sitteth in the seat of the scornful.
2. But his delight is in the law of the Lord; and in His law doth
he meditate day and night’.
3. There was indeed one who was such in the land of Yuzneth, and
verily he was like a tree planted by the rivers of water, that
bringeth forth his fruit in his season
4. And his scroll of answers to oft asked questions came forth as
an offering to the people of the temple each time that the moon was
5. And he was a leader, as a lodestone amongst men, and he did
establish the Assembly of the Righteous, and did give them laws in
the Scroll, which was called Nethi-Keth. Read the rest of this entry