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User-Friendly Math: Mathematics in the Common Tongue
Experimental Ergonomic Math Word List--last revised March, 2000

by William Lauritzen

When I posted this list of words to the Internet I received more e-mail than I could keep up with. Many people were supportive and asked for clarifications and some promised to try out the words on students.

Most of the negative feedback I received was people patiently explaining to me that mathematics has precise definitions. These people apparently didn't realize that I am transferring this precise definition to the new, easier word. For example across (which I use in place of diameter) would have an additional mathematical definition which read: across -- (mathematics) n. a straight line segment passing through the center of a circle. Example: The across of the dome-covered stadium was 500 feet.

When I teach math I always strive for application of the concepts to real world situations. So when I teach trigonometry I expect the student to be able to go outside with a tape measure and a protractor and find the height of the building or flag pole using similar triangles or trigonometric ratios.

Many teachers only require recall of facts, or an ability to manipulate symbols without necessarily understanding or using the symbols. This places undue emphasis on the nomenclature rather than the things and concepts behind the nomenclature. Let's quit worshipping the words and start worshipping the concepts behind them.

I am not trying to "dumb down" math. Dumbing down math is when application is completely forgotten and unnecessarily complex nomenclature is worshipped for its own sake. I am trying to allow mathematic learning to occur without the archaic and cumbersome Greek and Latin nomenclature getting in the way. I teach both the new term and the old term to some students.

Unfortunately, most administrators are not open to innovation.

Teachers and administrators have explained to me that the students have to be able to communicate to others about this stuff. Certainly. However, my theory (see essay below) is that those who know the simpler terms would be far more able to USE the math. They will be the ones building the bridges, making the spacecrafts, designing new electronic systems, doing statistical studies, etc. So at some point in the future, administrators will undoubtedly inform their teachers to use the new terms so that they can communicate to these successful people.
For some students, such as K-3 students, I just use the new term. If you want to call it a tetrahedron rather than a 4-nook, be my guest. Just realize that by calling it a 4-nook, 8-nook, 6-nook, 12-nook and 20-nook, you can easily teach the five basic polyhedra to 1st graders in about ten minutes.

I believe that the use of the new terms would allow the basics mathematics (up to high school trigonometry and parts of differential calculus) to be taught to 4th graders. Of course, this could be tested.

Regardless of this, I think any student could benefit from comparing the new words to the old words. Or, have the students try to think up new words of their own to use in place of the old words. This type of assignment can have a great deal of benefit as it makes the student look at the concept or thing, instead of looking at the word.

Most of the reasons for using the simpler nomenclature are self-evident. However, at times I add explanatory notes. Teachers are encouraged to experiment. I am constantly adding new words and revising words so check my web site at Earth360.com, or write me (bill5040@earthlink.net) to give me feedback or submit your own favorite common words. Please keep in mind that this list is experimental and that some words will change.

I personally have had success in the classroom using: around (circumference), across (diameter), zoom (similar), long (hypotenuse), by (adjacent), far (opposite), 6-nik (hexagon, etc.), 4-nook (tetrahedron, etc.), right-fill (complementary) straight-fill (supplementary).

Notes:
1) Number of syllables in parenthesis. I show this because so often the new word looks much more complicated than the old word--due the fact that we are not used to it. When one sees that the number of syllables in the new word is less than the old word, it can be a big surprise.
2) The symbol "--" means no word has been thought of.

denominator (5) = pattern (2)
numerator (4) = fill (1)
[Draw a pie diagram and divide it up into 6 equal parts. That's the pattern. Now shade in 3 parts. That's the fill.]
equals (2) = balances (3), evens (2), matches (2), sames
add (1) = --
subtract (2) = take-away (3)
multiply (3) = --
divide (2) = --
divisible = no-left
zero (2) = no (1) or nothing (2)
[Five apples take away 5 apples equals nothing or no apples, not the empty set]
solution (3) = answer (2)
fraction (2) = part (1)
ratio (2) = ratio (2) or to (1)
[one definition of "to" is "against or compared to" as in "the crop was superior to last years.]
irrational number (6) = no-ratio or no-to number (5)
per (1) = for-one (2)
rate (1) = for-one (2)
unit (2) = one (1)
units (2) = ones (1)

Fancy: Zero times any number equals zero. If you have a fraction with a numerator of 2 and a denominator of 4, that equals 1/2. To add fractions, they must have a common denominator. Then you add the numerators. To add 1/2 plus 1/3, first change to a common denominator. Then you add the numerators. To add 1/2 plus 1/3, first change to a common denominator of 6. So 1/2 equals 3/6 and 1/3 equals 2/6. Then add the numerators to get 5/6.
Common: Nothing times any number balances nothing. If you have a part with a fill of 2, and a pattern of 4, that balances 1/2. To add parts, they must first have a common pattern. Then you add the fills. To add 1/2 plus 1/3, first change to a common pattern of 6. So 1/2 balances 3/6 and 1/3 balances 2/6. Then add the fills to get 5/6.

decimal (3) = tenal (2)
percent (2) = to-hun (1) [75% is 75 to a hundred]
multiple (3) = --
factor (2) = --
least common multiple (6) = nearest all multiple (6)
greatest common factor (6) = nearest all factor (6)
least common denominator (8) = least all pattern (4)
equivalent fractions (6) = matching parts (3)
exponent (3) = --
absolute value (5) = --
terminating decimal (7) = ending ten-part (4)
longitude (3) = east-west (2)
latitude (3) = north-south (2)
radicals (3) = plus roots (2)
square root (2) = second root (3)
[note: "squared, cubed, square root, and cube root" are bad slang as second power is also associated with area of circles, etc. and third power is also associated with volume of spheres, etc.]
squared (1) = twoed (1)
cubed (1) = threed (1)
quadratic equation (6) = twoed match (6)
vertical (3) = up-down (2)
horizontal (4) = side-side (2)
logarithm (4) = --

Fancy: Longitude 50 W. Latitude 90 N. The square root of 16 is 4. The least common multiple of 5, 10, and 12 is 60.
Common: East-West 50 W. North-South 90 N. The second root of 16 is 4. The nearest all-multiple of 5, 10, and 12 is 60.

shapes:
perimeter (4) = around (2) or border (2)
area (3) = fill (1) or flat-fill (2)
volume (2) = space (1) or space-fill (2)

Fancy: The area of a rectangle is length times width. To find the perimeter of a rectangle add the lengths of all the sides.
Common: The fill of a rectangle is length times width. To find the border of a rectangle add the lengths of all the sides.

circumference (4) = around (2)
diameter (4) = across (2)
[the Chinese use "straight-line" and "half-line" for diameter and radius]
radius (3) = spoke (1)
[spoke, of course, comes from the spoke of a wheel.]
circle (2) = round (1) or ring (1)
sphere (1) = ball (1)
cylinder (3) = can (1)
degrees (2) = plics (1)
[Clicks is already slang for kilometers or I would use that. Degrees confuses with temperature.]
ellipse (2) = oval (2)

Fancy: The circumference of any circle divided by the diameter of the circle is the same: 3.14, or pi. A circle has 360 degrees. The volume of a cylinder equals pi times the radius squared times the height.
Common: The around of any round divided by the across of the round is the same: 3.14, or pi. A round has 360 plics. The space in a can evens pi times the spoke twoed times the height.

angle (2) = nik (1)
[nik is used for angles because an sharp angle can nick you.]
vertex (2) = nik-dot (2)
2-dimensional (5) = flat (1)
polygons (3) = many-niks (3)
triangle (3) = 3-nik (2)
quadrilateral (5) = 4-nik (2)
pentagon (3) = 5-nik (2)
hexagon (3) = 6-nik (2)
decagon (3) = 10-nik (2)
icosagon (4) = 20-nik (3)
square (1) = square or even 4-nik (1)
regular (3) = even (2)
irregular (3) = odd (1)
regular pentagon (6) = even 5-nik (4)
irregular pentagon (7) = odd 5-nik (3)
etc.

Fancy: The regular hexagon has 6 equal sides and six equal angles.
Common: The even 6-nik has 6 matching sides and 6 matching niks.

protractor (3) = nik-ring (2) or ning (1)
compass (2) = rounder (2)
chord (1) = --
secant (2) = ring-line (2)
secant segment = ring-line seg (3)
exterior secant segment (8) = outside ring-line seg (5)

Fancy: Triangles are the only stable polygon. If one puts string through drinking straws, this is easy to demonstrate. A quadrilateral, hexagon, decagon, icosagon, in fact all other polyhedra, will collapse, while the triangle keeps its shape.
Common: 3-niks are the only stable many-niks. If one puts string through drinking straws, this is easy to demonstrate. A 4-nik, 6-nik, 10-nik, 20-nik, in fact all other many-niks, will collapse, while the 3-nik keeps its shape.

rectangle (3) = right 4-nik (3)
rhombus (2) = --
point (1) = dot (1)
line (1) = --
plane (1) = flat (1)
ray (1) = --
segment (2) = clip (1)
coplanar (3) = both-flat (2) or all-flat (2)
collinear (4) = both-line (2) or all-line (2)

F: The line crossed the plane in one point.
C: The line crossed the flat in one dot.

monomial (4) = one-term (2)
binomial (4) = two-term (2)
polynomial (5) = many-terms (3)

vertex (corner) (2) = nook (1)
3-dimensional (5) = spacial (2)
tetrahedron (4) = 4-nook (2)
[nook is used because it is another name for a corner and the five elemental polyhedra can be identified by their number of corners.]

F: A tetrahedron has 4 vertices, 6 edges, and 4 sides.
C: A 4-nook has 4 nooks, 6 edges, and 4 sides.

The five elemental polyhedra:
octahedron (4) = 6-nook (2)
hexahedron (4) = box (1) or 8-nook (2)
icosahedron (5) = 12-nook (2)
dodecahedron (5) = 20-nook (3)
regular tetrahedron (7) = even 4-nook (5)
irregular tetrahedron (8) = odd 4-nook (3)
regular octahedron (7) = even 6-nook (5)
irregular octahedron (8) = odd 6-nook (3)
regular hexahedron (7) = cube (1) or even 8-nook (4)
cube (1) = --
etc.

Archimedean polyhedra:
cubeoctahedron (5) = cubic-6-nook (4)
truncated tetrahedron (7) = truncated 4-nook (5)
pentagonal prism (6) = 5-nik prism (4)
etc.

Fancy: There are only five regular polyhedra. Because they are made of triangles, tetrahedrons, octahedrons, and icosahedron are stable. Hexahedrons and dodecahedrons are not.
Common: There are only 5 even many-nooks. Because they are made of 3-niks, 4-nooks, 6-nooks, and 20-nooks are stable. 8-nooks and 12-nooks are not.

scalene triangle = no-same 3-nik
isosceles triangle (7) = two-same three-nik (5)
equilateral triangle (8) = even three-nik (4)

Fancy: The measures of the angles of a triangle always add up to 180 degrees. In an equilateral triangle, all the sides and angles are equal.
Common: The measure of the niks of a 3-nik always add up to 180 plics. In a even 3-nik, all the sides and niks match.

right angle (3) = right nik (2) or quart-nik (2)
right triangle (4) = right 3-nik (3)
hypotenuse (4) = long (1) or shlong (1)
legs (1) = --
opposite side (5) = far side (3)
adjacent side (5) = by side (3)

Fancy: The right triangle has two legs and a hypotenuse.
Common: The right 3-nik has two legs and a shlong.

congruent (3) = matching (2)
similar (3) = zoom (1) or zoomy (2)
["Similar triangles" can be called "zoom triangles" or "zoomies" because of the widespread use of the zoom lens which was unknown to the ancients. Of course, one may have to flip and/or spin the triangle to see the "zoomability." Zoom here does refer to an actual increase in size not an illusory increase in size as in a lens.]
similar triangles (6) = zoomy three-niks (4) or zoomies
similar figures (5) = zoomies (2)
similarity (5) = zoomability (5)
scale factor (3) = zoom factor (3)
proportion (3) = zoom (1)
proportional (4) = zoomable (3)
direct (1) = big-big (1)
inverse (2) = big-little (3)
directly proportional (7) = big-big zoomable (5)
inversely proportional (7) = big-little zoomable (6)
positive (3) = forward (2)
negative (3) = backward (2)
positive numbers (5) = forward numbers (4)
negative numbers (5) = backward numbers (4)
opposite (3) = backward (2)
reciprocal (4) = upside down (3)

