Saturday, September 29, 2018

Leonard Woolf’s The Village in the Jungle:


The Political Agenda behind the Literary Work
January 26, 2016, 6:16 pm 
By Dr Shihan de Silva Jayasuriya
University of London
Leonard Woolf (1880-1969) is an important figure in international relations and imperial history but he was also a writer. The literary genius of his wife Virginia (neé Stephen) overshadowed him. This is partly due to lack of recognition of Woolf’s own novel, The Village in the Jungle which is shaped around a marginalised group of jungle dwellers in Ceylon/Sri Lanka. The Village in the Jungle (1913) ranks on par with E M Forster’s Passage to India and George Orwell’s Burmese Days but predates both these works; eleven years before Passage to India (1924) and twenty years before Burmese Days (1934).
The novel was not received enthusiastically by those nearest to Woolf. Lytton Strachey, his friend from Cambridge undergraduate days, said the novel was "about nothing but the blacks". Virginia rated The Village in the Jungle lower than Woolf’s second novel, The Wise Virgins. But The Village in the Jungle is unique among early twentieth century novels as an attempt to depict rural coloniality. Unsurprisingly, the novel also found a place in the study of English Literature in Sri Lanka. The Sinhala translation Beddegama was for a time, a prescribed text for GCE (Ordinary level) exams. Beddegama was popularised through the Sri Lankan cinema in 1964 by her internationally recognised director, Lester James Pieris. The cast included well known stars such as Joe Abeywickrema, Malini Fonseka, Trilicia Gunawardena, Tony Ranasinghe, D R Nanayakkara and Henry Jayasena. The 140-minute long film, was screened on Channel 4 (UK) and at the Cannes Film Festival (France) where a reviewer compared it to Satyajit Ray’s Indian classic film, Pather Panchali.
There are a number of issues to be tackled if we are to give Woolf his due. The first, is his achievement as a colonial officer in penetrating the minds of those he administered. Associated with this is the task of disentangling Woolf’s life and position within the Bloomsbury set, a group of well known writers and other intellectuals such as John Maynard Keynes, E M Forster and Lytton Strachey. Second, is his work as a product of Modernity. Third, are the dimensions of the novel which go beyond the "literary".
Vernon Mendis, a senior diplomat, regrets that none of the British Governors and Civil Servants were "Ceylonphiles" (‘lovers of Ceylon’) excepting for Leonard Woolf and John Still who wrote Jungle Tide. He asserts that The Village in the Jungle simply resulted from Woolf’s creative imagination, whereas Still’s book is the result of a jungle-lover who saw history and romance in the jungle.
After graduating from the University of Cambridge (Trinity College), aged twenty four, Leonard Woolf served as a colonial administrator in Sri Lanka until 24 May 1911. The British empire was at its zenith when Woolf arrived in Sri Lanka on 16 December 1904. Leonard Woolf’s seven years in Sri Lanka (Jaffna, Kandy, Hambantota) had a lasting impact on his career. He acquired a distaste for power and turned his back on the imperial enterprise becoming ambivalent about the absurdity of one civilisation imposing itself upon another. The Village in the Jungle was written at a crucial time in Woolf’s life, shortly after he had married Virginia Stephen on 10 August 1912, and was therefore part of the process in which he was changing direction. Woolf decided that he did not want to be a successful imperialist, to become a Colonial Secretary or a Governor, His Excellency Sir Leonard Woolf, KCMG.
The Village in the Jungle intertwines fiction and lived experience. A reading of Leonard Woolf’s Autobiography in conjunction with the novel is recommended. The novel was written after Woolf returned to England in 1912 and resigned from the Civil Service, drawing on his memories of the Ceylon that he had left behind; he situates himself in the novel adding to its realism. To do justice to Woolf, and to correct the imbalance that The Village in the Jungle has only been partially understood, an exploration of Woolf’s use of Sinhala is necessary. A P Gunaratna localised the novel further in his translation - Beddagama (1947) - through the jungle villager’s idiom. Woolf’s mastery of the Sinhala idiom and nuances is exemplified in the phrases, utterances and exclamations in the narratives. Woolf’s adherence to Sinhala speech patterns facilitated Gunaratna’s translation.


