How to Teach yourself Ancient (and Modern) Languages

One of my main loves in ancient history and archaeology is the learning of ancient languages. This post is in response to one of my followers who is currently trying to teach herself Mayan glyphs. But I know there are many of you out there who have struggled to teach yourself languages or would like to be able to in the future. So here are a number of tips and ideas for you to help you out on that journey.

46 is the earliest (nearly) complete manuscrip...

46 is the earliest (nearly) complete manuscript of the Epistles written by Paul in the new testament.

These preliminary tips can be used for any language either ancient or modern and can be used in combination with the language resources I supply in the menu bar for certain languages. If you have looked at my ancient Greek resources as well you can use these techniques to help you remember them or languages you are learning at university or elsewhere already.

Finding sources

  • Use social media and friends to discover the best books and sources to use
  • It is worth while finding them to save you time and to teach you better
  • Research the texts and their reviews
  • Avoid generic internet programs – they generally use methods that are more in touch with teaching basics to children rather than adults. Remember that the adult brain learns differently to a child’s
  • The best sources are usually in book or cd form from reputable suppliers
  • It is a good idea to see what universities use to teach language  basics – this information can usually be found in course descriptions and handbooks which are generally available online

Using sources

  • You generally want to learn as quickly as possible and often get over enthusiastic
  • Try and avoid this and slow yourself down and don’t skip ahead
  • This way you will learn properly and take in more
  • Take to doing one lesson or hour a day
  • Stick with one source book so you are following a program

Remembering material

  • Before each lesson review the day before and any exercises the sources set
  • Without looking at the answers from the previous day’s exercises, do all or some of them again and some from previous lessons even further back so you keep them in mind
  • Run through the whole lesson for the day before you undertake new exercises so you have the complete context for what you have to do
  • Literally do it every day, if you miss a lesson then at least take 15 minutes to go over an exercise from a previous day

Tips for memorising information

  • Write out the stuff you find difficult and stick it around the house where you are going to see it regularly or at work, for example:
    • Behind the bathroom door
    • Above the sink
    • In the kitchen
    • On the ceiling above your bed
    • Beside your computer
  • Another little used technique which works ridiculously especially for grammatical concepts well is a walk about memory exercise:
    • Make a list of what you want to remember
    • Pick a room in your house
    • Start at one corner of the room and move around the room allocating an object in the room to each thing on your list
    • Then find a link between each object and each idea
    • Ie. A participle – a chair – a chair is used for sitting – sitting is a participle
    • No matter how abstract the connection is the memory of it will help you remember concepts through physical associations
  • For vocab literally stick labels on things in your house
  • Or make up songs or rhymes – it is amazing how your mind works

Tips for if you can’t find one particular source for a language

  • Look at sources for another language. Ie. Latin
  • Make a note of how the lessons are set out and how grammar is taught
  • Then use what sources you do have and apply the information into that format
  • Grammar is the basis for all language and stays the same in ideas throughout the majority
  • By applying an accepted and working format from another language you can help yourself learn another.
  • If lesson one is on the alphabet and then verbs, then look up the alphabet and common verbs in your array of sources for the language you want to learn, ie. Mayan glyphs.
  • Sometimes this will take longer because there are varying lengths of alphabet for instance but readjust the time you spend on it to suit.
  • If you have the sense and desire to teach yourself a language then you should be able to work it out

Remember to be patient with yourself and the material

These things are not learnt over night

Macquarie Ancient Languages School – Winter Session

Hello Followers, The Macquarie Ancient Languages School Winter Session is now enrolling for 1-5 July 2013. These intensive courses are open to anyone and everyone, public and students, of all ages and backgrounds. I usually teach the Greek courses but will be in Turkey this year. They are still running though in other capable hands while I am away. :)

For the Winter school program you can download it here. Along with the application details. Travel subsidies are available for those coming from further away, we help cater for both national and international attendees.

The bible written in Aramaic.

