Ah! Found "Reply all" /after/ swiping my scroll finger (n) times to go through the ridiculous sludge.
Good grief, Mark -- your weeklies are very literate; they have a nice style that reads quite effortlessly.
¶ (pilcrow) Re auto-correct: Logographic teaching in elementary school means that suggested candidate words that >appear similar< to the intended are probably selected, although in context they're likely to be wildly nonsensical.
One quite-literate occasional correspondent (not a subscriber, here) encounters a lot of absurdities in computer-proofread text. and he's Not Happy.
Fairly recently, I noticed frequent misuse of "defiantly", not a common word, where the writer plainly meant "definitely". Seems quite likely that the writer typed "definatly", which means said person's English teacher failed to successfully point out the root "finite" in the longer word. "Finite" is a word used by the better educated, I'd say.
The poor miseducated souls, judging by >looks< of the replaced word, fail to note the "an"/"na" transposition. The words "Andriod/Android", and "Asteriods/Asteroids" for instance, >look< similar, but obliterating their phonetics makes the swaps accceptable by the sub-literate.
Plausible pronunciation of "Andriod" could be "an dree odd", and of "Asteriods", "uh steer ee odds".
Btw, the sub-literate are not necessarily lower-caste. Subliteracy affects all who were mis-taught. A candidate for Mayor of Waltham, a vivacious, intelligent, likable person, made an IMPORTANT ANNOUCMENT to a group of people.
ANNOUCMENT uh 'nuke m'nt
ANNOUNCEMENT
— — —
SORRY FOR THE
INCONVIENCE in 'con vee "ns"
Huh?
INCONVENIENCE
CONOLETION
COMPLETION
SUBCRITE
SUBSCRIBE
Japan has a recommended subset of kanji for everyday use, roughly 2,500 characters; Paul knows its size and name, but I've forgotten which — Tōyō(?), then Jōyō kanji? Not "ō's", just "o's"?.
Chinese (simplified, at least) has a set of roughly 5,000 hanzi (name equiv. to "kanji") for common use. More, because Japanese has two phonetic derivatives (and our alphabet).
Well, hardly to be outdone, Logographic English fanatics came up with an obscure, but quite likely excellent list of English logograms which should be quickly recognizable at 6th grade reading level. (Years back. our Army said all text for the troops must be at 6th grade level.)
The list was, and quite likely is downloadable, plain text, no JSON.
How many logograms in that listaaXQ, called "words"?
Sixty thousand.
Memory burden? Seems to me that spellings make no sense, absent understanding of their phonetic basis. Hope it's not really /that/ bad.
Not included are oodles of historical and geographical words and names. Wonder why those topics aren't taught much, if at all – teachers don't want to mangle names and words not in the ~60,000.
When a victim of logographic misteaching tries to pronounce an off-list word or name, said person, with pitiful ease, is likely to sound temporarily brain-injured as well as distressed.
•=•=•=•=•=
Remember DuPont's Corfam™ (®? I rarely know which)? It was a synthetic sheet poromer, which had pores between its surfaces. Clever: First stage was to make an open mesh, maybe like a plastic pot-scrubber. Mesh was then filled with the end-product polymer, quite-different chemistry. Finally, the mesh was dissolved away, leaving pores.
For shoes, it kept inner humidity down, but, unlike leather, didn't re-shape in response to stress. Shoes didn't become more comfy after being worn for a while.
Topic change for a break...
But, a shoe salesman, when Corfam™ was new, tried to say it. and his severe struggle was something I still remember, decades later. It was much like the struggling kids of [Why Johnny Can't Read], the classic that's said to have infuriated Dr. Seuss, who's said to have scrapped fifty drafts of [The Cat In The Hat].
It recently occurred to me that failing to teach our phonetic basis is like teaching kids to use a calculator (or calc. app) while failing to teach numerical magnitudes of digits and numbers.
To be consistent, they would /not/ be taught to count objects, nor perhaps the digits in sequence by magnitude.
It seems to be a mystery how our minds, once taught our phonetic basis, transform to what's essentially logographic recognition, even groups of words. However, we're hugely more able to absorb words and (often) unfamiliar names.
Logographic teaching bypasses phonetics, and pupils typically make faster progress, but beyond third grade or so, they're handicapped.
It seems likely that human memory for word appearances, when they seem arbitrary, just fills up.
One last topic: It was only a few centuries ago that standard spelling was established; see, iirc, about Noah Webster. Previously, each person had their own way of spelling, which, of course, was phonetic. However, figuring out countless personal schemes was distracting. Advocates must have had other explanations, as well.
Reading literate text is like moving a warm table knife through butter.
I well remember reading much of Popular Mechanics mag. for Jan. 1905, archived by Google Books. While rather less educated in – what – vocabulary, than recent New Yorker issues, both articles and reader messages were totally literate. There were no "bumps in the road".
Mark, please holler if this is too long.
My best to all. : )
nb
quite sleepy