Though Woolf was a Classicist, imbued with the Greek and Latin languages, their history and literature, his horizons expanded in Sri Lanka. In the Southern Province, Woolf’s interest in Sri Lankans and Sri Lanka took over as he distanced himself from his intellectual Cambridge English past. Woolf served in Hambantota, as Assistant Government Agent (AGA), the chief administrative and judicial officer, from 28 August 1908 to 20 May 1911. The novel displays Woolf’s grasp of Buddhist philosophical thought, folk beliefs, horoscopes and omens. Language and culture are interwoven with the political. Woolf had a complex task in portraying both the plight of the oppressed and the power of the colonial rulers. In the early twentieth century, Britain was not contemplating to abandon the empire. Woolf could not advocate decolonization in 1911. Though masked in a piece of literary genius, The Village in the Jungle may be read as a code for decolonisation. The subject matter of the novel is ‘colonial’ but it focuses on marginalised jungle dwellers and it is difficult to pin down Woolf’s sentiments. Woolf’s vivid ethnographic observations and awareness of the ecological balance in the jungle are apparent in the novel. The depiction of the local power structures, which operate independently of British rule, mark the novel as unique and give depth to a cryptic anti-colonial code. The depth of hostility to imperialism is perhaps surprising as one might doubt whether anyone operating within the colonial framework could have such sentiments. Not surprisingly, the novel does not easily fit into an anti-colonial or a colonial mould.
Judith Scherer Herz, Professor of English, says that "The Village in the Jungle is a profoundly anti-imperialist text. In point of fact, anti-imperial/liberal as well as imperial/racist elements co-exist in The Village in the Jungle, both elements contribute to produce a memorable narrative."

Woolf’s Jewish origins made him an "insider-outsider" in the English milieu. In Sri Lanka, he was an "outsider-insider". Anti-semitism prevalent in Britain during the early part of the twentieth century seems to have left its mark on the young Woolf. His ‘otherness’ coloured his attitudes to colonialism and subjugation.
Woolf’s political colourings became apparent in the years after the novel was written through his involvement in the Fabian Society and Labour Party. Did Leonard Woolf influence his friend and fellow Bloomsbury group member, Sydney Webb (who became Lord Passfield), the Labour/Liberal Party Coalition Government Minister of Colonial Affairs, to send radical-thinking Donoughmore Commissioners to Ceylon in 1931? The Commission awarded universal franchise to Ceylon in 1931, setting in train the process for democracy to be introduced throughout the British empire, which inevitably led to decolonisation and eventual independence for many countries in the former empire.
Though the main plot of the novel concerns an impoverished family in a jungle village, the wider, deeper and cryptic message might signal that the British were governing a people possessing an old civilisation and culture who were capable of self-government with their own set of rules and philosophies. Decolonisation, giving people agency in their own affairs and self-government, was not envisaged when Woolf served in Ceylon. The right of peoples to govern themselves was internationally accepted only after Woodrow Wilson’s affirmation of self-determination at the end of World War I.
The Village in the Jungle could be viewed as a piece of creative writing which emerged in the Modernist Period of English Literature where experimentation and individualism were virtuous. Through Silindu, Woolf successfully created an Asian character, out doing Rudyard Kipling’s Mowgli in the Jungle Books. No western novelist had successfully created an Asian character and novelist Alec Waugh told Woolf that he had accomplished a feat considered not possible for a Westerner; Woolf got inside the mind and heart of the Far East. Unsurprisingly, when Woolf returned to Sri Lanka in 1960, he was given an official welcome by the Prime Minister (W Dahanayake) and the Governor-General of Ceylon (Sir Oliver Goonatilleke).


