MODERN LANGUAGE TEACHING
MODERN LANGUAGE TEACHING.
NUMBERS STILL IN PRINT.
VOL. I. — Parts i to 8. Price 6d. each. (Nos.
2 and 3 are a double part.) Complete
volume, Price 55.
VOL. II.— Parts 4, 5, 6, 7. 8. Price 6d. each. VOL. III.— Parts i, 2, 4, 6, 7, 8. Pra« 6d. «w:A. VOL. IV.— Parts i to 7. Price 6d. each. VOL. V. — Parts 2, 4, 7, 8. Price 6d. each. VOL. VI.— Parts i to 8. Price 6d each.
A. AND C. BLACK, 4, SOHO SQUARE, LONDON, W.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the i5th of February, March, April, June, July, October, November, and December. The price of single numbers is 6d. ; the annual subscrip- tion is 45. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year. Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W. ; and subscriptions to the Hon. Treasurer. Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
MODERN LANGUAGE
TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE
ASSOCIATION
EDITED BY
WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI.
LONDON ADAM AND CHARLES BLACK
1910
fe
CONTENTS
ARTICLES.
PAGE
Address of Welcome by the Vice- Chancellor of the University of
Cambridge 5
Alge, Sines (Obituary) 27
Board of Education, Report for the
Year 1908-9 - - - - 130
British Student in Paris, The - - 103
Bryers, Winifred (Obituary) - - 237
Comment amener les Sieves a lire en dehors des heures de classe.
G. Pradel 137
Compulsory Greek at Oxford - - 163
Co-operative Holidays Association,
The - - - - - - 107
Discussion Column : The Teaching of Foreign Literature
x. Marshall Montgomery - - 20 The Teaching of Composition
i. Miss B. L. Templeton - 143
ii. Miss M. L. Hart - - 165
iii. Miss F. M. S. Batchelor - 193
iv. Miss C. R. Ash - - - 229
Eve, Henry Weston (Obituary) - 161
Evolution and Literary Criticism
(Abstract). E. G. W. Braunholtz 47
External School Examinations (Junior Stage) in Modern Foreign
Languages, Discussion on - - 33
External School Examinations,
Report of General Committee - 221
French Lycee, Four Months in a.
Miss M. L. Barker - - - 167
German in Girls' Schools and the
Civil Service Commissioners - 204
German in the Secondary Schools of
Scotland, The Place of. L. Lubovius 1 40
Gbttingen, The Bottinger Studien-
haus at 105
Holiday Courses - - 84, 111, 144
Berlin (Institut Tilly) - - - 195
Besan9on - - - 107, 155, 231
Burgos 145
Grenoble 171
Honfleur .... 105, 172
London 62, 189
Liibeck .... 105, 173
Neuwied - ... 105, 177
Rouen - - 201
Santander 105
Tours 232
Institut Fran9ais pour Etrangers - 84
International Correspondence, The
Scholars' 49
King Edward VII. 97
Le Mve (Poem). J. A. d'Auranimon 83
Modern Language Association :
Annual Meeting, 1909 - - 1
Annual Meeting, 1910 - - 205, 234
Exchange of Children - 111, 148, 207
Lantern Slides - 88, 114, 184, 236
Loan Library - - - - 112
Modern Language Association :
Meetings of Committees 16, 56, 85, 110, 149, 181, 204, 233 Supplement to November issue. Travelling Exhibition - - 183
Branches: 56
Birmingham .... 88
Bristol 152
North London - 57, 87, 152, 235 South-Eastern London - 182
West London - 88, 151, 206, 235 Yorkshire - 112, 183, 235
Modern Methods of Language Teach- ing, Discussion on some Points of Weakness in 72
Nomenclature Grammaticale, Arrete
relatif a la nouvelle - - - 227 Oxford Senior Local Examination,
Languages in the - 203
Phonetics in the Class-room, The Abuse of. Miss L. H. Althaus - 65
Polyglot Club 153
Pourquoi apprenons-nous le Fran-
9ais ? F. R. Robert 98
Presidential Address by the Master of Gonville and Caius College, Cambridge ----- 6 Teaching of Modern Languages. (Syllabus of Lectures.) W. O. Brigstocke ... - 206, 236 Teaching of Modern Languages, A French Inspector's directions for the. W. R. .... 136 Une Journee d' EU (Poem). V.E.K. 129, 213 Wechselbeziehungen der Englischen und der Deutschen Litteratur. (Abstract.) Karl Breul - - 25
REVIEWS.
Almanack Haehette - - - - 61 Barry, W. Heralds of Revolt - - 120 Blanchaud, R. de. Progressive French
Idioms 249
Boerner, 0. Lemons de Franfais - 249 Brackenbury, L. The Teaching of
Grammar - - - - - 116 Brentano, C., Der Muller am Hhein.
Ed. A. F. Ryan - - - - 218 Browning, Paracelsus. Ed. M. L.
Lee and K. B. Locock 58
Brunot, F. Histoire de la langue
franc.aise. Tome iii. - - - 123 Bruyere, Mme Ch. de la, Petite Niece 61 Byron, Childe Harold. Ed. H. F.
Tozer 121
Cambridge History of English Litera- ture. Ed. A. W. Ward and A. R.
Waller. Vol. iv. ... 28
Vols. v. and vi. - - - 215
Carlyle, Essay on Burns - - - 121
Cartes Murales Vidal-Lablache - 61
VI
CONTENTS
Chamisso, Die Geschichte von Peter Schlemihl. Ed. R. 0. Perry 218
Chouville, L. Histoires Courtes et Longues 248
Coleridge, S. T., Poems of Nature and Romance. Ed. M. A. Keeling - 121
Comtesse C. d'Arfuzon, Une seconde Mere 61
Cousin, V., La Societe francaise au xviie siecle. Ed. L. Delbos - - 93
Driault, E. , and A. See. Histoire de la Nation etdela Civilisation Fran- Daises 94
Dumas, Edm&nd Dantts. Ed. M. Ceppi - - 217
Dumas, Le Bourreau de Charles I. - 247
Dumas, Monsieur de Beaufort & Vin- cennes. Ed. P. B. Bingham - 217
Eighteenth Century Literature. An Oxford Miscellany 93
Endendijk, G. Dutch Grammar for Schools, A 250
English and Scottish Popular Bal- lads. Ed. R. A. Witham - - 92
English Essays, Selected by W. Pea- cock. Ed. C. B. "Wheeler - - 246
Erckmann - Chatrian, Le Conscrit. Ed. H. Rieu - - - - 217
Erckmann- Chatrian, Pourquoi Hune- bourg nefut pas rendu. Ed. T. H. Bertenshaw 216
Erckmann-Chatrian, Waterloo, Ex- ercises on. A. Wilson-Green - 122
Feval, Anne des lies - - - 247
F6val, Le Docteur Bousseau - - 247
Firth, E. E. English Literature for Schools 120
Goethe, Der Bnrgergeneral. Ed. S. H. Moore 124
Goldsmith, Traveller, etc. Ed. R. M. Barton 121
Hein, G. Auswahl deutscher Prosa - 218
Hirsch, L., and J. Stuart Walters. Aus dem Leben - 124
Hugo, V., Les Feuilles d'Automne. Ed. H. C. Norman - - - 217
Ives. M. I. Illustrated Phonics - 29
Jones, D. Intonation Curves - - 215
Kirkman, F. B. The Teaching of Foreign Languages - - - 115
Laboulayc, Yvon et Finette - - 247
La Fontaine, Choix de Fables. Ed. H. B. Dawes - - - - 247
Lamartine, A. de, Le Tailleur de Pierres de Saint-Point. Ed. W. Robertson 247
Luquiens, F. B. Introduction to Old French Phonology and Morphology 59
Macaulay. Essay on Bacon - - 121
Macaulay, Essay on Clive. Ed. W. H. Hudson ' - - - - 246
Macaulay, Lays of Ancient Rome - 121
Mackail, J. W. The Springs of Helicon 119
Mall, P. Poucette - 61
PAGE
Magee, E. Le Chat Bottf - - 123 Mann, 2\, Buddenbrook. Ed. J. E.
Mallin - - - - .218 Merimee, Chronique du R2gne de
Charles IX. Ed. A. T. Baker - 121 Merimee, Colomba, Lessons in Gram- mar and Composition based on.
L. A. Roux 60
Merimee, Deux Contes. Ed. J. F.
Rhoades 248
Milton, Minor Poems. Ed. 0. Elton 246 Moliere, Dom Garcie de Navarre.
Ed. F. Spencer - - - 217
Monnier, H., Les Voisins de Cam-
pagne. Ed. Poole and Lassimonne 217 Noel-Armfield, G. Poems for Children
phonetically transcribed - - 58 Poetry of the Age of Shakespeare.
Ed. W. T. Young - 247
Poole, W. M., and E. L. Lassimonne,
Textes et Questions - - - 248 Pope, Essay on Criticism. Ed. J.
Sargeaunt 92
Pope, Rape of the Lock. Ed. G.
Holden ----- 92 Rahtz, F. J. English Literature.
Selections from English Literature 216 Renault, E. Petite Grammaire Fran-
caisc 250
Riehl, W. H., Die Nothelfer. Ed.
P. B. Ingham - - 218
Rippmann, W. Dent's First French
Book, Phonetic Section 29
Rippmann, W. Easy Free Composi- tion in German - - - - 218 Saillens, E.,and E. R. Holme. First
Principles of French Pronuncia- tion ------ 215
Saintsbury, G. History of English
Prosody, vol. iii. - 245
Sand G., Le Chene Parlant. Ed.
Poole and Lassimonne - - - 217 Sand, G., Les Maitres Sonneurs. Ed.
S. Barlet 217
Sandeau, J., Un Heritage. Ed. P.
K. Leveson - - - - 247
Shakespeare, Richard II., Julius
Caesar, Macbeth. Ed. G. S. Gordon 93 Shelley, Selected Poems. Ed. G. H.
Clarke 92
Somerville. A. A. Grammaire Fran
qaise Eltmentaire ... 249 Souvestre, Le Serf - 247
Temple, Sir William, Essays on
Ancient and Modern Learning and
On Poetry. Ed. J. E. Spingarn - 93 Tennyson, The Princess. Ed. H.
Allsopp ----- 246 Thackeray, Henry Esmond. Ed. T.
C. Snow and W. Snow - - 92 Vernet, Mme Valette. Le Franfais
de France ----- 123 Warren, T. H. Essays of Poets and
Poetry 246
Wolff, Jetta S. Pour la Patrie - 247
CONTENTS
vn
Wyld, H. C. Elementary Lessons in English Grammar - - - 118
Zola, L'AUaque du Moulin. Ed. T. H. Bertenshaw 94
NOTES, ETC. Adrain, Miss Susan - Agnoletti, Fernando Alexander, Henry - Appleton, A. E. Armitage, F. L. - Askew, Miss A. D. - Assistants, Board of Education
Grants Association des Institutrices Diplo-
mees -
Audra, Emile
Bain, G. W. - Baker-Gabb, Miss E. Baldwin, A. C. J. - Bangor, Exhibitions Belfast, Queen's University
Regulations for French -
Scholarships -
219
188
188
189
62
188
126
- 124
- 29 124
- 30
- 188
- 157
- 250
- 219
- 219
- 29
- 188
- 219
- 95 125
17, 63, 251 17, 95, 157
Belgrave, Miss M. D. Berry, H. V. - Birkhead, Miss Edith Birrell, F. F. L. - Bithell, Jethro Booth, Miss M. H. - Braunholtz, E. G. W. - Breul, Karl
Bristol, Assistant Lectureship in French and German - - 219
Chair of English - - - 251
Brown, William 63
Burge, Miss M. A. L. - - - 124 Burns, Miss Mary - - - - 125 Butler, William J. - - - 125
Calcutta, Chair of English - 251
Cambridge, Medieval and Modern Languages Tripos - - - 156
Chair of English 156, 219
Schroder Professorship of Ger- man - 95
Lectureship in German - - 251
Instruction in Russian - - 62
Lectureship in Scandinavian - 251
Tiarks German Scholarship - 95
Highest Grade Schools Exami-
nation Syndicate - 31 Christ's College, Scholarship - 29
Girton College, Scholarships,
etc. - - - - 124, 188
Gonville and Caius College,
Scholarship 29
Gonville and Caius College,
French Lectorship - - - 124
St. John's, French Lectorship - 156
Scholarship - - 29
Newnham College, Scholarships 188
Cardiff, Assistant Lectureship in
French 95
Cavenagh, F. A. - - - - 63
Ceppi, Marc 95
PACK
Chester, Miss K. E. - 125
Chadwick, H. M. - - - - 251
Chick, Miss Elsie - - - - 188
China, English Language in - - 158
Clark, Miss Ruth E. - - - 125
Collinson, W. E. - - - - 189
Commission de Placement - - 191 Continuous Tense Forms : Letters by H. J. Chaytor, 61 ; F. Boillot, 90 ;
H. Dumeril, 90 ; L. Chouville - 91
Cork, Lectureship in German - - 251
Cowen, Joseph ... - 30
Croom, B. 157
Degani, Miss M. - - - - 62
Devonshire, Miss ... 30
Donovan, Robert - 125
Douglas, Sir George B. - 188
Dublin, Trinity College Scholarships 157
Durham, Professorship of English, 157, 158
Eaton, J. W. - - - - - 219
Edinburgh, Scholarships - - • 125
Ellershaw, H. ... 157, 188
Elliott, Marshall - - - - 250
Eton College, Changes in Curriculum 219 Exeter, Assistant Lectureship in
English 219
Fatigue, Mental 63
Fishmongers' Company 62
Flewett, Miss A. J. M. - 188
Foligno, Cesare .... 157
Foster, T. Gregory 62
Fryer, H. N. - - - 188
Gardner, Edmund C. - - 157
Gilchrist, R. N. - - - - 251
Gill, C. 189
Gilli, Claude 30
Glasgow, Lectureship in Italian - 219
Lectureship in Scottish History 62
Lectureship in Scottish Litera- ture 62, 188
Glehn, L. von- - - 157
Gohin, F. 95
Good Articles - 64, 96, 128, 159, 192, 252 Grille, Ernesto - - - - 219 Grocock, Stanley - ... 219 Gunnell, Miss Doris 29 Hake, Miss A. E. - - - - 125 Haltenhoff, A. G. - - - - 219 Harmsworth, Sir Harold - - 219,251 Harris, Miss A. A. - - - - 125 Headmasters' Conference - - 30 Headmasters, Incorporated Associa- tion of 30
Heron, E. - - 219 Herzl, H. ----- 29 Hewitt, Miss A. J. G. - - - 188 Hewitt, Miss Margaret E. - - 188 Highgate School 31 Hughes, Miss Winifred 0. - - 189 Ibbetson, Miss D. - - - - 125 Ireland, National University, Pro- fessorship of English - - - 125 Ireland, National University, Lec- tureship in Italian and Spanish - 62 Jost, Karl 157
Vlll
CONTENTS
PAGE
Kapp, E. X. 29
Keatch, Miss D. E. - - - - 188
Kermode, Miss Helen S. - - - 188
Kinross, Miss A. K. - 188
Knox, R. S. 124
Korner, Miss Margaret A. - - 189 Leeds, Assistant Lectureship in
French 29
Linguists, Institute of - - - 127
Lissant, S. P. 30
Liverpool, Scholarships - - - 188
London, Assistant in German - - 219
Scholarships - - - - 188
Gilchrist Studentship - - 219
Bedford College, Secondary
Training Department 30
Birkbeck College, Lectureship
in German 95
Holloway, Scholarships - - 188
University College, Lectureship
in English 62
University College, Assistant
in French - - - - 157
University College, Barlow Lec- tureship on Dante - - - 157
University College, Irish
Library - ' - 62
University College, Scholar- ships and Prizes - - 30, 157, 189
Londonderry, Magee College, Pro- fessorship of English - - - 219
Ludwig, A. 125
McFie, Miss Margaret S. - - - 157
M'Lean, Miss Catherine M. - 188
Madge, Miss G. M. - - - 125 Manchester, Assistant Lectureship
in German ----- 95
Marionnaud, J. A. - - - 63
Massey, Miss I. M. - - - - 188
Maxwell, Sir Herbert 62
Meyer, Kuno - - - - 30, 219
Morel, Jean ----- 155
Morgan, A. E. - 219 Newcastle, Armstrong College, Chair
of English 30
Nicholson, Frank C. - - 95
Nomura, S. ----- 190
Ord, Miss E. 188
Orliac, Mile Marie - - - - 251 Oxford, Honour School in Modern
Languages 189
Honorary Degree - 157
Taylorian Lectureship in Ger- man . ...
Readership in Russian
Readership in Phonetics
Churton Collins's Prize
Oxford, Worcester College, Scholar-
62, 157
- 95
- 157
- 157 125, 157
- 95
Paget Toynbee Prize
Corpus Christi College
Lady Margaret's Hall, Scholar- ships 125
Somerville College, Scholar- ships 125
St. Hugh's Hall, Scholarships - 125
St. John's College, Scholar- ships 30
Paine, W. L
Paris International Congress, Compte Rendu
Patterson, R. F. -
Pearson, G. T. ....
Phillips, B. W.
Phonetics at French Holiday Courses (Letter by D. Jones) -
Pienez, MlleB. -
Porteous, Gilbert
Puybusque, M. P. N. de -
Reading, University College, Lecture- ship in English -
University College, Assistant
in French - - - -
Reformers, The Aims of. Letters by — B.
E. C. Kittson - - - -
F. 0. R.
L. H. Althaus -
M. Montgomery -
R. A. Williams
M. G. ....
Renton, Miss Janie K. - Richardet, Mile L. Rippmann, W. - Robson, Miss Bessie H. A. Rowlands, Miss J. Helen Royds, Miss K. E. - St. Quentin, R. G. - Saint - Valery - sur - Somme, Maison Universitaire -
Salmon, Mile
Sanua, Mile -
Savory, D. L.
Sawyer, Miss L. D. - Scott, Miss L. P. - Scott-Scott, Miss S. D. - Seaton, Miss M. Shaw, Miss M. - Shearson, Miss C. F. Skemp, A. R. Societe Academique Soldan, Miss L. - - - Stevenson, G. C. - Stothers, William - Strang, W. - - - - Sweet, Henry - Swertz, Miss Wally Temple, R. J. ... Thomas, P. V. Tiarks, Henry F. - Universite des Lettres Franfaises Vietor, W. - - - - Vowles, G. A. Wales, Honorary Degree Wallace, William - Waterhouse, G - - - Whitfield, S.- Williams, Miss Mary Willoughby, L. A. - Womersley, W. E. - Young, A. B. - Younie, Miss Sophie I. -
125 31
126 219 125 189
251 189 95
219 219
184 207 210 211 237 241 244 157 220 127 189 188 251 30
154
- 219
- 126
- 219
- 219
- 125
- 125
- 188
- 125
- 31
- 251 126, 158, 190
- 30
- 157
- 219
- 189
- 157
- 251
- 219 - 30, 157
- 95
- 251
- 250
- 189
- 30 62, 188
- 251
- 219
- 218 62, 95
- 219
- 63
- 125
Photo}
WALTER W. SKEAT, M.A. PROFESSOR OF ANGLO-SAXON.
Photo}
DR. E. G. W. BRAUNHOLTZ, READER IN ROMANCE.
DR. KARL BREUL,
READER IN GERMANIC.
CAMBRIDGE Jff MEDIEVAL & MODERN LANGUAGES TRIPOS Jff 1884 TO 1909
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 1
FEBRUARY, 1910
THE ANNUAL MEETING.
TEN years ago the Modern Lan- guage Association held its Annual Meeting at Cambridge. The mem- bership then amounted to little over 350 ; now there are close upon 900 members, and this is a matter for genuine satisfaction. If the attendance was not proportionately larger than in 1900, it is due to the congestion of educational meetings in the first week of January, rendered more acute by the short- ness of the Christmas vacation which is necessitated by the early date of Easter.
The fact that the usual rule of meeting in London in alternate years was not observed was due to the desire to celebrate at Cambridge the twenty-fifth anniversary of the institution of the Honours School in Medieval and Modern Languages, and to honour the teachers who have been associated with it, par-
ticularly Professor Skeat, Dr. Breul, and Dr. Braunholtz. The Univer- sity and the Association alike strove to make the occasion a memorable one ; and all who were privileged to take part in the Meeting tave carried away most pleasant and lasting memories.
The Meeting began, as has been usual in recent years, with a recep- tion. We enjoyed the gracious hospi- tality of our President, the Master of G-onville and Caius College, and of Mrs. Eoberts in the fine hall of the college, and many residents were present to join in welcoming the members of the Association. It was fitting that this college should be the first to open its doors to us ; for it has from the outset shown special interest in languages, and was indeed the first to offer Entrance Scholarships in Modern Languages, as early as 1887.
On the following day (Friday, January 7) the meeting was formally opened in the debating-hall which the Union Society had courteously placed at our disposal. Dr. Mason, Vice-Chancellor of the University, in well-chosen words gave his address of welcome. The Report of the General Committee which had been distributed, and was taken as read, afforded ample evidence of the many activities of the Associa- tion. It certainly justifies us in seeking to obtain an increase of members which will enable us to extend our work. The Treasurer's report was also distinctly satisfac- tory ; Mr. Allpress has carried on the onerous duties for four years, and all felt much gratitude to him, coupled with regret that his term of office is now at an end. Pro- fessor Robertson was unable to attend, but it was understood that the Modern Language Review, which he edits with such energy and enthusiasm, is becoming more and more firmly established. Professor Rippmann, in presenting his report on Modwn Language Teaching, re- ferred to the principles that had been laid down twelve years ago, when it was first decided to add this section to the Modern Language Quarterly. He expressed the hope that in his conduct of the journal he had succeeded in affording an impartial hearing to the representa- tives of every method, deplored any tendency there might be among teachers to accentuate differences of method after the fashion of political partisans, and appealed for more
help from members in the shape of contributions, particularly to the section ' From Here and There.'
Letters were read from Dr. Warren, who was unfortunately detained by election business in Oxford, and from Lord Fitzmaurice, who, as members learnt with regret, was prevented by ill-health from attending the meeting.
The President then delivered his address, which is printed in another column of this issue. It presented an interesting account of what has been done at Cambridge to further the study of Modern Languages.
Mr. Somerville, as Chairman of Committees, then made a short speech, in which he dwelt on the great services rendered by Dr. Breul and Dr. Braunholtz. The President handed to them illuminated ad- dresses presented by the Associa- tion, and they were loudly cheered.
The morning's proceedings were concluded by words of kindly greet- ing from the Scottish Modern Lan- guage Association, transmitted by Miss Robson, and from the sister Associations in France and Ger- many, represented by M. Dupre and Dr. Vetter.
After luncheon Mr. Atkinson introduced the Interim Report of the Sub -Committee on External School Examinations (Preliminary and Junior Stages), which was printed in the last issue of MODERN LANGUAGE TEACHING. There was at first some reluctance to discuss it, but soon members became more confident, with the result that it was the most satisfactory debate of
THE ANNUAL MEETING
the meeting. At 4.30 tea was served, the members being gener- ously entertained by Dr. and Mrs. Breul. At five o'clock Dr. Breul read a very interesting paper on Die Wechselbeziehungen der deictschen und englischen Literatur, which we hope will shortly be printed.
The Annual Dinner was held in St. John's College, by the kind per- mission of the Master and Fellows. The hall had been charmingly de- corated, and the function was in every way a success. The speeches were exceptionally good, and sur- prise was generally expressed when it was found that it was nearly eleven o'clock when we adjourned to the beautiful combination room.
The President proposed the toasts of the King and of Foreign Rulers. Professor Rippmann, by proposing 'Our Guests,' prepared the way for M. Jules Gautier, Directeur de 1'Enseignement Secondaire de 1'In- struction Publique, who spoke with great eloquence, and for Herr Direktor Dr. Max Walter, of the Musterschule, Frankfurt-am-Main, who, as an old friend of the Asso- ciation, was warmly welcomed, and showed all the vigour and enthusiasm that we naturally connect with his electric personality. The toast of the University of Cambridge was proposed by Sir Robert Morant, whose presence was rightly regarded as a great compliment to the Asso- ciation. He emphasized the fact that the Board of Education looked to the specialist associations to bring about reforms, and assured us that its officials would do everything in
their power to remove all obstacles to the realization of such reforms, a statement that was received with much applause. In graceful terms he then, as an Oxford man, expressed his pleasure at being called upon to propose the toast of the sister Uni- versity, and coupled with it the name of Professor Skeat. When that veteran scholar rose to reply he was greeted with loud cheers. He dwelt on his long connection with the study of English and other Modern Languages at Cambridge, and particularly on the inadequate endowment of the study of English. His words — now humorous, now earnestly appealing — made a pro- found impression. The Master of St. John's College was next called upon to propose the toast of the Modern Language Association ; his words, at once kindly and witty, were answered by Dr. Breul, whose work for the Association has been so unremitting and so valuable. He proposed the toast of the retiring officers, Mr. Somerville, who for three years has acted as a most courteous and efficient Chairman of Committees, and Mr. Allpress, to whose services as Hon. Treasurer allusion has been made above. Mr. Somerville, in a few modest words, thanked Dr. Breul, and tried to help us to bear our loss by con- cluding with some capital stories. Thus ended one of the most success- ful Annual Dinners in the history of the Association.
On the second day the incoming President, Dr. Breul, took the chair. The Master of Gonville and Caius 1—2
MODERN LANGUAGE TEACHING
College presented the Report on the Qualifications and Training of Modern Language Teachers, which was adopted without further dis- cussion and without a dissentient voice.
Mr. Kemshead of Magdalen Col- lege, Oxford, then read his paper on 'Some Points of Weakness in Modern Methods of Language Teaching.' It was a sober and judicious statement, untinged by any partisan violence • indeed, some whole-hearted supporters of the reform movement were heard to say that they could have drawn up a much more severe indict- ment. The discussion was at times animated, but never bitter ; indeed, one of the most pleasing features of the meeting was the peace and goodwill that characterized it. Another noteworthy feature was the participation of Direktor Walter, who, to everyone's delight, made himself thoroughly at home among us and gave freely from the stores of his ripe experience. The dis- cussion was extended by half an hour, so that the Interim Report of the Joint Committee on Gram- matical Terminology was not taken till noon. It proved, hovever, that the time that remained fully sufficed for its discussion, which was indeed somewhat disappointing, unless the small amount of criticism may be regarded as an indication of the successful work of the Joint Com- mittee.
In the afternoon Dr. Braunholtz read a thoughtful paper on ' Evolu- tion and Literary History,' an
abstract of which will appear in MODERN LANGUAGE TEACHING.
The last subject for consideration was 'Humanistic Education with- out Latin.' Two of the papers con- tributed were read in the absence of the authors. Mr. Storr, whose genial personality was much missed at the meeting, championed the ' Modernists ' with characteristic wit and vigour, and was supported by Mr. A. C. Benson, another ex- President of the Association. These papers appear in the February issues of the Journal of Education and the CornhUl Magazine respec- tively. No better supporter of the rational study of the classics could have been found than Dr. Rouse, who was welcomed with enthusi- asm ; for is he not vivifying the teaching of Greek and Latin in a way that claims our respect and admiration? He pleaded for more wisdom in the arrangement of the curriculum, and more attention to questions of method. The best way to prevent the overcrowd- ing of the time-table was to make good use of the time available, and not to squander precious hours by adhering to antiquated methods and worn-out educational creeds. He closed with an earnest appeal for united efforts on the part of all who valued a humanistic educa- tion.
The Meeting concluded with a comprehensive vote of thanks, moved by Professor Milner-Barry. He pointed out how many had worked hard to make the Meeting a success. Our thanks are due to the
THE ANNUAL MEETING
Masters of Gonville and Cams Col- lege and of St. John's College, as well as to the venerable Master of Trinity College, who showed his in- terest by attending several sessions, and who graciously presided at the luncheon provided at Trinity Col- lege on both days. A number of our members were put up and entertained at Trinity College free of all charge ; other members en- joyed the hospitality of Girton and of Newnham Colleges ; others, again, were invited to stay with resident members of the University. Never perhaps has the Association received so kindly and generous a welcome. To bring about this result, the local committee that made the arrange- ments worked indefatigably; and we owe them a great debt of gratitude. The bonds linking the Modern Lan- guage Association with the Univer- sity of Cambridge have always been close ; the Annual Meeting of 1910 has knit them still closer.
ADDRESS OP. WELCOME BY THE VICE-CHANCELLOR OF THE UNI- VERSITY OF CAMBRIDGE.
THE Vice-Chancellor said: 'The lady who gives an "At Home" in a hired room in an hotel, must feel some- thing of the same kind of feeling as my own in giving an address of welcome in the debating hall of the Union Society. There is, perhaps, no place in Cambridge where I feel so completely devoid of authority as in the chamber where we are. However, whatever the place may be, as Vice-Chancellor of
the University I give this Associa- tion a most hearty welcome to Cam- bridge. That, perhaps, I may say, not only in my official capacity, but as one who has from his earliest childhood taken the greatest in- terest in the study of foreign living languages. You are, perhaps, well aware that the great institution over which the Master of Caius lately presided, and over which I preside for the moment, is behind many other places of learning in this particular department. We have nothing at Cambridge to show those who are strangers to the place which is at all like the Taylorian Institute at Oxford. We have for ten years past, indeed, had two Readers, one in Germanic and another in Romance, whose energy, and learning, and success in teaching, and, I may say, fame in academic circles all over the world, is far beyond the modest titles which the University has been able to assign to them. But beside these two teachers, we have practi- cally no other teachers in the University of any foreign living language. We have none who occupy the position of Professor or Reader. Thanks to the great munificence of a great banking firm in London, the firm of Messrs. Schroeder & Co., we are in the posi- tion, I am thankful and glad to say, to proceed to the election of a Professor of the German language, and, thanks to a former member of the firm, we are able to follow up the election of a Professor of German by the election of one or two
MODERN LANGUAGE TEACHING
scholars to profit by his instructions. I earnestly hope that the way may now be thrown open for appointing teachers in other languages. Our University Association is making an appeal for the further endowment of research and teaching in our own language — the English lan- guage— and I hope that they may also be able to proceed before very long to fresh developments in regard to French, and, possibly, in regard to Italian and to Spanish. I am sure you will all heartily welcome such a development. But if the Uni- versity of Cambridge is behind- hand in the teaching of foreign living languages, I do not think this can be said at present of Cam- bridge as a whole. I feel persuaded that even those amongst you who are strangers to Cambridge are well aware that at the Perse School in Cambridge a very great forward movement has been made with regard to the teaching of foreign languages. I confess that until I was appointed Vice-Chancellor I was myself in complete ignorance of what was going on at the Perse School in this respect. The first time I attended what was called a speech day at the Perse School my eyes were enlightened and my ears were opened. I certainly never expected to hear English school- boys pronouncing their French and German in the way the boys of the Perse School did, and I believe there are many people interested in education who have made pilgrim- ages to Cambridge to sit in the class- rooms at the Perse School for the
purpose of trying to catch what the secret of that instruction is, and it is a secret well worth catch- ing. I will not detain you any longer from the great business that lies before you. Your pro- gramme seems to me to be a most interesting programme, and I especi- ally should have liked to have heard what no doubt will be a spirited debate in the discussion on a Humanistic Education without Latin. I feel persuaded that you will not be so audacious as to carry it a step farther and wish for a Humanistic Education without Greek. Whatever your decision may be, once more I most heartily, in the name of the University, beg to welcome the Association to Cam- bridge.'
PRESIDENTIAL ADDRESS BY THE MASTER OF GONVILLE AND CAIUS COLLEGE, CAMBRIDGE.
