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The question of compiling grammars for the use of Natives studying their own language was also discussed.

The Conference was of the opinion that this work would be most: efficiently done by those in the country who already have a good. practical knowledge of the language.

The existence of a model grammar would be of great assistance to them, and they would also derive great benefit from consulting the linguistic expert mentioned above.

PROFESSOR WESTERMANN: A model grammar could be produced by the International Institute of African Languages and Cultures, and. he would assist.

Minute 7. Text-books for Intermediate Schools.

The Conference accepted this minute. Mr. HuNTER initiated a debate on the problems connected with the introduction of foreign words into the vernaculars and their transliteration.

The record of this debate, which was not concluded on this. occasion, appears in the proceedings of Friday, 13th April.

FIFTH DAY.—Friday, 13th April.

MorninG.

THE CHAIRMAN: submitted resolutions arising out of the recom- mendations of the Text-book Committee which were adopted with shght amendment.

The reports of the Group Language Committees were then discussed.

THE CHAIRMAN suggested that the amended lists of languages. should be submitted to Professor Westermann with the request that he should draw up a revised list to be attached as an appendix to this. report.

This was accepted. After discussion the Conference expressed genera] agreement with the conclusions of the Committees as regards group languages.

The use of Arabic in certain schools in the Southern Sudan was: again discussed. | FatTHER CRAZZOLARA deprecated the existence of an Arabic teaching school at Malakal and thought that there should be no school there except one using Shilluk as the language of instruction.

THE CHAIRMAN explained why Malakal required a kuttab of the Northern type.

ARCHDEACON SuHaw referred again to the necessity of an Arabic- speaking school at places like Mongalla, and possibly Juba and others, as a means of approaching certain communities. If no teaching was. offered to them by other agencies, these communities would start schools of their own which would be of a less desirable type.