The Village in the Jungle by Leonard Woolf


Leonard Woolf’s village in the jungle is a fascinating novel written about the life of the peasants in Sri Lanka during the British rule. The story takes place in a remote jungle village called “Baddegama”. The writer recalls the strange happenings not only within Baddegama but also in its surroundings. The story is between a high cast family and a low cast family and how a foreign man who comes to the village influences these two families. The story goes on describing how the low cast family is suffered by the high cast family and their friends in the village.
In 1980, Sir Lester James Peries released a superb film based on this well-known novel, naming it “Baddegama”. The film helped the novel to be as real as it was in the reader’s …show more content… 
Very fair…... and looking into her eyes goes round and round very quickly on the floor.”
Another feature I noticed in the book is that the descriptions involved the switching of characters, showing omniscient, so that different points of views are shown to the reader. This is the main and the most important technique used by Woolf to keep the readers eye on each and every letter of the novel. It amplifies the curiosity and helps the reader to understand what exactly is happening in each scene of the story. The film does this very mildly but can say it is a good attempt to give the reader more sensible feelings so that each scene was an exciting one. This is seen clearly in the court scene where Silindu and Babun are taken to court by Bebehamy and Fernando.
“The parties and witnesses in the case were taken at once to the court-house. They waited…... a small square wooden platform surrounded by a wooden balustrade on three of its sides”, this indicates that the narrator sees all this and it makes the reader look in the narrators point of view. 
The following lines show how Silindu and Babun sees the court and the writer let the reader experience the state of the men
“Nothing happened all the morning. Babun and Silindu squatted down…, and they were led out and made to stand up against the wall on the left of the bench.”
The other obvious feature I noticed is that the film lacks the dramatic irony that the book exposes. The writer


The Village in the Jungle Still a village in the jungle Kumudini Hettiarachchi goes back in time to the remote village that formed the backdrop to Leonard Woolf's well-known novel


Four lonely pillars mark the place where the hut had once been, with the jungle's inexorable march evident even now, as it presses close with its dry thorny bushes.
Sparsely or hardly populated, a chena cultivator's hut is seen only rarely, hidden by the jungle, proving the words of a colonial "Agent Hamuduruwo" uttered so many years ago.
The wewa too with its parched patches of mud has a starkness about it aptly described by the Assistant Government Agent of Hambantota, Leonard Woolf in the early part of the last century. "The years had brought more evil, death and decay upon the village........It seemed, as the headman said, to have been forgotten by gods and men. Year after year, the rains from the north-east passed it by; only the sun beat down more pitilessly, and the wind roared over it across the jungle; the last patches of chena crop which the villagers tried to cultivate withered as soon as the young shoots showed above the ground. 
"No man, traveller or headman or trader, ever came to the village. No one troubled any longer to clear the track which led to it; the jungle covered it and cut the village off...
"The village was forgotten; it disappeared into the jungle from which it had sprung..."
As we stare at the four pillars marking the place Silindu, one of the main characters in Woolf's 'The Village in the Jungle' or 'Beddegama', lived a life of fear, of evil and deprivation, we are transported back in time to the early twentieth century. It was an era when the jungle ruled the lives of the humble peasant as it does even now in remote villages scattered across the country.
The men, women and children were not only the hapless victims of the "evil" they feared which came from the jungle but were also under the almost tyrannical rule of the headman, with access to the Assistant Government Agent, a near impossibility.
