and commerce make it absolutely essential that our young men should be
taught at least one language or two languages besides their own. Now,
this being the case and Esperanto now being taken up by nearly all the
civilized countries as an auxiliary language, how easy it would be for
us, instead of compelling our children in the schools to learn Spanish,
French, and German, to simply take one lesson a week in Esperanto and
thereby enable this nation to correspond and communicate in a common
language with all the other nations of the world.

The CHAIRMAN. Your idea would be that the various nations would
understand Esperanto, and that whenever they would use that language all
would understand and comprehend it? Is that your idea?

Mr. BARTHOLDT. Yes. I want to say that there is a movement on foot in
nearly every civilized country to make Esperanto a part of the course of
study in the schools. If that were carried out, each country would learn
its own language and Esperanto, in England English and Esperanto, and
so on, so that the international language would really be Esperanto. As
one who has studied languages to some extent I can feel the shortcomings
and handicaps of a man who, for instance, having studied French for some
time, comes to Paris. The very moment you open your mouth the people
will notice that you are "a foreigner," no matter how well you speak
French, so that the other man, the native, has a certain advantage over
you. But if that Frenchman were obliged to speak Esperanto with you then
you would be on a common level and neither would have an advantage over
the other. I have read in several of the Esperanto newspapers that, for
instance, in England the great manufacturing establishments are now
printing their catalogues and price lists in Esperanto, and that other
publications are sent all over the world printed in that language, in
matters of trade and commerce. So you can see it is coming. And since