Language Log

New book by Luke Waring:

Writing and Materiality in Ancient China:  The Textual Culture of the Mawangdui Tombs (Columbia University Press, December 2025)

Charles Belov saw this sign on Clement Street (aka New Chinatown) in San Francisco:

Following on Mark's "Literacy: peasants and philosophers" (10/10/25) yesterday, also a number of posts on this subject that we have written in the past (see the bibliography), i herewith offer an account of myth and literacy:

Memories within myth
The stories of oral societies, passed from generation to generation, are more than they seem. They are scientific records
By Patrick Nunn, Aeon (4/6/23)

This is a long, richly documented article, from which I will take only a few representative selections.  It begins:

In the 1880s, the American journalist William Gladstone Steel made several visits to a freshwater lake that filled the caldera of an extinct volcano in Oregon. For Steel, these visits were the fulfilment of a dream that began while he was just a schoolboy in Kansas. It was one day in 1870, while reading the newspaper wrapped around his school lunch, that he noticed an article about the ‘discovery’ of a spectacular body of freshwater named Crater Lake. ‘In all of my life,’ Steel would later recall, ‘I never read an article that took the intense hold on me that that one did…’ When he finally made it to the lake in 1885, he was so captivated that he determined to have the area designated as a National Park. But designation was not easily gained and required extensive documentation of the region.

For decades, people have been worrying about declines in literacy rates, and even steeper declines in  how many people read how many books, especially among students. For a striking recent example, see Niall Ferguson, "Without Books We Will Be Barbarians”, The Free Press 10/10/2025 — that article's sub-head is  "It is not the road to serfdom that awaits—but the steep downward slope to the status of a peasant in ancient Egypt".

[This is a guest post by Denis Mair]   

  Cai Xutie was a Taiwanese woman who ran a family farm with her husband in a village near Jiayi in central Taiwan. She was a rice farmer and had never attended a public school. After her husband died in middle age, she sold some of the land, moved to Taipei with her children, and bought a modest apartment. Because of economic pressure, she helped to set up a number of revolving credit pools, which were used by economically disadvantaged people in the 1950s and 60s to obtain credit when they couldn't get it from banks.

"Not Lost In Translation: How Barbarian Books Laid the Foundation for Japan’s Industrial Revolution", by Alex Tabarrok, Marginal Revolution (July 22, 2024)

I am grateful to Alex Tabarrok and his colleague Tyler Cowen at Marginal Revolution University of George Mason University's Mercatus Center for introducing me to what is one of the most mind-boggling/blowing papers I have read in the last decade.

First, here is Tabarrok's introduction, and that will be followed by selections from the revolutionary paper to which I am referring.

Japan’s growth miracle after World War II is well known but that was Japan’s second miracle. The first was perhaps even more miraculous. At the end of the 19th century, under the Meiji Restoration, Japan transformed itself almost overnight from a peasant economy to an industrial powerhouse.

After centuries of resisting economic and social change, Japan transformed from a relatively poor, predominantly agricultural economy specialized in the exports of unprocessed, primary products to an economy specialized in the export of manufactures in under fifteen years.

Upon first hearing, the very idea sounded preposterous, but when I searched the internet, I found it all over the place as "nonword reading / repetition", "nonsense words", "non word phonics / fluency", "non-word decoding", "pseudowords", etc.  In other words (!), it's a real thing, and lots of people take the concept seriously as a supposedly useful device in reading theory and practice, justifying it thus:

"as a tool to assess phonetic decoding ability" (here)

"contribute to children's ability to learn new words"  (here)

"a true indicator of the alphabetic principle and basic phonics" (here)

etc., etc., etc.

I would not have taken the topic of nonwords seriously and posted on it, had not AntC pointed out that it is actually being applied in the classroom in New Zealand.

[This is a guest post by Don Keyser in response to "Sinitic semiliteracy" (6/5/23)]

From a story on CNN on "begpackers" in Asia:

This one amounts to a Sinitic spoonerism.

In his major July 1 speech celebrating the 100th anniversary of the CCP, Xi Jinping wanted to impress people with this set phrase:

yízhǐqìshǐ

頤指氣使 / 颐指气使

lit. "chin / jaw / cheek — point out / at [with a finger] — haughty attitude / bearing — command / order / dispatch"

i.e., "(arrogantly / contemptuously) give orders; boss people around (by looks and gestures)"

Instead, what came out of his mouth was this:

yíshǐqìzhǐ

頤使氣指

which might be playfully rendered as something like "beatbrow"

This expression goes back to at least the Tang period (618-907).

The following article is so revelatory, at least for me, that I wish I could copy it entirely.  Since that's not what we do at Language Log, I will just quote the opening portion (probably less than a quarter of the total essay), while pointing to a few additional highlights, and encourage others who are interested to read the whole piece (4,700 words):

"Africa writes back:  European ideas of African illiteracy are persistent, prejudiced and, as the story of Libyc script shows, entirely wrong", Aeon (6/17/21), by D. Vance Smith, edited by Sam Dresser

Four different writing systems have been used in Algeria. Three are well known – Phoenician, Latin and Arabic – while one is both indigenous to Africa and survives only as a writing system. The language it represents is called Old Libyan or Numidian, simply because it was spoken in Numidia and Libya. Since it’s possible that it’s an ancestor of modern Berber languages – although even that’s not clear – the script is usually called Libyco-Berber. Found throughout North Africa, and as far west as the Canary Islands, the script might have been used for at least as long as 1,000 years. Yet only short passages of it survive, all of them painted or engraved on rock. Everything else written in Libyco-Berber has disappeared.

Libyco-Berber has been recognised as an African script since the 17th century. But even after 400 years, it hasn’t been fully deciphered. There are no long texts surviving that would help, and the legacy of the written language has been one of acts of destruction, both massive and petty. That fate, of course, is not unique. It’s something that’s characteristic of modern European civilisation: it both destroys and treasures what it encounters in the rest of the world. Like Scipio Africanus weeping while he gazed at the Carthage he’d just obliterated, the destruction of the other is turned into life lessons for the destroyer, or artefacts in colonial cabinets of curiosities. The most important piece of Libyco-Berber writing was pillaged and sold to the British Museum for five pounds. It’s not currently on display.

A friend called my attention to this intriguing article:

"This man can read and write 30 ancient Indonesian scripts, some as old as 500 years", by Kiki Siregar, Channel NewsAsia / CNA (3/6/21)

Thirty years old Diaz Nawaksara says, “I started in 2012 by studying the Javanese script first.”

Today, he can read and write over 30 ancient Indonesian scripts. He understands fluently about half of the languages associated with these scripts.

It is a rare ability considering that most Indonesians can only read one or two scripts.

Most Indonesians can read Latin, the script used for the national language Bahasa Indonesia as well as English. Others also know Arabic for reading the Koran or Chinese.

This semester, I'm teaching an advanced graduate seminar on Dunhuangology.  Below, I will explain what that means, but first let me post photographs of one of the manuscripts from Dunhuang that we will be studying in the class: