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(2) existing letters in the Roman alphabet may be used with dots and diacritical marks ;

(3) additional letters with new shapes may be introduced.

It is the third system that is embodied in the Memorandum of the International Institute of African Languages and Cultures prepared by Professor Westermann.

The replies to my questionnaire show that in some quarters it is feared that the multiplicity of signs introduces unnecessary com- plication and it is pointed out that some are not required at all. It seems to me that the inclusion of signs not required in the Southern Sudan should not be a factor in condemning the system, as those: not required need not be used.

The system of orthography contained in the Memorandum has, I believe, been accepted favourably in other territories, and I earnestly — recommend its acceptance by this Conference, even if its adoption should involve some sacrifice on the part of those who have already produced literature.

I must not further anticipate what Professor Westermann will say himself and, as I have not had an opportunity of consulting bim, I do not ask him to subscribe to all that I have said on this subject.

When he has addressed us I suggest that the Conference should discuss the matter in full session and that at a later stage it should be referred to committees with special reference to its applicability to the various languages.

The fourth and last object of the Conference is to make proposals for co-operation in the production of text-books and the adoption of a skeleton grammar, reading books, and primers for general use.

In this connection we should, I think, not only consider the educa- tional requirements of the native, but also the needs of the Government

Official and the Missionary studying a vernacular. We urgently require a series of grammars and vocabularies to assist the ever increasing number of those wishing to learn native languages, and it must be clear to all that time and effort and money will be saved if under expert advice we can agree on a more or less uniform pattern which might be followed by all engaged in the production of such books.

Again, in the matter of text-books for vernacular schools—such as readers and books on arithmetic, geography, hygiene, etc.—there are obvious advantages in adopting a series of standard texts, to be agreed on by those most qualified to speak on the educational aspect, and then translating these into the different vernaculars. We should thus ensure a more or less uniform standard for all vernacular schools throughout the Southern Sudan. This is not only desirable in itself, but will enable us to fix a definite entrance qualification for schools providing a higher form of education.

I think that the Conference sitting in full session should have an opportunity of making suggestions as to how these ends may best be attained. : . A committee might then be set up to consider both aspects of the text-book problem, the educational and the linguistic. A list of