MY predecessor in this honourable post spoke to you twelve months ago with authority. We would gladly have welcomed the presence of Lord Fitzmaurice to-day in this debating-hall, in which, as an under- graduate, more than forty-five years ago, he was a conspicuous figure. He spoke, as I said, with authority. An experienced diplomat himself, in his address at the Oxford meet- ing he put in a strong plea for a knowledge of Modern Languages in their bearing on international inter- course, and on diplomacy, formal or informal. He was happy in being
THE ANNUAL MEETING
able to avoid such burning questions as that of the merits or defects of the ' Direct Method,' the value of translation, the value of training in phonetics, the superiority or in- feriority of the Ancient Classics as the foundation of linguistic or literary study, or any other of those inflammatory topics on which not even the members of the Modern Language Association are entirely agreed. All these topics I also propose to avoid. I cannot claim, like Lord Fitzmaurice, or many other of your presidents, to speak with authority. I leave these sub- jects to be handled by those who have the right to handle them — the experts in teaching who form the backbone of this Association.
Permit me a brief retrospect. Your annals will show that you have not infrequently invoked the bless- ing of leading headmasters of great public schools. Policy, doubtless, dictated your actions ; conversion, if conversion were needed, you hoped would be the result.
You began well with Mr. Eve, who needed no conversion. In 1895 the presidential chair was occupied by an educational giant, Dr. Haig Brown. Whatever might be his views on the value of Modern Languages as an instrument of education, he too, at any rate, spoke with authority ; and though he opened fire with a glowing eulogy of Greek, he ended by exhorting Modern Language teachers to magnify their office. And who shall say that they have not taken to heart that sound advice ? And
well they might, for another eulo- gist followed, a classical headmaster of a great public school, Mr. Laffan, who described Modern Language teachers as the consuls and ambas- sadors of the great nations of the earth. The months roll on, and we have the pronouncement of another head of another great school. If headmasters in conference have sometimes been twitted with the charge of merely marking time — teaching, as the drill -book has it, ' balance-step without gaining ground ' — Dr. Welldon, at any rate, introduced us to the next practice in the drill-book, ' balance-step gain- ing ground on the word forward' While he was careful to explain to the Association that he was, as headmaster of a public school, ex hypothesi among the greatest obstruc- tionists of educational reform, never- theless he blessed the work of the Association, and gave generous acknowledgment to the claim of Modern Languages to be one of the noblest forms of education as an intellectual discipline.
Just ten years ago, yet another chief of a famous and progressive school, Mr. Pollard, from the van- tage-ground of this throne, an- nounced himself as an unblushing utilitarian. In order of teaching, he said, he would place French earlier than Latin in the school curriculum, and he ended with an appeal to the Universities. On this appeal, addressed to us here in our own University, I propose shortly to say a few words.
The Association appears, then, to
8
MODERN LANGUAGE TEACHING
have come to the conclusion that it was time to seek a change from presidents who knew something about everything, and to turn to those who might know everything about something ; and if that some- thing were the English language, there was obviously only one man in the field for their next election to the presidency, and that was no other than our venerated exponent of the Anglo-Saxon tongue, Pro- fessor Skeat.
Five years elapse — I should have liked to summarize the wholesome advice and shrewd suggestions of intervening presidents, but time forbids — five years elapse, and the subject of the presidential address for 1905 is 'Ancient and Modern Classics as Instruments of Educa- tion.' In the chair was Dr. Warren, the present Vice -Chancellor of Oxford University, whose co-opera- tion a year ago at Oxford was largely responsible for the success of the meeting. If, he said in 1905, he had been led away in his address by his great love of classics, and if he was correct in his somewhat sorrowful admission that the ancient classics are losing their general hold over education, the Modern Lan- guage Association should be all the more grateful to him for his matured conclusion that it is largely to the modern classics that we must look for training in culture and more moral and mental elevation. But he added a qualification which we may well treat with all serious- ness. This end, he insisted, could be attained only by a jealous main-
tenance of the highest standard of scholarship.
At Durham, two j^ears ago, Mr. Arthur Benson tried to nerve the Association for a veritable Arma- geddon which he predicted for the near future. How near that future is no man shall say. A glance at the agenda will show that to-morrow, if time allows, we are to have at least an affair of outposts, in which doughty champions will try their strength. A further search of the records then revealed what to me was the most interesting announce- ment of all, relating to presiden- tial appointments. An experienced veteran in the teaching of Modern Languages in a great school, Mr. Storr, was proclaimed as the in- coming president. At last we were to have a presidential address, which would carry the authority not to be claimed by or expected of classical headmasters, heads of colleges at the University, or practised diplomats. Nor was the audience disappointed. A witty discourse followed on 'The Art of Translation.' Incidentally the speaker travelled dangerously near smouldering volcanoes, which my more pacific mood forbids me to kindle into activity.
Deprived, then, of direct guidance from any maestro di color che sanno, I am reduced to consider what line of country presents the minimum of pitfalls. And perhaps at this time, and in this place, a measure of indulgence may be con- ceded to me if I devote some por- tion of my remaining remarks to a
THE ANNUAL MEETING
9
review of the position occupied by Modern Languages in this Univer- sity, which after a period of ten years again accords an unstinted welcome to the members of the Association.
What, then, in 1899 were alleged to be our shortcomings, and what hopes were entertained of ameliora- tion and progress ?
How far have the defects been remedied, or the aspirations justified during the intervening decade 1
So far as concerns the older Universities, with their peculiar his- toric constitution, certain questions inevitably pressed for answer.
What inducements are offered to ambition in the possibility of elec- tions to Fellowships for proficiency in Modern Languages ?
Is the supply of Entrance Scholar- ships generous enough 1
Why are not University Prizes established for Modern Languages as for classics and other subjects 1
What prospect is there in the near future of the establishment of Professorships so that the Modern Language department may be raised to the dignity of other de- partments of study ?
Why do we not adopt the Lector system of German Universities as supplementary to the teaching of foreign languages by our own English graduates 1
Why do we not, in our Honours School of Modern Languages, re- quire a strict and searching oral test in the spoken language 1
All these questions were asked with more or less insistency. What answer can we give ?
First as regards Fellowships. It was never true, even in the earlier days of the Honours School of Modern Languages, that colleges were not ready to elect to Fellow- ships for Modern Languages, if they were satisfied that the candi- dates were of the same calibre, and could respond to the same tests, as candidates in other subjects. In every new Honours School the his- tory is the same. However desirous a college might be to recognize the new school, no worse blunder could be perpetrated than to begin the recognition by electing a candidate who was not in the very foremost rank. This wisely cautious attitude of necessity involved grave risks of omission, and I will not say that the sin of omission has not been com- mitted. But it was the same in the early days of the Moral Science School. It was the same in the Natural Science School. It was the same with the History School, the Oriental School, the School of Music, and the School of Engineer- ing.
Now between the date of the last visit and the present visit of the Modern Language Association, there have been four elections to Fellowships. The number may seem actually small, but it is rela- tively great. I doubt whether in proportion to the number of candi- dates of the rank of first-class men, the number of mathematical, clas- sical and natural science scholars elected to Fellowships can at all reach the proportion of the success- ful in Modern Languages.
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MODERN LANGUAGE TEACHING
Again, as regards Entrance Scholarships. In 1887 one college offered an Entrance Scholarship for Modern Languages. Shortly after that two colleges came into the field ; then four in combination, and now, in a group of seven colleges, five offer Entrance Scholarships, and nearly all provide Scholarships during residence, the competition for which is precisely on the same footing as for all other subjects. But it is a fact not generally known, that for a period of fifteen years (and the same is true now) the number of candidates for Modern Language Scholarships has been lamentably small, and the propor- tion of Scholarships awarded has been in excess of the proportion awarded, for example, to classics and mathematics. There is not the slightest doubt that if the candi- dates increase in number and quality, the scholarships will in- crease in number also. But it must never be forgotten that the question is also largely one of standard. If an Entrance Scholarship implies a possible first-class in the final Honours Examination for degrees, it will be found that, as in other subjects, so in Modern Languages — the number of Entrance Scholar- ships corresponds fairly with the number of first- classes obtained.
Why are there no prizes offered by the University for proficiency in Modern Languages ? The answer is not far to seek. All such prizes — in classics, mathematics, natural science, history, law — are the out- come of special endowments. But
for the endowment of University prizes for Modern Languages the benefactor has not yet come for- ward. In individual colleges, how- ever, there in no lack of rewards for Modern Languages in the shape of prizes.
When we turn next to University Scholarships or Studentships, we find that a noble example has been set in the recent generous gift by Mr. Tiarks of £5,000 for an endow- ment of this kind. The public- spirited firm to which he belongs — Messrs. J. Henry Schroeder and Company — had, only a short time before, offered the munificent sum of £20,000 for the foundation of a Professorship of German. Of course, these results were not achieved without some quiet and systematic work behind the scene. It is worth while to note that at the very time when a somewhat impatient remonstrance had been addressed to the University, bidding it either make bricks without straw or rob Peter to pay Paul, a Com- mittee had been sitting which knew its own business, and was all the while paving the way towards com- passing the object which took shape in the offer announced to the Vice- Chancellor in felicitous terms by Baron Bruno Schroeder. That, in spite of this announcement, we have not already a Professor of German is due, not to the torpor which is popularly supposed to be inseparable from the proceedings of an ancient University, but to the modern Statutes which enjoin action sdon les formes.
THE ANNUAL MEETING
11
Another question was put by the president who delivered his address from this throne in 1899. Why do we not here introduce the system of Lectors ? The institution, familiar to anyone acquainted with German Universities, ensures that Modern Language students, whose main instruction may be at the hands of their own countrymen, may also have the opportunity of listening to and conversing with a native teacher of the language which they may be studying. In this matter we have at least made a beginning, and a good beginning, though the experiment is at present confined to one language. For the sixth year in succession we have welcomed the presence of a French graduate who holds the post of Lector in French. It is true that the office, a biennial one, is attached to a single College, and not to the Uni- versity as such, but the services of this Lector are open to the whole University, and every year meet with greater appreciation. It is only fair to mention that the prac- tice of securing the services of native r&p&titeurs has existed for some years in the school of Living Oriental Languages, which Professor Browne has organized and directed with unqualified success. We may look forward to the day when the Lector system will be considerably expanded in this University, and when, as opportunity arises and means are found, we shall have Lectors in Spanish, and Italian, and Russian, whose contributions will be supplementary and com-
plementary to the teaching of a well-equipped staff of Cambridge graduates of home growth.
In the early days of Modern Language studies in this University no defect was a more frequent sub- ject of taunt and gibe and jeer than the absence of an oral and colloquial test in our Honour Examinations. The reproach has been to a large extent removed by the regulations which came into force three or four years ago, and it is quite possible that the test of facility combined with accuracy in the spoken lan- guage may, as time goes on, become far more severe than it is now. But in my humble opinion, the salutary change in this direction was well worth waiting for. It was necessary, above all things, that the training for the Modern Languages Tripos should, in its initial stages, be re- cognized as one which ensured a sound acquaintance with the prin- ciples of language and the history of literature, and a compliance with those demands for thoroughness which it has ever been the aim of our Tripos system to enforce.
One more remark may be allowed concerning the nature of University Honour Examinations in so far as they entitle to a degree. They must appeal to the needs of all classes of students, and not to one class only. It would obviously be unreasonable to expect of them, and the training which leads up to them, that even a first-class standard should in itself be regarded as a sufficient qualifica- tion for a teacher, and should be mainly directed to that end. It
12
MODERN LANGUAGE TEACHING
would not be true in the case of a classical, or theological, or natural science scholar. Nor can we expect it to be true of a Modern Language scholar, whose intention it is to take rank, for example, among qualified teachers of French and German. If that were so, there would be no need at all for the inquiries and recommendations which form the subject of the Report on the Training of Modern Language Teachers, shortly to be submitted to you. But I should like to register a pious wish that we may, sooner or later, have a post-graduate course of Modern Languages which shall enable us to send out from the University students intended for the teaching profession, whether in schools or in colleges of University rank, as ad- mirably furnished for their duties, and approved by as severe a test, as is the case with those who come to help us here with the honourable title of Agr&gf,.
So far I have said nothing about English as a Modern Language and as a subject for an Honours School. Residents may recall the eloquent protest recently made in the Senate by Professor Skeat, who indignantly combated the notion that the study of English as a language is a comparatively easy course, and con- sequently, in order to provide its students with matter of sufficient difficulty, requires to be supple- mented by the classical student's drill in Latin and Greek.
If the Professor proved his case (and I think there is no doubt
he did so) in the department of English which he has done so much to promote, there yet remains the very serious question, also recently debated, of the fitness, as an avenue to an Honours degree, of a course entirely confined to Modern English Literature, preceded by no sufficient linguistic preparation.
The decision is, perhaps, one which only the few master-teachers are competent to pronounce. I will content myself here with raising a question to which I can give no answer. Let us take at random the names of a dozen Professors or Assistant-Professors of English in British Universities. They are intent on the task of raising the study of Modern English Literature to a position of high rank in a University course — that is to say, to a rank which can be attained only, as in the case of other studies, by a devotion to the subject in hand so absorbing as to exclude the possibility of any long prepara- tory linguistic course. Now of those distinguished University teachers of English Literature, it appears that in the -ease of at least three-fourths their antecedent train- ing was classical or linguistic first, and English Literature afterwards. The question, then, which is raised by these statistics is this : Granted that schools of purely Modern Eng- lish Literature would produce a goodly number of well-trained students of English, is it also certain or probable that the learned pioneers in this branch of study will leave behind them a sufficient
THE ANNUAL MEETING
13
supply of successors to carry on their work with enthusiasm and effect? Or must the highest authorities and teachers still be drawn from the classical or lin- guistic school? The question is one which should not be lost sight of in any future scheme for the promotion or endowment of Eng- lish study. For, as to endowment, we are persuaded that sooner or later the endowment of the study of Modern English must become an accomplished fact. For us here such endowment has appreciably neared the region of possibility through the happy issue of the appeal for the endowment of German.
Let me, before passing from this subject, give in his own quaint phrase the reasons for and against writing in his native tongue ad- vanced by a learned Greek scholar and a leader of scientific thought and practice, whose four hundredth birth anniversary falls in this month. John Caius, the second munificent founder of the College associated with his name, made an elaborate apology for writing in English an account of the devasta- ting scourge known as ' The Sweatynge Sickness.' 'After cer- tain yeres beyng at Cambrige (he says) I of the age of XX. yeres, partly for mine exercise and profe what I could do, but chief ely for cer- tain of my very fredes, dyd trans- late out of Latine into Englishe certain workes, havyng no thynge els so good to gratifie them with.
'Sence yt tyme diverse other
thynges I have written, but with entente never more to write in the Englishe tongue, partly because the comoditee of that which is so written passeth not the compasse of Englande, but remaineth enclosed within the seas, and partly because I thought that labours so taken should be halfe loste among them which sette not by learnyng. Thirdly for that I thought it beste to avoide the iudgement of the multitude, from whom in matters of learnyng a man shalbe forced to dissente, in disprovyng that which they most approve, and approvyng that which they most disalowe. Fourthly for that the common settyng furthe and printlg of every foolishe thyng in englishe, both of phisicke unper- fectly, and other matters un- discretly diminishe the grace of thynges learned set furth in the same. But chiefely, because I wolde geve none example or comforte to my countrie men (who I wolde to be now, as here tofore they have bene, comparable in learnyng to men of other countries) to stonde onely in the Englishe tongue, but to learn the simplicite of the same, and to procede further in many and diverse knowleges bothe in tongues and sciences at home and in Uni- versities, to the adournyng of the comon welthe, better service of their Kyng, and great pleasure and commodite of their owne selves, to what kinde of life so ever they should applie them. Therefore whatsover sence that tyme I minded to write, I wrate ye same either in
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MODERN LANGUAGE TEACHING
greke or latine.' What, then, made John Caius, in his treatise on ' The Sweating Sickness,' depart from his invariable practice of writing in Latin or Greek ? It was pure unmitigated utilitarianism, base enough to satisfy the demands of the most ardent advocates of the Humanities without Latin. 'Not- withstandyng my former purpose (he confesses), two thynges compell me, in writynge thereof, to return agayne to Englishe, necessite of the matter and good wyl to my countrie, frendes, and acquaint- ance.' And here we may be content to leave him, with his somewhat reluctant justification of good English in preference to indifferent Latin and Greek.
I should not like to end my remarks without giving expression on behalf of the Association to the gratitude of those who attended last Easter the International Con- gress at Paris, a Congress remark- able for its brilliant success. The grip and vigour and fluency of the accomplished Frenchmen who suc- cessively occupied the chair at the discussions in the Sorbonne, the delightful camaraderie of the whole International fraternity, and the burst of spring sunshine which must have been chartered for the occasion by the French clerk of the weather — all this has left for us a legacy of ineffaceable memory. It is interesting to note — and it was perhaps inevitable — that many of the questions discussed are either precisely the same, or the same in kind, as those which claim the at-
tention of our insular Association. On some of these questions the Congress arrived at compromises rather than conclusions. It was eminently a cautious assembly so far as concerned any committal vote. And I venture to anticipate that in the present and many future meetings of our Association the attitude of suspense will be wisely dominant. It is possible, for instance, that the real interests of progress will be best served by laying down no hard and fast dogma as to what should be com- pulsory for all qualified teachers in higher or secondary education. Between those who hold the extreme view that no teacher of English, or French, or German, is adequately schooled for his work un- less he is also a profound student of pre-Chaucerian English, of Classical Latin or of Old High German re- spectively, and those who hold that no such antecedent preparation is necessary, and that all preparation should be centred on a knowledge of the contemporary language and literature — between the extreme classicists and the extreme modern- ists the gulf, as was shown by the Paris Congress, is too wide to be bridged. And perhaps it is best even so. A middle course insisted on by an autocratic Minister of Education might end in a disastrous mediocrity, and educational science in attaining the respectable mean would lack the stimulating enthu- siasm of the extremes — the mission- ary enthusiasm which propagates itself.
THE ANNUAL MEETING
15
Another point of contact between the business of the Congress and the business of our Association concerned the appointment of an International Commission, on which Dr. Braunholtz represents our As- sociation, for the elaboration of a unified international grammatical terminology. It was held that international agreement must be postponed until the individual nations had arrived at independent conclusions. From the Interim Report of the British Joint Com- mittee it is gratifying to learn that a substantial contribution has been made towards a possible interna- tional agreement.
Needless to say that at the Con- gress the question of phonetic science and phonetic teaching led to lively discussions. The practical conclusion was, first, that the science has a great future, and secondly, that in its present inchoate stage it is not a fit subject to be made a compulsory part of any public ex- amination. It will be seen that on this side of the Channel a bolder move has been advocated. Whether it will receive the sanction of the General Meeting I dare not say. But the Committee on the Training of Teachers, whose Report is shortly to be submitted to you, have definitely recommended the inclusion of phonetics as a subject in examina- tions serving as tests of proficiency for Modern Language teachers.
I am painfully conscious that in this address, if I have discoursed de omnibus rebus et quibusdam aliis, I have added nothing to the sum of
knowledge. It is possible even that more than one of my predecessors may have been constrained to make the same confession. But the reason for my failure, if it be a failure, is more patent than in the case of any former president. A great French author has hinted in unmistakable terms that wisdom is not a monopoly of members of the ancient college of the ancient Uni- versity to which I have the honour or the misfortune to belong. In one respect, if he were alive and present, he would grant me indul- gence. He would tolerate, perhaps, my barbarous enunciation of his native tongue ; for Victor Hugo, like myself, learnt his inimitable French in pre-phonetic days, when not the most adventurous prophet could have predicted the coming of the neuere Richtung and la mdthode direde. Those of you, and I am sure they are many, who have read that fantastic but touching work L'homme qui rit, may remember how Tom-Jim-Jack in the denouement and dvayvupio-is of the tale, ad- dresses the robed and coroneted peers in the corridor as they are quitting the House of Lords. He becomes eloquent on behalf of his hero, the mutilated and deformed homme qui rit, whom events have shown to be a peer of the realm kidnapped in his infancy- Tom-Jim-Jack's con- tempt for the young peers reaches a climax :
'Vous vous imaginez savoir quelque chose parce que vous avez traine vos gregues faineantes a Ox- ford ou a Cambridge, et parce que,
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MODERN LANGUAGE TEACHING
avant d'etre pairs d'Angleterre sur les banes de Westminster Hall, vous avez e'te anes sur les banes du College de Goneville et de Ca'ius.'
What can you expect of a presi- dent if haply — save the mark — il
a 614 due sur les banes du College de Goneville et de Gains ?
MODERN LANGUAGE ASSOCIATION.
A MEETING of the General Committee was held at Cambridge on Friday, January 7.
Present: Messrs. Somerville (chair), Allpress, Atkinson, Brereton, Fiedler, von Glehn, Miss Johnson, Lipscombe, Miss Purdie, Professor Rippmann, Rev. E. S. Roberts, Professor Savory, Miss Shearson, and the Hon. Secretary.
Letters expressing regret at inability to attend the Committee and the meeting were received from Mr. Andrews, Miss Batchelor, Mrs. Connal, and Miss Lowe.
The minutes of the last meeting were taken as read and confirmed.
The question of how the reports on Examinations and Terminology should be dealt with at the meeting was considered, and it was decided that there should be a general discussion on the subject, and that note should be taken of the sense of the meeting, whenever it was clearly shown, but that there should be no voting.
The following thirty-two new members were elected :
A. Alge, Ph.D., 1, Ackerstrasse, St. Gallen, Switzerland.
Miss Mildred Bennett, St. Andrew's School, Bedford.
Miss A. C. Clark, B.A., Hulme Gram- mar School for Girls, Oldham.
Miss E. M. Cross, Morgan Academy Continuation School, Dundee.
Miss Fairclough, 6, Sydenham Avenue, Croxteth Gate, Liverpool.
Professor 0. H. Fynes-Clinton, M.A., University College, Bangor.
Miss D. E. Gillett, Finchley County School, N.
Miss D. M. Goddard, M.A., Holloway County School, N.
Miss M. E. Hargood, 2, Pemberton Terrace, Cambridge.
B. J. Hayes, M.A., Burlington House, Cambridge.
Lee Harrison, Mill Hill School, N.W.
Fraulein Marie Hesse, Clarence Cottage, Clare Road, Cambridge.
Miss M. E. Holt, B.A., County School, Llanrwst.
H. Selwyn Jackson, 109, Rue du Bac, Paris.
Miss Jacot, King Edward's School, Aston.
Miss Margaret Lea, Girl's High School, Barnsley.
Miss A. E. Lewis, M.A., Sydenham High School, S.E.
G. C. Macaulay, M.A., Cambridge Uni- versity Lecturer in English.
Evan MacRury, B.A., Gonville and Caius College, Cambridge.
Miss H. T. Mitchie, M.A., King Edward's School, Aston, Birmingham.
J. W. Morley, B.A., Hulme Grammar School, Manchester.
A. W. Oke, B.A., LL.M., F.S.A., 32, Denmark Villas, Hove, Brighton.
H. G. Pascoe, Mount House School, Hartley, Plymouth.
J. Radwell, Churcher's College, Peters- field.
F. R. Robert, B.-ens-Sp., Whitechapel Foundation School, E.
Rev. J. Robinson, M.A., Magdalene College, Cambridge.
Russell Scott, M.A., Bedales School.
Miss M. C. L. Schwein, Girls' High School, Barnsley.
Miss E. M. Spearing, Bedford College.
Rev. H. W. P. Stevens, LL.D., Tadlow Vicarage, Royston, Herts.
Miss Stork, 48B, Clanricarde Gar- dens, W.
O. W. Ware, B.A., Pretoria College, Pretoria, South Africa.
MODERN LANGUAGE ASSOCIATION
17
The following ten members have been elected to the General Committee as the result of the poll of the Association : Miss Althaus, Dr. Braunholtz, Messrs. W. O. Brigstocke, F. W. M. Draper, W. G. Hartog, Miss Hentsch, Messrs. F. W. Odgers, Hardress O'Grady, Pro- fessor A. V. Salmon, and Dr. F. Spencer. The candidate who headed the poll received 223 votes.
* * *
PRESENTATION OF ADDRESSES TO DR. BREUL AND DR. BRAUNHOLTZ. — Allusion has been made in another column to this simple but warm expression of the regard felt for these two distinguished representa- tives of Modern Language study. It was Mr. Somerville who, as Chairman of Com- mittees, said that it had been felt impos- sible to allow the Association to meet without expressing very definitely the deep obligation which they felt they owed to Dr. Breul and Dr. Braunholtz, and he hoped those gentlemen would allow the Committee to present them with addresses. They began to work in Cambridge in the cause of Modern Languages in 1884, first as lecturers, and later on as readers. They had always been the mainspring of the Cambridge Honour School in French and German. They had succeeded in producing a series of remarkable Modern Language scholars, who had made their mark in Modern Language Teaching in this conn try. He need only mention the well-known educationalist and inspector, Dr. Spencer ; Professor Milner- Barry ; Professor Oelsner, of Oxford ; and Professor Baker, of Sheffield. They had also found time for original work, and he need only mention Dr. Breul in connection wtth Schiller, and Dr. Braunholtz in connection with Moliere. The President would ask them to accept the addresses, and to say that the Associa- tion were proud to have their names on their roll, and grateful to them for what they had done.
The President then handed the addresses to the respective recipients. The one handed to Dr. Breul stated that : ' On the occasion of your completion of twenty-five
years' work as teacher of German in the University of Cambridge, the Modern Language Association invites you to be- come one of its vice-presidents, and to accept this address as a mark of the ap- preciation which our members feel for your unremitting energy in furthering the work of the Association, for the services rendered to Modern Language studies in England, both as a teacher and as an author, and for the amicable relations you helped to establish between the country of your birth and the country of your adoption.' The address to Dr. Braunholtz was handed to him on the occasion of his completion of twenty-five years' work as teacher of French in the University of Cambridge. The Association invited him to become a vice-president, and to accept the address as a mark of the appreciation which the members felt for the services he had rendered to the advancement of the Modern Language studies in England, both as a teacher and as an author.
Dr. Breul said words failed him really to tell them how touched and how deeply grateful he was to all the members of the Modern Language Association, and those friends of the Association who were present that day, and who had so kindly received the little work he had been able to do for it, and which was so much less than he would have liked to have done. He could only say that, as a vice-president of the Association, he hoped in another quarter of a century to become more worthy of the address he had just received.
Dr. Braunholtz expressed his deep grati- tude and his sincere thanks for the great honour they had done him by presenting him with those kind congratulations. He hoped they would, at the same time, allow him to say that it would be presumption on his part, and grossly unfair, calmly to accept those congratulations, which he felt applied to many others besides himself. It had been his good fortune to have been long associated with the study and teach- ing of modern languages in the University, and he had shared the honour with many others, all of whom must be congratulated
2
18
MODERN LANGUAGE TEACHING
on this occasion. There were, first of all, those far-sighted and liberal-minded men who, more than twenty-five years ago, understood the importance and conceived the idea of founding a Modern Language School in Cambridge, and who produced an ingenious and workable scheme of examination. There was the Council and Senate of the University, who, resisting such criticisms and objections as were bound to be made whenever any great innovation was proposed, finally approved of and passed the scheme ; there were the members of the Board of Medieval and Modern Languages, who watched the pro- gress of the new school, and improved, remodelled, and developed the scheme of examination ; there were also the college authorities, who organized the teaching, instruction, and the supervision of Modern Language students, and encouraged study by awarding scholarships and fellowships. There were also the lecturers, tutors, praelectors, and directors and supervisors of studies, without whose help it would be impossible to carry on the work at Cambridge ; and he did not forget the important work done for Modern Lan- guage study by the two ladies' colleges of Newnham and Girton. There were the examiners, whose assistance had been invaluable ; and, lastly, there were the students, without whose appearance there would not have been a Modern Language School, and who had proved, by success- ful work in life, the valuable aid which Modern Language study could give. All those things had contributed to make the Cambridge Modern Languages School what it was. He thanked them for having selected him to receive, as one of their deputies, their congratulations, and he greatly valued the honour. - They all at Cambridge valued very much the interest taken in their work by the Modern Lan- guage Association, and he would assure them that their sympathy would act upon them as a stimulus and encouragement to continue to do in the future what they could in the cause of the study and teach- ing of Modern Languages.
WELCOME TO REPRESENTATIVES OF OTHER ASSOCIATIONS. — The President, on behalf of the Association, welcomed the visiting delegates. The presence of those delegates they valued very highly, as they had come a long way to take part in their deliberations and to give them the help of their countenance. Some of them he thought they had already met in Paris at Easter, and the words he had used in his address were not at all too strong for the recognition of the great hospitality and the delightful association which it was their good fortune to meet there. He had no doubt those delegates had a word or two of greeting to give to them from the associations from which they came, and he would venture first of all to call upon Miss Robson, the representative of the Modern Language Association of Scot- land.
Miss Robson said she brought them the greeting of the Scotch Modern Language Association. Since she had come to Cam- bridge she had felt sorely puzzled, because she was there in a double capacity — she was a member of that Association, and at the same time represented their Scotch Modern Language Association. She was there as a Scotswoman to represent the Association, and she had much pleasure in handing on the greeting.
M. Henri Dupre, replying to the Presi- dent's address of welcome, said he had considered it a great honour to be elected by his colleagues, with the consent of the Recteur of the University of Paris, to represent the French SocUU des Professeurs de Langues vivcmtes at the Cambridge Annual General Meeting. He had long loved Oxford, where he had spent a good amount of time ; but he did not think he was ungrateful or faithless to Oxford in extending his love to Cambridge. Oxford and Cambridge had never been jealous of each other. They were not wives, but sisters ; and though they were two distinct personalities, they had a strong family likeness.
M. Dupre said he had juat visited Ely Cathedral, which he greatly admired ;
MODERN LANGUAGE ASSOCIATION
19
that was a good idea of his to go to Ely first. He had foreseen that he would never have courage enough to tear himself away from the beauty of Cambridge and its time-honoured chapels and colleges, from the anticipated interest of the debates of the Modern Language Association, and, above all, from the charms of the hospitality which he was now receiving.
Such gatherings were well calculated, M. Dupre added, to strengthen the ties of mutual esteem and friendship which existed between colleagues belonging to different nations. In the Paris Congress many words had fallen upon the ground which would never be picked up again ; but something would never he lost — the recollection which all the members of the Congress retained of having worked, hand in hand, in a brotherly entente cordiale for causes which all professors have set their hearts upon— the advancement of learning and the moral and intellectual welfare of youth. As a member of the Committee and, chiefly, as the treasurer of his Asso- ciation, he (M. Dupre) had often felt very uneasy as to how things would turn out. He was greatly comforted when he heard that M. Jules Gautier was ready to give the organizers of the Congress the help of his personal and professional authority. He was glad to see him at the Cambridge meeting, and to tell him how grateful all his French colleagues and he were to him for his inexhaustible kindness.
It was with feelings of warm and deep gratitude that M. Dupre thanked the Vice-Chancellor of the University of Cam- bridge, the President of the Modern Lan- guage Association, the chairman and the members of the Committee, for their cordial welcome and all the marks of kindness they were willing to give the representative of the French Society. He
would never forget his stay at Cambridge, and would return to France with his heart full of gratitude. When he would give an account of the present meeting to his colleagues, they would certainly say : ' What a happy man our treasurer is !'
Professor Dr. Vetter thanked the Asso- ciation for the kind invitation they sent to him. He was sure that the days they would spend at Cambridge would be most fertile and useful to them. He did not think the Neuphilologenverband was very wise in sending a Swiss to that Congress, because they in Switzerland lived under conditions entirely different from those which prevailed in Germany, and they pursued the study of Modern Languages because they were forced to speak several languages in order to understand those people from other countries who visited them. They had, however, for a long series of years, done what was possible for the study of Modern Languages and Literatures, but it was unhappily true that their institutions were small, and their endeavours were not always so successful as they ought to be, and as they wished to have them. They had nothing to show comparable to Germany, but he hoped, if they went to Switzer- land that year, that they would be able to prove that they did all that was possible. It was not only to thank them for their kind invitation, but also to bring them an invitation to go to Switzerland, that he had come there. The next Congress would take place at Zurich in the month of May. Switzerland was under an inun- dation of foreigners during the months of July, August, and September, and they wished to receive the Association alone. He hoped many of them might be able to accept the invitation.
