and stop. I have even seen a rather fanciful reference to the full stop and comma as “the invisible servants in fairy tales – the ones who bring glasses of water and pillows, not storms of weather or love”. But best of all, I think, is the simple advice given by the style book of a national newspaper: that punctuation is “a courtesy designed to help readers to understand a story without stumbling”.
Isn’t the analogy with good manners perfect? Truly good manners are invisible: they ease the way for others, without drawing attention to themselves. It is no accident that the word “punctilious” (“attentive to formality or etiquette”) comes from the same original root word as punctuation. As we shall see, the practice of “pointing” our writing has always been offered in a spirit of helpfulness, to underline meaning and prevent awkward misunderstandings between writer and reader. In 1644 a schoolmaster from Southwark, Richard Hodges, wrote in his The English Primrose that “great care ought to be had in writing, for the due observing of points: for, the neglect thereof will pervert the sense”, and he quoted as an example, “My Son, if sinners intise [entice] thee consent thou, not refraining thy foot from their way.” Imagine the difference to the sense, he says, if you place the comma after the word “not”: “My Son, if sinners intise thee consent thou not, refraining thy foot from their way.” This was the 1644 equivalent of Ronnie Barker in Porridge, reading the sign-off from a fellow lag’s letter from home, “Now I must go and get on my lover”, and then pretending to notice a comma, so hastily changing it to, “Now I must go and get on, my lover.”
To be fair, many people who couldn’t punctuate their way out of a paper bag are still interested in the way punctuation can alter the sense of a string of words. It is the basis of all “I’m sorry, I’ll read that again” jokes. Instead of “What would you with the king?” you can have someone say in Marlowe’s Edward II, “What? Would you? With the king?” The consequences of mispunctuation (and re-punctuation) have appealed to both great and little minds, and in the age of the fancy-that email a popular example is the comparison of two sentences:
A woman, without her man, is nothing.
A woman: without her, man is nothing.
Which, I don’t know, really makes you think, doesn’t it? Here is a popular “Dear Jack” letter that works in much the same fundamentally pointless way:
Dear Jack,
I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy – will you let me be yours?
Jill
Dear Jack,
I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men I yearn! For you I have no feelings whatsoever. When we’re apart I can be forever happy. Will you let me be? Yours,
Jill
But just to show there is nothing very original about all this, five hundred years before email a similarly tiresome puzzle was going round:
Every Lady in this Land
Hath 20 Nails on each Hand; Five & twenty on Hands and Feet; And this is true, without deceit.
(Every lady in this land has twenty nails. On each hand, five; and twenty on hands and feet.)
So all this is quite amusing, but it is noticeable that no one emails the far more interesting example of the fateful mispunctuated telegram that precipitated the Jameson Raid on the Transvaal in 1896 – I suppose that’s a reflection of modern education for you. Do you know of the Jameson Raid, described as a “fiasco”? Marvellous punctuation story. Throw another log on that fire. The Transvaal was a Boer republic at the time, and it was believed that the British and other settlers around Johannesburg (who were denied civil rights) would rise up if Jameson invaded. But unfortunately, when the settlers sent their telegraphic invitation to Jameson, it included a tragic ambiguity:
It is under these circumstances that we feel constrained to call upon you to come to our aid should a disturbance arise here the circumstances are so extreme that we cannot but believe that you and the men under you will not fail to come to the rescue of people who are so situated.
As Eric Partridge points out in his Usage and Abusage, if you place a full stop after the word “aid” in this passage, the message is unequivocal. It says, “Come at once!” If you put it after “here”, however, it says something more like, “We might need you at some later date depending on what happens here, but in the meantime – don’t call us, Jameson, old boy; we’ll call you.” Of course, the message turned up at The Times with a full stop after “aid” (no one knows who put it there) and poor old Jameson just sprang to the saddle, without anybody wanting or expecting him to.
All of which substantiates Partridge’s own metaphor for punctuation, which is that it’s “the line along which the train (composition, style, writing) must travel if it isn’t to run away with its driver”. In other words, punctuation keeps sense on the rails. Of course people will always argue over levels of punctuation, accusing texts of having too much or too little. There is an enjoyable episode in Peter Hall’s Diaries when, in advance of directing Albert Finney in Hamlet, he “fillets” the text of “practically all its punctuation except what is essential to sense” and then finds he has to live with the consequences. On August 21, 1975, he notes, “Shakespeare’s text is always absurdly over-punctuated; generations of scholars have tried to turn him into a good grammarian.” All of which sounds sensible enough, until we find the entry for the first rehearsal on September 22, which he describes as “good” but also admits was “a rough and ready, stumbling reading, with people falling over words or misplaced emphases”.
What happened to punctuation? Why is it so disregarded when it is self-evidently so useful in preventing enormous mix-ups? A headline in today’s paper says, “DEAD SONS PHOTOS MAY BE RELEASED” – the story relating to dead sons in the plural, but you would never know. The obvious culprit is the recent history of education practice. We can blame the pedagogues. Until 1960, punctuation was routinely taught in British schools. A child sitting a County Schools exam in 1937 would be asked to punctuate the following puzzler: “Charles the First walked and talked half an hour after his head was cut off” (answer: “Charles the First walked and talked. Half an hour after, his head was cut off”). Today, thank goodness, the National Curriculum ensures that when children are eight, they are drilled in the use of the comma, even if their understanding of grammar is at such an early age a bit hazy. For Cutting a Dash we visited a school in Cheshire where quite small children were being taught that you use commas in the following situations:
1 in a list
2 before dialogue
3 to mark out additional information
Which was very impressive. Identifying “additional information” at the age of eight is quite an achievement, and I know for a fact that I couldn’t have done it. But if things are looking faintly more optimistic under the National Curriculum, there remains the awful truth that, for over a quarter of a century, punctuation and English grammar were simply not taught in the majority of schools, with the effect that A-level examiners annually bewailed the condition of examinees’ written English, while nothing was done. Candidates couldn’t even spell the words “grammar” and “sentence”, let alone use them in any well-informed way.
Attending a grammar school myself between 1966 and 1973, I don’t remember being taught punctuation, either. There was a comical moment in the fifth year when our English teacher demanded, “But you have had lessons in grammar?” and we all looked shifty, as if the fault was ours. We had been taught Latin, French and German grammar; but English grammar was something we felt we were expected to infer from our reading – which is doubtless why