trigonometry (5) = three-nik-science (4)
trigonometric tables (7) = 3-nik zoom tables (5)
trigonometric ratios (7) = three-nik "to"s (3) or 3-nik ratios (4)
sine ratio (3) = far:long (3) or F:L [far side to long side]
cosine ratio (4) = by:long (3) or B:L [by side to long side]
tangent ratio (4) = far:by (3) or F:B [far side to by side]
cosecant ratio (5) = long:far (2) or L:F
secant ratio (4) = long:by (2) or L:B
cotangent ratio (5) = by:far (2) or B:F
[tan = sin/cos, this is immediately evident when you write F:B = F:L/B:L]
F:L could also be written fol or far side over long side. This would give the following:
sin = fol
cos = bol
tan = fob
csc = lof
sec = lob
cot = bof
The relationships of the various triangle ratios (trigonometric ratios) are immediately evident. With fol used for sin there would be no more looking up sin to see that it is the opposite over the hypotenuse. It is immediately apparent that it is the far side over the long side of a right 3-nik (triangle).
[Also, fob = fol/bol, and fol 30 = 0.5, bol 30 = 0.866, and fob 30 = 0.577]

corresponding sides (5) = kin sides (2)
acute angle (4) = sharp nik (2)
obtuse angle (4) = blunt nik (2) or dull nik (2)
complementary angles (7) = right-fill niks (3)
[the two angles fill a right angle]
complementary angle (7) = right-fill nik (3)
complement (3) = right-fill (2)
supplementary angles (7) = straight-fill niks (3)
[the two angles fill a straight line]
supplement (3) = straight-fill (2)
-- = round-fill niks (2)
[the two angles fill a circle such as 100 degrees and 280 degrees. Thus you have right-fill, straight-fill, and round-fill angles.]

Fancy: The corresponding sides of similar triangles are directly proportional.
Common: The linked sides of zoomy 3-niks are big-big zoomable.

induction (3) = making-a-rule (4)
deduction (3) = using-a-rule (4)

Fancy: An acute angle is less than 90 degrees. An angle and its complement add up to 90 degrees.
Common: A sharp nik is less than 90 plics. A nik and its right-fill add up to 90 plics.

parallel (3) = tracking (2) or ||
[from railroad tracks]
parallelogram = 2-tracks
perpendicular (5) = right-crossing (3)
bisector (3) = halfer (2)
perpendicular bisector (8) = right-crossing halfer (5)
interior (4) = in (1)
exterior (4) = out (2)
corresponding angles (6) = kindred niks (3) or kin niks (3)
adjacent angles (5) = by-niks (2)
interior angle (6) = in-nik (2)
exterior angle (6) = out-nik (2)
vertical angles (5) = facing niks (3)

transversal (3) = crossing (2) or cutting (2)
consecutive interior angles (8) = same-side in-niks (4)
consecutive exterior angles (8) = same-side out-niks (4)
alternate interior angles (9) = other-side in-niks (4)
alternate exterior angles (9) = other-side out-niks (4)
tangent line (3) = touching line (3) or touch (1)
vertex (2) = corner, nook, or nik (1)
cone (1) = --
arc (1) = --
subtends (2) = makes (1) or forms (1)

F: If two parallel lines are crossed by a transversal, then each pair of alternate interior angles are congruent.
C: If two tracking lines are crossed, then each pair of other-side in-niks match.
F: If two parallel lines are crossed by a transversal, then each pair of consecutive interior angles are supplementary.
C: If two tracking lines are crossed than each pair of same-side in-niks straight-fill.
F: If two parallel lines are crossed by a transversal, then each pair of alternate exterior angles are congruent.
C: If two tracking lines are crossed, then each pair of other-side out-niks match.

constant (n.) (2) = still (1)

associative property (7) = grouping property (5)
commutative property (7) = switching property (5)
distributive property (7) = spreading property (5)
identity element of mult. (13) = same-same of mult. (8)
identity element of add. (11) = same-same of add. (6)

unknown (2) = --
variable (4) = changeable (3)
coefficient (4) = front-number (3) or front (1)
diagonal (4) = across (2)
equiangular (5) = match-niked (2)
angle bisector (5) = nik halfer (3)
exponent (3) = --
origin (3) = start (1)
abscissa (3) = x-line (2)
ordinate (3) = y-line (2)
intercept (3) = crossing (2) or cutting (2)
y-axis (3) = y-line (2)
x-axis (3) = x-line (2)
y-intercept (4) = y-line crossing (4)
x-intercept (4) = x-line crossing (4)
quadrant (2) = fourth (1)
domain (2) = home (1)
range (1) = --

linear equation (6) = line-match (2)
quadratic (3) = twoed (1)
quadratic equation (6) = twoed match (2)
parabola (4) = throw curve (2)
hyperbola (4) = --
eccentricity (5) = non-roundness (3)