2—2
20
MODERN LANGUAGE TEACHING
DISCUSSION COLUMN. THE TEACHING OF FOREIGN LITERATURE.*
X. — MARSHALL MONTGOMERY (Giessen University').
IN Pedagogics, as in Metaphysics, it is well to begin by being critical ; to end, if possible, by being constructive. This principle leads to my taking up ques- tion 2 (Hindrances) before attempting any contribution to the solution of No. 1 ; for the first essential is to examine the aims of the school teaching of modern languages, that so we may discover the relative position of the literary work in this teaching. Two facts appear to me to be very clearly indicated — viz., (1) that a taste for literature is of necessity hardly more than a by-product, though a very desirable one, of the school-work ; (2) that the main hindrance to our success in obtaining this by-product lies in the remoteness of the medium of literary ex- pression from the apperception centres of the average pupil's brain. It was in order to decrease, so far as might be, the degree of this remoteness that the Reform Method set itself as its main task the work of turning what were previously, to all intents and purposes, dead languages to the schoolboy and schoolgirl into living tongues, well aware that if the language be dead to the hearer, the literature can never (without a miracle) seem a living thing. At the same time it was realized that literary training could not be the main aim of modern language teaching at school, whatever it may be at the Univer- sity, and that is another question. Let me here quote from Professor Victor's valuable ' Nachwort ' to Direktor Max Walter's pamphlet on ' Die Reform des Neusprachlichen Unterrichts auf Schule und Universitat.' The Professor has been raising a protest — wholly justifiable, we should most of us agree, I think — against 1 Macaulay — and no end ' at the Univer-
* This is the final contribution to the discussion of this subject.
sity, as well as at school ; and he pro- ceeds : ' Immerhin miisste doch die behandlung auf der universitat eine andere als auf der schule sein. Das scheint mir durch die verschiedenheit des zieles und der altersstufe bedingt. Die schule hat fawiben zur allgemeinen bildung, die uni- versitat erwachsene zur wissenschaftlichen selbstandigkeit zu fuhren.' The school's business is to provide boys with a good all-round education — so perhaps one may paraphrase it ; setting aside the ' scholar- ship candidates,' we may accept the state- ment in our English schools, too. What, then, are the ' Vorbedingungen, ' the indis- pensable preliminary conditions for making the foreign tongue help to turn out boys so equipped ? Let us see what Direktor Walter, the most famous German ' re- former ' in the school world, expects — and, I believe, obtains ! — with four years' teach- ing of English in Sekunda and Prima at the Frankfurter Musterschule. I quote verbatim from the above-mentioned pam- phlet. (For a more detailed account of similar work I refer the reader to Direktor Dorr's lecture printed in MODERN LAN- GUAGE TEACHING, 1907, vol. iii., Nos. 4 and 5.)
1. Voiles verstandnis des gesprochenen wortes.
2. Fahigkeit, sich in der schlichten umgangssprache zusammenhangend auszu- driicken und sich in rede und gegenrede auch mit auslandern zu verstandigen.
3. Lautreines, sinngemasses, ausdrucks- voiles lesen und verstehen auch schwieri- geren unbekannten sprachstoffes mit inter- pretation und wiedergabe desselben in der fremden sprache.
4. Freie wiedergabe des inhalts der verarbeiteten lektiire und litteratur- angaben und freie verfugung iiber gedichte und ausgewahlte stellen grosserer poeti- scher werke und dranien (z. b. Tennyson, Enoch Arden; Shakespeare, Macbeth').
DISCUSSION COLUMN
21
5. Fahigkeit, leichteren vom lehrer oder auslander vorgetragenen und erklarfcen sprachstoff nach einmaligem hbren mit vielfachem wechsel des ausdrucks in der fremden sprache frei wiederzugeben.
6. Nachweis der gramma tischen kennt- nisse. Vergleiche mit anderen sprachen nach formenlehre, syntax, etymologie, synonymik.
7. Die methodische durcharbeitung der lektiire muss den schiiler auch befahigen, verwandten in deutscher sprache gehbrten oder gelesenen stoff inhaltlich frei in der fremden sprache wiederzugeben, sowie das englische, wenn notig, ins deutsche zu iibertragen. [NOTE. — Ubersetzungen ins englische sollten nur ausnahmsweise erfolgen.]
8. Die schriftlichen arbeiten entsprechen den miindlichen anforderungen ; der schiiler \vird durch regelmassige iibungen an der tafel und im hefte daran gewohnt, alles gehorte, gelesene oder von ihm selbst vorgetragene sofort in schlichtem englisch frei niederzuschreiben. Auf grammatische geuauigkeit und idiomatisches geprage wird besonderer nachdruck gelegt.
This is without doubt a formidable programme and a high ideal for the modern language teacher. That Direktor Walter himself accomplishes as great a proportion of these aims as any teacher in the world I cannot doubt after listening to his practical lectures at Marburg University ; they were a revelation of ' inspired method.' But none the less has ex- perience, first as a student of German in Berlin, and afterwards as Lektor in English at Giessen, taught me two facts :
1. That such a familiarity with and readi- ness in the use of the foreign tongue as is here demanded can barely be acquired in six months' intensive work in the foreign country itself even by a student whose powers of working have been trained by a long University honours course, and in an institute where nothing but German was spoken ; * where the actual classes and
* Institut Tilly, Berlin.
conversation lessons amounted to at least thirty hours per week, and the students' private reading and preparation to at least fifteen. Upon this calculation it would require, under the most favourable conditions, from eight to ten periods a week during four successive school years (of forty weeks each) to accomplish any- thing like the desired results.
2. That the majority of German Abi- turienten who take up English as one of their subjects at the University have certainly not reached anything like the state of perfection indicated in Direktor Walter's programme has become quite plain to me through my work at Giessen. Few — very few indeed — even of those who come from Realgymnasien and Oberrealschulen seem capable of understanding or profiting, to any considerable extent, by the lectures in the foreign tongue during the first term or two, although many of them can express themselves tolerably in fairly grammatical, but generally very ill-pronounced English. Nor has the extent of their reading been at all considerable, being still too often confined to a play or two of Shakespeare, an essay of Macaulay, and a novel of Dickens or Scott. Of the later writers they know almost nothing.
Interesting in this connection is the rosy picture drawn by Walter in the para- graph following requisition 8 in the list given above. My own experience has not been so fortunate, but here is the ideal : ' Derartig vorgebildete schiiler treiben, soweit es die zeit zulasst, auch mit genuss privatlektiire, da sie leichteren stoff schnell bewiiltigen und sich auch in schwierigerem mit hilfe des worterbuchs zurechtzufinden gelernt haben. Uber die privatlekture lasse ich die schiiler in zusammenhangen- dem vortrage bericht erstatten.' I should be only too glad to do the same, but alas ! the famous German 'akademischefreiheit' soon seems to overpower the erstwhile so diligent Gymnasiast.
We have seen that no large proportion of the schoolwork can have a purely literary end. Let us hear Direktor Walter upon this question. He quotes with
22
MODERN LANGUAGE TEACHING
approval the following ' leitsatz ' from Professor Wendt of Hamburg : ' Mit der durchfiihrung der direkten methode der spracherlernung wird zugleich ein umfang- reicherer betrieb der klassenlektiire ennb'g- licht.' [This is an article not only of faith, but of experience, with all true re- formers.— M. M.] ' Diese berucksichtigt vorwiegend die moderne prosa und dient nicht nur litterarisch-astketischen zwecken, sondern fuhrt auch in die kenntnis des fremden volkstums, seiner staatlichen, gesell- schaftlichen und wirtschaftlichen verhalt- nisse ein.' The italics here are Wendt's or Walter's, not mine ; it is clear that both consider this also as a first principle of the Reform Method. But the quota- tion proceeds : ' In jeder klasse ist ein hauptwerk aus der schbnen litteratur zu lesen, ausserdem fur obersekunda : die feste einpragung der wichtigsten momente der geschiehte, der geographic, der topo- graphie der hauptstadt, soweit dies nicht schon friiher erfolgt ist ; fur prima : die einfuhrung in die fur die gegenwartigen zustande entscheidenden perioden der geschiehte ; besprechung bedeutsamer tagesereignisse. Das technologisch-natur- wissenschaftliche ist in bescheidenem umfange zu beriicksichtigen. Von dich- terischen werken sind solche von hervor- ragender bedeutung und mit nationaler farbung zu bevorzugeu.'
Personally, this seems to me a very ' large order ' indeed for the school ; but then, like the impatient interlocutor in Dr. Kron's 'Kleiner Deutsche,' 'ich bin kein Doktor Allwissend. ' At any rate, I am quite certain that few German teachers of English — at least, when they begin their careers — are capable of imparting all this information ; or, if they are, they assuredly have not learnt it at the Universities, where Shakespeare and historical English grammar are apt to divide the lion's share of their attention. For my part, I should be willing to leave something still for the teachers of geography and history to do, although I feel strongly that in history, at least, we are inclined to be absurdly in- sular in our school-teaching.
To sum up under this heading, the conquest of the inediuin is the great stumbling-block, or rather the main task, of the schoolwork. It is our business to form an adequate body of associations in the pupil's mind before he can even begin to appreciate the literature. For some eloquent and acute remarks upon this point I would refer readers to Hazlitt's discussion of the disadvantages of the traveller in a foreign country, though no doubt in his . inexperience he exaggerated these, as also the opposite danger of becoming a mongrel through too much foreign influence.*
Continuous, often arduous, drill becomes a necessity in building up these associa- tions. The natural danger of this is that the freshness of the interest declines, and if one seeks to remedy this by widening the range, this very variety itself brings new perils with it. On the whole, the fundamental hindrance in the way of real literary training seems to consist in the difficulty of making the pupil feel tolerably at home in the language in the time at our disposal.
We may now pass on to, and try to answer, Question 3. Our discussion of the hindrances has shown us not merely our limitations, but a glimpse at least of our legitimate aims and methods. Thus, assuming, for example, a pupil of fourteen beginning a four years' course of German, we shall be compelled to spend at least a year mainly on the endeavour to give him a merely tolerable handiness in employing his new tool, the German language. Literary cultivation will be at this stage an entirely subsidiary aim. The main thing is to choose reading which will seize and hold his imagination, while still simple enough to be intel- ligible with good work and good teaching. These texts will not necessarily be such as appeal to us, but they must appeal to
*The passage is quoted in the Hazlitt volume of the Men of Letters series, one of Mr. Birrell's most charming selective efforts ; see pp. 181-182.
DISCUSSION COLUMN
23
our pupil. What lines of attack, or rather attachment, are there ? Here we must pursue the psychological method. What are the main apperception-masses in the boy's mind ? Those which have been built up by his ordinary life, his home and school environment, will occupy chief place. Then comes that vaguer body of associations, his vicarious experience, so to say, into which he enters by the power of his imagination. This may range from the Henty, Fenimore Cooper, and Fitchett types of heroic adventure upwards to rare and beautiful moments, in which some sublime word of the highest literature has already touched hia not always thoughtless soul. As a ;rule, the character of mental experience at this age, if comparatively narrow and not very elevated, will be sound and vigorous. The danger will be that the foreign texts the pupil has to tackle at first will be either so difficult as to dis- courage, or so childish as to disgust him. Probably more might be done for him than has been as yet in preparing and simplifying short and really interesting passages from modern books, especially from good novels, which he may be after- wards led on to read through happy memories of those exciting portions which have fallen in his way. Above all, the pieces should be short enough to be covered in two. or three lessons, and to be practically learnt by heart during these. To give an example, such a story as Sudermann's Frau Sorge is not very likely to be read in the school — at least, in England — but to boys already drilled in the terms of the farmyard what could be more interesting than the vigorous account of the fire which destroyed so much of the toilful labours of Paul, and brought out such a vigorous side of his nature ? Again, for a more advanced class, one could separate from the same book the chapter which follows and describes the trial for arson, working in a good deal of the desired information about ' staatliche verhaltnisse ' with the literature. In the case of such short extracts from long
stories there could scarcely be much difficulty about the copyright, for the extracts would really serve to make the book better known in England. *
Much seems possible and yet to be done in the way of manipulating and collecting suitable incidents of a fair length, rather than merely selecting some tolerable text and giving it all, bad, good, and indifferent. We shall not let our- selves be frightened by the bogey of the 'spoiled work of art.' Goethe's words apply not only to us, but also to our schoolboys : ' Wir miissen also alle Exist- enz und Volkommenheit in unsrer Seele dergestalt beschranken, dasz sie unsrer Natur und unsrer Art zu denken und zu empfinden angemessen werden ; dann sagen wir erst, dasz wir eine Sache begreifen oder sie geniessen.'
Possibly the Association might see its way to collecting information upon the following points : (1) What sort of Eng- lish books most appeal to boys at the ages, say, of nine, twelve, and fifteen ? (2) What books, or portions thereof, in the foreign languages studied, correspond in some degree to these types ?
The Association, or its Committee, might then proceed to the solution of the further question— (3) Which of these foreign books or stories are, or can be, adapted to the ends we have in view in teaching these languages ? A fourth ques- tion might be asked and answered with advantage : Which books in their respec- tive mother-tongues most appeal to French and German boys? It does not follow that they would of necessity be suitable for use in our schools, but some help might be got.f
Question 4 will, I think, more or
* For an example of this kind of text- book see Beacock, Contemporary English (Elwert, Marburg, 1909).
f Shortly after writing these words my eye fell for the first time on the 'Good Articles' paragraph in MODERN LAN- GUAGE TEACHING for last November, from which I see that Die Neueren Sprachen, October, 1909, had an article on ' English
24
MODERN LANGUAGE TEACHING
less answer itself on the principles laid down in answering Question 3. As the pupils get older their interest will be liable to become more literary ; of them- selves they will begin to relish the telling of the story as well as the story itself. Style will begin to tell, even in the foreign tongue, upon those who have any aptitude for such matters. Probably the greatest help in this direction will be their English reading. Tastes, indeed, are very different, and above all in the rich gardens of litera- ture. But there is a general conscience, or at least consciousness, in these matters. We all consent, for example, that Shake- speare surpasses Hawtrey as a dramatist, though The Private Secretary very likely amuses us on the stage more than A Comedy of Errors would. And if a boy has learnt to read some of the undisputed English masters with appreciation, he will already have some feeling for style, at least where it resembles that of his types in English.
The question of correlation comes, it may be, more properly under heading 3, but it will certainly affect grading, and is, I think, far too apt to be overlooked. Surely, at least the teaching of literature in the school may be largely arranged with reference to some one particular scheme of development. The mother- tongue seems to offer the best backbone for the system, or a particular class of literature — e.g., the tragic drama — might be selected, in the highest forms, for comparative treatment. Sophocles, Shake- speare, Corneille, Schiller — to study plays of these four simultaneously and critically would in itself be a valuable training in taste. But the guiding principle in grading, apart from correlation, should, I think, still be that of difficulty combined with interest; whether in matter or style, or both together, must be a question for serious reflection. Personally, like Mr. Atkinson, I believe that to the average
Boys' Fiction' (H. Smith). MODERN LANGUAGE TEACHING might do the same for French and German.
boy the subject-matter is vastly more im- portant. Few men are stylists themselves, or appreciate it in others. But this is inevitable ; it must be reckoned with.
This brings us to our main question : Is it, then, useless to try to inspire a taste for good literature in our pupils ? Let us interrogate our own consciences on this point. How many of us can say that our taste for good literature, even in English, amounts, or has ever amounted, to something like a passion ? Which of us have done, or even felt, like Henry Ryecroft, when he carried home his portly quarto Gibbon in two journeys — after a previous one to fetch the money for his purchase ! — ' from the west end of Euston Road to a street in Islington far beyond the Angel.' How many of us could write — truthfully — of Xenophou's Anabasis as he does : ' Were this the sole book existing in Greek, it would be abundantly worth while to learn the lan- guage in order to read it ' ? Nor is this mere talk on his part, as the beautiful stories he instances clearly show us. We turn back, no longer in wonder, to the words : ' By some trick of memory I always associate schoolboy work on the classics with a sense of warm and sunny days ; rain and gloom and a chilly atmo- sphere must have been far the more frequent conditions, but these things are forgotten.' Happy is the man who can thus think back on his school work. He is surely the true nympholept of literature, for a portion of whose spirit we must pray ! It will not be lost upon those who have to listen to us.
Finally, let us consult our memories. If we have any literary taste, did it, or any of it, come to birth at school ? I can answer for myself, ' Yes.' And if I probe memory further, I, too, can remember moments of inspiration over Shakespeare, or Vergil, or Euripides ; for in those days German was a mere name to me — a poor alternative to Greek ! — and French was, in the main, a thing of irrational genders and tricky syntax. But the translation of Vergil or Euripides was a fine art, and I
LECTURE BY DE. BREUL
25
well remember the pleasure of our intro- duction to Mr. A. S. Way's rendering of the Hecuba. Above all, the reading of Shakespeare lives in my memory as a delight, even though we had to learn the 1 Clarendon Press ' notes almost by heart ! And the main cause of my pleasure, I must protest, was in the immense gusto of my respected old headmaster's read- ings ; his noble ' To be or not to be, that is the question ' ; or his untiring search after 'a more suitable rendering,' or 'a more expressive epithet. ' It may be that the enthusiasm of the teacher cannot alone and unaided beget taste in the mind of the hearer, but it can reproduce itself, if there be any tiniest cell there already waiting to be rendered fruitful. And, after
enthusiasm, grows up the critical faculty, and these two marry and beget taste.
And if we see but little fruit of all these labours, what then ? Let us take to our hearts another saying of Goethe's : ' Bei jedem redlichen, ernstlichen Handeln, wenn auch anfangs Zweck und Beruf zweifelhaft scheinen sollten, finden sich beide zuletzt klar und erfullt. Jedes reine Bemiihen ist auch ein Lebendiges, Zweck sein selbst, fordernd ohne Ziel, niitzend wie man es nicht voraussehen konnte. '
Some seed will fall upon good ground :
Das grosze bleibt frisch, erwarmend,
belebend ; Im kleinlichen frostelt der kleinliche
bebend.'
DIE WECHSELBEZIEHUNGEN DER DEUTSCHEN UND DEB ENGLISCHEN LITTEBATUB.
(Taken from the report in the ' Cambridge Daily News,' which has been somewhat amplified.)
DR. KARL BREUL, University Reader in Germanic, speaking at the annual meeting of the Modern Language Association on Friday, January 7, delivered in his native tongue an eloquent address, en- titled, ' Die Wechselbeziehungen der Deutschen und Englischen Lit- teratur.'
Dr. Breul began by saying that the productions of modern European literature might not unfitly be com- pared to a grand intellectual sym- phony. At one time one instrument had the lead and produced a charm- ing new 'motif,' which was soon taken up by a second and passed on, with variations, to a third. Again two played for a time to- gether and evolved new variations of the same theme, each instrument within its own range and with its
own peculiarity of 'timbre.' We may (so Dr. Breul declared) enjoy the same fulness, harmony and variety of intellectual sounds by a close study of the literary relations of the leading European nations — above all of Great Britain and Germany — a 'European Concert' in the best sense of the word, in which each nation plays its own characteristic instrument and pro- duces, for the benefit of the whole, its own characteristic tunes. Each one gave to and took from its neighbour some new attractive 'motif or 'theme'; the instru- ments had to take it in turn, now leading, now accompanying. This was as it should be — in literature as in music.
No two European nations, con- tinued the lecturer, are more closely
26
MODERN LANGUAGE TEACHING
connected by ties of blood, by their general outlook upon life, by serious- ness of purpose, by a manly spirit, and by a deep love of nature, than the German and the British ; and no two literatures have more in common and have influenced one another more deeply during the last four centuries than the two noble literatures that are nearest and dearest to your hearts and mine, and in which the national characteristics of our peoples are most faithfully reflected, the litera- tures of Great Britain and of the German-speaking peoples across the North Sea. Students of English, as well as students of German, will do well to realize fully to what a great extent the literature of the one country is indebted to that of the other — a kind of debt of which the borrower need not be ashamed, but may rather be proud, and which he may be sure he will some day be able to repay in his own coin, per- haps with compound interest.
Dr. Breul confined himself to the domain of belles-lettres, to litera- ture proper, as he had not time to discuss the many fruitful intellectual relations between the British and the German nations in the fields of divinity, philosophy, education, history, and other sciences. During the Middle Ages the literary rela- tions were few and far between. Chaucer and Dunbar did not influ- ence Germany, nor were the German Nibelungenlied and the poems of the Minnesingers of any importance for British poetry. In many cases in the later Middle Ages both Great
Britain and Germany were equally indebted to French literature. It is, however, noteworthy that the highly polished Old French Court epics were treated very differently on British and on German soil, as may be seen in the epics the heroes of which are Sir I vain and Sir Tristrem.
The real interchange, however, begins only in the early sixteenth century — the time of the Renais- sance and the Reformation. This is the time of the first German in- fluence. For twice during the last four hundred years has Germany strongly influenced Great Britain for a time — in the age of the Re- formation and in the age of the Revolution — and twice has the tide turned, and waves of British literary influence have swept over Germany, the first in the seventeenth and eighteenth, the second about the middle of the nineteenth century.
The greater part of the lecture was then devoted to a detailed ac- count of the mutual literary influ- ences during the last four centuries.
In conclusion, Dr. Breul said that in the second half of the nineteenth century — the age of science — we saw a new phenomenon, we saw scholars, organized bands of workers, at work. British and German literature was treated scientifically in numberless periodicals and magazines. There was valuable work done by the Shakespeare Society in Germany, and by the Goethe Society in Great Britain (a branch of the German Goethe Society). There was a fine Shakespeare monument at Weimar,
OBITUARY
27
subscribed for by admirers of Shake- speare's genius from all parts of the Fatherland. There was a monu- mental Shakespeare Dictionary compiled by the devotion of Ger- man scholars. Almost every great British classic was now easily ac- cessible in Germany in excellent translations, partly by poets of no mean gifts.
German literature, ancient and modern, is now carefully studied at all British Universities, and much more than ever it was only twenty years ago. The University of Cam- bridge has produced many notable
contributions to the study of the literary influence of Germany on Great Britain, such as the masterly works of Dr. Ward, Dr. Herford, and others. Although there is at present a lull in the direct influence of poets and writers on poets and writers, yet there is, to my mind, no doubt that as soon as a star of the first magnitude shall arise on the literary horizon of either Great Britain or Germany, it will be hailed by no one with greater delight or studied with keener interest than by the kindred people on the other side of the North Sea.
OBITUABY.
SINES ALGE.
IT is with a heavy heart that I record the death of my dear friend, Sines Alge, on December 18, 1909. It is some years since I last saw him ; he was still able to walk the short distance from his home to the girls' school with which he had been so long connected. Since then his health gradually grew worse, and there was no hope of improvement. It is good to know that he passed away peacefully.
Sines Alge was born on May 20, 1847, as the son of sturdy peasants, and his powerful physique might well recall his origin. He went to the village school at Lustenau, and then his father managed to send him, at the age of twelve, to the Realschule at Au (1858-60), and to the technical division of the Kantonschule at St. Gallen. From 1863 to 1866 he acted as Eeallehrer at Lustenau, but realizing the inadequacy of his knowledge, he spent another year, as ffospitant, at the Kanton- schule. He obtained the St. Gallen diploma of JReallehrer, and held appointments at the Realschule at Necker (1867-73) and at Gossau (1873-80). In 1880 he joined the staff of the Madchenrealschule at St.
Gallen, and was connected with this school until his failing health compelled him to withdraw from teaching, in 1904. From 1891 to 1900 he was Principal of the school.
In this country he is best known as the author of books for the teaching of modern languages. In 1887 he first issued a little book for teaching French ; he had hit upon the idea of utilizing certain pictures of the seasons that had been designed for use in Austrian elementary schools — an idea that has since been extensively taken up. That little book was rewritten many times, in the light of experience, until it reached its present form, known here as Dent's First French Book.
In his native country his name was no less closely identified with the study of shorthand ; his little book for teaching the subject, first issued in 1884, is now in its forty-sixth edition. He supported at first the Stolze system, then that known as Stolze-Schrey.
Sines Alge was a pioneer of the Reform Method, to whom many beside myself owe a very great debt. His work was marked
28
MODERN LANGUAGE TEACHING
by an unusual sense of proportion — his selection of material, in grammar and vocabulary, was masterly — and by a great love of teaching. He had a sympathy for the child and an understanding of its difficulties which made him beloved by all his pupils. In his profession he occu- pied an honoured place, as a man ever ready to defend a colleague against unjust attacks, and ever willing to accept the correction of a mistake he had himself made. A splendidly upright character, tempered
by a delightful sense of humour ; happy in the circle of his family, in the class-room, in the company of fellow-teachers ; bearing his trials bravely, and profoundly thankful for all good things that life brought him, Sines Alge has passed away, but his memory remains as an inspiring example of a life nobly spent. Those words uttered at his funeral are altogether true : Es war dock eine herrliche JSrscheinung, dieser in seinem Wesen durch und durch treue uivl edle Mann ! .
W. R.
REVIEWS.
The Cambridge History of Literature. Vol. IV. Edited by A. W. WARD, Litt.D., F.B.A., and A. R. WALLER, M.A. Cambridge University Press. 1909. Pp. 582. Price 9s. net ; half- morocco, 15s. net.
This volume deals with prose and poetry from Sir Thomas North to Michael Drayton, omitting, however, almost all the greatest men of the period, since drama is to be treated separately later on, and Spenser and the typical Elizabethan poets found their place in an earlier volume. A serial history of this kind necessarily varies in interest according to the subject-matter treated in the separate volumes, but the Cambridge editors have succeeded in dividing their chapters so as to attract even the ignorant to unfamiliar paths. ' The Literature of the Sea,' ' Sea- faring and Travel,' 'Writers on Country Pursuits and Pastimes," ' The Foundation of Libraries,' — here are titles which call aloud for closer investigation. Mr. Whib- ley's first sentences of the first chapter on ' Translators ' indicate the manner in which he approaches his work : ' The translators of Elizabeth's age pursued their craft in the spirit of bold adventure •which animated Drake and Hawkins. It was their ambition to discover new worlds of thought and beauty.' There are a freshness and enthusiasm in his writing which make the reader realize something of that early inspiration which came from
the first vision of the 'realms of gold.' The old voyagers give Commander Robin- son and Mr. Leyland equally congenial subjects.
Professor Cook's pages on ' The Author- ized Version and its Influence,' are full of interest — by virtue of the subject-matter, rather than of any special merit in its setting forth. Mrs. Creighton discourses pleasantly of Sir Walter Raleigh, though she makes no new contribution to learning or to criticism. The reader feels a little impatient before he comes to the end of the fifteen pages devoted to Raleigh's literary achievements, and is inclined to wonder whether the editorial pruning- knife might not have been requisitioned with advantage. There is surely some disproportion between this chapter and the twenty-six pages given to ' The Beginnings of English Philosophy, ' which cover the medieval schoolmen, sixteenth century Aristotelianism, and the Instaura- tion of Francis Bacon. This lack of arrangement and careful planning is, in- deed, the chief fault of the history, and that which is most disturbing to the student. Each chapter, taken by itself, is scholarly and well done, but the book is not a carefully constructed whole. The volume under discussion shares this fault with its predecessors, though it also shares their merits. Nowhere else is it possible to find in a single volume so admirable a
REVIEWS
29
survey of the various features of a literary period, and the attention paid to such points as the influence of London on the development of popular literature, or the history of the book-trade, is as in- valuable as it is unique. The biblio- graphies of these chapters alone would make the book indispensable to ' men of letters. '
The individual writers of the period, notably Donne, are not treated with equal distinction, though the criticism and facts concerning them are, in the main, sound and well put together. Mr. Child's chapters on the Song Books, on Southwell, Daniel, and Dray ton, are all good ; Pro- fessor Bensly is interesting, but not in- spiring, about Robert Burton ; Messrs. Vivian and De Selincourt deal adequately with the subjects allotted to them.
In brief, Vol. IV. of the Cambridge Literature is a satisfactory continuation of a work which is earning the gratitude of all students of the subject.
Illustrated Phonics. By M. I. IVES.
Longmans, Green and Co. Pp. v + 122.
2s. 6d. net.
This is rather a curious book, illus- trated by pictures of American boys and girls in various attitudes, representing gestures which the author recommends as an accompaniment to the emission of speech - sounds. The ideas are often good, but it would have been well if the author had made use of recent progress in England in the way of the practical application of phonetics. Thus it would have been well to employ the symbols of the International Phonetic Association, which are generally
accepted in this country. No reference appears to be made to any dialect ten- dencies ; a distinction is made between the vowel sounds of ask and arm, which is not found in standard English. The terminology is often different from that usually approved ; th ia no longer called an 'aspirate,' as is here done. In the examples we find words which are familiar enough to the American child but which no English author would have given — e.g., mull, hickory, cute, dime. We do not regard this as a valuable addition to the literature on the teaching of English speech-sounds.
Phonetic Section of Debit's First French Book. By WALTER RIPPMANN. Dent. Pp. viii + 54. 6d. net.
The phonetic section used to be part of the First French Book, and was also issued separately. In the latest edition of the book space was required for supplemen- tary exercises, and it was decided to issue the phonetic section as a separate booklet, in accordance with the general wish of teachers who make use of phonetics exclusively in the first stage. The phonetic section corresponds page for page with the ordinary text of the new edition (pp. 1-32), and also contains the following sections : The words in Lessons 1-22 classified, in the ordinary spelling ; sounds and their representation in the ordinary spelling ; sentences for practice in the accidence ; the words in the First French Book classified according to the sounds ; proper names in the ordinary spelling and in the phonetic transcription.
FEOM HEEE AND THERE.
CAMBRIDGE UNIVERSITY.— The follow- ing scholarships and exhibitions have recently been awarded for proficiency in Modern Languages :
CHRIST'S COLLEGE. — E. X. Kapp, Owen's School, Islington, Scholarship, £40.
GONVILLE AND CAIUS COLLEGE. — H. V.
Berry, City of London School, Exhibition, £30.
ST. JOHN'S COLLEGE. — H. Herzl, Clif- ton College, Scholarship, £80 ; G. W. Bain, Marlborough College, Exhibition,
£30.
* * *
LEEDS UNIVERSITY. — Miss Doris Gun- nell, B.A., Leeds, D. es L. Paris, Assist- ant Lecturer in French Language and Literature, University College, Cardiff
30
MODERN LANGUAGE TEACHING
has been appointed Assistant Lecturer in French.
* * 4
LONDON UNIVERSITY, BEDFORD COL- LEGE.— A free place in the Secondary Training Department, of the value of £26 5s., has been awarded to Miss L. Soldan (First Class Honours in German), Bedford College ; and a Bursary of £10 to Miss Devonshire (Second Class Honours in French), University College.
* * *
LONDON UNIVERSITY, UNIVERSITY COL- LEGE.— The L. M. Rothschild Prize for French language and literature has been awarded to Claude Gilli ; proxime accessii P. V. Thomas.
* * * UNIVERSITY OF WALES. — The honorary
degree of D.Litt. has been conferred on Professor Kuno Meyer, of Liverpool Uni- versity.
* * *
NEWCASTLE, ARMSTRONG COLLEGE. — The Council have unanimously resolved that the memory of the late Mr. Joseph Cowen be honoured by attaching his name to the chair of English Language and Literature in the College. ft * *
OXFORD UNIVERSITY, ST. JOHN'S COLLEGE. — The following members of the College have been elected to scholarships in English on the Casberd foundation : Arthur 0. J. Baldwin and Richard G. St. Quentin ; to an exhibition in English on the same foundation : Sidney P. Lissant.
ft ft ft
The INCORPORATED ASSOCIATION OF HEADMASTERS discussed many important questions at the Annual Meeting, but only a few that are of direct interest to Modern Language teachers.