The belief in the area is that 'Beddegama' was based on the lives, loves, hates and ordeals of villagers in Pallemattala clustered around the Malasna Palugalwewa. Even the shooting of the headman and a money-lending mudalali by Silindu had apparently taken place here. 
What a contrast it is a few kilometres away in Meegahajandura. Where there was jungle before, in this bustling village there is life and activity. We are in the home of retired principal S.A. Munasinghe and wife Leelawathie, the grand-daughter of a Vidana Arachchi or headman.
"Yes, the Assistant Government Agent, Leonard Woolf had been a frequent visitor to my grandfather's walauwwe, as he was the arachchi of the area. It is here that Woolf held court," says Leelawathie stepping out into the garden to point to a massive, gnarled tamarind tree (the girth is 35.6 feet), forming a large canopy by the roadside. 
Who was Leonard Woolf?
Leonard Woolf was just 28 when he was posted as Assistant Government Agent in Hambantota under the British in 1908, bringing under his purview all administrative and judicial matters of the area.
Woolf born in London to an affluent Jewish family had had his university education at Cambridge. From university he joined the Ceylon Civil Service and came to the country as a cadet in 1904.
"His intelligence and abilities attracted the attention of the formidable Sir Hugh Clifford, the Colonial Secretary. So at the early age of 28 Leonard Woolf found himself Assistant Government Agent - the chief administrative and judicial officer - at Hambantota. He was responsible for an area as large as Northamptonshire, sparsely populated, most of it in malarial jungle in the dry zone of South Ceylon. He spent close upon three years there, walking and riding his pony and his bicycle all over the district. He threw himself with energy into dealing with the problems facing him as administrator - chiefly those of rural indebtedness and rinderpest," says E.F.C. Ludowyk in his Introduction to 'The Village in the Jungle'. 
After a three-year stint in the southern dry zone, he left Ceylon on leave in 1911 and retired from colonial service in 1912. He married Virginia Stephen the same year and took to a different career in England, that of writing along with his novelist wife. together they set up the Hogarth Press. Dedicated to wife Virginia Woolf, he published 'The Village in the Jungle' in 1913. It was reprinted twice that year. Woolf revisited Ceylon briefly in 1960 and spoke with quiet satisfaction and some surprise at the warmth of the welcome he received, and even the fact that he was still remembered, adds Ludowyk. 
He died in 1969.
"When Leonard Woolf came from Kamburupitiya, he didn't have a place to hear minor cases such as chena disputes and domestic tangles. So court was set up under the siyambala tree," explains Munasinghe, proudly adding that his wife's grandfather was the Vidana Arachchi known as Don Samel Nallaperuma Disanayake. The walauwwe where Woolf sometimes stayed the night is farther down the road. 
"Leelawathiege Muththa awe poniya pita, Woolf ave ashwaya pita," explains Munasinghe. "The files required for the cases were brought by bullock cart." 
There was a bedroom specially set aside for Woolf in the headman's home, because it was about 32 kilometres to Hambantota from Meegahajandura. 
There were no roads and at that time people had to go through elephant and bear infested jungle. 
Leelawathie's arachchi grandfather had a son from the first marriage and three other children from the second. "When his wife died at a very young age, he remarried. His bride was his wife's sister," says Munasinghe. Leelawathie's father was the boy from the first marriage who took over as arachchi. Later the system changed, with Grama Niladharis being appointed. Leelawathie is one of 14 children and most of her brothers and sisters live in the area. 
"The properties are handed down from generation to generation," says Leelawathie. 
Woolf had been very close to the people. "He loved the villagers very much. Stories told to us by our elders show that he also liked to watch the herds of deer drinking water at the tank and was comfortable in these surroundings," says Munasinghe.
And what Leonard Woolf said so many decades ago rings true when visiting abandoned villages such as Pallemattala, for the lives of the peasantry and their fight for survival do not seem to have changed much from those times to these.