The bible written in Aramaic. (Photo credit: Arnasia)

For all enquiries you can contact:

Jon Dalrymple
Ancient Cultures Research Centre
Department of Ancient History
Macquarie University NSW 2109
Telephone: (02) 9850 9962
Fax: (02) 9850 9001
Email: mals@mq.edu.au 

The Macquarie Ancient Languages School, an initiative of the Ancient History Documentary Research Centre, has been running since 1981, offering courses in a wide variety of languages associated with Ancient History and Biblical Studies. Held over two weeks in January and one week in July, the School has branched out from its beginnings in Classical Greek to include classes in Koine Greek, Latin, Egyptian Hieroglyphs, Classical Hebrew, Coptic, Akkadian, Sanskrit and a range of other ancient languages. Some are offered at each school, others on a rotational basis, for example, Aramaic,  Hieratic and Old Norse.

There are also opportunities to participate in hands-on courses, working with papyri, inscriptions and coins from the collections in the Museum of Ancient Cultures. New courses are incorporated into the programme on a regular basis. Recent additions include the Linear B Tablets, Latin Inscriptions, the Vindolanda Tablets, and Latin Vulgate Psalms.  There are also introductory courses on various topics  – for example, Etruscan, Cuneiform and Celtic Languages.

  • Are you looking for a challenge in 2013?
  • Perhaps you are considering enrolling in a degree programme and would like to include an ancient language?
  • Taking part in a Macquarie Ancient Languages School is a great way to ‘test the water’, prior to enrolling in an accredited unit.

Classes in Classical Greek, Koine/New Testament Greek, Classical Hebrew and Egyptian Hieroglyphs are offered at three levels, ranging from Beginners (requiring no prior knowledge) to Advanced level, reading from selected texts.

Classes in other ancient languages are conducted at the Beginners level in January, with follow-on classes in July, subject to student demand.  Examples of languages offered in the past include Coptic, Akkadian, Aramaic, Sanskrit, Syriac, Hittite and Sumerian, and more recently, Demotic and Hieratic.

Classes are open to people of all ages (from 16 years) and are suitable for:

  • intending students of Greek and other ancient languages in tertiary institutions and theological colleges, and those interested in learning to read the New Testament in Greek
  • secondary teachers and students of Ancient History
  • those interested in learning more about their heritage, for example, those with Celtic, Greek or Italian ancestry
  • those with a general interest in language
  • those interested in English literature, in European civilisation, in drama, philosophy, theology, in the ancient world generally, and in the many fields in which ancient literature and thought have been for centuries a powerful influence.

Teaching is in small tutorial groups meeting either in the mornings or afternoons. The timetable is planned to allow students to enrol in more than one subject – for example, a morning class in Classical Hebrew might be followed by a practical session on Greek Papyri in the afternoon. The timing of both Summer and Winter Schools is designed around the Macquarie University calendar, making it possible for currently enrolled students to attend.  For those considering an ancient language as part of their degree, such a course is an ideal introduction to the subject, prior to enrolling in an accredited unit.  Similarly, both Schools take place in NSW school holidays, so that secondary school students and teachers may attend.

Many of our students come back year after year, not only to enjoy the contact with other like-minded students, but also to brush up on their Greek or other ancient languages, and to continue their fascination with the worlds opened up by the language and literature of these ancient cultures.  Their continued attendance is testimony to the enthusiasm generated by the Macquarie Ancient Languages School over the past three decades.

Translation and Textual Criticism of Ancient Sources

Translation: a rendering of something written in one language into another which does not misinterpret the meaning or sacrifice the feeling of the original. So what makes a good translation? It is difficult to know where to begin in answering this question due to the multiple theories throughout the centuries, so it is important to provide a base.  Definitions of a good translation include that a translation ‘Must neither be ‘free’ nor ‘literal’…faithful…a faithful imitation (not adaptation or approximation) of the original.  It must be faithful both to the language of the original text and to the idiom into which it is being translated.  It must be faithful both to the letter and to the spirit.’ Rees provides a definition which is quoted above but also adds that faithfulness is significant as ‘he is the best translator whose work is nearest the original.’  Knox highlights three simple rules for when creating a translation; be accurate, be intelligible and be readable, but this in some ways is too simplistic.  Peyser contributes one of the more comprehensive arguments concerning what makes a good translation by stating that ‘Comparative naturalness of expression should be the first aim in a translation, and whatever mars that should be discarded.  Sometimes it may be achieved by the retention of literalness, by rhyme, by metrical forms; sometimes it can be obtained only at the price of one or more of these.  How best to compass it is for the translator to decide’

By looking at such definitions it becomes evident that there are many ideas of what makes a satisfactory end-product.  So, is it really possible to define what makes a good translation? Through the study of different translations and theories, we see that different purposes involved in translating mean that different sets of criteria have to be issued.  Many aspects are considered when exploring the idea of correct translation: content, use, the nature of the translator, cultural production, text survival and the recognisation of limitations. When looking at these aspects, we see that there is no single set definition of what makes a good translation.