Mr. G. H. Clarke of the Acton County School proposed a motion asking that English should form a compulsory subject in all University entrance examinations : this was carried. Mr. Shaw- Jeffrey of the Royal Grammar School, Colchester, read a paper on the ' Place of Phonetics in rela- tion to Modern Language Teaching,' which,
we understand, will appear in the Report of the Association.
ft ft ft
THE HEADMASTERS' CONFERENCE de- bated several questions of interest ; and the voting was sometimes a little sur- prising.
Mr. C. E. Brownrigg (Magdalen College School, Oxford) moved :
' That this Conference considers that, with regard to the relations of public schools' curricula to the Universities of Oxford and Cambridge, fuller recognition of English is desirable in the University examinations for admission.'
Considering the propagandist work of our friend, the English Association, a unanimous vote might have been expected. Actual result : For 19 ; Against 15.
Mr. R. C. Gilson (Birmingham) moved :
' That this Conference approves the principle laid down in the Curriculum Report of the Committee, that a boy should not be allowed to begin Greek until the foundations of Latin and French have been securely laid, and until he has received systematic training in English.'
This was a revolutionary proposal such as we of the Modern Language Association might well have put forward — though we should inevitably have placed the lan- guages in the order, English, French, Latin. Seeing this resolution on the agenda of the Headmasters' Conference, we might have been justified in doubting whether it had a chance of being carried. Dr. Upcott and Dr. Rouse showed that if the principle were acted upon, it would mean no Greek in preparatory schools, and the Headmaster of Eton raised his voice in indignation and sorrow at this thought. Actual result: Resolution adopted -item, con.
Mr. F. Fletcher (Marlborough College) moved :
' That it is essential to give such a definite position to English and French in the Entrance Scholarship examinations that these subjects may not be sacrificed to a premature study of Greek.'
Again a principle with which we are in full accord. From the debate we cull the
FROM HERE AND THERE
31
words of the Headmaster of Charterhouse School as representing the fine fleur of the wisdom of the older classical school. Dr. Kendall argued that differentiation of education must, in any wisely- ordered scheme, set in at a very early point. They must not sacrifice the higher ends of education to the lower or to the average ; and, in the same way, they must not sacrifice scholarship examinations to the demands of the average boy. Greek and Latin were the best ingredients in the higher culture of England. If English were imposed on all boys, it ivould be squandered on boys who were learning Greek. Spelling and grammar came naturally to classical boys, and they had no difficulty in writing good English. If it were not that we were quoting from our esteemed and scrupulously correct contem- porary, the Journal of Education, we should suspect misprints, or something of the kind, in the sentences that we have ventured to italicize. The rest of the debate on the motion is not uniformly favourable, and hardly leads one to expect the actual result: For 32, Against 1.
We venture, in all humility, to express our congratulations to the Headmasters' Conference on affirming these principles : and we look forward to early action in accordance with their words. * * *
We have not hitherto referred to School- boys and School Work, the book recently issued by the Headmaster of Eton, as it seemed to us interesting as a symptom rather than intrinsically valuable. That the importance of the mother-tongue should be realized is gratifying indeed ; but the rather contemptiious treatment of French and the callous indifference to German are not calculated to impress favourably any teacher of Modern Lan- guages. On the other hand, the advocacy of Greek for the majority of public school- boys in order that a Jebb or a Headlam may not be without an audience is the most grotesque attempt at argument that we have met with in a controversy which, we believe, has now practically been settled.
In announcing the award of Entrance Scholarships at Highgate School, the Hampstead Express adds an interesting note to the effect that under the system now adopted at the school, which dis- courages early and premature specializa- tion, the successful boys had all been elected to awards on proficiency in the subjects of a good all-round general educa- tion. English, French, Latin and Mathe- matics all received equal marks, the ex- amination in French being upon modern lines and including an oral examination The candidates also took an extra paper (with lower marks) in Greek or German or Harder Mathematics, the scope of the last paper being confined to elementary subjects in order to discourage unduly extensive reading on the part of boys at the schools where they have been trained.
* * 4
Miss C. F. SHEARSON, well known to many of our members as a Modern Lan- guage teacher of quite exceptional ability and enthusiasm, has been appointed an Inspector under the Board of Education.
* A A
MR. W. L. PAINE (M.A. Cantab.) of Oundle School has been appointed to a vacancy on the Modern Language staff of the Whitgift Grammar School, Croydon.
* * 4
CAMBRIDGE, HIGHEST GRADE SCHOOLS EXAMINATION SYNDICATE. — From the Annual Report of this syndicate we learn that ' the chief changes in the Certificate Examinations of this year have been (1) the introduction of Spanish in the Higher and Lower Certificate Examinations ; (2) the introduction of "free composition" as a necessary part of the Examination in French and German for Higher Certifi- cates ; (3) the recognition of excellence in Oral French and German as counting to- wards distinction in these languages in the Higher Certificate Examination.
' In the Higher Certificate Examination of 1910 there will be no separate papers in French and German grammar, but ques- tions in French and German grammar will be set along with the passages for un- prepared translation, and some of the
32
MODERN LANGUAGE TEACHING
questions in syntax will be based upon the passages set.'
We welcome these changes as tending to the improvement of these examina- tions.
* * *
From the same Report we take the following statistics, which again afford evidence of the neglect of German :
Higher Certificates, 1909 (Number of candidates, 2361).
French: 1505 Latin : 1097
German : 241 Greek: 885.
Lower Certificates, 1909 (Number of candidates, 1087). French: 1047 German: 225 Latin: 755 Greek: 431.
School Certificates, December 1908
(Number of candidates, 167). French : 120 German : 2 Latin : 65 Greek : 26.
School Certificates, July, 1909 (Number of candidates, 520).
French : 443 German : 32 Latin: 295 Greek: 203.
Professor Savory has kindly sent us the following note :
' One of your correspondents in the October number wrote to ask whether the following sentence was literary French : " Us [i.e., les Modernistes] font le leur le principe de 1'ainericamsme. " Perhaps the following quotation from the Echo de Paris, January 13, 1910 — "Je n'ai pas voulu, re"plique M. Viviani, que 1'on me reprochat d'avoir retarde le vote des re- traites ouvrieres. Et le president du con- seil, plus nettement encore, fait sien ce pr&exte facile " — will throw some light on the matter.'
EDITOKIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April, June and July, and the 15th of October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE KEVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same
time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, "W. The Editor is assisted by an Advisory Committee, consisting of Messrs. R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somer- ville.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCH KLO n, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence with German Families : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
MODERN LANGUAGE TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 2
MARCH, 1910
DISCUSSION ON EXTEBNAL SCHOOL EXAMINATIONS (JUNIOE STAGE) IN MODERN FOREIGN LANGUAGES.
MB. H. W. ATKINSON introduced the Interim Report of the Sub-Committee on External School Examinations in Modern Foreign Languages (Preliminary and Junior Stages),* and said he wanted to make it quite clear that it was an Interim Report, because the object of presenting it to the meeting was not to ask them to pass it or accept it in the form in which it then stood. It was submitted for their discussion in order that the Sub-Committee which had it in hand, or the Sub-Committee which might succeed this one, might have the benefit of any suggestions, or criticisms, or comments the meeting might be able to offer. It was not proposed that a vote of any kind should be taken upon it at the meeting. The Report had not arrived at that stage in which it was presented for acceptance, but simply for discussion, so there would be no vote at the end, but the various members of the Sub-Committee then present would note down, as far as
* The Report was printed in MODERN LANGUAGE TEACHING for December, 1 909 (pp. 240-4).
they were able, the various points that were raised, and take them into consideration, or would pass them on to their successors. There was the question how it would be best to deal with it, and the General Com- mittee had come to the conclusion that it would be best not to try and take it through section by section, which would take a very considerable time, but to leave it open for discussion, for any member to speak upon any part that he wished, taking care to refer to the particular section on which he was speaking. He did not intend to take up their time discussing any of the points himself. They had everything laid before them in the printed papers. They would notice that the main report itself was followed by two Minority Reports. That fact in itself showed that the Sub- Corn mi ttee was by no means one built up of a certain group of members holding any particular views, and of course it would be for them to discuss whatever they desired in the Minority Reports as well as in the body ^.if the main Report. The section dealing with Preliminary Examinations they would see was extremely brief. Whether that would seem to require any
34
MODERN LANGUAGE TEACHING
modification in the course of their discus- sion remained to be seen. At the head of the section on Junior Examinations they would notice that the standard was de- signed for candidates from 15 to 16 years of age. At the end there was a suggested scale of marks. It would be interesting to hear, among other things, the criticisms of any members present on this as well as on the ordinary matter of the Report. The more criticisms they got, the better they would like it.
Mr. W. G. LIPSCOMB (Bolton Grammar School) said that strongly as he believed in the use of phonetics for teaching a foreign language, he objected to anything of the nature of an examination in phonetics, and therefore, under 116, he hoped the suggestion that ' pronunciation can further be tested by written questions requiring the use of phonetic symbols ' would not be followed out. He agreed with what was said in one of the Minority Reports (by Mr. Atkinson), that the purpose of examining was to test the result, and not the means towards the result, and that was one of the main reasons for defer- ring the external examinations to the age of fifteen, as was strongly recommended in the Report. They were in danger of looking on new means of teaching as some- thing to add to the sum total of the subjects for examination. As to 0(2), ' Questions on a short story in the foreign language previously read by the candidate in the presence ot the examiner,' they were told that the test was defective, since it did not show how much the candidate knew beforehand. He was not quite sure whether it was the business of the examiner to determine how much the candidate knew beforehand. It seemed to him that if the pupil was so far advanced that, in the short time allowed him, he could grasp the passage in French and talk about it successfully, the examiner had found out all that he needed to. Later the Sub-Committee drew special attention to the necessity of avoiding certain ques- tions (e.g., correct 'Je les ai vu dans la rue).' He supposed they were all agreed
that no teacher or examiner ought to put down what was incorrect before his pupils. But the same objection did not apply if the infinitive of the verb were printed in italics and in brackets (Je les ai [voir] dans la rue) , and the candidate re- quired to supply the proper part of the verb. He was not at all sure that there ought not to be a means of examining by which they could renounce the separate grammar paper altogether. Referring to Section G, 'a story in English is read twice to the candidates, who then write the substance of it in the foreign language, ' he wished to know why the story should be read in English. It seemed to him that it ought to be more satisfactory if it were read in French. As for the scale of marks, he thought it was of equal importance to them to know the standard of marking, and the percentage of marks which was required for a pass.
Miss BREBNER (Aberystwyth) said that she rose to answer the question, ' Why in English ?' put by the previous speaker. It was quite true that the pupils ought to be taught as much as possible through the medium of the foreign tongue, and too much stress could not be laid upon the importance of that principle. But this was a question of examining and not of teaching. The examiner's business was to test the knowledge and proficiency of the children, and not to teach them. If the passage were read in French, ic would indeed be a test of quickness of ear and retentive memory, but not of power to express oneself in the foreign language. Reading the passage in English was the best plan, because thereby the scholars were furnished with the subject-matter, no time was wasted in thinking out what they had to say, and, at the same time, as they had merely heard the passage and had not the English before them, they were left free to give the general meaning in the best French at their command. In pre- paring for this sort of test the teacher would read French passages to be repro- duced from memory, and teach entirely according to the direct method, only
DISCUSSION ON JUNIOR EXAMINATIONS
35
perhaps occasionally putting her pupils through the test of free reproduction in French of passages read in English. Miss Brebner had herself had to prepare pupils for the Scotch Leaving Certificate where this test is required, and had found no difficulty in preparing for it by the direct method. She thought it a matter of some importance not to mix up the functions of teacher and examiner.
Professor RIPPMANN said the Report interested him very much, for the reason that they had been doing most of what was there suggested in the Junior London Examination, so he was quite in the posi- tion to see how the examination reacted on the teaching. He felt strongly that such a reaction was inevitable, and should not be ignored. There were some brilliant teachers who rose above examinations, but the majority of them were not brilliant, he was afraid, and they must get their pupils into line for the examination, and so they took the papers and studied them, and saw what was wanted, and prepared the pupils accordingly. There was no good in saying that the examining body was not concerned with the way in which knowledge was gained, but only with results. He would offer a few comments as to details. The suggestion that there should be a written test in phonetics he objected to altogether ; phonetics did not require any artificial help of that kind. With regard to the statement that many schools made ' conversation ' a special ex- amination subject, he wished to record that that was not his experience. There were some schools, but not 'many.' The time was very limited indeed in the oral examination. He believed that it would be used to the best advantage if the pupils brought with them some book they had read, and this should be a continuous text, and not a collection of snippets. There he agreed with the Sub -Committee, but he objected to their suggestion that the book chosen for the purpose should run to from 80 to 100 pages. It was a great mistake to set for junior candidates any books that could not be finished in
a term. As to the desirability of having grammar questions at all, he would not enlarge upon it, but he felt that the grammar questions set in the London Junior Examination had had a beneficial effect on the teaching. The variety of questions that could be set was very great. Some kinds of questions they would like to avoid, and some of them were men- tioned in the Report (E 1, 3) ; on the other hand, he did not agree with the Sub-Committee in considering questions on metre as being necessarily too advanced for the junior stage. He pointed out that the recommendation of such a question as E 5 was inconsistent with the suggestion (E 2) that it was wrong to ask the candi- date to form sentences to illustrate rules. On the question of composition (Section G) he could speak for an hour, as he objected very strongly to translation from the mother- tongue at the junior stage. His experience of many schools convinced him that the amount of time spent upon such composition was often considerable, and that the results obtained were quite out of proportion to the expenditure of force. Free composition, to his mind, was prefer- able to set composition ; they were learn- ing how to teach it, and needed further opportunities for experiments before it had yielded all the advantages that might be anticipated. Anything that checked such experiments was to be regretted. By offering as an alternative to free com- position ' a story in English, read twice and then reproduced in French,' they were making the schoolmasters take the thing that was easier, for in practice only what was required in the examination would be done in the class-room. With regard to marks, for grammar questions he should allot 20 to 25 (instead of the 15 suggested), and he should give a little less than 35 or 30 to free composition.
The SECRETARY said he would like to know if Professor Rippmann took the story to be an alternative to free com- position ? In the Report it was put down as one particular form of free composi- tion.
3—2
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MODERN LANGUAGE TEACHING
Professor RIPPMANN said that the Sub- Committee in their Report recommended the reading of a story in English, the sub- stance of it to be then written in French ; and in the next paragraph they said that subjects for composition might be set as an alternative. He objected to making free composition optional.
Mr. SOMERVILLE (Eton) confined him- self to Section C of the Report, which deals with the tests of ability to under- stand the foreign language and to speak it. He said he would suggest two or three alterations, not because he did not consider that Test 3 was not the best, but he thought that in a great many schools it would be found an advantage to leave Test 2 open. The objection that was urged against Test 2 surely applied equally, if not to a greater extent, to Test 3. The objection to the set book was that it led to the getting up of a large quantity of the set book by heart, which, of course, to his mind, was extremely objectionable. He doubted whether the exclusion of other tests in favour of Test 3 would be quite right. Further, he thought dictation was a most valuable test, and he should like to increase the number of marks given to it by 5, making it 15, and deducting them from the grammar.
A member said she understood the committing of large portions of a carefully chosen French book to memory was one of the valuable points of the direct method.
Mr. H. W. ATKINSON urged members to express their opinions on the Report now, and not by their silence leave an impres- sion that they agreed with it, and only begin to criticize it when it came up later for acceptance. He would take the liberty of dealing with one particular point, to which his name was attached — namely, the subject of grammar questions. He hoped for an expression of opinion from those present as to whether it would be a theo- retical blessing in the future to do without grammar questions, or whether they would like, as he should himself, to see them abolished at the present time. He would also like some expression of opinion as to
how far grammar questions, when they were put in what was called roughly the new method, were, psychologically, to the pupil really very different from the old forms of questions. The gist of his argu- ment was that, although the main Report sanctioned many of these questions, he was inclined to think the majority of them, with the average pupil, led to the old process of thinking them out, though they were put in a slightly different form. For instance, he did not think the pupil went direct from the future to the pluper- fect. The Report had given them a great deal of trouble, and they had expended a great deal of time upon it, and he hoped members would give their opinions freely.
Mr. R. H. PARDOE (Handsworth Gram- mar School) said he agreed with the contention that the phonetic test was unnecessary. It was no use making an end in itself of what was only intended to be a means. The pronunciation was sufficiently tested by the reading aloud, and the ear was sufficiently tested in various ways. The oral examination on the set book seemed to him to meet most cases. As an examiner of some experience in the Midland Counties schools, how- ever, he found that some candidates were nervous, and, even though they might know a question well, they were not able to speak on it. And therefore it was con- venient to place before such candidates a passage that had just been read. He was quite of opinion that the grammar paper should be abolished, but not that the grammar questions should be abolished. He thought they could not do without it for this reason : most people would agree that with young pupils it was necessary to direct the attention to one thing at a time. Those who advocated free composi- tion instead of translation from English into a foreign language said that a standard of great correctness should b« required. But in large classes it would be found that a considerable part of the class was incapable of writing continuously with correctness in the foreign language.
DISCUSSION ON JUNIOR EXAMINATIONS
37
If they wanted to test their knowledge in grammar, how could they, in such cases, do it without grammar questions ? A candidate might be asked to write out a series of actions, and in that way they might get a sort of easy free composition for those who were incapable of continuous composition. He did not agree with Mr. Atkinson that boys who had been taught on the direct method had to think out what was the future of so-and-so before they went direct from the present to the future. He considered there was certainly a confusion of thought between the last line of page 2, Section I. on page 3, and question 5 in the middle of page 3. He objected to setting a thing wrongly ; that could be avoided by putting the verb, etc. , in a bracket. He thought the preferable form was to print the sentences nearly complete, leaving out just one word, so that the candidate had to give attention to one thing at a time, which he thought was a rery good way in juvenile examina- tions to find out accurate knowledge. In the deciding of marks, 10, it seemed to him, was quite enough for dictation, because dictation, after all, at this stage was more a test of grammatical accuracy in examination than anything else. They had other ways of testing the ear. If the candidates understood the passages read to them, dictation was merely a question of knowing the verb endings, etc. More of those marks might be given to the grammar, and more to the oral test at the beginning.
M. CEPPI (King's College School, Wimbledon) said he wished to refer to one thing in page 2 about the set book. If the examiners were to set one particular book, that book might not appeal to many teachers, or it might appeal to some more than to others. If various teachers, who were sending pupils up for examina- tion, selected their own book, and sent it up for approval, it was possible that the examiners might have some difficulty in regard to co-ordination of standard. In regard to Mr. Atkinson's point, he thought that the form of question, as it was given
there — ' putting sentences into the plu- perfect ' — was an improvement upon merely asking for the pluperfect without retrans- lating it into English. He thought, as it now stood, that it was an improvement upon the old plan of asking merely for the tense.
Miss GRAHAM (Wakefield High School) said that in drawing up a scheme of work for different forms in a school, one generally arranged in one's mind several years ahead. It was possible that this plan might be upset by the books chosen by the examiners. The teacher was much better able to judge what would appeal to the class than the examiner. Of course, if a teacher could send up a list of books for the examiner to choose from, this would meet the case. With regard to grammar, she did not see why grammar questions should not be done away with altogether. French girls taking their Brevet Superieur had no grammar test in English. They had an oral test, ' translation from French into English, and from English into French,' and there was no loss at all. She did not see why that could not be adopted for French. It seemed to her that if the pupil could apply grammar rules in a piece of com- position, that was sufficient proof that he knew the grammar.
Miss HENTSCH (Girton College, Cam- bridge) said she quite agreed as to the sup- pression of the grammar qxiestions, but if the grammar questions were to go, she thought they should be replaced by some- thing, and she would like them to be re- placed by composition, but by easy com- position. There was another point to which she wished to refer, and that was phonetics. If something was asked for in examination, it did influence teaching, and she thought that even if there was an oral test in examination, they wanted a test in phonetics besides, because they wanted to guard against the teacher who spoke French fluently, but who could not explain to the pupil how French sounds were formed. There were some children who had a good ear, and they would catch
38
MODEEN LANGUAGE TEACHING
the pronunciation of their teacher and pass the oral test. There might be a child in the same class with not such a good ear, who was nevertheless taking just as much pains as the child with the good ear, and that child with the less good ear would improve its pronunciation if it was taught phonetics ; but it would not improve unless phonetics were made use of. She thought it very essential, therefore, that teachers should be made to use phonetics.
Professor SAVORY (Belfast) said he was in favour of the Majority Report. He cordially agreed with almost every word, and especially with the recommendation that free composition should be substituted for translation. It had been his lot recently to look through a very large number of examination papers. He had had to work upon a pre-arranged scheme, the effect of which was that translation from English into French was compulsory. He could honestly say it was almost im- possible to mark four-fifths of the papers. Though the piece chosen for translation from English into French was as easy as possible, yet the standard was so low as regarded grammar and construction that in the majority of cases it was impossible to deal with the translations. If they had free composition, which he hoped they would have later on, they would be able to find out what the pupils knew. If they put before them a passage of English to translate into French, the result was that the papers showed a few sentences with enormous blanks. If, on the other hand, they gave the pupil an easy subject, or a choice of various subjects, or, still better, if a set book had been prescribed, and a few subjects were taken from that set book, they would see how far candidates had digested that book, and how far they were able to write correct French. They knew how hard it was to translate French or Ger- man into English, and surely they were ask- ing too much from students who came up for examination when they asked them to translate into a language with which they were not familiar, and with which
they could never be so familiar as with their mother-tongue. He agreed very strongly with the phonetic test, in which the use of the phonetic symbol should be required, simply for the reason to which Professor Rippmann alluded, that they wanted to use their examinations as a means of influencing education in schools. In Ireland payment was by results. There, schools were supported by getting money for those successful pupils who passed examinations. Unless phonetics was added, phonetics would be neglected ; and teachers would follow the old plan of trying to impart pronunciation by imitation alone. Let them try and intro- duce as far as they possibly could, by means of examinations, the sound teaching of phonetics in their schools.
Herr Director WALTER (Frankfort-on- Main) said that if they wished children to acquire a modern language it seemed very important that they should not translate, but that they should begin by free com- position. If they tried to do these things at the same time, they did not get anything at all. They had seen this sufficiently shown in their own schools where they had tried to combine the two, to do translation and to do free composition. If they wanted children to advance in a modern language they must devote the little time they had to one aim. They nrast devote it to free composition, and they must find means to give the children certain tasks by which they would prove that they knew something of the language.
Mr. G. F. BRIDGE said the members would notice that the Report consisted largely of Minority Reports, for one of which he was responsible. It seemed to him that the attention of the meeting had hardly been riveted sufficiently on what were the outstanding features of the Report. Its first conspicuous feature was the suggestion that there was to be no translation of any kind or sort into a foreign tongue. That raised a very clear and important issue. Of course, the question was naturally looked at by that meeting largely from the point of view of
DISCUSSION ON JUNIOR EXAMINATIONS
39
the teacher, but he thought it ought to be considered from the point of view of the examiner also. In spite of all that had been said of the influence of examinations on teaching, he felt that the first function of the examining body was the application of an adequate test. They must set such a paper as would show whether the candi- dates really knew French or not, whether they could practically use the French lan- guage, and had an adequate knowledge of its grammar and accidence. He was not yet convinced that free composition provided such a test. He had not yet had the good fortune to look over any papers of the kind recommended by the Committee, but he had read a good many compositions, such as those suggested by Professor Savory, in which the candidate wrote on a familiar subject, and in 80 per cent, of the cases there was nothing to show whether the candidates possessed any practical know- ledge of French or not. All that was shown was that they knew a certain number of words in the language, and just sufficient conjunctions and prepositions to string them together. Examining bodies had got to face the fact that there were a very large number of schools which devoted themselves entirely to the task of getting candidates through these examina- tions, and if ever they found that candi- dates could get through in French with practically no knowledge of syntax and a very small knowledge of accidence, they would entirely neglect those two branches. The schools referred to did not belong to the schools that furnished members to the Association, but undoubtedly there were schools in which the teachers would not be above hinting to pupils how they might evade the difficulties of French if they were writing free composition. That was a danger examining bodies must face. He was entirely in favour of asking questions on what was called applied grammar as a general principle. He was not quite sure, however, that they could apply that universally, and could ask anything they liked in German or French grammar without having recourse to some other kind
of question. Let him give them some examples.
During the meetings of the Sub-Com- mittee on examinations he asked his colleagues how they would ask questions, for instance, on the German auxiliary verbs, without using translation. He had read with great interest the questions which Professor Rippmann published in MODERN LANGUAGE TEACHING, but he noticed there were several hiatuses. Nothing, for instance, was said about the articles. How could one find out whether the boy knew how to express in French, for instance, ' General Roberts ' ? They could not do it on the principle of leaving a blank, because that supplied the answer. Those were conundrums he had not heard solved yet.
Further, he would like to say a word in favour of translation into a foreign lan- guage. Although he thoroughly believed in free composition, wished to see it done in schools, and would like to see it used in examinations, he was not convinced it would be of itself an adequate test in writing French, for it seemed to him that the candidate could avoid most of the difficulties of accidence and syntax.
Anyone could find out how easy it was to write an English story in French with- out introducing a single example of any rule in syntax whatever. You need never introduce a subjunctive, for you need never introduce any subordinate sentences at all. You need never trouble about the position of the adjective, because you could leave out nearly all the epithets, as not being essential to the meaning. The examiner could not plough the candidate who wrote bald French which was grammatically correct. They were cutting at the root of all intelligent teaching if they declined to allow boys to be questioned about the rules of syntax, or the reasons why they used a particular form. Asking candidates to compose sentences to illustrate the use or syntax of a word was fallacious, because in most cases they would not compose, but would quote from memory. In no case would the examiner be able to tell
40
MODERN LANGUAGE TEACHING
whether the candidate had a clear idea of the principle governing the usage of the word.
The result of setting such questions would be that instead of teachers cram- ming their pupils with rules, they would simply cram them with examples, and he did not think the last state would be better than the first.
Miss PURDIE (Sydenham County School) said she had only one remark to make, and that was, after hearing the remarks of the last speaker, to quote Lord Rosebery's famous remark about the need of a school of examiners.
Mr. L. VON GLEHN (Perse School, Cam- bridge) said they had not yet ex- hausted all the resources of examination on ' direct ' lines. They certainly did not practise them all in this country. He did not agree that the second state, referred to in the last remarks of Mr. Bridge, would be far worse than the first. He thought it was far worse to know a great number of rules by heart than a great number of examples by heart. If they asked an intelligent English boy to give them a rule about some point of grammar in English, what would he have to do ? He would have to think out for himself English examples from which he would induce the rule ; and that would be an excellent test of his knowledge of his own language and of his powers of analyzing it. With the foreign language it should be possible to work in exactly the same way, and the pupils should have enough of the foreign language at their command to reconstruct rules for themselves when they had for- gotten them. In regard to the test of free composition, he thought this furnished one of the best examples of what he had said, that they had not yet exhausted all the resources at their command. For example, the expedient of putting questions on a book, previously studied, represented a field so vast and so varied that they could practically do anything by that means. He did not mind the book being a set book, or, better still, an ' approved ' book, provided it was not too short, for it was
not desirable to encourage the learning by heart of the whole book offered for ex- amination. The book must be long enough to avoid that, and short enough to form a complete whole, so that the main lines were easily retained in the memory. These questions of various types, varying in difficulty, might be questions with a view to bringing out the vocabulary, ques- tions on the chief events of the story, questions that would lead to free com- position, descriptions of the character of one of the persons in the story, descriptions of scenery, and so on. By carefully adapted questions on the book, they could get practically anything they wanted, and he was perfectly certain that that was the only way, too, of testing grammatical accuracy in the use of the language, as distinct from abstract grammatical accuracy. Questions, for example, coiUd be so framed that the natural answer should contain a subordinate clause or a certain tense. It was not difficult for an intelligent examiner to discriminate be- tween the pupil who produced a natural answer iu good French, with a mistake or two, perhaps, and the one who avoided making mistakes by producing one that was bald, awkward, or puerile. All this could be done, but they were still novices in the art, and needed the training of persevering and consistent practice. He did not see why they should not have some ' pure grammar ' questions — questions set solely to elicit some particular point of accidence or syntax. The form of such questions could vary ad inftnitum between the strictly ' direct and concrete ' form recommended by reformers and those more ' abstract ' ones, which, as had been pointed out, approximated to the old-fashioned 'grammar paper.' Some special grammar test was probably necessary in junior examinations, because of the influence it would have on the teaching, but he thought they might do without it in the senior examinations. He was glad to have heard Professor Rippmann's words; and they must never tire of repeating to themselves that examinations do react on the teaching, and
DISCUSSION ON JUNIOR EXAMINATIONS
41
this was the real objection to Mr. Atkin- son's proposals, which, for the most part, could be defended from a theoretic point of view, but which, in practice, he thought, would not work.
Miss STENT (Central Foundation School, London) said that such a position as that •suggested by Mr. Bridge ought not to exist if a child had been properly trained on the new method up to the age of fifteen. Free composition was invaluable to the teacher, and she thought that grammar could be easily tested by dicta- tion. If it was not sufficiently tested by free composition, it could be tested by dictation and questions on the set book. Referring to Section G, she did not think that any child of fifteen could be expected to put a story heard in English immediately into good French. In her opinion it was quite impossible. Then, in regard to translation, if a child of fifteen was to give a really good transla- tion either from or into a language, it must have spent pretty nearly all its modern language life in preparing for that. It would be nearly impossible to get a good translation from a child of fifteen unless it had spent nearly all its time in studying that branch of the subject. It was a test much too difficult for the ordinary child. Dictation, if it was to be a test of accuracy and grammar, surely ought to have more than 10 marks. Free composition, with 20 to 25, seemed to her to be marked too heavily in proportion.
Mr, E. JANAU (Clapham, London) said it had been remarked by previous speakers that examination papers reacted on the teaching. In that debate they must bear in mind the conditions under which the pupils worked, and the conditions for xamining bodies such as the Oxford and Cambridge Boards. The schools sending candidates were of all kinds, and the methods of teaching varied consider- ably. Some schools used the set books, others did not. He had been glad to find that in the last few years set books had been less and less used, and teachers
now relied more upon open examination than they used to do. That was an im- portant thing to consider in remembering the remarks of some of the previous speakers, who seemed to be under the impression that set books were always used. In many schools they did not take a set book, and would not have anything to do with it. They must bear in mind that examination papers had to be set for both classes of schools, those that took set books and those that did not. Then there were two kinds of examinations, and, so far, only one kind had been dealt with. There were the written examination and the oral ex- amination. In the written examination there was unseen translation from English, and, as an alternative, free composition. He had had experience of both ; free com- position was generally worthless ; it mostly consisted of the same words repeated again and again. Free composition allowed a candidate to avoid difficulties if he was clever in the way Mr. Bridge suggested. He admitted there were many more diffi- culties in translation, which limited a candidate to a set vocabulary, perhaps just the kind of vocabulary with which he was not acquainted. It was difficult to find a coat which would fit everybody. Free composition was an extremely valu- able exercise, and they were gradually getting towards a fair standard of this kind of composition, but the progress was slow. He would very much like to see both translation and free composition made short and compulsory, instead of being given as alternatives. Free com- position would give the teacher that free scope which all desired, while trans- lation, with a fairly limited vocabulary, would compel the candidate to move along certain lines well defined by the examiner. The system of setting several alternative subjects for free composition was not satisfactory. The suggested read- ing of a story in French or German for reproduction was impossible — at any rate, at present. A better way was to have a story read in English to the candidates,
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MODERN LANGUAGE TEACHING
and ask them to reproduce that story in their own words in French or German. It was the way adopted by the Scotch Education Board. He would not say that this system was perfect, but it did work. If the story was read in the foreign lan- guage a serious difficulty would arise — namely, Who would read the story ? Were they to select a teacher from the town in which the examination was held ? They had perhaps five or six schools sending pupils for the same examination. Would they select a teacher from one of those schools ? Then the children of the other schools would be handicapped. On the other hand, if it were decided to have a teacher unconnected with those schools, there would be great difficulty in finding that teacher. With regard to the oral examination the same difficulty would exist for dictation, which would have to be given either by a teacher with whom some of the candidates were acquainted or by a travelling examiner who was a stranger to all of them. He now came to conversation in the foreign language, which formed a very important part of the oral examination. The examiner had to test the vocabulary of the candidates, their power to express themselves, and the conversation must be made fairly easy. How was the subject-matter to be selected ? How were they to guard against coaching ? The prepared set book was out of the question, because so many schools did not use set books. A solution of this difficulty which had not yet been discussed must be found. He had ex- hausted the time allowed him, and could not say any more, but he would be glad if somebody would make suggestions.