Bhiksu University of Sri Lanka-External Degree Program-2018/19


Assignment-1
Introduce the characters you encounter in the novel, The Village in the Jungle.

Method of Evaluation

CAT -1                     15 marks
Classroom Test        10 marks
Presentation            05 marks

CAT -2    15 marks
Take Home Assignments
03x05=15 marks
Final Marks=70 (14x5)
CAT (1+2)   =30
Total                        =100

E                      00-24
D                      25-34
C-                    35-39
C                      40-44
C+                    45-49
B-                    50-54
B                      55-59
B+                    60-64
A-                     65-69
A                      70-84
A+                    85-100



The Village in the Jungle


The Village in the Jungle is a novel by Leonard Woolf, published in 1913, based on his experiences as a colonial civil servant in British-controlled Ceylon (now Sri Lanka) in the early years of the 20th century. Ground-breaking in Western fiction for being written from the native rather than the colonial point of view, it is also an influential work of Sri Lankan literature.
Background
Leonard Woolf worked for the British Ceylon Civil Service in Sri Lanka for seven years after graduating from Cambridge University in 1904. He became the Assistant Government Agent in Hambantota District, dealing with a variety of administrative and judicial issues. The district he was in charge of had a population of 100,000 people. Woolf kept a comprehensive diary and later said that his experiences in the country led to him adopting liberal political views and becoming an opponent of imperialism. He wrote The Village in the Jungle, his first novel, after he returned from Sri Lanka to England in 1911 while he was courting his future wife Virginia Stephen. He dedicated the novel to her.
Plot
The novel describes the lives of a poor family in a small village called Beddagama (literally, "The village in the jungle") as they struggle to survive the challenges presented by poverty, disease, superstition, the unsympathetic colonial system, and the jungle itself. The head of the family is a farmer named Silindu, who has two daughters named Punchi Menika and Hinnihami. After being manipulated by the village authorities and a debt collector, Silindu is put on trial for murder.
The story of Village in the Jungle is full of acrimony. It is disgusting to see that human beings are subjected to such levels of torture and misery by their own neighbors and the administrators. Unfortunately the story of the novel is not unique only to Baddegama. It is the story of the rural Sri Lanka during colonial times. The story of the rural villages is not that different even today with all the advancement of technology and democracy we are supposed to enjoy.
Leonard Woolf selects a few characters of the village Baddegama in the deep down south of Sri Lanka and tells us a story about how the dreams of a young couple, Babun and Punchimenika shatter away due to the lewdness of a trader who comes to the village and subsequent troubles created to separate Babun from Punchimenika.
In the backdrop of the main story, there is another story about Punchimenika’s younger sister, Hinnihamy being forced to marry an old and vicious indigenous medical practitioner and her subsequent death by the villagers due to the suspicions inculcated against her in the villagers’ mind by the medical practitioner as she refuses to be his wife.


Sunday, September 23, 2018

Language Teaching Methodology- Postgraduate Diploma in Education


Listed below are brief summaries of some of the more popular second language teaching methods of the last half century. For a more detailed analysis of the different methods, see Approaches and Methods in Language Teaching Richards, J. and Rodgers, T (1986) CUP Cambridge.
The Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation
Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
Audio-lingual
The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form.
The structural approach
This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So for example the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an auxiliary.
Suggestopedia
The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed. [More]
Total Physical Response (TPR)
TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension. [More]
Communicative language teaching (CLT)
The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.

The Silent Way
This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue.
Community Language Learning
In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.
Immersion
This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.
Immigrant students who attend local schools find themselves in an immersion situation; for example refugee children from Bosnia attending German schools, or Puerto Ricans in American schools. .
Task-based language learning
The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors.
(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks are subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for example, students are engaged in a number of tasks culminating in a poster presentation to the rest of the class. The tasks include reading, searching the internet, listening to taped material, selecting important vocabulary to teach other students etc.)
The Natural Approach
This approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to them.
The Lexical Syllabus
This approach is based on a computer analysis of language which identifies the most common (and hence most useful) words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials.


Postgraduate Diploma in Education


Rajarata University of Sri Lanka
Postgraduate Diploma in Education
Department of Humanities
Faculty of Social Sciences and Humanities

Discuss the Role of English in the School Curriculum in Sri Lanka.

1.     Text Books for Grade-1/2
2.     Activity based Oral English
3.     Teaching English starts in Grade-3
4.     Year-5 Scholarship Examination  English
5.     English Medium Classes
6.     Grade-10  English Literature
7.     Grade-11  OL Language/Literature
8.     Grade-12  General English/English Literature
9.     Grade-12  English Medium
10.                        Grade-13  AL Exam General English/Literature





Saturday, September 1, 2018

Impact of Latin Language on the Vocabulary of English Language during the Old English Period

Introduction
The history of the English Language is mainly divided into three main periods such as Old English[1] or Anglo-Saxon (400 AD-1150 AD), Middle English[2] (1150 AD-1500 AD) and Modern English[3] (1550 AD-2018 AD) During the Anglo-Saxon period, Latin Language has influenced the expansion of the vocabulary of Old English more than any other language. This development occurred within three time periods. The first time period took place prior to the arrival of Anglo-Saxons in England between West-Germanic speaking people and Latin speakers. The second period of influence began from the arrival of the Anglo-Saxons in England during their Christianization. The last period of Latin commenced from the time of Christianization up to the arrival of the Normans in 1066, which is known as the Norman Conquest. During this period, the most prominent influence that Latin had on Anglo-Saxon was the use of the Latin alphabet and gradually the Latin influence on the vocabulary of the English language developed. Later, it was found that approximately 70% of the English words were borrowed from the Latin language. Hence, it is very significant to investigate the way how Latin words were gradually added to the English vocabulary.
Objective of the study
The objective of the present study is to explore and investigate the roots of Latin words, which were added to the vocabulary of the English Language during the Old English Period.
Research Methodology
          Methodology applied in the present study is entirely based on the secondary data. In other words, it is a library based survey. Relevant and related books, journals, magazines and research papers were used to collect information to support the research.
Literature Review
Old English (Ænglisc, Anglisc, Englisc), or Anglo-Saxon,[4] is the earliest historical form of the English language. It was brought to Great Britain by Anglo-Saxon settlers in the mid-5th century. After the Norman conquest of 1066, English was replaced for a time as the language of the upper classes by Anglo-Norman. During this period, Latin influenced the English language tremendously.  Most of the Latin influence was indirect.  The indirect effect of Latin on English came mainly after the Normans invaded England in 1066.  Since their language (French) was a Romance language descended from Latin, this gave Latin an indirect influence on English.