prime number (3) = --
composite number (5) = patterned number (4)
highly composite (5) = versatile (3)
sequence (2) = following (3)
sequential (3) = following (3)
arithmetic sequence = add next-same
geometric sequence = times next-same
series (2) = --

calculus = --
function (2) = in-out (2) or IO (2)
limit (2) = stop (1)
infinitesimal = --
continuous (4) = unbroken (3)
relation = --
differentiation (6) = slope finding (3)
[for lower levels, the differential is the slope of the function at a given point]
differential (5) = slope (1) or touch (1)
[touch as in touching line or tangent line]
integration (4) = filling (2) or making-whole (3)
integral (3) = under-fill (3)
[for lower levels, the integral is area under the curve]
maxima (3) = highs (1)
minima (3) = lows (1)
maximum (3) = high (1)
minimum (3) = low (1)
intersection (4) = crossing (2) or overlap (3)
[the crossing of two lines but the overlap of two sets]
union = --
symmetry (3) = turn-same (2)
center of rotation (6) = spin point (2)

axis of symmetry (6) = line of turn-same (4)
Venn diagram (4) = overlap (3)
cumulative (4) = all-so-far (3)
dimensions (3) = measures (2) [of a blueprint]
consecutive (4) = next-to (2)
conjunction (3) = and-say (2)
disjunction (3) = or-say (2)

proof = showing
prove = show
conjecture = guess

meter (2) = lank (1)
decimeter (4) = hand (1) (hand width)
centimeter (4) = nail (1) (finger nail width)
millimeter (4) = line (1) (line width)
kilometer (4) = shlank (1) (sh+lank)
cubic centimeter (6) = cubic nail (3)

binomial theorem (6) = 2-term rule (3)
properties of equality: = facts of balance:
symmetrical property (7) = turn-same fact (3)
transitive property (6) = swap fact (2)
substitution property (7) = swap fact (2)
(transitive and substitution are not both needed)
addition property = add fact
multiplication property = times fact
distributive property = spreading fact
reflexive property = is fact
(A=A)
symmetric property = turn-same fact
(if A=B, then B=A)
the inverse = the not
(p>q, not p>not q)
the converse = the backward
(p>q, q>p)

mean (1) = average (2)
mode (1) = most-oft (2)
median (3) = middle (2)
range = --
probability (5) = chance (1)
statistics = number-facts
standard deviation = standard spread
distribution = spread
histogram = past-spread
[a histogram is a statistical summary of past occurrences]
normal distribution = normal spread
descriptive statistics = number-fact showing
inferential statistics = number-fact conclusions
correlation = link
variance = shift
frequency (3) = often-ness (3)
correlation = match
experiment = try
observation = see
hypothesis = say
[see my paper on "Useable Science: The Try-See-Say Cycle" at my web site]
variable = changeable
dependent variable = fixed changeable
independent variable = unfixed changeable
experimental design = try plan
analysis of variance = breakdown of shift

Special Definitions:
Turtle Math: math that is done with a minimum of short cuts so as to allow the user to get the right answer even though it may be slower.
Linked Math: mathematics that is linked to the real world, instead of mathematics that is just a floating abstraction.

(c) 1999 W. Lauritzen

Raising Literacy Part 8: Education in the Common Tongue

by William Lauritzen, MS

You might recall the fact from mathematics that pi is equal to the circumference of a circle divided by the radius. Perhaps you have never had any use for this fact. Or perhaps you didn't care to remember it, as it brought back painful memories of school, tests, and quizzes.

Instead, what if I drew a circle and said that the "around" of the circle (showing you what I meant by "around") divided by the "across" of the circle (showing you what I meant by "across") were the same for any circle. And that we called this number pi. You might find this fact a lot more palatable.

In fact, I taught mathematics for many years to many different students, and I found that "around" divided by "across" communicates the concept of pi much easier and better.

That is because the words "around" and "across" are from what I call our common tongue. I have found that you can teach science, history, English, in fact, every subject in the common tongue, and with better results. The common tongue is the language we spoke as children. "Circumference" and "diameter" are from Latin and are not normally used by children in their everyday play activities. They don't say, "I put the belt on the circumference of my waist." They don't say, "I threw the ball the diameter of the circle." They use "around" and "across." Even thought "around" and "across" don't have exact meanings for the circle, they can easily be given these exact meanings.