Mr. F. B. KIRKMAN (Letch worth) said the chief charge against the Majority Report was that it showed certain incon- sistencies. That was perhaps an indication of the great impartiality with which the Committee put itself to that work of trying to set a scheme for examinations. They would more fully realize how great that impartiality was when he told them the Committee consisted of four members,
and out of that Committee of four, two of them had produced Minority Reports. He intended to confine himself to the Minority Reports. In his Report, Mr. Atkinson objected to the grammar ques- tions altogether. Personally, he did not object to them, provided one recognized the principle that grammar questions took the form of applied grammar. So long as one took that view, there was no differ- ence between the grammar questions and the composition itself. They were both applied. In one case they got continuous sentences, and in the other they got separate sentences, but there was no difference in principle. In regard to the point mentioned by Mr. Bridge, in which he said he did not think that free com- position would always be adequate as a test, it seemed to him that, if this were so, it was the applied grammar questions that provided the remedy. He was con- vinced that on these lines it was possible for an examiner to give all the questions that were necessary for the purposes of adequate examination. They were, of course, dealing solely with questions for junior examinations ; they were not deal- ing with the seniors. He believed that by this means they could fulfil all the requirements of the junior test ; whether it would supply the requirements of the senior test was a question they would leave over. Another point made by Mr. Bridge was that the removal of questions requiring rules to be given struck at the very root of sound teaching. Surely it did not do so, because it left the teacher entirely free. They were not preventing the teacher from using or teaching as many rules as he wished. Mr. Bridge's contention really amounted to saying that grammar must be an examination subject for its own sake. He (the speaker) submitted that it was not worth it. He submitted that they had not time to teach it, and until they had more time the introduction of grammar as a subject in examinations was out of the question. It was enough for the examiner to ascertain that the candidate could use the language correctly. If he could do
DISCUSSION ON JUNIOR EXAMINATIONS
43
this, it was not essential he should re- member the rule. He had no objection to prose translation as a test. He objected to it there simply because of its influence upon the teaching. He would quote Mr. Bridge against himself. Mr. Bridge, through the Minority Report, had stood for the freedom of the teacher. He main- tained that, if they introduced prose trans- lation into the junior translation, they were compelling hundreds of teachers throughout the country to do something to which they strongly objected. For some years past he had adopted the method recommended of reading out an English story to be put into French by the candidate, and his experience was entirely opposed to that of Mr. Bridge. Free composition had always seemed to him to be an excellent test, especially of grammatical inaccuracy. It was the most searching test of grammatical inaccuracy that there was.
Dr. SPENCER, of the Board of Education, said he had come there intending to learn. He did not mean to speak, but he could not abstain from offering a word of warn- ing. It had been repeated over and over again that afternoon that, however they might theorize, the nature of the examina- tion would in practice inevitably react upon the teaching ; and he desired to make a reference in that connection to Professor Savory's suggestion that, in spite of a recommendation to the contrary in the Committee's Report, questions in- volving the use of phonetics should be included in the examination paper. Now, when phonetics were used in the class- room by a skilled and scientifically trained teacher the results were often admirable — sometimes, indeed, marvellous. But they must not forget that by no means all the Modern Language teachers of this country were enlightened members of the Modern Language Association ; and he could assure them that already many appalling crimes were being committed in the sacred name of phonetics, and that, if they put phonetics into the compulsory part of their junior examination paper, the result
would be that the number of these crimes would be increased. Those teachers who were members of the Modern Language Association would not, of course, be in- duced by any examination syllabus to introduce phonetics into the class-room unless they possessed the necessary expert knowledge ; but there were others, and there would be more, who would attempt to teach what they did not understand themselves, and that was a very serious consideration, which ought to be put before the minds of the Association.
Professor Ri PPM ANN said he thought that the London examinations were the only ones in which the oral test had been com- pulsory from the beginning ; so they had some experience. Their method was that the teacher who usually taught the children gave out the dictation in the presence of the examiner. The question of including phonetic symbols, he still maintained, was undesirable. It was his experience that, if he examined a class orally, he was able without hesitation to tell whether they had been taught phonetically or not. Some fears had been expressed with regard to the setting of books in connection with the oral test (C 3), and there was some misunderstanding as to what was meant. When a school was going to send in candidates for the London School Ex- aminations who offered a Modern Lan- guage, it was asked at the beginning of the session which books the candidates proposed to read. These titles were sub- mitted to the University for approval, and he hardly recollected a case in which any book selected by the teachers had been rejected as undesirable. Sometimes the standard of difficulty seemed rather low, but they did not mind if the teachers thought that the reading of the books proposed could be conducted so as to fit the candidates for the examination. All that they had done was to see that the books that were submitted were suitable from a general point of view, and that there was enough reading matter for the session. In that way they were trying to do all they could to pi-event schools giving
44
their children collections of snippets instead of continuous texts. That, he thought, was a reasonable attitude towards the teacher. With regard to the grammar questions, it had been suggested that not every point had been touched in the questions he put down in the list published in MODERN LANGUAGE TEACHING. He did not think if he had tried to make them exhaustive people would have been satisfied either. As for finding out whether candidates understood the difference be- tween als and wenn, the best examination test was not to require the candidates to make up sentences, but to give sen- tences in which the conjunction was omitted, and ask the candidate to insert als or wenn. If they gave half a dozen sentences of this kind, and the pupil added als or wenn correctly in each case, they might be pretty confident that it was not mere accident. With regard to free composition, it was all very well to say, ' Let us have free composition and set translation,' but they must bear in mind that they were here dealing with an examination for children of fifteen, and the junior examination would be taken by a great many municipal schools, the majority of the children in which came from the elementary schools at the age of twelve. Let them remember the time avail- able (it was hardly ever more than four times three-quarters of an hour weekly), and ask themselves whether they could insure perfect accuracy under such con- ditions and with the pressure of other subjects. It had been suggested on one side that four-fifths of the examination results were worthless, and on the other side 80 per cent.
The SECRETARY said he did not say 80 per cent, were worthless. " He said that as a test the free compositions guaranteed no adequate knowledge of French.
Professor RIPPMANN said his experience extended over some four years, during which he had examined the work of junior candidates in about fifty schools ; and whereas in some schools there was not
nmch progress, in others he had seen how the teachers had gradually learned how to teach free composition, with the result that at the last July examination a large number of pupils were able to write with fair accuracy and idiomatically. As that had been only going on for four years, it seemed most desirable that the teachers should be allowed a little more time to learn how to teach free composition. They were beginning to obtain some good results. They only wanted fair play in the matter, and he thought they were going to have it He wished to point out incidentally, with regard to Mr. Atkin- son's remark in the Minority Report, that a sentence he gave there was not a fair one. He should not ask the pupil to substitute the pluperfect for the future. He should put the verb in the present, and ask the pupil to give the pluper- fect ; that would be easier. Someone had said that the great disadvantage about free composition was that they could not plough the candidate on it ; but, so far as he knew, there was no junior examination in which a candidate could be ploughed for weakness in set composi- tion either. Finally, it had been urged against free composition that a pupil might do it successfully and yet fail to show any knowledge of syntax. He felt a little doubtful about this, and he also thought that no very extensive knowledge of syntax could be expected from pupils who were only fifteen years of age, and many of whom had only learnt the lan- guage for three years.
Mr. C. STEINMETZ (Surrey County Council Schools) said Professor Rippmann had simplified very much for him what he wanted to say. It had been the custom in their schools to submit the work the pupils thought of taking to the London University, and it had worked most suc- cessfully. Where dictation was to be given, the teacher read it in whatever school he was teaching, and he believed it worked successfully. At the age of fifteen the English pupil's grammar re- quired correcting, and he was afraid some
DISCUSSION ON JUNIOR EXAMINATIONS
45
French grammar would always have to be introduced. He was in favour of a small amount of French grammar being intro- duced into the lesson, but thought it should be limited as far as possible.
Professor SAVORY (Belfast) said there was one question Mr. Bridge put to Professor Eippmann — a question with regard to grammar — to which he would like to give an answer. Mr. Bridge had said that there were certain points of grammar which could not be tested on Direct Method lines. For example, sup- posing the examiner wished to know whether the candidate knew the rule that the article should be inserted before the names of titles in French — e.g. , General Roberts. Mr. Bridge said they could not leave a blank in setting the question, because to do so would at once show that the article was required. In reply to this criticism, Professor Savory said that it was perfectly possible to set a series of phrases, in some of which the article was required and in others it was not, and leave it to the intelligence of the candidate to insert or omit the article where neces- sary without leaving any blank at all. Mr. Bridge then said that it was similarly impossible to test on Direct Method lines the various uses in German of als and wenn ; but this was a case where blanks could be profitably used, and a series of sentences could be given in which the words als and wenn or wann could be replaced by blanks, and the pupil could be required to insert the correct conjunc- tion. The use of the German auxiliary verbs could be tested in the same way, but, curiously enough, Mr. Bridge seemed to have a desire to employ blanks where they were useless, and refuse to employ them where necessary. He was thoroughly convinced by experience that there was no point of grammar a knowledge of which could not be tested perfectly well by the use of the Direct Method ; all that was necessary was that the examiner should use a little ingenuity. It was of supreme importance that, when they were teaching grammar, they should, as far as possible,
banish the mother-tongue. They had only two or three short hours in the week in which to teach French, and surely they might be allowed to make the best possible use of that time by devoting it entirely to the French tongue, especially as it was quite impossible to pass at once from the English to the French basis of articulation without injuring the pure pronunciation of the foreign sounds. He had even heard Welshmen who were bi-lingual say that, when delivering a lecture in English, they could not make a Welsh quotation with a satisfactory pronunciation, even though they had learned to speak Welsh before English. If this was so, how much harder must it be for the English pupil to pro- nounce French words intermingled with English ones, when in most cases he had not begun to learn French until the organs of speech were fixed and the phonetic system stereotyped, and when, conse-o quently, the danger of relapsing into the English basis of articulation was very great. For these reasons he advocated the exclusive use of French in the grammar lesson, and also in examination papers intended to test what had been done in these lessons.
The PRESIDENT said he did not feel able to sum up in any consistent form the result of the debate, and perhaps it was not very necessary, as they understood at the beginning that there was to be no vote upon it. He thought that the object of the debate had been sufficiently obtained. Mr. Atkinson asked that the whole force of the attack might be developed against the Report or the Minority Reports, and he thought that had been done. It seemed to him that the first suggestion found general assent — namely, that preliminary examinations should be abolished. Most of the other proposals had been criticized and some supported. Where no remarks had been made, he presumed that the recommendations were approved. He thought that criticisms on Section G (free composition) were in favour of the story being read in English. The criticism of the scale of marks appeared to be confined
46
to dictation and free composition : that dictation should carry more and free com- position less ; and some thought grammar should be less. Then, as to the proportion assigned, it had been pointed out that they should know something more about the percentage. His name had been used in one of the illustrative examples, with the title of ' General ' added to it. Perhaps he was wondering whether it was more important that the pupils should know how to express General Roberts in French or German in proper form, or whether it was more important they should know something about the man. He would like to tell them something about the man. When he was representing the University in Chicago, a student of the University called upon him before he had been five minutes in the place, and wanted to know his opinion upon Chicago students. He found on his table the University magazine, with paragraphs about himself. It appeared that he had been a late teacher at Girton College, that he was a Major in the University Volunteers, and that he had conducted his battalion to a victorious career in South Africa.
The following letters bear on points raised in the above discussion :
Our attention has recently been drawn to the fact that advocates of the Direct Method of teaching modern languages are apt to be somewhat staggered when brought face to face for the first time with the plan adopted at the Junior Stage of the Scotch Leaving Certificate Examination of reading in English a passage for the candidates to reproduce in French. As I am a strong advocate of the Direct Method, and at the same time consider such a proceeding to be a fair means of testing the pupils' profi- ciency in French composition, I should like to describe how I prepared a class for the test in question.
The class I refer to consisted of about twenty girls of from fifteen to sixteen years
of age. They had previously been taught along modern lines, and took an intelligent interest in their work. We had six months to prepare for the examination, with four lessons a week.
During the first three months I gave no English to put into French, either oral or written. Once a fortnight, at least, I told the class a short French story. After re- peating it two or three times until I had made sure that all understood it, I ques- tioned them on it in French. By the time the questioning was finished, a few of the brightest pupils could tell the story them- selves. The passage was subsequently dictated, corrected, and committed to memory. This plan could be varied in- definitely— e.g., by letting the dictation precede the questions, the reproduction from memory precede both, and by train- ing the pupils to question each other.
As the examination-time drew near, I sometimes read the story first in English, warning the class, however, to aim simply at getting the sequence of the story clearly into their heads and reproducing it in the best French at their command.
I rarely, if ever, found they were dom- inated by the English wording.
Whether I told the story first in French or in English, and in whatever form the pupils were first required to reproduce the substance of it, I invariably dictated a correct French version or wrote it on the board, and had it committed to memory.
I may add that we let most of the class go in for the examination, and there was only one failure.
MARY BREBNEB.
University College of Wales, Aberystwyth, February 9, 1910.
[I am sure that if all Modern Language teachers were as skilful and conscientious as Miss Brebner, the test in question would be quite unobjectionable. Personally I feel that it is dangerous to make it an alterna- tive to free composition, as it may lead weaker teachers to substitute generally for free composition of the usual kind what
DISCUSSION ON JUNIOR EXAMINATIONS
47
Miss Brebner only introduces as the exam- ination-time draws near. — W. R.]
* * *
Sir, — In my remarks on examinations at the Cambridge Meeting, I quoted the following question as having been in- cluded by Professor Eippmann in his ' Typical Questions in Grammar, ' pub- lished in MODERN LANGUAGE TEACHING for last November.
Construct sentences showing the differ- ence in the use of als and wenn.
In replying to me Professor Rippmann said that I had made a mistake, and that the question really was : Insert als or wenn in the place of the blanks in the following six sentences.
It is true that a question of the latter type occurs, but the following questions are also included :
Construct sentences containing the con- junctions. . . .
Show the difference between [si and aussi, quoique and quoi que ; als and wenn, aber and sondern] by introducing them into sentences.
This being so, I really fail to see how I misrepresented Professor Rippmann.
On the point of the ' six, ' on which Professor Rippmann laid much stress, his memory appears to have been at fault.
In no question is there any suggestion of the number of sentences which should be asked for in illustration of any par- ticular point.
G. F. BRIDGE.
45 South Hill Park, Hampstead, N.W., January 16, 1910.
[I am afraid there is a slight misunder- standing here. A difference must be made between questions based on a text that has just been read and those set in an examination. As regards the former, I should not hesitate to ask pupils to make up sentences, based on the text, to show the difference between als and wenn; but in an examination, and also for purposes of grammatical drill, I prefer on the whole to set sentences in which the conjunction has to be supplied. At the same time I have no objection to such questions as ' Make up sentences to illustrate the case or cases following in, auf, bei.' It is true that the pupils may have learnt examples by heart ; but to have done so is very useful. I believe that a pupil who has impressed on his mind that you say Das ist fur mich is more likely to use fur with the correct case than one who has learnt off a list of the prepositions that take the accusative. — W. R.]
EVOLUTION AND LITERARY HISTORY.*
DR. BRATJNHOLTZ, recalling the recent celebration at Cambridge of the fiftieth anniversary of the publication of Darwin's Origin of Species, regarded the present occasion as opportune for considering how far the theory of evolution was applicable, and had been applied, to literary history. He proceeded to state the meaning in which the term ' evolution ' had been used by various scientists and philosophers (Bonnet, Lyell, Darwin, and H. Spencer),
* Abstract of a Lecture delivered by Dr. Braunholtz, Reader in Romance at the University of Cambridge, at the Annual Meeting on January 8, 1910.
and first discussed H. Spencer's applica- tion of his theory of evolution to literary history, which, according to Spencer, con- sisted in changes from the less coherent to the more coherent, from the homo- geneous to the heterogeneous, and from the indefinite to the definite. The influ- ence of Spencer's theory can be traced . in works on the origin and early develop- ment of art and poetry by Posnett (1886), Grosse (1893), Biicher (1896), and Him (1900).
In the investigation of the nature and causes of the development of literature in its later stages, a leading part was taken by France, to which country, time not
48
permitting a fuller treatment of the subject, Dr. Braunholtz limited his subsequent re- marks. He considered the rise and growth in France during the sixteenth, seven- teenth, and eighteenth centuries of various ideas implied in the application of the theory of evolution to literary history — viz., the ideas of progress in literature (especially discussed during the querelle des andens et des vwdernes), of the action on the development of literature of external and internal influences, such as climate, historical circumstances, the progress of science, race, heredity (noticed by J. Bodin, Ch. Perrault, Fontenelle, Dubos, Turgot, Mannontel, Condorcet, Montesquieu), and of the applicability of the methods of natural science to mental science (postu- lated by the sensualist philosophers).
These ideas were handed down to French writers of the nineteenth century (Mme de Stael, Balzac, Thierry, Guizot, Michelet, Villemain), and confirmed by students of German philosophy (V. Cousin).
Sainte-Beuve's and Taine's ideas on the development of literature were considered more fully. In Sainte-Beuve Dr. Braun- holtz traced the germs of some of Taine's and Brunetiere's ideas (the influence on literature of general, physical, and his- torical conditions, the introduction of the method of natural science into the moral world, the continuity of literary develop- ment, the influence of the dominant quality of an author's mind on his work). Sainte- Beuve did not, however, combine and form his ideas into a system, and. protesting against Taine's determinism, maintained that the variety of individual writers could not be entirely explained by general causes, but that numerous particular and imme- diate causes remained to be found.
Taine, whose intellectual development was strongly influenced by German philo- sophy, wished to explain the literary output of a country or time, as well as the work of an individual author, by the action of a few simple principles : race, milieu, what he called 'moment' (i.e., I'ceuvre qiie les forces du dedans et du dthors ont dtja faite ensemble), and the
facult^ mattresse of the individual author. Having become acquainted with the writings of Darwin, he did not accept his view of the adaptation of the type to surroundings, but agreed to the principle of natural selection, and thought it applicable to the history of art and literature.
Littre also held that the evolution of the human mind, as manifested in litera- ture, was a natural phenomenon determined by general causes and laws.
The most original successor of Taine, and the first systematic exponent of the applicability to literary history, not only of single elements, but of the whole of the theory of evolution, was Brunetiere, who combined a sound acquaintance with the writings of Lamarck, Darwin, H. Spencer, and Haeckel, with a vast knowledge of French literature. In his opinion, literary ' genres ' develop in a similar way and by similar principles and causes as species in Nature. In both we may observe transition from the simple to the complex through the divergence of characteristics, the action of race or heredity, of climatic and social conditions, and of natural selection. Various objections were raised to Brune- tiere's theory by the Comte d'Haussonville and others, to which he replied by pointing out the advantages of the application of the evolutionary theory to literary history, by refuting the argument that in this theory no room was left for the action of the liberty and originality of the individual author, and by defending the use of tech- nical terms of natural science in speaking of literary history.
Dr. Braunholtz, in conclusion, quoted the admirably clear and fair appreciation of Brunetiere's theory by M. Lanson in his Histoirc de la litter ature franqaise.
BIBLIOGRAPHY.
H. Spencer, First Principles. 1862 (and later editions).
Posnett, Comparative Literature. 1886.
Grosse, Die Aufange der Kunst. 1893 (also translated into English).
EVOLUTION AND LITERARY HISTORY
49
Biicher, Arbeit und Rhythmus. 1896 (4th edition 1909).
Him, The Origins of Art. 1900.
Michiels, Hiatoire des ide'es litteraires en France au dix-neuvieme siecle et de leurs origines dans les siecles anterieurs. 1842 (3rd edition 1848).
Vial and Denise, Ide'es et doctrines litteraires du XVIII6 siecle. (No date.)
Galletti, Critica letteraria e critica scientifica in Francia nella seconda meta del secolo XIX, in : Studi di filologia moderna I (1908) and II (1909).
Sainte-Beuve, Nouveaux Lundis III : Chateaubriand, II (1862).
Michaut, Sainte - Beuve avant les 4 Lundis.' 1903.
Taine, La Fontaine et ses fables. 1853 (and later editions).
Taine, Essais de critique et d'histoire. 1858 (and later editions).
Taine, Histoire de la litterature anglaise. 1863 (and later editions).
Taine, Philosophic de 1'art. 1865 (and later editions).
Giraud, Essai sur Taine. 1900 (4th edition 1909).
Lacombe, La psychologic des individus et des soci4tes chez Taine historien des litteratures. 1906.
Littre, Une nouvelle exegese de Shake- speare, in Revue des deux mondes. 15 Nov., 1860.
Brunetiere, L'Evolution des genres dans 1'histoire de la litterature I. 1890.
Brunetiere, Les Epoques du theatre franfais. 1892.
Brunetiere, Etudes critiques sur 1'his- toire de la litterature fran£aise, 5e serie, 1893 ; 6e serie, 1898 ; 7e serie, 1903.
Brunetiere, L'Evolution de la poesie lyrique en France au XIXe siecle. 1894-5.
Brunetiere, Manuel de 1'histoire do la litterature franchise. 1898.
Lanson, Homines et livres. 1895. (Avant-Propos.)
Lanson, Histoire de la litterature fran- yaise. 1895 (10th edition 1908).
THE SCHOLARS' INTERNATIONAL CORRESPONDENCE.
THE interest of teachers, both French and English, in the exchange of letters is in- creasing, if one may judge from replies to inquiries. The one regret seems to be the want of sufficient time to take full advan- tage of the scheme, and occasionally a teacher complains that an answer has not been received in reply to a request for correspondents for his or her pupils. This is probably owing to neglect of the rule that only one name should be sent to each school, and that that should be sent on a foreign reply post card. A teacher can very often find a correspondent for one student when a request for many would remain unanswered, because of inability to supply the demand.
It occasionally happens that long lists are received from France also ; in such case will the English teacher kindly send the surplus names to Miss Lawrence, Review of Reviews, Bank Buildings, Kingsway, who will endeavour to arrange for them ?
Letters should be exchanged at regular intervals and alternately in the mother- tongue, as a model for the correspondent, and the foreign language for own practice.
LIST OF FOREIGN TEACHERS WHO APPROVE OF THE EXCHANGE OF LETTERS.
FRENCH. Professors in Boys' Schools.
M. Andreii, Lycee de Beauvais, L'Oise.
M. Angles Beranger, College de Barce- lonette, Hautes Alpes.
M. Auvray, Lycee de St. Brieuc, CQtes du Nord.
M. Bastide, Lycee Charlemagne Rue St. Antoine, Paris.
M. Bazennerie, Lycee St Etienne, Loire.
M. Beltette, Lycee et a 1'Ecole Primaire Superieure de Tourcoing, Nord.
M. Borland, College d'Auxerre, Yonne.
M. Bie, College de Mazamet, Tarn.
4
50
M. Blancheton, 53, Avenue Victor Hugo, Tulle, Correze.
M. Bonnal, College de Milhau, Avey- ron.
M. Bonnet, Lyce'e de Rennes, lle-et- Vilaine.
M. Basile Bouttes, Lycee de Gueret, Creux.
M. Bouzeix, College de Civray, Vienne.
M. Gamer lynck, 27, Avenue du Bel- Air, Paris.
M. Caralp, Lyce'e de Digne, Basses Alpes.
M. Chambonnaud, 84, Boulevard Eichard-Lenoir, Paris.
d'Or.
M. Cohue, College de Falaiae, Cal- vados.
M. Coiscard, College de Dunkerque, Nord.
M. G. Commandeur, College de Monte- limar, Dr6me.
M. M. Commandeur, 31, Boulevard Jean d'Arc, Soissons, Aisne.
M. G. Copperie, College de Calais, Pas- de-Calais.
M. Dannenmiiller, College de Louhan, Saone-et-Loire.
M. L. Darriulat, Lycee de Toulon.
M. Degre, College de Langres, Hte. Marne.
M. Devaux, College de Vire, Calvados.
M. Divry, Institut St. Louis, Perpig- nan, Pyrenees Orientales.
M. Drieu, Lyce'e de Gap, Hautes-Alpes.
M. Dulac, Lycee d'Angers, Maine et Loire.
M. Duplenne, College de Cholet, Maine- et-Loire.
M. Dupr6, Lycee Montaigne, Rue Auguste-Comte, Paris.
M. Feignoux, Lycee de Caen, Calvados.
M. Feytel, Nicole Normale, Bonneville, Hte. Savoie.
M. Fleurant, Lycee de Clermont- Ferrand, Puy de Dome.
M. France, College de Beaune, C6te d'Or.
M. Gabriel, College de Luneville, Meurthe et Moselle.
M. Gandner, College d'Arnay-le-Duc, C6te d'Or.
M. Gascarel, Lycee de Montpellier, Herault.
M. Gombaud, College de Carpentras, Vaucluse.
M. Grept, College de Coulommiers, Seine et Marne.
M. Guillet, Nicole Primaire Superieure de Chantonnay, Vendee.
M. Helias, 29, Avenue St. George, Auxerre, Yonne.
M Janin, College de Villefranche-sur- Saone, Rhone.
M. Jubien, Lycee de Niort, Deux-
M. Clausse, College d'Auxonne, C6te Sevres.
M. Koenig, College de Vitry-le-Francois, Marne.
M. Lagarde, College d'Elboeuf, Seine Inferieure.
M. H. Lagarde, College de Loudun, Vienne.
M. Launay, £cole Normale d'lnstitu- teurs, Douai, Nord.
M. Le Desert, College de Riom, Puy-de- D6me.
M. Le Rouge, College de Morlaix, Mor- bihan.
M. Maffre, Lyce'e de Toulouse, Hte. Garonne.
M. Marchand, College de Luxeuil, Haute-Saone.
M. Martin, Lycee de Tournon, Ardeche.
M. Mieille, Lycee de Tarbes, Hte. Pyrenees.
M. Mouries, I^cole libre de La Trinite, Beziers, Herault.
M. Nida, Lycee de Troyes, Aube.
M. Obry, Lycee du Havre, Seine Inferieure.
M. O'Dempsey, 7, Rue Duguay Trouin, St. Brieuc, Cotes du Nord.
M. Odru, Lycee de Puy, Hte. Loire.
M. Peignier, Lycee de Bordeaux, Gironde.
M. Pradel, Lycee de Montlucon, Allier.
M. Quenouille, College de Grasse, Alpes Maritimes.
M. Rabache, Lycee du Mans, Sarthe.
M. Rallu, College de Morlaix, Finisterre.
THE SCHOLARS' INTERNATIONAL CORRESPONDENCE 51
M. Reynaud, Ecole Arago, Place de la Nation, Paris.
M. Robert, Lycee de la Rochelle, Cha- rente Inferieure.
M. Ronssel, Lycee de Vend6me, Loire- et-Cher.
M. Roy, Lycee d'Alen§on, Orne.
M. Sabardu, College de Draguinan, Var.
M. Salvan, College St. Jean d'Angely, Charente Inf.
M. Secheresse, College de Bergerac, Dordogne.
M. Simon, College de Bethune, Pas de Calais.
M. Tassin de Villepion, Lycee de Car- cassone, Aude.
M. Thoumazoun, Petit Seminaire de Brive, Correze.
M. Touzain, Lycee d'Angouleme, Charente.
M. Turgot, Ecole primaire sup. de Gar$ons, Carentan, Manche.
M. Valentin. College de Soissons, Aisne.
M. Vayron, College de Vannes, Mor- bihan.
M. Voillet, College Monge a Beaune, C6te d'Or.
Teachers in Girls' Schools.
Mile Abrey, College Fenelou, Lille. Nord.
Mile Bellon, Lycee de Jeunes Filles, Montpellier, Herault.
M. Beltette, 1'Institut Sevigne, Rue des Orphelines, Tourcoing, Nord.
Mile Chamant, Ecole primaire sup., Saint Cere, Lot.
Mile Coblence, Ecole Normale d'lnsti- tutrices, Melun, Seine-et-Marne.
Mile Cros, Lycee de Jeunes Filles, Orleans, Loiret.
Mile Crtivellie, College de Jeunes Filles, Beziers, Herault.
Mile Dubois, Institution de Jeunes Filles, 6, Rue du Sud, Dunkerque, Nord.
Mme Duproix, Lycee de Jeunes Filles, 58, Avenue de Toulouse, Mont- pellier, Herault.
Mile Dussot, Lycee de Lous-le-Saunier, Jura.
Mile Dousset, College de Troyes, Aube.
Mile Erhard, Ecole Supe"rieure de Jeunes Filles, Tours.
Mile Fra^ois, 51, Rue de la Barre, Alengon.
Mile Fischer, College de Jeunes Filles, Chalon-sur-Sa8ne, Sa6ne-et-Loire .
Mme Veuve Francais, College de Jeunes Filles, Constantine, Algeria, Africa.
Mile Gilard, Lycee de Jeunes Filles, Marseilles.
Mile Goisey, College de Jeunes Filles, La Fere, Aisne.
Mile Guerin, 5, Rue de Lagny, Mon- treuil-sous-Bois, Seine.
Mme Hava, Pensionnat Fort de France, Martinique.
Mme Mieille, College de Jeunes Filles, Tarbes. Hte. Pyrenees.
Mme Nerson-Coblence, Ecole Normale d'Institutrices, Melun, Seine-et-Marne.
Mile Percherancier, Lycee de Jeunes Filles de Roanne, Loire.
Mile Rive, Lycee de Jeunes Filles, Mont- pellier, Herault.
Mile A. Schuhler, 63, Rue des Martyrs, Paris.
Mile Turgot, L'Ecole Communale de Jeunes Filles de Carentan, Manche.
Mile Valentin, College de Cours.
Mile Vid;il, Lycee de Jeunes Filles, Nice.
BKLGIUM.
Mile Francois, Rue de La Blanchisserie, Brussels.
Mme Rachwall, 22, Rue Philippe- Champagne, Brussels.
Mme Vasseur, 16, Rue du Remorqueur, Brussels.
GERMANY.
Teachers who like to hear direct. Direktor Bowitz, Hohere Madchen- schule, Schweidnitz, Silesia.
Fraulein Eckardt, Stadtische Hohere Mridchenschule, Bochum, Westphalia.
Professor G. Hoft, 19 Henriettenstrasse 21", Hamburg.
Fraulein H. Ludwich, Markische Strasse 9, Bochum, Westphalia.
Professor Nader, Waehringer Strasse 61, Vienna 9/2.
4—2
52
MODERN LANGUAGE TEACHING
Miss Webb, Helgolander Ufer 6, Berlin, N.W. 52.
* * *
Professor Martin Hartmann, the or- ganizer for Germany, prefers that lists should be sent direct to him. See note at foot of this column.
* * *
AN APPEAL TO ENGLISH TEACHERS OF GERMAN.
DEAR SIR, — I have been teaching foreign languages for a couple of years in one of the largest Girls' High Schools in Vienna. Having gained much experi- ence in managing the ' Scholars' Inter- national Correspondence, ' I may, perhaps, be allowed to beg my English colleagues to give the matter a fuller consideration than they have hitherto done.