Schleiermacher

Friedrich Daniel Ernst Schleiermacher

Friedrich Daniel Ernst Schleiermacher

When looking at theorists, Schleiermacher comes into the foreground. He highlights many of the problems faced in translation and outlines what he considers makes a satisfactory translation.  Schleiermacher asserts that all translators are under the sway of the language they speak and in many cases there is little difference between better and worse renditions. The translator cannot fully understand concepts beyond the boundaries of the language he was educated in. Schleiermacher is a strong advocate of the idea that the translator, while endeavouring to keep his language sounding foreign, often fails to observe the fine line between undesirable extremes. Schleiermacher’s discussions highlight that with people understanding the concepts in what is to be translated, a satisfactory rendition can indeed be created. The idea of a good translation is fully dependent on the ideals of the individuals viewing it.

Schopenhauer

One must also consider Schopenhauer’s theories.  Schopenhauer points out the difficulty in rendering an accurate translation as it is not always possible to find an exact equivalent in one language for a word in another.  He states that it is almost never possible to transpose a sentence pregnant with meaning and character from one language to another so as to make precisely the same impression on a speaker of the second.  The equivalence of words issue in translation can be seen even in the translation of Schopenhauer, as seen in the two examples in your handout:

It is not always possible to find an exact equivalent in one language for a word in another.  Thus concepts signified by words in one language are likewise never exactly the same as those signified by words in another.

(Trans.: D.Robinson)

Not every word in one language has an exact equivalent in another.  Thus, not all concepts that are expressed through the words of one language are exactly the same as the ones that are expressed through the words of another

(Trans.: P.Mollenhauer)

Much of Arthur Schopenhauer's writing is focus...

Much of Arthur Schopenhauer’s writing is focused on the notion of will and its relation to freedom.

Couldn’t both of these translations be seen as good, as they maintain the essence of the original? Yet there are obvious differences in the choice of words and phrase.  As Schopenhauer himself says, this is the necessary inadequacy of all translations.  Schopenhauer, like Schleiermacher, also explains that in many cases concepts cannot be so easily transmitted. Addressing that words and concepts cannot be transferred, it is easy to fall into the trap of accepting that there is no such thing as a good translation.

Humboldt

Humboldt, also presents a comprehensive analysis of translation in his work entitled ‘The More Faithful, The More Divergent,’ a title which clearly illustrates one of the more prevalent of Humbolt’s views.  Like his contemporaries, Humbolt asserts that no word in one language is ever entirely like its counterpart in another, outlining a particular issue when one considers the idea of literal translation.  According to Humboldt, a good translation is one which is not a commentary and contains no obscurities resulting from ‘wishy-washy’ choice, with which the translator would do violence to the text by arbitrarily clarifying and so distorting.  Humboldt attempts to avoid these inadequacies himself by trying with every new revision to eliminate what was not stated equally plainly in the original text; recognising that the translator is tempted to add ‘alien trinkets.’

Nietzsche

Nietzsche focused on the translator in relation to the historian and what makes a good translation. He states that ‘The degree of the historical sense of any age may be inferred from the manner in which this age makes translations and tries to absorb former ages and texts.’  Translations influence historians.  Nietzsche pays particular attention to the idea that a good translation is one that fulfils the purpose and use set out by the translator. ‘Should we not make new for ourselves what is old and find ourselves in it?’ This was the idea of the Romans, and it remains a focus of theorists.  Differences in purpose and material will affect the character of, and the process of making a translation; it is no wonder that it is difficult to define what is ‘good’.  These theorists show explicitly that the question of what makes a good translation, and the act of translation itself, is subject to the opinions and interpretations of the individual and the period in which it is created and studied.

