As a teacher of languages, I very often come across students who wish to say something, have great ideas, but are unable to convey the ‘real sense’ that they have in their mind. This might lead to reflecting an erroneous image of the students despite them having well grasped the actual concept of what all was taught during the process of teaching. In such cases I try to emphasize on the necessity of their developing the correct vocabulary and the expressions. Knowing something well and yet not being able to authentically communicate the same is a situation that most of the students usually come across these days.
The communication of our thoughts by means of language, whether spoken or written, like every other object of mental exertion, constitutes a peculiar art, which, like other arts, cannot be acquired in any perfection but by a long and continued practice.
Some, indeed, there are, more highly gifted than others with a facility of expression, and are naturally endowed with the power of eloquence; but to none is it at all times an easy process to embody in exact and appropriate language the various trains of ideas that are passing through the mind, or to depict in their true colours and proportions the diversified and nicer shades of feeling which accompany them.
To those who are unpractised in the art of composition or unused to extempore speaking that these difficulties present themselves in their most formidable aspect. However distinct may be our views, however vivid our conceptions, or however fervent our emotions, we cannot but be often conscious that the phraseology we have at our command is inadequate to do them justice. We therefore seek in vain the words we need, and strive ineffectually to devise forms of expression which shall faithfully portray our thoughts and sentiments.
The appropriate terms, notwithstanding our utmost efforts, cannot be conjured up at will; they come not when we call; and we are driven to the employment of a set of words and phrases either too general or too limited, too strong or too weak, which suit not the occasion, which hit not the mark we aim at; and the result of our prolonged exertion is obscure, vapid and redundant, or vitiated by the still graver faults of affectation or ambiguity.
It is to those who are thus painfully groping their way and struggling with the difficulties of composition that a copious store of words and phrases, adapted to express all the recognizable shades and modifications of their idea should be at a convenient disposal of the communicator.
It is therefore pertinent that a rich store of vocabulary be at the disposal of the student, to which, he or she should have an instant access for which, people usually make use of a dictionary. Be that as it may, the purpose of an ordinary dictionary is simply to explain the meaning of words; and the problem of which it professes to furnish the solution may be stated thus: the word being given, to find its signification, or the idea it is intended to convey. The object aimed at in the thesaurus is exactly the converse of this; namely, the idea being given, to find the word, or words, by which that idea may be most fitly and aptly expressed.
The inquirer can readily select, out of the ample collection spread out before his eyes in the thesaurus, those expressions which are best suited to his purpose, and which might not have occurred to him without such assistance. In order to make this selection, he scarcely ever need engage in any elaborate or critical study of the subtle distinctions existing between synonymous terms; for if the materials set before him be sufficiently abundant, an instinctive tact will rarely fail to lead him to the proper choice.
Even while glancing over the columns of this works, the student’s eye may chance to light upon a particular term, which may save the cost of a clumsy paraphrase, or spare the labour of a tortuous circumlocution. The words thus used by the searcher will supply the most appropriate words, and, like a beam of sunshine in a landscape, illumine and adorn the subject which touches it, imparting new grace, and giving life and spirit to the picture.
The writer employs for the accomplishment of his purposes the instrumentality of words; it is in words that he clothes his thoughts; it is by means of words that he depicts his feelings. It is therefore essential to his success that he be provided with a copious vocabulary, and that he possess an entire command of all the resources and appliances of his language. To the acquisition of this power no procedure appears more directly conducive than the study of a methodized system of words classified in a thesaurus.
The utility of a thesaurus will be appreciated more especially by those who are engaged in the process of translating into English a work written in another language. Simple as the operation may appear, on a superficial view, of rendering into English each of its sentences, the task of transfusing, with perfect exactness, the sense of the original, preserving at the same time the style and character of its composition, and reflecting with fidelity the mind and the spirit of the author, is a task of extreme difficulty.
Regarded simply as mental exercise, the practice of translation is the best training for the attainment of that mastery of language and felicity of diction which are the sources of the highest oratory and are requisite for the possession of a graceful and persuasive eloquence.
By rendering ourselves the faithful interpreters of the thoughts and feelings of others, we are rewarded with the acquisition of greater readiness and facility in correctly expressing our own; as he who has best learned to execute the orders of a commander becomes himself best qualified to command.
The precise, to-the-point, specific and accurate expression of thoughts will make a student succeed in flying colours in all subjects and lead him to be recognized as an accomplished proficient and a gifted orator.