The admirable idea of making the pupils of our school exchange letters with those of a good school abroad — writing alternately in the mother-tongue and in the native language, was first organized on a large scale by Professor Martin Hart- mann* of Leipzig. Some twelve years ago he established a central office, at which a teacher of one country can register his pupils' names, addresses, and other information, so that they may be placed in communication with foreign scholars of French, English, or American nationality. This excellent means of widening a boy's or girl's mental horizon, of softening native conceit, and at the same time of im- proving the knowledge of the foreign lan- guage in every possible way, was soon taken up by numerous teachers in Germany, Austria, and France. And when, about three years ago, two hundred authorities were questioned about their ten years' experience of ' International Correspond-
* His address is Leipzig, Fechnerstr. 6, Germany. Any teacher may apply to him for the names of German pupils desirous to correspond with English pupils, and has to send in 3d. for every one of his or her own pupils, whose age, class, and names, together with occupation of parent, have to be given in clear hand- writing.
ence,' the answers were, almost without exception, entirely satisfactory. In Eng- land, however, I regret to say, the Inter- national Correspondence has not received the support which is its due. Although Miss Lawrence, Secretary of the Review of Reviews, Bank Buildings, Kings way, Lon- don, W.C., has taken the greatest possible trouble in introducing into England this excellent educational help for any teacher of foreign languages, yet the International Correspondence cannot under any circum- stances be said to be universal in England. In my own experience I find it almost impossible to get English correspondents for my pupils. Last year I sent in the names of about sixty pupila. The addresses I received in return were those of fifty-one Americans, seven Scotch, and only two English girls. I was told by an authority on this question that there are still a great many teachers in England who have not yet heard about the Inter- national Correspondence ; that there are others who know, but disapprove of it without having tried it even once ; and that there are still others who have taken it up for a short time, but have dropped it again, because they thought it too troublesome for themselves and useless for their pupils. I am glad to know that there are also a good many who have introduced the International Correspond- ence some time ago, and have, since then, gained very satisfactory results.
Thus the information I received about the state of affairs was, on the whole, very depressing. But I do not mean to let the matter rest there. I am absolutely convinced that it is the duty of every teacher, perhaps his greatest duty, to do his utmost to make his lessons interest- ing and inspiring. What is the good of a schoolmaster's giving thorough and conscientious teaching if his pupils com- fortably slumber during school hours ? It may sometimes be very difficult to keep fresh and inspiring in the midst of the drudgery of twenty-eight hours' teaching a week and of 200 copy-books to correct. That is just the reason why I think
THE SCHOLARS' INTERNATIONAL CORRESPONDENCE 53
so much of the International Correspond- ence. It is one of the little helps which every teacher ought to be glad to have at hand, and which, though modest in its beginnings, may bring about great results, if used properly.
In vol. v., No. 7, of MODERN LANGUAGE TEACHING, a letter to the President of the Board of Education calls my atten- tion to the fact that in England com- petent observers are speaking now of 'a rapid and alarming retrogression ' in the study of German. In reading this letter the idea occurred to me whether the introduction of the International Corre- spondence might not be a practical means of giving this study a new impetus ?
In American High Schools German teachers are unanimous as to the wonder- ful help they are deriving from the Inter- national Correspondence, and, year after year, Professor Hartmann, in his annual reports, is able to publish quite enthusiastic utterances of American teachers of German on the increasing interest which the Inter- national Correspondence brings into their classes. Might not similar effects be obtained also in England ?
I am personally quite convinced that exceedingly good results can be obtained from the International Correspondence ; but, of course, it must be properly pre- pared and introduced by the teacher.
As I have stated at the beginning, I have gained much personal experience of the advantages of the International Correspondence. Far from maintaining that my way of dealing with the matter is the best, I now only want to show Juno I have dealt with it, and if I can prove that my way can be called one way, perhaps I may succeed in convincing some English teachers.
No pupil should join the International Correspondence until he or she has learned to write a simple letter in the foreign language in which he or she wishes to correspond. Yet a long time before they are allowed to begin I tell them about it. In the very first lesson* (let it be an
* It will be necessary to state here that in Austrian secondary schools (with the
English one), saying a few words on the relation between English and German, I tell my pupils about the advantages they can get from learning English — I speak of Shakespeare (whom most of them know from German translations), of King Alfred, but also of modern political names, of the advancement of women, of the suffragette, etc.
Most of the children have heard a good deal about them already, for there is a great admiration for England in my country. Some are eager to let me see how much they know about Dickens and Thackeray, others have friends or relatives in England, others, again, have met Eng- lish people in the Tyrol. In the first English lessons I let my pupils talk about what they know, and in talking and vying with each other in the relation of personal experience, each trying to surpass the other, insensibly they grow keener on learning the language. Finally, I tell them the pleasant surprise I have in store for them. 'Think only, you will be allowed to write letters to English girls, you will tell them all about your country, and you will hear about theirs. But you must know English first ;' with this I close my little speech, in which I have tried to make everything appear very delightful. They are now very anxious to begin English at once. Will it be very difficult ? Will it take them a long time ? they ask. I quiet them down a little, and explain to them that it will be very easy if only they promise to work regularly. A certain percentage of good marks gained by steady workers would qualify them to join the International Correspondence. After this little introduction to the Eng- lish lesson, I begin at once with the actual teaching, and I find eagerness and willing- ness to learn for the sake of foreign letters, where under other circumstances I would meet with laziness and little interest.
During the following months I fre-
exception of the so-called ' Gymnasium ') boys and girls get compulsory teaching in English when they are about fourteen or fifteen years old.
54
MODERN LANGUAGE TEACHING
quently coine back to what I promised at the beginning. The girls are always pleased to hear about it — at least, that is my experience — especially as they know from friends and older pupils what ex- ceedingly pleasant results can sometimes be obtained from an International Corres- pondence.
I need not describe the way in which the writing of the English language is taught at oar schools. Most of the German and Austrian schoolmasters will nowadays begin with little original compositions, rather than with transla- tions. Little stories are told in a simple way, they get amplified, or reduced to an outline, the tenses of verbs are changed, little descriptions of house, garden, court- yard, are given, the vocabulary being pro- vided by the teacher. More advanced pupils are allowed to make up simple stories of their own — sometimes with a surprising result. After short compositions of this kind for about seven to eight months (grammar, reading and oral trans- lation, with much recitation, single and in chorus, being well practised during this time), I begin with little letters. On a certain day I enter the class with an envelope in my hand. On it one of the girls finds her address. She opens the letter and, in English, reads aloud to the whole class :
12, Baker Street,
London, W., June 1, 1908.
DEAB MART,
I should be very pleased if you could come and have lunch with me on Thursday at 1 p.m.
Yours sincerely,
0. B.
I need not describe the surprise, the amusement, and the joy when I ask the whole class to answer the letter in Eng- lish and at once in their exercise-books. I give them a certain time to write, having previously told them the principal forms of addressing a person, openings, con- clusions, etc. They write, and after they have finished, one girl comes out to the
blackboard with her exercise. She reads it, the whole class must help to correct, and at last we write down the final form of the letter. I take every opportunity of hinting at slight alterations, trying as much as possible to get local touches into the letter, and especially of showing how particular the English are concerning the outward appearance of their letters.
The writing of short invitations and formal notes is practised for some time, till at last a general opening letter to an International Correspondence is done by the whole class, every pupil suggesting something that might be of interest to the foreign unknown girl.
Then I make my list, and choose from among my pupils the best English scholars to embark upon the same undertaking. They write their letters ; I give them advice, but not too much, and at last they send them off. We have to wait some time for answers, as the addresses are American.
What breathless surprise and attention when the first English letters arrive from the United States ! (I wish I could say England.) The recipient feels proud as a queen ; I am asked to read the letter aloud ; we pick out the idiomatic phrases, and explanation is given by me, if necessary. The girls take notes and mark any formula, any expressions they might possibly find of use in their next letters. It is not always easy to understand the American English. Frequently school slang is used, allusions to American institutions occur which my pupils could not possibly be expected to know. School life in class- room and dining-hall, games and sports, little parties, theatricals, dances, trips, are generally described in a very lively way, and the account of how American girls spend their day is most interesting to hear. So much of it is entirely new to my pupils, and opens out to them a new world. The system of boarding-schools, the giving of marks, the written instead of the oral examination, the compulsory sports in a school, are all things of which they have never heard in their lives.
THE SCHOLARS' INTERNATIONAL CORRESPONDENCE 55
Most of those girlish descriptions are so well done that I should not like to miss the occasional slang in them. I pick out typical Americanisms and point them out to my pupils, who from that time forward will only be allowed to use them in inverted commas.
Some letters are written in two lan- guages, the first half in German, the second in English. Then we correct the German mistakes and learn English from them just as much as from the other part. In this manner the whole class is con- stantly employed ; even the ' slackers ' get interested in the affair and wish to join. It encourages them greatly to hear about and to see all the amusing things from America (for frequently picture post cards and photographs are sent to illustrate a letter).
Finally, after about fourteen months of English teaching, it is generally found that every girl can make herself understood without too many bad mistakes. After a certain time I do not continue to super- vise the correspondence of the better students. They show me their letters only when something specially attractive or interesting for the whole class occurs. In many cases American girls have sent their school magazines, which contain a chronicle of their school life ; sometimes books and papers are sent, and once a Scotch girl made one of my pupils a present of a huge picture of Burns. There were also cases when my pupils received invitations to America and Scotland ; twice Austrian invitations were accepted by English girls. In this way it seems quite natural that every pupil should become interested in English. This contact with the country and people whose language they learn helps greatly towards a right and just idea of what a ' foreign land ' means.
In their third and last year of English most of the pupils read English novels for pleasure and not for the sake of learning. Some can write fairly good essays on easy topics, a few can speak fluently. But all, without any exception, when they leave from school, take away with them a love
and admiration for the English-speaking races and a great desire to continue their English studies ; if possible, also to go and see the country themselves. I dare say other teachers will have the same and better results, and may perhaps not know anything of the International Correspond- ence. As for myself, I know for certain that it has helped me a great deal. I am truly thankful to Professor M. Hartmann for taking so much trouble with the arrangement of the exchange of addresses. He selects carefully, and tries to bring together children of the same age and the same social condition. Not only my pupils, but I myself, felt interested in the American school system, into which we got an excellent insight through the descriptions of our bright American sisters.
How much nicer if I could say English ! I confess I wrote this letter to the editor of the official organ of the Modern Lan- guage Association in England not only to induce my English colleagues to take up the International Correspondence for their own, but also for ov,r own sake. For my pupils I should prefer English to American correspondents. Having spent a whole year at one of the best English University Colleges, I imagine the secondary schools, which supply the women's colleges with students, to be excellent, especially from an educational point of view. I should, therefore, be only too pleased if some teachers in Eng- land, having read these lines, could be induced to try the International Corre- spondence at their schools. I am sure they would find it as interesting and beneficial as German teachers do. Perhaps more so, as it might help to increase the interest in the study of German in Eng- land.
Believe me, dear Sir, Yours faithfully,
CORNELIE BENNDORF, (Teacher of Modern Languages in Vienna).
Lyzeum des Schulvereins fur Beamtentbchter, Wien VIIL, Langegasse 47.
56
MODERN LANGUAGE TEACHING
MODERN LANGUAGE ASSOCIATION.
A MEETING of the General Committee was held at University College. London, on Saturday, January 29.
Present: Miss Althaus, Messrs. Andrews, Atkinson, Brereton, Brigstocke, Draper, von Glehn, Hartog, Miss Hentsch, Mr. Hutton, Miss Johnson, Professor Milner- Barry, Miss Purdie. Messrs. Rippmann, Saville, Miss Shearson, Mr. Twentyman, and the Hon. Secretary.
Mr. Allpress was also present during the early part of the meeting.
Letters of apology for absence were re- ceived from the President (Dr. Breul), from Professors Salmon, Fiedler, Savory, Messrs. Norman, Odgers, Somerville, and from Mrs. Connal.
At the outset of the proceedings Mr. Twentyman was voted to the chair, and asked for nominations for the office of Chairman of Committees, announcing that Professor Milner-Barry. the Vice-Chair- man, did not wish to stand, as he was now residing so far from London that he could not undertake the duties involved. Mr. A. T. Pollard was elected. The minutes of the last meeting were then read and confirmed.
Mr. F. Storr was co-opted on the Com- mittee.
Professor Rippmann was elected Vice- Ohairman, and thereupon took the chair.
Mr. F. W. M. Draper was elected Hon. Treasurer. A vote of thanks to the retir- ing Treasurer was proposed by Professor Milner-Barry, and, being passed unani- mously, was acknowledged by Mr. Allpress. The Master of Gonville and Caius Col- lege was elected a Vice-President, and Mr. Bridge was re-elected Hon. Secretary.
Miss Stent and Mr. E. C. Kittson, who were eleventh and twelfth candidates in the poll for members of the General Com- mittee, were placed on the Committee to fill two vacancies.
The Executive Committee were con- stituted as follows: Messrs. Andrews, Atkinson, Brereton, Brigstocke, Professor Fiedler, Messrs, von Glehn, Button,
Miss Johnson, Professor Milner-Barry, Mr. O'Grady, Miss Purdie, Miss Shearson, Messrs. Somerville, Storr, Twentyman.
The following Sub - Committees were appointed :
Finance : Messrs. Allpress, Payen-Payne, Whyte.
Membership: Messrs. Brereton, Richards, Rippmann, Saville, Twentyman, Miss Althaus, Miss Hentsch, Miss Stent.
Examinations : Messrs. Atkinson, Draper, Halifax, Hartog, Hutton, Kirkman, Kitt- son, Longsdon, Siepmann, Miss Hentsch. Exhibition : Messrs. J. G. Anderson, Andrews, von Glehn, Longsdon, Payen- Payne, Twentyman, Miss Johnson, Miss Partington.
Library : Messrs. Hutton, Twentyman, Miss Hart.
London : Messrs. Allpress, Fuller, Han- kin, O'Grady, Richards, Miss Purdie, Miss Shearson, Miss Stent.
Holiday Lectures : Messrs. Brereton,
Longsdon, Somerville, Storr, Twentyman.
Exchange of Children : Messrs. Brereton,
Tonkin, Miss Batchelor, Miss Lawrence,
Mrs. Longsdon.
Representatives on Committee of Modern Language Review : Messrs. Breul, Fiedler, Rippmann, Somerville, and the Hon. Treasurer.
Representatives on Conference on Ter- minology : Messrs. Brereton, Fiedler, von Glehn, Rippmann.
Mr. Atkinson was appointed Hon. Cus- todian of Lantern Slides.
On the motion of Mr. Twentyman, it was resolved that, in future elections to the General Committee, two envelopes should be used, the outer of which should be signed by the voter, that a record of those who vote should be kept, and that the votes should be counted in a public place.
The following rules for Provincial Branches were adopted :
1 . That any proposal for a Branch must show — (a) The area of the proposed Branch, (b) The number of persons will-
MODEEN LANGUAGE ASSOCIATION
57
ing to join the Branch, (c) The name of some person willing to act as Hon. Secre- tary.
2. No Branch shall be founded unless at least twelve persons signify their inten- tion of becoming members.
3. If the Executive approves the pro- posal for a Branch, a sum of not more than £1 may be granted for initial expenses.
4. As soon as the Branch is formed, the Hon. Secretary shall send to the Hon. Secretary of the Association a list of the members, and afterwards at the beginning of each year. At the end of each year he shall send a report of the proceedings of the Branch and a statement of accounts.
5. A Branch may at any time send a resolution to the Hon. Secretary of the As- sociation for submission to the Executive.
6. All members resident within the area shall be considered to belong to the Branch, except such as signify their desire to the contrary.
7. The Hon. Secretary of the Branch shall furnish reports of meetings to the editor of MODERN LANGUAGE TEACHING.
On the recommendation of the Member- ship Sub-Committee, it was resolved that a standing sub-committee should be ap- pointed to collect information useful to members, specially about residence abroad, holiday courses, and international corre- spondence, to be called the Information Sub-Committee.
A sub-committee, consisting of Messrs. Payen-Payne, Twentyman, and Miss Shear- son, was appointed to report on the best means of attaining the object in view.
Several other matters were referred to the Executive Committee.
The Hon. Treasurer was empowered to give a donation of £10 10s. to the Mansion House Fund for the relief of sufferers from the Paris floods.
A cordial vote of thanks was passed to the Cambridge Local Committee for their efforts in connection with the Annual General Meeting.
The following twenty-two new members were elected :
W. Bevir, B.A., Abingdon School, Berks.
D. Bruce, Academical Institution, Coleraine.
Mrs. Gibson, Hon. Th.D., LL.D., Castle-cree, Chesterton Lane, Cambridge.
A. G. J. Hawkins, B.A., Eastbourne College.
G. M. Hinde, M.A., St. Catherine's College, Cambridge.
Miss A. L. Janau, Wintersdorf, Birk- dale, Southport.
A. Jenkin, B.A., Board of Education.
Miss F. V. Kirkman, 41 Panton Street, Cambridge.
Mrs. Lewis, Hon. Th.D., LL.D., Castle- cree, Chesterton Lane, Cambridge.
V. R. le Maistre, M.A., St. George's School, Harpenden.
Miss H. H. Montefiore, B.A., King's High School, Warwick.
Miss Ethel Moth, St. John's Road Higher Grade School, Hoxton, N.
Miss Alice Nathan, Central Foundation School, E.
0. B. Neunier, 206 Upper Parliament Street, Liverpool.
Winfred Overholser, Wellesley Hills, Mass., U.S.A.
H. A. Roberts, M.A., University Offices, Cambridge.
Miss M. di Brazza Savorgnan, Croham Hurst School, South Croydon.
C. L. Tireman, B.A., Trent College, Derbyshire.
W. Vallis-Baskett, Highfield School, Chertsey.
Professor Julius Wertheimer, B.Sc., B.A., University of Bristol and Merchant Venturers' Technical College, Bristol.
Rev. E. Owen Williams, Caixa 197, Recife, Brazil.
W. Owen Williams, M.A., B.Sc., Kings- wood School, Bath.
NORTH LONDON BRANCH OF
THE MODERN LANGUAGE
ASSOCIATION.
AT the Meeting held at the Holborn Estate Grammar School on Friday, February 11, the North London Branch was formally established ; and the Rules,
58
drawn up by the Committee of the Modern Language Association for its Branches, were discussed and adopted. The area agreed upon being London north of the Thames, east of Finchley Road, and as far north as the postal area extends, all members of the Modern Language Asso- ciation within this area will be considered members of the Branch except those who signify their desire to the contrary. The Committee for the Branch includes Messrs.
W. P. Fuller, S. A. Richards, and Miss E. C. Stent (who has agreed to act as Hon. Secretary for one year). The next meeting is to take place on Friday, March 18, at 7.30 p.m., when Mr. S. A. Richards has kindly promised to start a Discussion on ' Practical Difficulties in the Direct Method.' Mr. Fuller has been good enough to allow the meeting again to be held at the Holborn Estate Gram- mar School.
REVIEWS.
Browniiig's Paracelsus, with Introduction and Notes. By MARGARET L. LEE and KATHARINE B. LOCOCK. Methuen, 1909. Pp. 243. Price 3s. 6d. This ' annotated ' edition of Paracelsus is in no sense merely a school or college textbook. Unassuming and modest as it at first sight appears, it is nevertheless an admirable introduction to the poetry and thought of Robert Browning. Miss Lee's Introduction is a very valuable piece of criticism, written, evidently, by one who enters into and appreciates the poet's mystical interpretation of life and of human progress. The chapter on Brown- ing's Philosophy is particularly illuminat- ing, and penetrates much deeper than many more elaborate treatises on the subject. ' Browning is one of a band of seers to whom some glimpse of the divine wisdom has been vouchsafed, and who, by virtue of that wisdom, are " sane," where others, who see by the light of human reason alone, must inevitably err.' Due emphasis is laid, nevertheless, upon the common sense which some people, from the everyday human standpoint, rate even higher than divine wisdom. Miss Lee recognizes how much of Browning's strength is derived from the rare combina- tion of mystic philosophy with practical ability in the affairs of men. She lays stress on his grasp of the necessity for a balanced and even development of all human faculties, and points out his 1 strong sense of the need for co-operation between body and soul' But the 'in-
herent divinity of man, the inexhaustible possibilities of the unfolding spirit in its house of clay, ' is a truth even more insist- ent, the recognition of which makes the interpretation of Browning's poem a labour of love to the writer.
Miss Locock's chapter on Browning's Metres is very thorough and painstaking, and is a real help to the understanding of Browning's poetry. Similarly, the notes, wisely printed at the foot of the page, are unobtrusively useful. They are not over- detailed, but they give just what is needed by way of explanation, and often show real critical insight — e.g., those on pp. 175, 227, etc.
We cordially recommend this edition to all students of Browning's poetry.
Poems for Children, with Proverbs, Maxims, and Tunes. Collected and phonetically transcribed by G. NOEL- ARMFIELD. Leipzig : Teubner. Pp. vi + 106. 2s.
This little volume attempts to do for English what the excellent Poesies En- fantines, collected and transcribed by Mr. Daniel Jones, does for French. Whether there was a demand for such a book of English nursery rhymes in German schools we cannot say ; but we must express our regret that the compiler has not been more careful in reading his proof. In addition to over sixty 'errata and addenda,' given at the end of the book, there are many slips and incon- sistencies. It is undoubtedly true that the printing of a phonetic text calk for
EEVIEWS
59
exceptional vigilance on the part of the proof-reader ; it is no less true that the presence of many misprints in such a book is annoying to the teacher, and does not help the cause of phonetics, which we know Mr. Noel-Arrnfield to have at heart.
An Introduction to Old French Phonology and Morphology. By F. B. LUQUIENS, Assistant- Professor of Spanish in the Sheffoeld Scientific School of Yale University. Yale University Press. London : Henry Frowde. Pp. 147. Price 6s. 6d.
This work is an admitted abridgment of the seventh edition of Schwan-Behrens' Grammatik des Altfranzosischen. The most fitting reviewer would be Behrens himself ; he would be able to say how far he thinks himself misrepresented. Pro- fessor Luquiens is Assistant-Professor of Spanish, and we feel he would have been better advised to stick to his last. He begins with a chapter taken from various soxirces, and gives the sentence, Voici le soleil qui disparaU derriere ces nuages, presented* at its Vulgar Latin and Old French stage :
Vide ecce-hic ilium soliculum qui dis- parescit de retro ecce-istos nubaticos.
Veil ci le soleil qui dispareist deriedre ces nuages.
Vulgar Latin and Old French, says Professor Luquiens, were pronounced practically as they look ; yet no one, with any knowledge of Romance philology, could possibly assert that so clumsy a sentence ever existed. Again, void does not go back to a Latin imperative, as the slightest acquaintance with Old French proves ; further, the Old French is cez; also dispareistre is an unfortunate word to take as an example, since its rai-e use in Old French and its analogical prefix makes it very doubtful if the word could possibly have existed in Vulgar Latin at all (note, it is not found in Classical Latin) ; and, again, for anything Professor Luquiens
* According to Darmesteter's Cours de grammairc historique, he says, with several modifications, though we failed to find it at the section named.
tells us, nubaticos would have given us nuvages.
When Professor Luquiens leaves his guide he is at once in difficulties. In a long note we read : ' First, as to the change of i to e, without considering the change in quantity to pronounce the Vulgar Latin sound \ (approximately the sound of i in English pin), the tongue had to be raised quite high : the people of early France [the italics are ours], how- ever, contracted the habit of not raising the tongue so high when they attempted that sound ; but if the tongue is raised not quite high enough for i, the result is e (approximately the sound of e in English they), as self - experiment will prove.' From this it would appear as if the change had taken place in France, but Professor Luquiens must know that the change took place previous to the conquest of Gaul. Then, too, what are we to make of English like the following: 'Although earlier Vulgar Latin, that which had been per- fected and crystallized into Classical Latin, differed hardly at all from the Classical Latin — no more than informal from formal modern English — later Vulgar Latin, de- veloping rapidly away from its former self, became, ipso facto, quite unlike the crystallization of that former self.' The author claims in his preface a right to be categorical where beginners are con- cerned, but to talk definitely of the 'Vulgar Latin of sixth-century Gaul' is to lead them to think that the state of Latin during that century is well known to the expert.
Professor Luquiens is often unhappy in his choice of an example from among the many offered by Behrens ; thus in § 59, 1, 'Free o before nasal consonant becomes u6'; the somewhat rare buen is given instead of the commoner cuens ; often, too, we find no example for a rule (§ 48, note 1 ; § 60, note), which, for the beginner, seems a most unfortunate pro- ceeding. The endeavour to abbreviate often leads to misconceptions, thus : § 66, 'Checked o before oral consonants becomes u (written o, u, ou),' whereas the
60
MODERN LANGUAGE TEACHING
original states : ' In der Schreibung wech- seln o und u, wofur spater mi in Gebrauch kommt.' Or § 107, Old French reilser is said to come from *refusare ; whereas Behrens only advances this faulty etymo- logy under the reserve of a queiy. It is laughable to find Behrens' sober state- ment, ' Der Genitiv Pluralis begegnet in einer Anzahl formelhafter Ausdriicke und erstarrter Wortformen wie tens ancienur, gent paienur ..." turned into, ' A few remnants of other Latin cases than the nominative and accusative are found, in stereotyped phrases, even as late as circa 1100 (gent paienour).' One would think that Professor Luquiens' reading was confined to the Chanson de Roland ! The author forgets that he had promised to limit himself to the dialect of the lie de France when he states : ' The develop- ment of uen (i.e., homo, etc.) is an ex- cellent example of the complexity which marks nouns of this class : uen soon gives way to on, through analogy with the accusative singular ; contemporaneously with nominative singular on arises nomi- native singular om, in which a still further analogy to the accusative singular is evident ; at the same time arises nomi- native singular ome, in which we have complete surrender to the accusative singular. ' Had the author looked into a text of the lie de France of the twelfth century — as, e.g., Le Couronnement de Louis — he would only have found nom. om, and ace. ome. When dealing with the possessive pronouns, stressed forms — i.e., miens, mien, etc. — we read : ' Of these Old French masculine forms only the accusative singulars were normally derived from Vulgar Latin forms ; the others were entirely analogical— made out of whole cloth, as it were, with the Old French accusative singulars as patterns.' About this we may remark that the development of mien is not normal. Behrens states : 'Die Formen des letzteren [the ace.] sind in ihrer Entwickelung zum Franzosischen nicht vollig durchsichtig ' ; and, further, that the nom. miens is formed simply from the ace. by the addition of s. Pro-
fessor Luquiens deserves commendation for the clear paradigms of the Old French verb. We notice that he has not been always successful in giving the oldest or the most common forms, thus : hais (p. 118) instead of hai ; buil instead of boil, etc.
We doubt very much whether this book will find a sale in this country, though a good elementary grammar in English or in French is badly needed. We should cer- tainly not buy this work when we consider that the eighth edition of the German original is to be had. bound, for 6m. 20. A. T. B.
Lessons in Grammar and Composition.
Based on Merimee's Colomba. By
Louis A. Roux, B.A. D. C. Heath
and Co. Price 6d.
These lessons, so carefully and system- atically worked out, ought to form a valuable help to teachers who are using Colomba as a class textbook. One would almost like to have the ' Conversa- tion ' and ' Oral Drill ' at least in French, and then bind the lessons with the Reader for use in Form V.
Each of the twenty-four lessons is divided into five parts :
1. Grammar, the study of one part of speech only, and of four or five verbs.
2. Text, containing copious examples of the part of speech selected in the grammar section.
3. Conversation, in which the pupil has to form both question and answer himself from the text.
4. Oral Drill. Here it is somewhat less easy to follow the author's idea, as this section seems rather to be a combina- tion of vocabulary drill and grammatical rules.
5. Written Exercises. Here again the vocabulary and grammar are brought into use. It would certainly have been pleas- ing to have found this translation section varied with free composition ; the same excellent principle, laid down in the Preface, would still have held good — never to assign a written exercise to a class until the whole lesson up to that point has been thoroughly learned.
EEVIEWS
61
Messrs. HACHETTE have again sent us their Almanack, which is as varied and useful in its contents as ever. As a petite encyclopedic de la vie pratique it has no rival ; and it costs only 2 fr. The same publishers have recently issued some charming stories : Pwucette, by Pierre Mael, a handsome volume issued at 6 fr., with forty- eight woodcuts by Dutriac ; it would make a capital prize-book. Two new volumes in the BibliotJieque rose illustree (cloth, 3 fr. 50 c.) are line Seconde Mere, by Mme la Comtesse C. d'Arjuzon, consisting largely of scenes in dialogue, and illustrated with forty-six vignettes by Zier ; and Petite Niece, by Mme Cheron de la Bruyere, also largely made up of conversation, and illustrated with thirty-eight vignettes by Dutriac. Nicola a Marie, by Gaston Bergeret, is a recent addition to the Petite Bibliotheque de la Famille (in a pretty cloth binding, 5 fr. ) ;
it is a series of one hundred letters sent by a girl of twenty- two to her friend, and is rather indifferently illustrated by Vogel.
Mr. ARMAND COLIN (Paris) has sent us specimens of the excellent Cartes Murales Vidal-Lablache, No. 3 (France, Relief du Sol) and No. 5 (France, Villes). Each map is in duplicate, one side containing the names in types of varying boldness, the other containing small numbers only. To each map there is an explanatory booklet, which contains — (a) a descrip- tion ; (b) a questionnaire with answers ; (c) a key to the numbers on the carte muettes (there are 340 and 685 numbers on Nos. 3 and 5 respectively). The price of each double map is 6 fr. 50 c., and the booklet costs only 40 c. To those who desire maps ' made in France ' we strongly recommend the ones published by Mr. Colin.
COEEESPONDENCE.
THE ' CONTINUOUS TENSE FORMS.'
Teachers of French who are constantly obliged to explain to junior forms the fact that the ' continuous ' forms of English tenses (I am speaking, I was speaking of) cannot be literally translated into French may receive something of a shock when they come across such cases as ' Ses ennemis avaient ete repetant . . . qu'a la verite Racine savait peindre 1' amour.' This is from Faguet's Lix-Septieme Siede (p. 300) ; there are other instances in the same work. I do not remember an instance in any other modern French author ; and if any member of the As- sociation could furnish other instances, I should be interested and grateful. M. Faguet's reputation forbids criticism of his style, and I can only suppose that the instance I quote is an innovation of recent date, concerning which I have no experience.
At the same time, it is not easy to see why French should never have accepted, as Spanish has done, this obviously useful
tense form : the Joint Committee on Grammatical Terminology has noted the fact that French, like German, has ' no special continuous forms' of the verb tenses. Latin could use the continuous form upon occasion — e.g., quoniam semper appetentes glorise atque avidi laudis fuistis (Cicero, Pro Lege Manilla, chap. iii.). Roby, Lat. Grammar, ii., § 1074, quotes other and stronger cases. It occurs occa- sionally in Old French :
N'onques ne fustes de proece vantans Anchois esties dous et humilians. Tobler (Verm. Bcitrdge, ii., p. 98) quotes this passage from Aliscans in another con- nexion ; I cannot discover that he or any other writer has treated the question in detail.
H. J. CHAYTOK. Plymouth College,
February 15, 1910.
'FAIRE LEUR,' ETC. Quant a faire leur, faire sien, nos grammaires nous diront bien qu'aucun verbe fransais ne peut avoir deux regimes
62
MODERN LANGUAGE TEACHING
directs (cf. faire d'une mouche un Ele- phant) ; mais mettons a part la grammaire toujours en arriere de 100 ans au moins, et voyons 1'usage.
On fait sienne une cfiose, ou sienne fait metier d'adjectif (cf. un mien ami. mon ame a jamais tienne) ; mais ' ils ne font pas LA LEUR une chose ' (la leur est un pronom).
A la rigueur on dirait en parlant, voire dans le style epistolaire, entre amis : 'ils font leur le . . .' non pas : ils font le leur le, mais dans le style litteraire, on 1'eviterait k cause de la cacophonie evi- dente.
Comme dirait M. Jourdain, ' ce mot m'est trop rebarbatif.