Discussion in relation to Examples

A good translation is in some ways like the concept of myth, you will know it when you see it but it is not easy to define.  To better understand the theories that we encounter, we must look at various translations and forewords.  Let us look at the translation of Ammianus Marcellinus by Walter Hamilton.  Wallace-Hadrill comments that cuts have occurred throughout to better fit the volume of the penguin edition and to remove tedious aspects, such as Ammianus’ digressions, to better accommodate the modern reader. This embodies the idea set out as early as Jerome, who asserted that a good translation fits its purpose.  Venuti makes a particularly relevant study of ‘translation to fit purpose’, explaining that it is fundamentally determined by a cultural political agenda in the present and asymmetrical relations, such as the economy.  Hamilton’s translation also demonstrates the difficulty in accessibility of original texts, as Hamilton relies on a single 9th Century corrupted manuscript, which would be unreadable if a close rendering to modern English was attempted.

Literalness, Equivalence and Use

What is particularly enlightening is the comparison of two renditions of the same text.  From these we can isolate the differences in style, choice and purpose set out by the translator.  Beowulf, translated in 1979 and in 1995 by Michael Alexander, highlights problems and how a good translation cannot be given one definite definition.  Both translations keep the content and essence of the text and attempt to maintain the concepts set out by the original author; however the 1979 version takes a non-literal approach in an attempt to maintain the epic composition.  In comparison, the 1995 rendition alludes to the difficulty in cultural accessibility for the modern reader and instead gives a word by word rendition devised for those who wish to study Beowulf in old English, and to work out the meaning for themselves.  Each version is translated to best suit its purpose and use.  Does the difference in translation mean that one is particularly better than the other? These translations also provide an interesting case between literal and non-literal translation; and yet Alexander himself asks scholars to consider whether a literal prose version of a verse epic, is properly, a translation.

Carson and Shaw’s translation of Sophocles’ Electra provides an excellent example of what theorists may consider to be a good translation as well as illustrating many of the problems.  This translation demonstrates the issues of finding English equivalents, such in the case of the verb λυπειν, as well as issues of context and diction.  When translating one is frequently confronted with analogous terms; perfect equivalence after all presupposes an identity of cultural or socially shared experience between two separate ‘speech communities.’ Carson and Shaw also demonstrate that in order to make a satisfactory translation, one must know the subject explicitly; they know for instance, that it is typical of Sophoclean heroes to set themselves cosmic parameters of moral action.  With such knowledge and understanding of the subject, they have better transferred concepts between languages.

Preservation of concepts and values of the original text

Prevalent theorists such as Schleiermacher assert that what truly makes a translation accurate is not so much the words that are preserved, but rather the virtues, thoughts and ideas. Bruni says that it is in understanding these that translators can reproduce accordingly. While various scholars have come to accept this idea, it is also related to several problems of translation.  This is supposedly due to significant fault in the nature of the translator as seen as early as Cicero who explains that every composition is subject to one’s own individuality. Most translators want to, or unconsciously add to, the original translation, even when attempting to preserve the thoughts and graces of the original composer. As Tytler says ‘a translator uses not the same colours of the original, but is required to give his picture the same force and effect.’ With this in mind we see that the nature of the translator is significant to the colours he chooses to use.

Understanding and standing of the translator

Theorists often make the hypothesis that a good translator understands and attempts to deal with the limitations of translation.  Like with the historian, the translator cannot simply create anything near an accurate account without first understanding the task ahead of them.  For instance, the ideal translator should be equally proficient in the languages concerned; be bicultural as well as bilingual. Von Herder remarks that the best translator is in fact the best critic. Unfortunately, the projection of the translator into the translation can hardly be avoided. It seems that the question must be asked of where the meeting ground is between the ‘personal’ and the ‘other’ text?  Batteux put it thus; languages are like men, who have one common nature which unites, and peculiarities which separate them.  It is hardly likely that one can reproduce perfectly a text considering this idea; but with the limitations in mind, the translator may be able to produce the next best thing.