N.S. Gill[5] Words in English (Words in newspapers that English has adopted- April 18, 2018) the following words have derived from Latin.

1.     acumen - ability to make good judgments
2.     agenda - list of things to be done
3.     altruism - selfless concern for others
4.     ambiguous - having a double meaning
5.     aplomb (Fr.) - self-confidence
6.     atrocity - cruel act
7.     avarice - greed
8.     bibulous - excessively fond of drinking alcohol
9.     celibate - abstaining from sex or marriage
10.                        chivalrous (Fr.) - gallant
11.                        condign - worthy, appropriate
12.                        conglomerate - parts put together to form a unit while remaining separate identities
13.                        crepuscular - pertaining to twilight
14.                        cull - select from a variety of sources
15.                        debilitate - weaken
16.                        dirigible - capable of being guided
17.                        facsimile - exact copy
18.                        ferrous - made of iron
19.                        flux - in the process of flowing
20.                        futile - in vain
21.                        garrulity - loquaciousness
22.                        impecunious - poor
23.                        incalculable - too great to be counted
24.                        incommunicado (Sp.) - not in communication with others
25.                        indefatigability - tireless
26.                        insipid - lacking flavor
27.                        introspection - looking within at one's mental or emotional state
28.                        languid - slow, relaxed
29.                        lucubration - meditation
30.                        malfeasance (Fr.) - wrongdoing
31.                        modicum - small amount
1.     moribund - near death
2.     mundane - wordly as opposed to spiritual
3.     naive - exhibiting lack of experience
4.     obeisance - respect
5.     obvious - clear (from the Latin for "in the way")
6.     parvenu - celebrity from obscure origins
7.     perpetuate - preserve
8.     perturb - make anxious
9.     plausible - probable
10.                        precarious - uncertain
11.                        puerile - childishly silly
12.                        pulchritude - beauty
13.                        pusillanimity - showing a lack of courage
14.                        rapport - close relationship
15.                        rapprochement (Fr.) - establishment of a harmonious relationship
16.                        recalcitrant - obstinate
17.                        renegade - a rebellious person
18.                        reprisal - retaliation
19.                        sacrosanct - very important or holy and not to be messed with
20.                        simulacrum - image
21.                        stipend - fixed allowance
22.                        stultify - make appear foolish, cause to loose enthusiasm
23.                        succumb - fail to resist
24.                        taunt (Fr.) - provoke
25.                        tentative - provisional
26.                        turpitude - depravity
27.                        ubiquity - found everywhere

 J Hladký[6] highlights through his book, The first Latin words in English (Brno studies in English, 1772) that it is well known that Old English had an extremely low percentage of loan words, about three per cent, which means it was a thoroughly Germanic language. Nearly all these loans were of Latin origin. The first Latin words to get into what later became Old English were mostly words learnt from Roman merchants. The number of these words cannot be established beyond any doubt, the maximum estimate reaching about 170 words.