NEVILL PERKINS, Senior Lecturer in Romance, Manchester University.
Referring to the question asked by one of your correspondents whether the following sentence is literary French — Ils (les Modernistes) font le leur le principc de T Americanisme — Professor Savory quotes another from the Echo de Paris : . . . Et le president . . . fait sien ce pretexte facile. As your correspondent is now left to draw his own conclusion, and may be still in the dark, I venture to add that this il font le leur le principe, etc., is neither literary nor colloquial French. The pronominal phrase, le leur, as well as le 'mien, etc., after the verb faire, drops the article ; it should accordingly be : Us font leur le principe, etc.
E. CoirRTorr.
94, Rue de la Province,
Antwerp, February 17, 1910.
FEOM HERE AND THERE.
CAMBRIDGE UNIVERSITY. — The Fish- mongers' Company have agreed to continue their grant of £50 for five years to provide instruction in the Russian Language in the University.
ft ft ft
GLASGOW UNIVERSITY. — The University has accepted the offer of the Executive Committee formed to aid in founding a Chair of Scottish History and Literature in the University to give £ 200 a year for three years for two Lectureships of £ 100 each — one on Scottish history, the other on Scottish literature. Sir Herbert Maxwell has been appointed to the former post, and Dr. William Wallace to the latter. * * *
IRELAND, NATIONAL UNIVERSITY. — MissM. Degani has been appointed Lecturer in the Italian and Spanish Languages and Literatures.
ft ft ft
LONDON UNIVERSITY. — The seventh annual Holiday Course for Foreigners will last from July 18 to August 12. The detailed prospectus is now ready, and applications can be received. In 1908 and 1909 a considerable number had to be refused, because they were too late
and the number of students is strictly limited. All communications should be addressed to the Registrar of the Uni- versity Extension Board, University of London, South Kensington, London, S.W. , and the words ' Director of the Holiday Course ' should be written in the top left corner.
* * ft
LONDON UNIVERSITY, UNIVERSITY COL- LEGE. — Dr. T. Gregory Foster has been reappointed Lecturer in English.
ft ft ft
LONDON UNIVERSITY, UNIVERSITY COL- LEGE.— Dr. Whitley Stokes's unique and extensive Irish library has been given by his daughters to University College. As the AtJienceum remarks, this should strengthen the hands of those who are moving for the endowment of a Celtic Chair at London University, and who had already been en- couraged in their efforts by the consider- able success of Professor Kuno Meyer's lectures on Celtic Language and Literature delivered during 1908 and 1909.
ft ft ft
OXFORD UNIVERSITY. — Mr. L. A. Wil- loughby, M.A. London, and Ph.D. Vienna,
FEOM HERE AND THERE
63
has been appointed to the Taylorian Lec- tureship in German, rendered vacant by the resignation of Mr. F. L. Armitage, M. A., Trinity College. Dr. Willoughby had a distinguished career at University College, London, having obtained the Andrews Scholarship, the Fielden Research Scholar- ship, and the Heimann Medal. ft ft ft
Mr. F. A. CAVENAGH, B.A., Cheltenham Grammar School, has been appointed to a post at the Municipal School, Blackpool. A A A
Mr. J. A. MARIONNAUD, Royal Grammar School, Colchester, has been awarded by the Academy of the Jeux Floraux du Languedoc a first-class diploma (mention Ms honorable) for an original sonnet on a set subject, Le Reve ; a third-class diploma (mention trts honorable) for a poem, Ceux qui souffrent ; honourable mention and a prize of books for two sonnets, L'Amitie and L'Angelus, on set subjects ; and the bronze medal of the Academy for 1909.
* * *
Mr. A. B. YOUNG, M.A. Cantab, and Cape, Ph.D. Freiburg, has been appointed Senior Modern Language Master at Wake- field Grammar School.
ft * *
OFFER OF EXCHANGE. — The family of an English girl of nineteen, who wants to go to Berlin to study music at the Hochschule, would like to effect an ex- change for a year, or six months at least, to begin from next July or August. A German girl would find every comfort and excellent opportunities in this family, which resides at Cheltenham, and is in close touch with the famous Ladies' Col- lege. For further particulars apply in the first instance to Miss S. R. Webster, Ladies' College, Cheltenham.
* ft ft
We learn that, of the 4,929 scholars in attendance at Secondary Schools main- tained or aided by the Middlesex County Council, 4,816 are being instructed in French, and 1,174 in German. If all education authorities gave such encourage-
ment to German, we should hear less of the distressing neglect of that language in our Secondary schools.
ft ft ft
Mr. William Brown recently delivered a lecture at King's College, London, on Mental Fatigue, in the course of which he referred to the researches of Criesbach and Wagner. The former came to the con- clusion that French and geography fatigued less than mathematics, that mere memory- work was very fatiguing, that attentive scholars fatigued themselves more than the less attentive, and that mental work diminished cutaneous sensibility to a greater degree than mechanical work. Wagner found that the personality of the teacher had a greater influence on the fatigue of the children than the nature of the subj ect of instruction. To us it appears that such researches lose much of their value if there is no statement of the method employed ; thus, the teaching of French may become much more fatiguing, to teacher and taught alike, than mathe- matics if the teacher has not learnt how to economize effort without reducing effect. 'The more haste, the less speed,' is a precept that particularly the keen young teacher takes a long time to put into practice.
ft ft ft
Dr. Brauuholtz kindly points out that the Master of Gonville and Caius College was mistaken in saying (p. 15 of the February number of MODERN LANGUAGE TEACHING) that he [Dr. Braunholtz] re- presented the Modern Language Associa- tion on an international commission for the elaboration of a unified international grammatical terminology. Perhaps the error arose from the fact that at the 1909 Paris Congress Dr. Braunholtz was elected a member of another international com- mittee, appointed to report on the question of foreign assistants.
He also draws attention to two misprints on p. 18 ; for prcelectors (1. 24) read lectors (there have been so far three French lectors at Gonville and Caius College), and for those things (1. 38) read those persons.
MODERN LANGUAGE TEACHING
Mr. G. H. Neuendorff, of the Freie Schulgemeinde, Wickersdorf, b. Saalfeld (Saale), offers a good post to a young English graduate. Duties : to take five conversation classes a week and join in
games in the afternoons. If so inclined, might make about 30s. a week by giving private lessons. He would be treated as a member of the staff, and receive free board and lodging. Wanted after Easter.
GOOD AKTICLES.
JOURNAL OF EDUCATION, January, 1910: The Elements of Style and the Choice of Essay Subjects (C. J. Pugh) ; A Year's Work in the Humanities (Amy C. Harvey). February, 1910 : Humanistic Education without Latin (F. Storr) ; Autonomy in French Lycees (P. Shaw-Jeffrey).
SCHOOL WORLD, January, 1910 : Some Problems of Secondary Education (W. A. Brockington) ; The Age of Admission to our Younger Universities (An Inspector); The Four Chief Problems in Modern Lan- guage Teaching (C. Brereton). February, 1910 : Independent Study in Schools (Sara A. BurstaU) ; The Teaching of French in the Training Colleges (Hardress
O'Grady) ; Education in England and Abroad (0. Siepmann).
REVUE DE L'EXSEIGXEMENT DBS
LANGUES VIVANTES, January, 1910 : Du desaccord qui existe pour les agregea de langues vivantes entre leurs etudes d'Universite et leur tache professionnelle (E. Legouis). February, 1910 : Les Anglais et la Societe fran9aise au XVIII Siecle (P. Yvon).
DIE NEUEREN SPRACHEN, December, 1909 : Die nordfranzosischen Fereinkurse (H. Schneegans) ; Ein Studienaufenthalt in Frankreich (A. Heinrich).
THE A. M. A., December. 1909 : The Curriculum, First Steps in French, Part II. (L. von Glehn).
EDITOEIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April, June and July, and the 1 5th of October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same
time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs. K. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somer- ville.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHKLOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides: H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence with German Families : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 3
APRIL, 1910
THE ABUSE OF PHONETICS IN THE CLASS-ROOM.1
MUCH has been said or written on the use of Phonetics in the Class- room : much has also been written condemning that use. Perhaps the following remarks, coming from a firm adherent, and a teacher of some experience, may be of use in clear- ing up the case for both sides.
Alas, it is only too true, it is very easy to abuse phonetics. How often do we hear inspectors and teachers condemn them as utter waste of time, because, as they say, the class pronounces no better than before, and much less French has been learned in a given period, because so much time has been devoted to the fruitless study of phonetics. In Prussia, indeed, their baneful want of success led at one time to an order from the Govern- ment prohibiting their use; and as recently as three years ago no
* A paper read to secondary teachers at Wakefield, November 27, 1909.
schools in Prussia dared introduce them. Most headmasters dis- approved of them utterly, and where here and there a young enthusiast ardently felt the need of them, he or she absolutely taught them sub rosa, in fear and dread of being found out! And why? Because, in the beginning, when first the reformers made themselves heard, many teachers were inspired by their theories, while totally un- prepared adequately to work or carry these theories out; conse- quently, while they were groping about and blindly experimenting, much time was lost, and results were deplorably small. The same thing has unfortunately been too much done in England. We are a free people, and the Government has not yet stepped in to forbid our teaching phonetics if we want to do so, but results, in too many cases up and down the country
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MODERN LANGUAGE TEACHING
have been so unsatisfactory that inspectors have begun to question their advisability. Certainly, if a year's work produces nothing but a knowledge of the phonetic script and a few badly pronounced phrases, the system can hardly be said to be successful, and one cannot won- der at the cry : ' Phonetics are of no use — better be without them.' But in truth, the cause of failure lies not in the science itself, but in the way it is treated. This faulty treatment may, I think, be briefly summed up under the fol- lowing heads :
1. The over-elaborate teaching of theory to the class.
2. The fact that the teacher too often preaches one thing and does another — i.e., he preaches tense sounds, and accepts or even enun- ciates lax ones.
3. The fact that after the most careful study of separate sounds, the moment connected speech is attempted, rule and precept seem flung to the winds ; and lastly, the pretty general practice of laying aside the study too soon.
With regard to theory. For the teacher, of course, this part of the subject is absolutely essential. His knowledge must be of the thorough- est ; it must be built up from the bottom scientifically arid philologi- cally. And this foundation, of course, should be laid during his University or training years.
But in the class-room, though he needs this reserve at the back of him, that his teaching may be sound, yet, in the initial stages
at any rate, his success depends much more upon what he practises than upon what he preaches. What is a class of beginners — be they never so interested in the novelty of the subject — likely to retain of the most carefully expounded theory? Should they even retain it, will abstract theory accomplish as much in practical results as a few simple, direct illustrations with the hands or with a simplified sketch on the blackboard? All they need is to be shown what to observe, and how to observe this in themselves. Let the teacher rather be chary of words and ex- planations ; let him be very careful of his own speech, whether English or French ; and let him before all things speak slowly.
To correct abuse No. 2 — i.e., the more or less careless observa- tion of himself and of the class — the teacher's own eye and ear must be trained. He must be quite sure that he is producing the sounds rightly himself; that his tongue, lips, mouth, are obedient. For this he must have studied his own method of production critically, before a looking-glass.
Then, he must be on the alert, both with eye and ear, to be equally sure that the class, even in chorus, is as correct in movement. In other words, he must know what to ask for, and he must be sure that he gets what he wants. And here there can be no half-measures : the sound is absolutely right and true or absolutely wrong. On this point the teacher must not trust
THE ABUSE OF PHONETICS IN THE CLASS-ROOM 67
to his ear alone, and only personal experiment and drill can show him what to look for in the faces in front of him. Failure in this criticism, both of eye and ear, is by no means confined to English teachers. Foreigners, unless they have been taught what to look for, are even more often unable to dis- tinguish what is wrong in a sound than an Englishman ; and perhaps? even if they do distinguish, are more likely to be content with something that they think approxi- mately right, because they so often start with the rooted conviction that no English tongue can be expected to pronounce their sounds correctly. This point (of defective observation) is forcibly illustrated if the position be reversed and the average foreigner's pronunciation of English be considered. In most cases, no matter how long they have lived in England, no matter how fluent they are, nor what com- mand of colloquialism or even slang they may possess, what extra- ordinary versions do they not give us of our sounds ! They invariably show the most defective or careless hearing and observation.
With English Modern Language teachers this careless observation of the class, when not a case of actual ignorance, is not infrequently due to the teacher's very enthusiasm. Having, as he may justly feel, put in good sound-drill during the first part of the lesson, he proceeds to the teaching of the vocabulary with a light heart, thinking that his foundation is laid, his sounds pre-
pared, and that now everything will go of itself. And in his desire to get as much language taught as possible, perhaps, too, because he has too much spent himself during the sound-drill, he allows the class to repeat in chorus and singly words and phrases violating every doctrine that he has before been preaching. After the most careful preparation of the sounds in voilh, porte, je vais, je m'appelle, etc., he accepts with apparent satisfaction vwolo, poat, 3aveiz, 39 mapaeol, and the like, practically undoing the whole of his previous work.*
To counteract this danger, once prepared for it, the only safe method is to make the class enun- ciate each syllable separately ; and to do this rhythmically, which is more useful still, there is no way like lightly clapping the hands, or tapping with a pencil to mark each detached syllable. And at the out- set, -all the more because one great charm of the French language lies in its grace and lightness of ex- pression, set the ideal of beauty before the class. I have always found butterflies and fairies a great help in inspiring a class with the idea of the delicacy and charm of spoken French (especially in certain combinations of sounds), with ele- phants to represent the clumsy work. Keep the phrases light, " trippingly
* One instance of this abuse of phonetics stands prominently out in my memory. The last half of the lesson was like a flood-tide that came up and literally washed away all the carefully laid founda- tions. The teacher in question was a foreigner.
5—2
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MODERN LANGUAGE TEACHING
on the tongue." This lightness is one of the points of which the teacher should never lose sight. It is so easy for chorus-work to degenerate into mere noise and blaring. The children are told to make the sounds vigorously — and they do it with a vengeance. This must be instantly stopped, and the ideal of beauty prominently set up. Here, again, uncontrolled repetition is a fruitful source of evil. To set the class going on one or more sounds, and to keep them going indefinitely, even supposing the teacher to be carefully observing its different members in turn, can- not but be harmful. I have watched classes set going in this barrel-organ- like manner, when, by the time the machine is stopped, the position of the mouth has so relaxed that the vowels produced have changed perhaps three or four times in quantity as well as quality since the start : an u will certainly have become an o if it has not gone farther, on the way to o, and the result is even worse when both tongue and lips are in play ; e either goes up to i or relaxes to e (the former is specially the case in Yorkshire, where children seem to have quite a special difficulty in distinguishing the two sounds e and i).
For drill-work, fix a short num- ber of repetitions — four is a good one — and do not go beyond it, at least without a distinct break. If sounds are at all unsatisfactory, reduce the number to two, and let these two utterances be perfect.
Should they not be perfect at the second trial, go back to another known sound and compare it, taking first, opposites (like front and back vowels), and then nearer ones. For instance, in i, e, first compare i and u, and afterwards i a and then back to your i e. The nearer ones are naturally more difficult to dis- tinguish, ; o o is more difficult to produce accurately than u o; o a than o a. Still more so is this the case with i e, e c, c a. Here the movements of tongue and lips are invaluable to fix and determine sounds often undistinguished at all by the ear ; and it is even sometimes useful (at least, I have found it so in the North) to draw attention to the English vowel ss in the words bad, lad, etc., and to place it in position between a and e. Let the sound be well studied, position of tongue and jaw for producing it noticed, com pared with that required for a and e, and then publicly banish it as an English sound.
For German, one cannot, of course, preach this lightness ; but syllabic nicety and cleanness must be all the more enforced. Here not only every vowel, but every consonant, must have its full value ; and last, but not least (indeed, it is wise to put it first), that terrible trap for English children, the glottal stop, must be insisted upon !
It is on account of these language characteristics, or rather techni- calities, if ona may so use the term, that the changing about during a lesson from one tongue to another is so disastrous in effect. It is
THE ABUSE OF PHONETICS IN THE CLASS-ROOM 69
surely bad enough when a Modern Language teacher is obliged to go from a French to a German lesson, with no break between — a change which necessitates a complete revirement of mind and muscle. This is now an almost inevitable evil, owing to the lamentable fact that there is rarely, one might almost say never, enough German required in a school to occupy a specialist in that language, except, perhaps, occasionally in big schools. But in the case of the mother- tongue, when this double revire- ment is equally, if not more, neces- sary, and the consequent harm to the teacher's own pronunciation is pro- portionately greater, the danger or difficulty can be avoided. I am far from making the prohibition of the mother tongue a fetish, especially in the later stages of instruction where subtleties and niceties of meaning or expression are under consideration. Here, comparison in the study of language is of great importance, and there should be no hesitation in giving the English word or exact equivalent. Also, even in the earlier stages, in the case of abstract ideas, while there is pardonable likelihood of misconception on the part of the pupils ; though even in these a contrasting quality or state is generally sufficient to make the sense clear.
Layiiig aside phonetics after vowels and consonants have been more or less systematically worked through for several weeks in the first term is another very fruitful source of mischief, and a very decided abuse.
' We did phonetics some time ago, at the beginning of the year or term ' (it may be), is what one so often hears from a teacher, when the suggestion is made that phonetics might help the pronuncia- tion of a class. And let me remark ' doing phonetics ' is of all expres- sions the most unsatisfactory and senseless in the ordinary accepta- tion of the term. A time may be prescribed for the exclusive use of the phonetic script ; but, as long as we are concerned with the sounds of the human voice, so long surely can the science of these sounds never be said to be really ' done ' with. The time certainly comes when sound- drill ceases to be a daily necessity ; but for analyses of new sounds or of new combinations, no teacher can afford to dispense with phonetics. They remain always the one reliable means of clearing up vagueness or uncer- tainty.
Of course, the case of Forms in which it is not possible or advisable to use phonetic script has to be considered. Forms that have already been learning French for one or more years, and where time is too limited ; mixed Forms, where there are scholars of various stages of advancement. Here, of course, a really high standard of perfection cannot be attained; but, after a good sound phonetic introduction has been made, a short daily sound- drill is a great help in training the muscles to a right use. Five minutes should be enough, once the sounds are known — this, of course,
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MODEEN LANGUAGE TEACHING
preferably in the second term. All reading should be done rhythmically, lightly detaching the syllables, in fact, staccato. A short story or poem should be read out loud fairly regularly by the class, if possible, and preferably, from pho- netic script. These short pieces for gradual memorizing may be easily hectograph ed. Above all, all mis- takes in pronunciation should be corrected by direct reference to phonetic symbols and by drill exercises ; and the sounds of new words analysed and prepared before pupils see them.
Where the aims and requirements of the school permit it, more especi- ally in schools where French is begun before the age of eleven or twelve, a whole year's work with the phonetic script, and none other, is well worth the doing. It not only lifts a class on to a different plane of power, but also puts the teacher into a totally different posi- tion, with wider and higher possibil- ities on all sides. At the end of this year — if the teacher knows his business, and swerves not from his high ideal — the class should be able to pronounce French (or German) as easily and more accurately than it does English, for by that time muscles will have been trained, and will be therefore both able and obedient. But this, of course, im- plies strict care on the part of the teacher.
I do not hesitate to say that forty- nine out of every fifty teachers allow the pronunciation of a class so to deteriorate by their own
personal slackness in this matter — often, too, after six or seven weeks of conscientious work in the study of sound — that by the end of the term there is barely a trace of his training left, and phonetics are again pronounced a desperate failure. I have seen classes — more especially those formed of the scholarship boys and girls coming up from the Elementary Schools — begin French under ideal conditions : in a division to themselves, new subject, all be- ginning it at the same time together, children not only bright and intelli- gent but very keen, teacher earnest and sincere in his efforts to lay a good foundation, all conditions favourable. At the end of six or seven weeks, what does the teacher do ? With no acknowledged inten- tion of slighting or despising the ladder — the means by which he has attained his present satisfactory position — he calmly, almost uncon- sciously, pushes it on one side, and thinks he is going to get on quicker without it. Little does he estimate the disappointment he is preparing for himself ! Even at a later stage, it may be wise and necessary to hold on firmly to a rung of that same ladder ; how much more so, when so early in the climb neither class nor teacher can realize its slipperiness ! And what is the con- sequence ? Imperceptibly, indeed, with increasing unconsciousness, both of teacher and class, the slip, slip, slipping back begins, and, once begun, steadily continues. If the teacher spends his midsummer vaca- tion in France at the end of the year,
THE ABUSE OF PHONETICS IN THE CLASS-ROOM 71
he will probably return with re- newed vigour and enthusiasm to the question of the pronunciation of his class. He will be perfectly aghast to find how very much worse this pronunciation is than he had remembered, and he will probably devote several weeks of the new term to the altering of this state of things. But how much more diffi- cult is his task now ! After two terms and a half (and one term is more than enough), during which the class have been sailing obliviously over the sea of sounds, regardless of rocks, and have been gradually but surely falling into the habit of say- ing the sounds of the foreign lan- guage with their muscles in normal use as for English, what a fret, what a hindrance, what an everlasting irritation to both teacher and taught is the constant pulling up, the in- cessant stopping for correction, which the former now sees to be ne- cessary, if his pupils are not to sink down more and more to the usual average English school standard. Under all circumstances prevention is better than cure; and it is far easier never to allow a wrong habit to be formed than to correct that habit once formed. It is a totally different thing to begin a class in French with phonetics, and to put a class back to phonetics after a year's work. I do not know any class that would not feel discouraged, if they did not actually resent it, should they be put back in this way to begin all over again what they did a year, before. Besides, sup- posing absolute goodwill on both
sides, however successfully the simple sounds themselves were prac- tised and so to speak re-conquered, I think it is very doubtful whether old habit would not ultimately triumph when the class got back to connected speech again ; and in any case, success, if attained, would mean weeks, if not months, of laborious effort and harassing cor- rection ; whereas if the teacher had been faithful to his ideals, and con- tent to go a little slower, by the second year there should be no correction necessary, and there should be no- thing to keep the class from going ahead at a steady round pace, line upon line, from lesser to greater ; till, at the end of the third year, it should be ready to approach the foreign literature, not only with ease in that language, but with a power of real appreciation both of form and thought, absolutely un- attainable by a Form at the end of the same period, brought up on the old translation methods. Its ear, instead of having been deadened by long months of wrongly -directed effort at the imitation of what, ex- cept to the few with a musical or naturally keen sense of hearing, can never be other than vague and undefined sound, has become cul- tivated and trained to distinguish at once the value and beauty of every shade; and by this training it is prepared gradually to dis- tinguish harmony in form and rhythm of connected sounds, and so the appreciation of the sound element both in poetry and prose. Once here, it is easy to realize what
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MODERN LANGUAGE TEACHING
a guide and power the ear will become in the choice of words and their placing in composition in a language where ' c'est tou jours 1'oreille qui guide.'
The laying aside of phonetics once the sounds have been merely shown and to a certain extent studied is therefore a distinct abuse.
Another abuse of phonetics, closely connected with the latter, is the want of proportion in the time often spent on the analysis and study of vowel sounds, and in that devoted, or rather not devoted, to consonants. And this is all the more serious because consonants so materially influence the vowels that precede and follow them.
It is not uncommon, however, to hear a teacher dismiss them, either silently altogether, just ignoring them, or by merely giving them their French alphabetical names, with the remark that they are ' the same, or nearly the same, as in English.' But, in truth, this remark cannot be substantiated with regard to any of the consonants, except perhaps one or two of the voice- less ones, like s, f. All the others,
though some of them may be said to resemble the English ones occa- sionally, like m and n, are so much more vocalized, or pronounced with such different breath-force, that they cannot strictly be considered the same sounds.
From the preceding remarks, it will be clearly seen that I un- hesitatingly advocate the use of phonetics where possible — i.e., in the case of beginners in the first term of the study of a new living language, and not either in the second term or in the second year, as one sometimes sees quoted in a syllabus.
Beginning with phonetics, there is no difficulty whatever, even with quite young children, in the transi- tion from one script to another ; and phonetically trained scholars invariably spell more accurately than those trained from the begin- ning on the ordinary script. But to begin with the ordinary script, and then after a few months to introduce the phonetic script, with the necessity of the ultimate return to former things before you, can only lead to confusion and mistakes. L. H. ALTHAUS.
SOME POINTS OF WEAKNESS IN MODERN METHODS OF LANGUAGE TEACHING*
MR. C. KEMSHEAD (Magdalen College, Oxford) read the following paper :
The reading of a paper before this Association, or any Association, may have,
* Revised report of the debate at the Annual Meeting of the Association, January 8, 1910.
I take it, one of two objects: to shed new light on some question, or to stimu- late discussion, which may prove helpful to those who participate and to those who listen. I should not presume to claim that I can shed any really new light on matters connected with Modern Language teaching ; but I desire to furnish an
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opportunity for an interchange of opinions. May I endorse the hope, which was so ably expressed in a few words yesterday by Professor Rippmann, that we are not going to emulate what is worst in party politics by splitting up into opposing camps, each party being intolerant of the views held by the other side. Many members of the Association will probably dissent from some of the opinions I have to put forward, but I ask these members to believe that such opinions are not advanced in any hostile spirit. Our membership of this Association proves that we have one common object in view, though we may vary in our ideas of the surest and readiest road by which to attain it. We all want to promote and to improve the teaching of Modern Lan- guages in the schools of this country.
We have all, I presume, read with interest — I have done so with great interest — the reports presented to this meeting. We all, individually and collectively, owe a debt of gratitude to the gentlemen who have given their time and energies to studying the questions of External School Examinations and of Grammatical Ter- minology. Some among us may think differently from the majority of members of the Conference, about the desirability of superseding the old name ' conditional ' and of classifying French personal pro- nouns as 'light' and 'heavy.' But dis- sentients will probably accept the decision of the majority when it is recognized. The report on the qualification of teachers will, I believe, be welcomed by every teacher who desires to promote Modern Language teaching.
These reports are presented to us, and though it may be hardly convenient fully to discuss them here, it would be a pity if our Annual Meeting should pass with- out any debate in which we of the rank and file should take our part. Such free discussion helps to stimulate the vitality of the Association, and if we approach the topic in a tolerant spirit, conduces to the end which we all seek. It was with this object in view — namely, to stimulate
discussion — that I accepted the courteous invitation of the Committee to read a paper. The discussion which I wish to raise deals with the daily work of the teacher and its results. I have ventured to call this paper ' Some Points of Weak- ness in Modern Methods of Language Teaching.' That in spite of improve- ments there still exist points of weakness is a matter on which we probably agree. I propose to indicate one or two : at least to me they seem such. I may err in this, and other defects may exist — perhaps many.
I suppose that no great reform has been carried out without opposition ; possibly none without its advocates being tempted to consider the system which they have amended, or sought to amend, as an old, bad system. Many of us — perhaps most of us — acquired what knowledge we possess of French and German under the old system ; though I am not sure that the teaching of forty, thirty, or twenty years ago was on a uniform system. Personally, I think that some of my own instructors were capable men who taught well. I have known m the past, as instructors or colleagues, French, German, and English teachers of Modern Languages who were efficient and successful. When we look at a modern textbook, we often find that its best explanations were quite familiar to us years ago. We welcome the advent of phonetics, even those of us who did our work, or much of it, in pre-phonetic days. The present system is good, but we have in the past, I think, known teachers who adopted the plan of teaching their pupils to utter non-English sounds before making any beginning with grammar. Have we improved as much as we are apt to think, and in every direction ?
I have been teaching French and Ger- man for more than thirty years to all sorts of persons ; I have done, and still do, much examining, formal and informal. The results of school-work are constantly before me in the shape of the finished (or must I say, unfinished ?) product, as he comes up to the University. At any
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rate, 1 can claim to have experience ; and I have been careful to consult other examiners and teachers on these points. Of course schools vary ; they always did and always will. But does the average standard of French and German show as much improvement as we might fairly expect ? Many of us think that it does not. Let me take one branch in which it does not : the translation of unseen French and German into English. A large per- centage of the boys in the upper forms, and of girls too, though they are usually better than the boys, cannot turn into English an ordinarily difficult French unseen. In the case of German, if we take examinees only — a steadily diminish- ing quantity, by the way — we perhaps find rather better work ; probably, I think, because the candidate is not tempted to offer German, unless he knows, or thinks he knows, something of it. Now, a large proportion of educated men and women will find it necessary, at some time, to be able to read and understand French or German, possibly both. Many, no doubt, will wish to speak and to write ; but those who will need to read greatly out- number those who will require to speak and write. Surely we should do well to aim at this first stage — I mean, the ability to read and understand. And this facility in reading has a direct value as a means of teaching grammar. I imagine every Reform teacher so uses it ; and also as a means of teaching the pupil to write prose by imitation. With regard to prose and to the power of speaking the language, we all agree, I think, as to the value of a residence abroad in a foreign family, even if only for a vacation. Not only does the pupil add to his vocabulary many fresh words and phrases, but he is daily practising what he had previously learned, and sometimes he is rather surprised to find how much he knows. There are diffi- culties in the way of such a holiday, notably the expense ; but the exchange of children may help this. Moreover, many parents who can afford to send their children abroad, need to have
impressed upon them the importance of so doing.
Reading and translating, at first a pre- pared passage, and later on at sight, sup- plemented by dictations from the book read, each pupil correcting his own — and I would like to add the learning of just one good clear prose sentence of French or German — are valuable as vehicles for teaching prose and grammar, but should only be supplementary to more systematic grammatical instruction — I mean, definite explanation. This explanation — I fear I am about to advance heretical opinions — should, in the earlier stages, be given in English. I am quite aware that H.M. In- spectors have recommended the Direct Metlwd, but I am none the less convinced that it is not feasible for beginners. I once had some practical experience of Direct Methods. More than forty years ago I went to Germany for three years ; I lived with Germans who spoke no English, and at first had to pick up vocabulary and grammatical rules as best I could. When I contrast what I learned in six months with the progress made in one month by some of my own pupils, who have previously had most of their grammar difficulties explained in English, I do not think the Direct Method suitable for beginners. Yet in many recent textbooks it is employed at an elementary stage. At a later stage I see no objection to its use, but in the case of children it enormously increases their difficulties, and gives them, I believe, a thorough dislike for the lan- guage. I am speaking of grammar teach- ing and grammar questions on the Direct Method.
The last question which I wish to raise is the diminution of German classes. We constantly hear of the importance of German — much is done here and in Oxford to foster the study of German — and I think that while Cambridge has Dr. Breul and we have Professor Fiedler the study of German is not a lost cause. But at present the number of boys and girls in our schools who do German steadily decreases. In the past there were often
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special reasons for its unpopularity : the teachers and the textbooks. The teacher was not seldom an Englishman who knew very little German, but who essayed to teach it. not being daunted by the difficulty of a good accent — a wholesome deterrent in the case of French. The better type of German who came to teach rarely stayed ; the advantages offered in his own country prompted him to return as soon as he had acquired English.
The textbooks were, with a few excep- tions, either difficult classics or children's tales. Now, boys and girls usually begin German at fourteen or fifteen ; they are not old enough to see a deeper meaning in a fairy-tale or fable ; to them it is just a childish tale. An extract from a history, a historical novel, a geographical descrip- tion, interests them. We now get such textbooks, but it looks as though we should soon have no pupils to read them. In Germany the study of English increases yearly ; the converse is not the case. We are told that German is crowded out by other subjects. Cannot this Association do something to remedy this ?
Mr. H. M. O'GRADY (Goldsmiths' Col- ege) said :
Mr. Kemshead complains that the men who come to him now write poor unseen translations compared to those who came to him before the Direct Method was adopted. I think this may be explained by the difference between the vocabulary learnt in former days and that learnt now. Whereas the works read used to be very largely military with a narrow military vocabulary and the unseens used to deal almost exclusively with military topics, the vocabulary of the boy or girl taught by the Direct Method is so wide that it is wellnigh impossible to be sure of any particular type of association groups being absorbed. And the military vocabulary has almost disappeared. My own diffi- culty is that I find men from one school have a vocabulary mainly economic, from another mainly historical, from another, mainly agricultural, from another, mainly social. It is obvious to me not that the
men are unfitted for the unseen transla- tion, but that the unseen translations are unfitted for the men.