Cultural Production

Much of what is translated is of cultural production; made in light of present circumstances, cultural moralities and ideologies.  These determine the translation of chosen texts.  Burian addresses the question ‘What possible excuse is there for new versions of texts?’  An approved answer for this is that translation is an ‘activity as fully implicated in its own world as any other form of cultural production.’ Anderson provides a valuable look into translation related to cultural production, asserting that the choices made by the translator are determined by changing goals and stylistic preferences within a cultural period. This cultural influence is seen in the many interpretations of Vergil and his views on heroism. Not only is a translation almost forced to conform with the culture for aesthetic reasons, but also for reasons of survival; no doubt that in a few generations, current translations could be considered obsolete.  For further study into this area it is useful to examine the works of Anderson and Eliot.

Literalness

Among the theories of what makes a good translation is the prevalent debate between non-literal and literal translation seen throughout the examples discussed. The Beowulf translations demonstrate that literal and non-literal can both be considered good based on purpose; modern scholarship though tends to sway towards the non-literal side.  D’Ablancourt states that at times it is necessary to retrench one part to give birth to all the rest. Denham asserts that translations should fit the foreign text naturally and easily as fluency is impossible to achieve with close or verbal translation. No word in one language has an exact equivalent in another. It appears that what, in the minds of most theorists, makes a good translation is transference of ideas and concepts rather than literal word for word, despite earlier scholars such as Horace implying that word-for-word translation is the faithfulness of a translator.

But while these two theories of what makes a good translation are prevalent, we must also consider whether this opposition is in itself a problematic simplification. Literal and non-Literal are indeed simplistic in definition and yet are valid definitions which relate to basically all theories of translation.  Unfortunately, theorists and translators often focus more on the literal/non-literal debate in general opposed to looking into why and/or how a translator has produced a rendition. In saying this, we see that that the habit of defining a translation based solely on its literalness is too simplistic because it often ignores the more integral reasons for the form of a translation.

How do the choices we make in answering this question relate to our idea of what a historian should be?

We have discussed what theorists and translators believe make a good translation, and the problems that arise, which often make constructing a faithful translation difficult. But how do the choices we make in answering this question relate to our idea of what a historian should be? In answering this question we must look back at what we have accepted as our idea of what a translator should be and ask how this relates to the historian. In this case it seems that our idea of what a historian should be relates significantly to the ideas that are confronted when one studies what makes a good translator.

The Historian, like the translator, sets out to create an account based on events, while being physically, culturally and emotionally removed from the events in question.  What makes a good history and what makes a good translation are in many aspects similar.  Readers and scholars deem that both should be faithful and accurate to the original.  We choose to look at translations in relation to the problems that may or may not be overcome; the influence and bias of the translator, the difference of interpretation and creation based on the period, purpose and use of the rendition.  The same can be said of how we approach the historian.

In choosing to look at specific theorists and translations we see various ideas of what a translation should be; the preservation of virtues, thoughts and ideas from the period, that which suits the purpose and period, faithful and accurate, literal or non-literal; and what the translator should be; understanding of limitations, extensively knowledgeable and yet still subject to the issues that face the translator.  In identifying these factors it is easy to relate them to the historian who is often subject to the same factors.  But much like with the question of what makes a good translation, what makes a good historian is based purely on interpretation. Here is one interpretation: What a historian should be is as faithful and accurate as possible, while recognising the limitations and influences that affect their work. A historian should attempt to avoid these issues but not to the extreme as to do more damage.  Isn’t it interesting that the same can be said for the translator?

Ancient Greek Learning Resources

Athena_by_InertiaK

Currently I am back teaching Greek at my University so here are Greek resources for both students and those interested:

Important Rules to Remember When Learning Ancient Greek Part 1

Important Rules to Remember When Learning Ancient Greek Part 2

Important Rules to Remember When Learning Ancient Greek Part 3

Important Rules to Remember When Learning Ancient Greek Park 4

Additional information and resources can be found above under Language Resources.

Remember you can follow this website and fellow history and archaeology enthusiasts on facebook and twitter by clicking the tabs above the menu bar.