Latin also influenced Old English directly because of the Roman Conquest of England.  But, this influence was not as great or as lasting as the indirect influence. In between the end of Roman occupation and the Norman invasion, Latin also influenced English because Latin was the language of the Catholic Church.
Results and Discussion
It is found that about 70% of the English words originated from Latin. Hence, it is obvious that Latin is the most prominent language to influence English. For example, the word, promise, comes from the Latin word, "pro-mitto"[7]. Some more examples are given below.
word = verbum[8]
canine = canis[9]
college =collegium ("Collegium" is borrowed from Latin)
English is predominantly formed from Greek and Latin languages with grammar and   vocabulary inherited from those languages. However, a significant portion of the English vocabulary comes from Latin Language. The influence of Latin in English is primarily lexical in nature, being confined mainly to words derived from Latin roots.
The Germanic tribes (AnglesSaxon and Jutes), who gave rise to the English language traded and fought with the Latin speaking Roman Empire. Many words for common objects therefore entered the vocabulary of these Germanic people via Latin even before the tribes reached Britain.
1.     anchor (borrowed from Latin ancora, which means hook) 
2.     butter (fatty part of milk -an early loan-word from Latin butyrum  
3.     camp (The Latin word had been taken up in early West Germanic as kampo-z and appeared originally in Old English as camp "contest, battle, fight, war."
Cheese,  chestcookcopperdevildishforkgeminchkitchenmilemillmint (coin), noon,   pillowpound (unit of weight), punt (boat), sackstreetwallwine.[10] 
Christian missionaries, who came to Britain in the 6th century and 7th century, brought with them Latin religious terms which entered the English language: abbotaltarapostlecandleclerkmassministermonknunpopepriestschool    shrive. Some of these words are ultimately of Greek origin, as much of the technical language of Christianity developed from the Greek of the New Testament and the works of those Fathers of the Church,  who wrote in Greek.
During this time, the Catholic Church had great influence on the development and expansion of the Old English language. Catholic monks mainly wrote or copied text in Latin, the prevalent Medieval lingua franca of Europe. However, when monks occasionally wrote in the vernacular, Latin words were translated by finding suitable Old English equivalents. Often, a Germanic word was adopted and given a new shade of meaning in the process. Such was the case with Old English gōdspell ("gospel") for Latin evangelium. Previously, the Old English word simply meant "good news," but its meaning was extended in Old English to fit a religious context. The same occurred for the Old Germanic pagan word blētsian, which meant "to sacrifice, consecrate by shedding blood". It was adapted by Old English scribes and christened to become the word bless. Similarly fullwiht (literally, "full-being") and the verb fullian came to mean "baptism" and "to baptize" respectively, but probably originally referred to some kind of rite of passage.
Whenever a suitable Old English substitute could not be found, a Latin word could be chosen instead, and many Latin words entered the Old English lexicon in this way. Such words include: biscop "bishop" from Latin episcopus, Old English teped "carpet" from Latin tapetum, and Old English sigel "brooch" from Latin sigillum. Other words came in, even though an adequate Old English term already existed, and this caused enrichment of the Old English vocabulary: culcer and læfel "spoon" from Latin coclearium and labellum beside Old English spōn and hlædel (Modern English ladle); Old English forca from Latin furca "fork" next to Old English gafol; Old English scamol "chair, stool" from Latin scamellum beside native stōlbenc and setl. All told, approximately 600 words were borrowed from Latin during the Old English period.[11] Often, the Latin word was severely restricted in sense, and was not widespread in use among the general populace. Latin words tended to be literary or scholarly terms and were not very common. The majority of them did not survive into the Middle English Period.
Many names of the animals also derived from Latin. Ant/formic, bee/apian, bird/avian, crow/corvine, cod/gadoid, carp/cyprine, fish/piscine, gull/larine, wasp/vespine, butterfly/papilionaceous, worm/vermian, spider/arachnid, snake/anguine, tortoise (or turtle)/testudinal, cat/feline, rabbit/cunicular, hare/leporine, dog/canine, deer/cervine, reindeer/rangiferine, fox/vulpine, wolf/lupine, goat/caprine, sheep/ovine, swan/cygnean, duck/anatine, starling/sturnine, goose/anserine, ostrich/struthious, horse/equine, chicken/gallinaceous, cattle/bovine, pig/porcine, whale/cetacean, ape/simian, bear/ursine, man/human or hominid (gender specific: man/masculine, woman/feminine) these words can also be altered informally by adding "-like" as a suffix to the Germanic prefix.
A number of words related to physiology also originated from Latin. The words such as  head/capital, body/corporal, ear/aural, tooth/dental, tongue/lingual, lips/labial, neck/cervical, finger/digital, hand/manual, arm/brachial, foot/pedal, sole of the foot/plantar, leg/crural, eye/ocular or visual, mouth/oral, chest/pectoral, nipple/papillary, brain/cerebral, mind/mental, nail/ungual, hair/pilar, lung/pulmonary, kidney/renal, blood/sanguine.
It was also found that a few words related to astronomy borrowed from Latin. Some of such words are moon/lunar, sun/solar, earth/terrestrial and star/stellar.
The words such as son, daughter/filial, mother/maternal, father/paternal, brother/fraternal, sister/sororal, wife/uxorial related to Sociology originated from Latin.
Book/literary, edge/marginal, fire/igneous, water/aquatic, wind/vental, ice/glacial, boat/naval, house/domestic, door/portal, town/urban, sight/visual, tree/arboreal, marsh/paludal, sword/gladiate, king/regal, fighter/military, clothes/sartorial are some other words borrowed from Latin.
Conclusion
          It is now apparent that the English language has widened its vocabulary adding more Latin terms as discussed earlier during the period of Old English. It is also found that approximately 70% of the English words were borrowed from the Latin language. At present, Latin words can be found in the fields of religion, law, education, military ranks, weapons, dressing, architecture, marriage, family, astronomy, Psychology, parts of body, animals, furniture, meals and drinks and so on. This indicates that Latin has spread almost all the aspects related to the most significant areas of the environment.
  References
  1. Bryson, Bill, (1990), The Mother Tongue: English and How It Got That Way. New York: Avon
  2. Hughes, Geoffrey, (1988), Words in Time. Oxford: Basil Blackwell.
  3. Kent, Roland G.,( 1963), Language and Philology. New York: Cooper Square.
  4. McCrum, Robert, William Cran, and Robert MacNeil, (1986.), The Story of English. New York: Elisabeth Sifton.
5.       Crystal, David (2003). The Cambridge Encyclopedia of the English Language. Cambridge, Cambridge University Press. 
6.       Baugh, Albert C. A, (1957) History of the English Language. 2nd ed. New York: Appleton-Century-Crofts, Inc., 1957. 86-106
7.       Hogg, Richard M., (1992) The Cambridge History of the English Language. Vol. 1. Cambridge, UK: Cambridge University Press.
8.       Williams, Joseph M., (1975) Origins of the English Language: A Social and Linguistic History. New York: The Free Press.






