J. R. R. Tolkien: A Biography. Humphrey Carpenter

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      And as a result of this love of words, he had started to invent his own languages.

      Most children make up their own words. Some even have rudimentary private languages that they share with each other. This was what Ronald’s young cousins Mary and Marjorie Incledon had done. Their language was called ‘Animalic’, and it was constructed principally out of animal names; for instance Dog nightingale woodpecker forty meant ‘You are an ass’. The Incledons now lived outside Birmingham at Barnt Green, the neighbouring village to Rednal, and Ronald and Hilary usually spent part of their holidays there. Ronald learnt ‘Animalic’ and was amused by it. A little later Marjorie (the elder sister) lost interest in it, and when she dropped out Mary and Ronald collaborated to invent a new and more sophisticated language. This was called ‘Nevbosh’ or the New Nonsense, and it was soon sufficiently developed for the two cousins to chant limericks in it:

       Dar fys ma vel gom co palt ‘Hoc

       Pys go iskili far maino woc?

       Pro si go fys do roc de

       Do cat ym maino bocte

       De volt fact soc ma taimful gyroc!’

       (There was an old man who said ‘How

       Can I possibly carry my cow?

       For if I were to ask it

       To get in my basket

       It would make such a terrible row!’)

      This kind of thing caused a good deal of amusement at Barnt Green, and as Ronald reached adolescence it gave him an idea. Already when beginning to learn Greek he had entertained himself by making up Greek-style words. Could he not take this further and invent a complete language, something more serious and properly organised than Nevbosh – most of which was only English, French, or Latin in disguise? Such a language might not have any particular use – though the invented language Esperanto was very popular at the time – but it would amuse him and allow him to put all his favourite sounds on paper. Certainly it seemed worth trying: if he had been interested in music he would very likely have wanted to compose melodies, so why should he not make up a personal system of words that would be as it were a private symphony?

      In adult life Tolkien came to believe that his impulse towards linguistic invention was similar to that felt by many schoolchildren. He once remarked, while talking about the invention of languages: ‘It’s not that uncommon, you know. An enormously greater number of children have what you might call a creative element in them than is usually supposed, and it isn’t necessarily limited to certain things: they may not want to paint or draw, or have much music, but they nevertheless want to create something. And if the main mass of education takes a linguistic form, their creation will take a linguistic form. It’s so extraordinarily common, I once did think that there ought to be some organised research into it.’

      When the young Tolkien first set to work at linguistic invention on an organised basis, he decided to take an existing language as a model or at least a starting-point. Welsh was not available to him in sufficient quantity, so he turned to another favourite source of words, the collection of Spanish books in Father Francis’s room. His guardian spoke Spanish fluently and Ronald had often begged to be taught the language, but nothing came of it, though he was given the freedom of the books. Now he looked at them again and began work on an invented language that he called ‘Naffarin’. It showed a great deal of Spanish influence, but it had its own system of phonology and grammar. He worked at it now and then, and he might have developed it still further had he not discovered a language that excited him far more than Spanish.

      One of his school-friends had bought a book at a missionary sale, but found that he had no use for it and sold it to Tolkien. It was Joseph Wright’s Primer of the Gothic Language. Tolkien opened it and immediately experienced ‘a sensation at least as full of delight as first looking into Chapman’s Homer’. Gothic ceased to be spoken with the decline of the Gothic peoples, but written fragments survived for posterity, and Tolkien found them immensely attractive. He was not content simply to learn the language, but began to invent ‘extra’ Gothic words to fill gaps in the limited vocabulary that survived, and to move on from this to the construction of a supposedly unrecorded but historical Germanic language. He communicated these enthusiasms to Christopher Wiseman, who was a sympathetic listener since he himself was studying Egyptian and its hieroglyphics. Tolkien also began to develop his invented languages backwards; that is, to posit the hypothetical ‘earlier’ words which he was finding necessary for invention by means of an organised ‘historical’ system. He was also working on invented alphabets; one of his notebooks from schooldays contains a system of code-symbols for each letter of the English alphabet. But it was languages that occupied him most, and on many days he closeted himself in the room he shared with Hilary and, as he wrote in his diary, ‘Did a lot of private lang.’ Father Francis had done a good deal for the Tolkien boys since their mother’s death. Every summer he had taken them on holiday to Lyme Regis, where they stayed at the Three Cups Hotel and paid visits to his friends in the neighbourhood. Ronald loved the scenery of Lyme and enjoyed sketching it on wet days, though when it was fine he was happiest rambling along the shore or visiting the spectacular landslip that had recently occurred on the cliffs near the town. Once he found a prehistoric jawbone there, which he supposed to be a piece of petrified dragon. On these holidays Father Francis talked a good deal to the boys, and he observed that they were not happy in the drab lodging that was provided for them by their Aunt Beatrice. Back in Birmingham he looked around for something better. He thought of Mrs Faulkner who lived in Duchess Road behind the Oratory. She gave musical soirées which several of the Fathers attended, and she also let rooms. He decided that her house might be a more pleasant home for Ronald and Hilary. Mrs Faulkner agreed to take them, and early in 1908 the boys moved to 37 Duchess Road.

      It was a gloomy creeper-covered house, hung with dingy lace curtains. Ronald and Hilary were given a room on the second floor. The other occupants of the house were Mrs Faulkner’s husband Louis (a wine-merchant with a taste for his own wares), their daughter Helen, Annie the maid, and another lodger, a girl of nineteen who lived on the first floor beneath the boys’ bedroom and spent most of her time at her sewing-machine. Her name was Edith Bratt.

      She was remarkably pretty, small and slim, with grey eyes, firm clear features and short dark hair. The boys learnt that she too was an orphan, her mother having died five years previously and her father some time before that. In fact she was illegitimate. Her mother, Frances Bratt, had given birth to Edith on 21 January 1889 in Gloucester, where she had perhaps gone to avoid scandal, for her home was in Wolverhampton where her family owned a boot and shoe manufacturing business. Frances was aged thirty at the time of Edith’s birth. Afterwards she returned to the Birmingham district to brave the gossip of the neighbours and to bring up her daughter in the suburb of Handsworth. Frances Bratt never married, and the child’s father was not named on the birth certificate, though Frances preserved his photograph, and his identity was known to the Bratt family. But if Edith knew the name of her father, she never passed it on to her own children.

      Edith’s childhood had been moderately happy. She was brought up in Handsworth by her mother and her cousin Jennie Grove. The Grove connection was much prized by the Bratts, for it linked them with the renowned Sir George Grove, editor of the musical dictionary. Edith herself proved to have a talent for music. She played the piano very well, and when her mother died she was sent to a girls’ boarding-school that specialised in music. By the time she left school she was expected to be able to make a career as a piano teacher or just possibly a concert pianist. But her guardian, the family solicitor, did not seem to know what he should СКАЧАТЬ