The Understanding of Hieroglyphs from Roman Times Onwards: An Overview

Egyptian hieroglyphics have always been seen as a mysterious and exotic script that has captured the interest of society from the Roman occupation of Egypt, right down to the present day.  Though they have always been a subject of interest, people’s understandings of this ancient script have been forever influenced by aspects that limited their understanding.  This report looks into those influences passed down from generation to generation of scholars and within everyday society, from the days of the Roman tourists in Egypt, where Egyptian guides purposely gave the Romans misinformation, and the interpretation of hieroglyphs was mistaken by the Roman views. Through the renaissance and classical periods, scholars were still influenced by early writings and the society,  right down to the eighteen hundreds, until Champollion decided to take a different view. But before this sudden change, he, like hundreds of others was unable to accept any other possibilities.  These early influences included the effects of Hor-Apollo’s writings, Kircher and Young, plus many others.  There are however some historians who don’t believe these writings were major influence.

Hieroglyphs typical of the Graeco-Roman period

The scholarship associated with the translation of hieroglyphs have greatly influenced the general interpretation of their meanings even in the Roman times.  Hilary Wilson demonstrates that the writings of early translators influenced the understanding of the script until the nineteenth century AD.  Robinson evaluates that the understanding of the Romans was misguided by an Egyptian priest by the name of Hor-Apollo.  Hor-Apollo wrote a book in Coptic which had a dramatic effect on the study of Hieroglyphs.  Hor-Apollo’s work insisted that each sign had a single pictorial or symbolic meaning, this indicates that he completely misunderstood the writing system used by his ancestors.  Unfortunately, because it was considered to have been written by someone informed, Hor-Apollo’s work was used as a guide for all future students of hieroglyphs.

Though the translations of Hor-Apollo were meant to be correct and did not intentionally lead people into thinking incorrectly, there were other influences on the Roman understanding of hieroglyphs that were purposely trying to lead them astray. Montet asserts that in the Graeco-Roman period it gave the Egyptian community great satisfaction to mislead foreigners.  They did this by concocting unintelligible documents, of which the foreigners could make nothing.  Perrottet explains that because of this misinformation; it was misguidedly thought that hieroglyphs were only magical riddles, enchantments and spells.  Perrottet however disagrees with Hor-Apollo being the original major source of the misinterpretation.  He assesses that the Roman tourists were misled by spell books supposedly written ten thousand years earlier by Hermes Trismegistus.  These writings however were nothing more than items to entice tourists. With the Roman’s great depth of superstition and with nobody to contradict the Egyptian guides’ explanations; they had no reason to doubt what they were being told.

Hoijer is one of a group of historians who believe differently.  Hoijer evaluates that the Romans were not influenced by the writings and misinterpretations of others, but by the fact that like the majority of historians and society, they viewed the land and its culture through the distorted prism of their own culture.  Due to this, we can evaluate that as a result they misinterpreted almost everything.  Parkinson agrees with the point relating to culture, but also attributes the misinterpretation to the before-mentioned point concerning historians in the ancient world fueling the beliefs of the Romans, mentioning that the Egyptians also contributed to this, by fueling the disinformation.

The understanding of the Romans set groundwork for future scholars.  Robinson outlines that with the renaissance, the revival of classical learning, came a revival of the Roman belief in Egyptian hieroglyphic wisdom.  Due to this revival, renaissance writers continued to write and translate hieroglyphs to the standards set out by the Roman beliefs.  This led to the first book, written in the sixteenth century by Pierius Valerianus, on hieroglyphs, being basically fictitious.  This is because Valerianus took a narrow-minded view in his translations, taking his cue directly from Hor-Apollo’s incorrect translations and not attempting to look at them in any other way.  Sacks assesses that because the translations of text were flawed and made no logical sense, classical scholars continued to believe long after the time of the Romans, that hieroglyphs were nothing more than riddles and enchantments.

Scholars and philosophers continued to attempt to translate the hieroglyphs as they believed they would find ancient wisdom and long-forgotten truths, confirmation of biblical stories and some proof of the existence of figures such as Abraham, Joseph and Moses.  This is another example of how the writing of history affected the understandings of hieroglyphs.  In this case, the religious scholars were taking their experience and trying to link it to the translation of the hieroglyphs.  This was mainly because of the Egyptian connection to the biblical stories; so scholars alleged that the Bible would be confirmed by the ancient script.