I believe that use of the common tongue will lead to greater application. My theory (which might be called the Common Tongue Application Theory) is that our common English tongue, the tongue of childhood play, is more intimately linked to activity, motion, and action than the tongue of the school classroom.
In school, the Latin, or French, or Greek words (the Pedantic Tongue) are learned, as these languages were once the languages of learning. For example, in England, in 1686, Isaac Newton wrote Mathematical Principles of Natural Philosophy in Latin. However, Latin is no longer the language of learning. English is. "Circumference" and "diameter" and a host of other words are really foreign imports.

Thus, our students, in a sense, are having to learn a foreign language in order to understand much of "higher" education.

Unfortunately, these imported words are often only memorized. They are not often linked to real word activities. One can attempt to link them by having the child do kinesthetic projects, manipulate things, make things, etc.

So the student may link "circumference" to the real world.

Even so, circumference has to displace the word "around" to some degree and that this causes some internal stress. Also, if someone sees the word "circumference," they might have to think for a moment, what is "circumference?" There is a little bit of translation. However, because of their many early childhood experiences, they would not have to think much about the word "around" or "across."

What if all our subjects used common words from our childhood (words that were granted more exact meanings)? This has been done to some degree already. The subject of biology is now often called "life science." Geology is often now called "earth science." These are steps, perhaps inevitable, in the right direction.

What if the respiratory systems were the "breathing system"? Sounds unscholarly, I know. But easier, yes. Practical, yes.
What if viscosity was "thickness"?
If the earth's rotation was the earth's "spin"?
If the radius were the "spoke"?
If spheres were "balls"?

We might have to use hyphens at times: What if the circulatory systems were the "blood-flow system," if the reproductive system where the "baby-making system." Perhaps igneous rocks should be "fire-formed" rocks? Perhaps frequency should be "how-often"? Perhaps accelerate should be "speed-change" (fewer syllables, believe it or not). Perhaps a force should be a "push-or-pull"?

We might have to make up new words at times, such as I have done in math, where an icosahedron is a "12-nook," and a hexagon is a "6-nik." (Believe me, this makes life a heck of a lot easier on the math student and math teacher.)
Other subjects besides math and science can also benefit. What if biography were "life-story," if the climax were the "high-point," if the prologue were "first-talk?" If synonyms were "mean-sames" and homonyms were "sound-sames"? If capitalization were "big-lettering"? If a conjunction were a "joiner"? What if democracy were "people-rule" and a monarchy were "king-rule?"

(There are many other examples and I have started to compile a list. If you have some suggestions send them to me.)

Sure, the grammar isn't always perfect, but who cares? It won't be the first time that adjectives have been made to serve as nouns or vice-versa. Language evolves; the dictionary records popular usage.

If we all used common words, I think we would have a lot less memorization and a lot more application. I believe if we educated our children using "around" and "across," they would naturally apply the concept of pi in their adult lives, and would not shy away from the concept because of painful memories, thinking pi is "too intellectual," or having to stop to make a mental translation. One of the biggest complaints of private industry is that they hire graduates that can't apply what they have studied. Using these common words can change that.

The use of common English words in the place of Latin words probably offends some people. The common words do not sound intelligent. That's because we have learned that school has to do with Latin, Greek, or French sounding words that one memorizes. However, should we be more concerned with understanding and application, or with "sounding intelligent"?

So scoff if you like, "scholar." But ask yourself these questions: Am I a walking library who memorizes knowledge or am I a dynamic person who applies knowledge? Am I an impractical theorist or a do-er?

Perhaps school could be a heck of lot less easier than it is. Perhaps subjects are not really that difficult. Perhaps the emperor has no clothes.

There is one disadvantage to using common words. One would not be able to learn Latin, French, and Greek so easily. Those languages would be more foreign to us. But most of the Greek, Latin, and French people have to learn English anyway, as it is now the language of science, commerce, and diplomacy.

Let's forget the pedantry, the sophistry, the snobbishness, and "sounding intelligent." Let's be intelligent by making subjects more user-friendly. Let's understand and apply subjects. Let's educate in the common tongue and raise literacy.

Part 8 of a series on raising literacy by William Lauritzen. He holds a master’s degree in Industrial Psychology/Ergonomics and has studied education for over 15 years. 
(c) 1999 W. Lauritzen.