[1] Old English developed from a set of Anglo-Frisian or dialects originally spoken by Germanic tribes traditionally known as the Angles, Saxons and Jutes. Old English is one of the West Germanic languages and its closest relatives are Old Frisian and Old Saxon.
[2] Middle English (ME) is collectively the varieties of the English language spoken after the Norman Conquest (1066) until the late 15th century; scholarly opinion varies but the Oxford English Dictionary specifies the period of 1150 to 1500.
[3] Modern English is the form of the English language spoken since the Great Vowel Shift in England, which began in the late 14th century.
[4]  By the 16th century the term Anglo-Saxon came to refer to all things of the early English period, including language, culture, and people. While it remains the normal term for the latter two aspects, the language began to be called Old English towards the end of the 19th century, as a result of the increasingly strong anti-Germanic nationalism in English society of the 1890s and early 1900s. However, many authors still also use the term Anglo-Saxon to refer to the language.
[5] N.S. Gill has a B.A. in Latin and an M.A. in Linguistics from the University of Minnesota
[6]   J Hladký is a researcher at the Institute of Mathematics of the Czech Academy of Sciences

[7] Latin – Verb, present active prōmittōpresent infinitive prōmittereperfect active prōmīsīsupine prōmissum


[8] Verb, from the Latin verbum meaning word
[9] Etymology:  The generic name Canis means "dog" in Latin. The term "canine" comes from the adjective form, caninus ("of the dog"), from which the term canine tooth is also derived. The canine family has prominent canine teeth, used for killing their prey.
[10] Dennis Freeborn, From Old English to Standard English: A Course Book in Language Variation Across Time, 2nd edn. (Ottawa: University of Ottawa Press, 1998
[11]  Lounsbury, History of the English Language, page 42.