In the late seventeenth century, the Coptic language was revived and would later be essential in the deciphering of the hieroglyphs.  But scholars were still under the impression that the writing of Hor-Apollo and Valerianus held the key to translating the hieroglyphs.  In the renaissance, scholars were interested in Egypt and were anxious to discover the meaning of the hieroglyphic writing.  The Jesuit, Kircher, was the best known of these pioneers. Kircher outlined that Egyptian hieroglyphs only expressed ideas rather than sounds and ideas.  Due to this misinterpretation, Champollion was still possessed by this idea in the nineteenth century. In the mid seventeenth century, Athanasius translated a cartouche for a priest and came out with a long rambling paragraph, however the cartouche really only read the name ‘Psamtik’ spelt phonetically. This mistake is an example of how the ideas and experiences of others have caused distortion.

Robinson evaluates that it was only later that the enlightenment made by the revival of the Coptic language brought about questions of the classical views of hieroglyphs.  Though the views did start to be questioned by the few, the original views were still held by the majority.  It was the few who made progress towards the actual deciphering of hieroglyphs.  This shows progress could only be made by those who took a more impartial view over their work.  For instance, Barthélemy discovered that the cartouches contained the names of Egyptian Kings and Queens only by looking outside society’s understandings and beliefs drawn from Hor-Apollo’s writings.  However it was Zoëga who finally commented that some hieroglyphs might be phonetic signs.  This was only because, unlike other academics, Zoëga thought more on his own terms.

The demotic language scripts on the Rosetta St...

The demotic language scripts on the Rosetta Stone, year 196 BC.

Napoleon Bonaparte played a large role leading up to decipherment.  When he traveled to Egypt he took with him a large number of scholars.  These scholars studied and measured every site and every visible monument, finally publishing their findings in ‘La Description de l’Egypt’.  However the influence of past work in the decipherment of hieroglyphs prevented them from deciphering the elements they studied.  Scholars in the case of the Rosetta stone immediately concluded that the inscription was wholly non-phonetic, its symbols expressing ideas in the manner of Hor-Apollo.

In the decipherment efforts in the early nineteenth century, it was noted that there was a difference between the hieroglyphic and the Egyptian Demotic writings found on the Rosetta stone.  It was Thomas Young who first noted a striking resemblance between some demotic symbols and the corresponding hieroglyphs, he noted that ‘none of these characters could be reconciled, without inconceivable violence, to the forms of any imaginable alphabet’.  Young put a step forward but came unstuck.  The influence of the early work of Hor-Apollo and Young’s experience and teachings, made Young unable to accept anything but that all hieroglyphs (apart from foreign names) were non-phonetic.

Even Jean-Francois Champollion, the final decipherer of the hieroglyphic script, at first continued to believe that the hieroglyphs were entirely non-phonetic.  Champollion was not only influenced by Hor-Apollo and other past historians and translators, but also by the scholars of his own time.  He was mostly influenced by Young’s work.  Unlike Young, Champollion had an originality and rigour, which was based on a knowledge of Egypt and its languages far superior to his predecessors.  This was a key component in translating hieroglyphs, as it allowed Champollion to look at a far bigger picture, yet he was still caught in the webs of disinformation from the past.  Robinson outlines that the early efforts of Champollion in 1822 were based on the premise that only non-Egyptian names and words in both demotic and hieroglyphic were spelt alphabetically. Champollion did not expect that this decipherment would apply to the entire hieroglyphic system.

Champollion, though for unknown reasons, later changed his mind about the phonetic issues with hieroglyphs, this was most likely due to yet another outside influence.  A contemporary French scholar of the Chinese language suggested that there were phonetic elements even in the indigenous spellings of the Chinese script with its thousands of characters.  This outside influence, though not directed at hieroglyphs, could have made Champollion wonder whether the same philosophy could be assumed for deciphering Egyptian Hieroglyphics.

Champollion also realized that among the one thousand four hundred and nineteen signs in hieroglyphs on the Rosetta stone it contained only sixty-six different signs.   His experience told him that if the signs were truly and only semantic symbols, there would logically expected to be more than sixty six signs on the Rosetta stone, each one representing a different word as they would have been logograms.  It was only through Champollion’s change of mind that we today understand the true nature of hieroglyphics, that the writing system is a mixture of semantic symbols, phonetic signs, phonograms and determinatives.