Mr. Kemshead advocates the greater use of dictation, but surely dictation is an essential part of the Reform Method. There is no cleavage here between the methods. On the question of retransla- tion, however, I feel myself more deeply moved. Deliberately to introduce the English language into a French lesson is to set up in the brain of the pupil who is trying to get accustomed to the French associations a set of disturbing waves of English which travel in all directions. The question is one that calls for a clear understanding of mental processes. French associations have to be formed just as English associations have had to be formed ; they are not so much concepts as sound associations and syntactical associa- tions. But this is certain, that the English and French associations are incompatible, and that in minds immature in their knowledge of English and far more of German or French, and still inexpert in the control of association groups, English used deliberately and in the gross (as in retranslation) will smash the new, unstable foreign associations to atoms, so that even when you have accurate foreign sounds you will have Anglo-French, or else you will have mere learning by heart of the French — and it is really rather late in the day to be obliged to state for the informa- tion of inquirers that these processes are uneducational.
The chief weakness, it seems to me, in the Direct Method movement, is the lack of organization between the schools, with- in the schools, and as regards the content of the vocabulary learnt. It is to the consideration of these points, all of which are interdependent, that we should turn our attention. At a certain age every pupil in every school ought to know a definite, invariable minimum of words, of grammar, and of usages, so that he may not leave school with all sorts of blank spots in his French or German association groups. And this organization would be
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«. splendid task for the Modern Language Association to fulfil.
Miss STENT (Central Foundation School) said :
I have purposely not compared the old and new methods of language teach- ing in my own mind, in putting these few remarks together, for, from my own rela- tively short experience, I am convinced that modern methods are those which will best instil a real workable knowledge of a language into the child's mind. In order then to make the modern method freer from weaknesses than any method em- ployed hitherto, it is perhaps well, at this stage, for its exponents to seek out and uproot the weak spots, or at least to strengthen them. This is assuredly being done, and in many cases most successfully, and because the method allows so much freedom to the teacher and enables him to meet particular needs as they arise, the weak points .are strengthened without recourse to any other method. If weak- nesses there are, what are they, and how can they best be minimized or done away with altogether ? In order to get more information and to answer these questions as fully and as satisfactorily as possible, I asked for opinions from (1) teachers not on the Modern Language staff, as well as from (2) those on it, and from (3) classes where girls had learnt both on the old and new methods.
(1) The chief complaint from teachers of other subjects appears to be that Modern Language teachers want too much — too much time in and out of school, too much room, too much noise (refer- ring, I suppose, to recitation, singing, class - reading, phonetic practice and perhaps to gramophone lessons), too much apparatus, too much everything-; this I considered too selfish a view of the im- portant question I had in hand to brook much consideration or need of correction, for living languages must live and, in con- sequence, make themselves heard.
(3) On asking for a discussion, in a form preparing mainly for Matriculation, where some pupils had learnt both on old and
new methods, I found some rather interest- ing evidence.
One girl, whose sister left us about two years ago to use a scholarship she had won for another school, said : ' My sister cannot talk French at all now and her pronunciation is all wrong ; it does not seem to matter at all how she says words ; but she does seem farther on than we are when she shows me her exercises and translation.' I asked her which method then she was inclined to favour and think she would like to be taught on. ' Oh,' she said, ' there is no doubt at all in my own mind, the new method certainly, because you can use the French you learn. '
Two other girls were in favour of the old method, and were rather strongly in favour, too. On questioning them, I found they did not quite know what it meant, but that they felt the learning by heart of grammatical rules, irregular verbs, vocabularies, etc., would make them feel safer for the Senior Oxford Local which they both hope to pass in March.
It was the general opinion of the class that (1) more time was needed to cover the ground proposed by the new method than on the old ; (2) that they would like to start earlier to systematize the learning of grammatical rules, and verbs, chiefly because they thought thereby they would make fewer mistakes in free composi- tion.
I might mention here that we have started the learning of grammar and verbs in a more workable way, lower down in the school than when we first introduced the new method.
In all classes where I found girls had learnt on both methods, the new seemed to find most favour, though there were several girls who said that they felt that they wanted to know more grammar, and be surer about their verbs, if their free composition was to improve and be natural and fluent, at the same time saying that they always felt at a loss for sufficient vocabulary.
I pointed out the fact that under the
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old method free composition had been little used, and that it of course would be improved if they would talk and read more for themselves. A large number of them had already grasped this fact, and said it was the time that was lacking.
As to the Modern Language teachers themselves, for whose views I asked, the following are some of their remarks :
1. There is inaccuracy in grammar and verbs, especially to be found in free com- position and oral work.
2. There is a tendency in all modern methods to cover too much ground, to get an impressionist's painting rather than a thorough workable grasp of facts.
3. The background of the language is vague and wanting in decision.
On looking into these criticisms, the prevailing note seems to be inaccuracy and vagueness.
I do think now, though I did not when I first started teaching modern languages, that translation may form a valuable addition to Modern Language teaching when the pupil has obtained a fairly thorough knowledge of both his own and the foreign language, but not before ; for I do not agree with some people who think that the teaching of the foreign language ought to help the mother-tongue, and that is what translation begun early often amounts to. Until then, I would let him learn French as nearly as possible as he is learning his own language. Keep him bright and active in French as he is in English.
I only wish some way could be devised by which some German at least could find a place in our already full curriculum ; but what can you do in schools where English, too, is a somewhat foreign lan- guage, or is so at least in the home of the pupil, if not in the class-room ?
Is the method entirely to blame for this, and cannot the inaccuracy of gram- mar and verbs, want of a workable grasp of facts, tendency to attempt to cover too much ground, etc., be corrected without change of method ? There is surely nothing in the new method which prevents the
correction of this lack, and everything to help.
Verb drill, exercises on grammatical points not clearly understood, etc., surely receive their place, even better and from a more linguistic point of view, than they did on the old method.
The one thing that does seem impossible to avoid is the immense amount of nervous energy which this method demands of its exponents. Are they, then, paying too high a price for the result obtained '< Clearly not, when the result is to insure a love of the language in the child's mind, leaving him with a strong desire to carry on the study of its literature, etc., which has necessarily been limited during his school life. If it is to insure the passing of an examination, set according to methods not in use, certainly then the price paid by both teacher and scholar is wasted ; the result must be in many cases failure.
Professor RIPPMANN said, to his mind, it was not so much weakness of method as weakness in putting the method into practice. Many a teacher, though he might know next to nothing about pho- netics, tried to employ them because he thought it was the correct thing to do, whereas if one did not know phonetics, the best thing was to leave them alone. In the same way some teachers seemed to take free composition because they thought it could be done in the haphazard way English composition was often taught. Weakness was sometimes the results of too much training in method. He had to go about constantly telling teachers not to work so hard. As a result of their extreme keenness they ran themselves down. They put too much into their teaching, and tired their children out too much. The imparting of the lesson should be a work of art ; to attain this end careful preparation of the lesson was required. The lesson as the Reformers desired it took a great deal more out of the teachers than if they let the book do all their work for them. The trained language teacher was inclined to put too much into the teaching itself and to leave
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too little for learning, and the result was that the pupils too often came to look upon the lesson as a lecture. There was a danger of people who believed in the Reform Method sticking too much' to the letter. It was the letter that killed ; they wanted the spirit. They were con- stantly laughed at because they wished to avoid the mother- tongue in the class-room; they were told that they could not do that because the mother-tongue was the child's language. He made bold to say that the teacher who made himself the slave of a general rule, and never introduced English into the lesson, was going against the spirit of the Reform Method. The Reform Method left something to the common sense of the individual teacher, and if for any particular purpose he thought it better to use the mother-tongue, let him use it So in grammar also : there was a great deal of simple grammar that could be perfectly well taught in the foreign language, without any occasion to use the mother-tongue, but there were many cases in which the mother-tongue must be used, for the simple reason that the point they were going to bring forward in the foreign language was inadequately understood in the English grammar. In such cases, let them give their pupils a little English grammar talk before they came to the foreign language. The reform method that absolutely excluded the mother-tongue was a mistake, and he hoped that they would never hear of it again. Let it be a reform method tempered by common sense.
Professor SAVORY said Mr. Kemshead had spoken of the unseen translation especially in regard to the Universities, and had pointed out the fact, which he had no doubt was correct, that the English in which the translation was rendered was worse than it used to be when modern languages were taught under the old method. Surely that was self-evident. Under the old method the whole time in preparation was devoted to finding out the English equivalent for the French, and when the boy came afterwards into the
class-room, the same process was repeated. The sole object of master and pupil was to render the French language into the most perfect English. In fact, it was not a lesson in French, but a lesson in English. The principal part of the lesson and of its preparation was devoted to English, and naturally, when the boy went to the University, the results in English were better than at the present time. But that was a wrong method of learning a foreign language. They must leave English to the English teacher. Their business was to teach French, and it seemed to him, as unseen translation was recommended in the Report, that the duty of the examiner was not to see whether the boy could translate a French passage into perfect English, but to see whether he could understand the French text, and in mark- ing they should not insist upon a fastidious rendering into perfect English. A simile used by Mr. O'Grady had been received with cold water. There was another simile equally well known and equally well used, and it was one in which he was going to take refuge. The French Embassy was, according to international law, a portion of French territory on English soil. So the French lecture-room should be a part of French territory in the schools and Universities. In their teaching they must centre all their attention upon the French language. They had only a few half-hours allotted to their subject for the teaching of French. Let them teach French.
Miss E. C. GRIMWADE (High School, Exeter) said as regarded the unseen translation she would like to bear out what Mr. O'Grady had said. She had had experience of girls who had been trained for five and six years under the direct method. At the age of fifteen they started unseen translation. They worked very slowly, not more than eight or ten lines at a time, and the result was infi- nitely better as translation than in the case of those girls who translated from the earliest stages. It was not sufficient to understand the meaning of the French, they must be able to express it in good
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English, and a pupil had not a real grasp of English style until reaching the age of fifteen.
Mr. S. A. RICHARDS (Hackney Downs School) referred to the statement made by Mr. Kemshead to the effect that there was, among examination candidates, a falling off in the power of translating a foreign author into English. He thought one might legitimately assume that that involved a falling off in the power of reading with understanding those foreign authors, and if that was a fact, it was a serious fact, because, personally, among the ends they had in view in the teaching of a modern foreign language he should certainly put that of understanding the literature of the country first and fore- most. Take his own case, the case of an average secondary school, where the boys belonged to what were called the middle classes — boys whose parents had limited means. There was not one boy in a hundred who, after he left the school, would ever have the opportunity of going to France or would ever have a real oppor- tunity of talking French. It had been rightly pointed out by Mr. O'Grady that they could not appreciate French literature unless they were able to speak the lan- guage, but were they not apt to devote an excessive amount of time to the purely oral side of French teaching? If they went farther, and considered the question of composition, how many of those boys would ever need to write French ? Some of them might use it for business purposes, but foreign correspondence in most busi- ness houses was done by a very poorly paid clerk, and for other purposes the boys had no need to write in the foreign language after leaving school. His pupils had four French lessons a week, and his classes contained, on an average, thirty boys each. Supposing he devoted every minute of every lesson to teaching the boys to speak French — i.e., if all his lessons were filled with oral work, and he made no allowance for time taken up in setting home-work, giving out exercise books and collecting them, and so on — how much
actual practice in speaking did each boy get ? It amounted to about three minutes a week for each boy, and, with forty weeks in the school term, it reached an aggregate of two hours a year. So it worked out that each individual boy could only reckon upon two hours in the whole year in which he could engage in actually trying to speak French. What degree of fluency could he expect to reach under those conditions ? As had been pointed out by Miss Stent, they should aim at conducting their teach- ing in such a way that when the pupils left school they would do so with a taste for the literature of the foreign language. Would that varying and limited fluency, that varying, limited, and restricted power of expressing themselves in French, lead to anything in that way ? It was a matter of common experience that children who had been brought up with French governesses, who had been practising French from early years, and who spoke with considerable fluency, quickly lost the power of expressing themselves in the foreign language when once deprived ot the opportunity for continual practice, and were no more capable of speaking the language than those who had not had the advantage of that early training. He expressed his satisfaction with the discus- sion. He thought it was an excellent idea that the Modern Language Association should have asked Mr. Kemshead to read a paper on ' Some Points of Weakness in Modern Methods of Language Teaching.' He had been looking forward to a real good frontal attack, and he only wished the reader of the paper had made his criticism more severe and more direct. He believed there were weaknesses in the modern method. He himself taught on that method, but he thought they were apt to get a little bit too arrogant. What they wanted was adverse criticism of the most keen kind, and what they wanted still more was scientific experiment and accurate information as to results. He had a lurking suspicion at the back of his head that such accurate information would reveal that vagueness and inaccuracy that
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had been mentioned in Miss Stent's paper. The thorough advocates of the Reform Method replied to any such insinuation that the weaknesses were the fault of the exponent. The critic could say nothing to that, and the moderate men were afraid of getting up and urging their views, be- cause if they said, ' I think such and such a method is not successful,' the extreme champion got up and replied, ' It is your fault. ' He threw it out as a suggestion : Was there not a danger of devoting too much time to trying to make their children, as it were, living gramophones, with little result, and of not devoting sufficient time to the reading of the actual literature of the language ?
Dr. SANDER (Musterschule, Frankfurt am Main) said : I only want to say a few words with regard to what Mr. Richards has said just now. He said that the literature of the foreign nation must always remain the last aim of language teaching. I feel perfectly at one with him on this point, if he understands by literature not only literature in a narrow sense, but culture and history as well. But, as far as I know, this has never been disputed. The only difference lies in the way in which this aim has been reached. We are teaching a living language, and the most natural means is the living language itself — i.e., continual speaking. By making the pupils speak, we not only give them a better feeling for the language, we not only place them on more intimate terms with it, but we also make learning more natural and easier for them.
But, says Mr. Richards, speaking will get only a very poor chance in a class of over thirty boys. We have at Frankfurt very crowded classes of over forty boys — forty- two boys being the average — and yet speaking gets its lull share. Now, one of the previous speakers said that through this new method of speaking the foreign language the pupil's power of feeling for his mother tongue is diminished. These two statements cannot very well be recon- ciled ; in fact, they exclude one another. But I do not believe that the power of
feeling for one's mother-tongue has got anything to do with the different ways of teaching. If it had, I feel rather inclined to think that the old way of translation would do more harm to a boy's ability in his own mother-tongue.
Mr. RUSSELL SCOTT (BedalesPreparatory School) said the speaker who made the frontal attack seemed to him mistaken in urging that what we have to aim at primarily is the cultivation of a taste for the foreign literature rather than ease in conversation. Those who advocated that system seemed to him to fall into the error of treating living languages like dead ones, and the fruit of their labour was likely to be the same as that of the teachers who spent twelve years in teaching him to read Greek with real enjoyment, and Latin with facility if with less pleasure. The sole result had been that Greek and Latin authors stood upon his bookshelf to that day. He never opened them for lack of a living incentive to do so after he had entered upon the business of life. That was the experience of most men with their classics, and he thought that a similar fate would befall the French or German of those who were taught the literature at school instead of the living conversational
Those, on the other hand, who learnt to talk and understand French would be con- stantly tempted to take advantage of what- ever opportunities they possessed of foreign travel, and an Easter trip to Paris was open to all.
His experience had been that anyone, who had acquired conversational ease in a language made efforts to keep it up and was almost always led on to read the litera- ture afterwards. It certainly could not be maintained that the converse is true, and that a school knowledge of the literature leads the student on to personal acquain- tance with a country in which he feels himself tongue-tied.
He would like to emphasize another point already made by a previous speaker ; for it involved the fundamental question ' What do we mean by " French " ?' The
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reader of the paper plainly overlooked the existence of that question when he spoke of the necessity to do French 'reading, writing, and translation,' as though these three were synonymous with ' three branches of French? whereas in fact there seemed to be a growing agreement that translation is an exercise in English. The speaker therefore, without belittling the value of translation, regarded it as something of a trespasser on the French time-table.
Similarly in the case of grammar, his own practice was to take French and English together in the same lesson ; for he thought it absurd to increase the difficulties of grammar by teaching it in the foreign tongue, and yet he conceded the general truth of the ' pebble in the pond ' simile, which a previous speaker so vigorously attacked. His practice, per- haps, could not be adopted by many teachers, as it was a question of that organization within the school for more of which Mr. O'Grady had pleaded.
We needed to have a narrower definition of the vocabulary to be demanded at each stage within the school, and we were equally in need of an organization of outside examinations which should cease to act as a deterrent upon the progressive inclinations of teachers,
Mr. VON GLEHN said he would only touch on the two. points of vocabulary and inaccuracy. As regards the former he said that the lack of vocabulary complained of came partly from lack of organization and agreement in the elementary stage, and partly from the failure to recognize that the principle of basing the study of the foreign language on the spoken tongue necessarily implied a different route, so to speak, in the acquisition of vocabulary. The elementary stage was necessarily con- fined to the simplest forms and expressions of ' every-day ' speech, and that was where more agreement and organization was needed. The intQrmediate stage, where formerly one aimed at entering as soon as possible the field of real, and even classical, literature, must now be the time for pass-
ing from the more colloquial forms of language to simple narrative, as found in French and German children's books, or better still, in books specially written for English pupils by that rara avis, a foreigner combining literary gift with ex- perience of teaching in this country. It was thus inevitable that the stage of reading real literature and acquiring the vocabulary and syntax of literatiire should be reached later under the regime of the Reform Method ; but it paid a hundred times over. When the literary stage was reached, after the previous training just mentioned, the progress was ten times as rapid as formerly under the regime of continuous translation, so that though the Reform Method might at first sight seem to compare unfavourably with its predecessor on this point of literary vocabulary in the earlier stages, if the comparison was made at the end of the school course, it was a question whether the Reform Method did not beat its rival even on its own ground. And it should be noted that even specialists in other subjects could get the benefit of this literary training in the advanced stage when they had been through the more purely linguistic training of the elementary and intermediate stage. It simply meant that from the point where they began to specialize they would have to confine their study of French to reading and conversa- tion, leaving to the Modern Language specialists all advanced composition and the history of the literature as a whole. But it must never be forgotten that under the Reform Method, even pupils who had to leave school before reaching the literary stage possessed that colloquial knowledge of the language which was the only really psychological introduction to the literature, and afforded the best chance of the sub- sequent development of a taste for the foreign literature in those who were capable of it. He instanced the case of a boy who had been forced to leave school at fourteen, in the intermediate stage, to go into business, and who had kept up his French by reading books, which he bor- 6
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rowed from the school Modern Languages library. Three years after he had left school he presented to the library, as a token of gratitude, the French book he said he admired most — it was Anatole France's Le Livre de mon Ami — an interesting proof of the fact that the habit of private reading, for the fostering of which a school library was even more necessary for foreign languages than for the mother-tongue, was an essential factor in the solution of the problem of vocabu- lary. As to inaccuracy, of which one heard so many complaints, he was con- vinced it was not an inherent defect of the method. Here again we got a wrong im- pression from an insufficient realization of what the Reform Method implied. Where- as formerly the primary aim had been grammatical accuracy, it was now stylistic accuracy ; and he thought the change was distinctly one for the better, and the Modern Language teacher should be grati- fied, who found his pupils making the same kind of mistakes as the foreign child. But it must also lie remembered that a great deal of the inaccuracy complained of was serious and quite avoidable, and was the result of partial, injudicious, or ignorant application of the Reform Method, when it was not the inevitable consequence of unfavourable conditions of teaching.
Herr DIRECTOR WALTER first pointed out the necessity of phonetics, illustrating his point by some experiences of his own. In teaching German to foreigners, as a student, he was unable to make his pupils acquire an exact idiomatic pronun- ciation. He always felt there was some- thing wrong, but was not quite sure what it was. Many years later, through the intrepid and energetic appeal, of Professor Vie tor of Marburg University, who by his little book Quousque tandem gave the signal for attacking the antiquated method of teaching languages, and who emphasized the help of phonetics, he saw what was the matter. His pupils had not been taught how to produce the sounds ; imitation alone did not suffice. From that time
onward he had acquired the conviction, which he still held, that an effective teach- ing of the elementary stages of any lan- guage was impossible without the help of phonetics.
The next point ot importance was the acquisition of a large vocabulary. This extensive vocabulary had to be kept present in the minds of the pupils by continual practice. Words and phrases must, how- ever, only be learnt in connection with the context ; a boy must be able to give by heart the entire passage where such and such a word occurred. When after fre- quent occurrence a word was impressed upon a boy's mind in its various meanings, it would detach itself and be remembered on its own account.
Written exercises and compositions must be as simple as possible. If a boy- was enabled to render in tolerable English or German or French any passage that had been previously read, or if he was enabled to relate in writing what he was able to say, that was all that should be attained. We had to limit and cut down any wishes beyond that.
But there was still one gain, if every- thing else was denied, in the modern teach- ing of languages ; it enabled the boy to put into immediate use what he had learned at school. He felt how his faculties were developed from day to day, his self-reliance was strengthened, and this had a very welcome reaction upon his interest in school learning. His pleasure and joy in his daily school work was roused and kept alive, and this, no doubt, was one of the most important features of the new movement.
Miss JOHNSON (Bedford College) said she had been a firm believer in the Direct Method from the very beginning, but it had always seemed to her that too much credit had been taken by the expounders of the new method. They all felt what they owed to teachers of the old school, who gave them an interest in reading and taught them what culture meant. Good teachers under any method aimed at the same end. At the same time, there was no
LE RftVE 83
doubt which method the younger pupils teachers, not against the system itself, would prefer if they were asked. She M. Dupre was ready to agree with Pro- would like to urge one word of warning fessor Rippmann's statement that the use upon the more enthusiastic exponents of of the mother-tongue was not in contradic- the Reformed system. She understood tion with the spirit, though it was with that a certain life assurance company had the letter, of the new method, but he made terms especially difficult to teachers thought that the mother-tongue should who were engaged in modern language only be used in exceptional cases. It teaching on the Direct Method. might sometimes be a means of control ; it Monsieur Dupuri was struck by the must never be a means of teaching. There frequent recurrence of the word ' vague- must not be any misunderstanding on this ness ' applied to the new system of teach- point. The use of the foreign language ing foreign languages. The reproach must remain, as it were, the foundation- should be directed against inexperienced stone of the system.
LE EEVE.
Compagne des zephyrs, une brise leg ere Passe sur la nature et court vers rhorizon, Distillant les parfums qui montent de la terre Et comme ces derniers se perd en un frisson.
C'est la nuit maintenant ; tout est sombre et mystkre, L'oiseau, dans le bocage, egrene sa chanson ; L'ange, depuis long temps, aferme la paupiere De I'enfant dont la voix egayait la maison.
En ce moment sublime, a cette heure supreme Ou I'dme des humains plane sur ce qu'elle aime, L.e Mortel, qui se sait d I'abri du souci,
Vers des lieux ttheres laisse errer ses penseest De regrets ou d'espoir, ou d' amours insensees, Et, berce par le ' Beve,' il sanglote et sourit.
JEAN-ALCIDE D'AURANIMON.
[We are indebted to M. Marionnaud, of the Koyal Grammar School, Colchester, for leave to reprint the sonnet for which he recently obtained a first-class diploma (mention ires honorable) from the Academy of the Jeux Floraux du Languedoc.]
6—2
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MODERN LANGUAGE TEACHING
HOLIDAY COUESES.
THE Special Inquiries Office of the Board of Education has again issued its useful Table of Holiday Courses on the Continent. It contains particulars of the following Courses :
GERMANY AND AUSTRIA: Greifswald, Jena, Marburg, Neuwied, Liibeck, Kaisers- lautern, Salzburg.
SWITZERLAND : Geneva, Lausanne, Neu- chatel.
SPAIN : Santander.
ITALY : Florence.
FRANCE: Besan9on, Dijon, Grenoble, Nancy, Boulogne-sur-Mer, St. Servan, St. Malo, Paris (i. Alliance Fran§aise ; ii. International Guild), St. Valery - sur- Somme, Versailles, Honfleur, Bayeux, Granville-sur-Mer, Caen, Lisieux, Rouen, Villerville-sur-Mer.
On the title-page of the Table we read : ' The inclusion of a course in this list must not be interpreted as the expression by the Board of Education of any opinion as to its efficiency or otherwise.' Such an expression of opinion would, however, be very valuable ; and though the Board of Education is doubtless wise in refraining from the delicate task of discriminating, it is a task that should be undertaken by some such body as the Modern Language Association. It has been suggested that an experienced teacher should be sent as commissioner, in the first place, to the various courses in France, with the object
of presenting a report on their efficiency, and particularly on their suitability for English students. It may not be possible to do this in the present year, although, from confidential reports we have received, certain courses are distinctly unsatisfac- tory, and an early statement of the facts is much needed. In the meanwhile we appeal to any of our members who may be attending a Holiday Course this summer to send us a brief account (not exceeding two columns of MODERN LANGUAGE TEACHING) in which they speak quite frankly about their experi- ences. The articles need not be signed, but in that case the name of the writer should be communicated to the Editor as a guarantee of good faith.
In another column we print a letter from Mr. Daniel Jones which deals with a matter of some importance. In England we have come to realize how much help the teacher may derive from a judicious application of a knowledge of phonetics, and we use, almost universally, the sym- bols of the International Phonetic Associa- tion. In the French Courses a variety of other systems are in use, and this serves to bewilder the student and to waste his time. Those who report their impressions of a course they have attended are par- ticularly requested to give information on this point when they discuss the value of the phonetic teaching.
L'INSTITUT FEANQAIS POUR ETBANGEES.
NOTICE has before now been drawn in these columns to the Institut franqais pour Strangers in Paris, founded about a year ago by Professor Charles Schweitzer. Having lately spent three most enjoy- able and extremely profitable months at the Institvi, I am glad of this opportunity to express my very high appreciation of M. Schweitzer's general arrangements, of the quality of the instruction given, and
of the thorough conscientiousness of the Director and of the capable men who assist him.
The daily courses, elementary and ad- vanced, in French language, written and spoken ; on modern French literature ; on current political questions and fails du jour; on the social, artistic, commercial and religious aspects of French, and above all of Parisian, life ; on the history of
L'INSTITUT FRANQAIS POUR STRANGERS
85
Paris and on its monuments, etc., are given by men who have a thorough grip of their particular subject, and skilfully encourage even the most reserved new- comer freely to express his or her opinions. The lessons are not lectures ex cathedra, but mainly of the nature of causeries, in which the students are compelled to do the speaking, while the Professors con- tinually guide and correct their efforts. The written exercises set are most care- fully corrected, and there is, indeed, hardly a limit to what may be gained by a pains- taking student.
As far as possible, no lesson is given on a subject for which the students have not to a certain extent prepared themselves, the object being that everyone may be able to take a part in the conversation. Each weekly literature lesson bears on a certain book that has been read, or a certain play that has been seen (and read when possible) ; the public building, museum, park, cemetery, or picture- gallery is visited and explored before it is discussed. There are regular debates on general topics for the more advanced, and the beginners are equally well pro- vided for. Some of the books treated during my stay were : Les Affaires sont les Affaires (Mirabeau) ; Pfaheur d'lslaiide (Pierre Loti) ; Le Duel (Lavedan) ; La Robe Rouge (Brieux). Other lessons were on : Les cimetieres parisiens (Pere Lachaise, Montmartre, Ivry, etc.); le Pantheon;
1'Ile Saint-Louis ; le Jardin des Plantes ; 1'administration de la France ; la Repre- sentation Proportionelle ; le The'atre ;i Paris ; 1'enseignement du frangais en Allemagne et en Angleterre ; la mort et les pompes funebres, etc.
Quite apart from these excellent courses, the InstUwt can justly claim that it does much to save the student's time. Advice is given on every conceivable subject ; the topography of Paris is made clear to the stranger ; tickets are obtained for admit- tance to the Chambre des DtpuUs, Law Courts, etc. ; serviceable tram-lines, cafes, bookshops, boarding-houses, etc., are pointed out — indeed, everything is done to enable the foreigner to take the fullest advantage of his stay in Paris. To quote my own case : I arrived in Paris at seven one morning, an absolute stranger in a strange land. I left my luggage at the station ; at nine I was listening to a discussion at the Institut fran^ais on the Salle des Caryatides ; at ten I introduced myself to Monsieur Schweitzer ; at twelve I had found very suitable lodgings ; and by three p.m. I was thoroughly installed and at home.
The Institut fran^ais is only in its beginnings. It has undoubtedly a great future before it, and similar institutions in London and Berlin would prove in- valuable— and are sure to make their appearance.
E. X. K.
MODERN LANGUAGE ASSOCIATION.
A MEETING of the Executive Committee was held at the College of Preceptors on Saturday, February 26.
Present : Messrs. Pollard (chair), Atkin- son, Brereton, Draper, von Glehn, Hutton, Miss Johnson, Mr. O'Grady, Miss Purdie, Professor Rippmann, Miss Shearson, Mr. Twentyman and the Hon. Secretary.
Letters of apology for absence were received from Mr. Andrews, Dr. Breul, Mr. Brigstocke, Professors Fiedler and Milner Barry.
The minutes of the last meeting were taken as read and confirmed.
The Finance Sub-Committee submitted an estimate of receipts and expenditure for the current year, which was adopted, after a few modifications had been made.
The Finance Sub-Committee also sub- mitted a statement of the expenses of the General Meeting, which had considerably exceeded the amount voted. After hear- ing the statement, the Committee passed the following resolutions :
86
1. That the cost of the General Meet-
ing, including the printing and postage of programmes and cards, hire of rooms (if any), gratuities, report of meeting, and refresh- ments during meeting shall not exceed £20.
2. That no part of the cost of the
Annual Dinner shall fall upon the funds of the Association, except that incurred for invited guests.
A statement was received from Professor Robertson to the effect that the deficit on the Modem Language Review for the year 1908-9 was £36. It was resolved that of the Association's share £14 should be paid from the corporate funds, and that such proportion of the guarantee given by members should be called in as should be necessary to complete the sum required.
A request was received from the Termino- logical Conference for a further contribu- tion of £10. In consenting to this request, the Committee resolved to express to the Conference their hope that the funds con- tributed would be used with strict economy, and that no further contribution would be required.
A letter from the Terminological Con- ference asking for the opinion of the Com- mittee on the question of the best terms for the French pronouns commonly called 'Conjunctive ' and 'Disjunctive,' was read. After some discussion it was resolved that it is preferable to have no distinctive terms for such pronouns, but that, if some are used, ' Heavy ' and ' Light ' are to be pre- ferred to « Disjunctive ' or ' Emphatic ' and ' Conjunctive ' or ' Unemphatic.'
It was also resolved that it was desirable that the addendum to the Report be deleted.
A Sub-Committee, consisting of Mr. O'Grady (convener), Miss Purdie, Miss Procter, with power to add two to their number, was appointed to consider whether the arrangements made by the Board of Education for the inspection of Modern Language teaching are adequate.
A Sub-Committee, consisting of Miss Althaus, Messrs. Brigstocke, Lipscomb,
Longsdon and Twentyman was appointed to consider how the assistance given by local authorities to teachers wishing to study abroad can be developed and best utilized. On the recommendation of the Information (preliminary) Sub-Committee the following resolutions were passed :
1. That the present list of French and
German families which can be recommended to English students be increased.
2. That the means adopted be (a) a
standing paragraph in MODERN LANGUAGE TEACHING, (6) a cir- cular letter to local secretaries, (c) application to members who are likely to know of suitable families.
3. That a similar list of English
families which can be recom- mended to foreign students be drawn up by similar methods.
4. That no family be entered on either
list which is not recommended from personal knowledge by a member of the Association or other reliable person.
5. That a leaflet on diplomas in French
and German, obtainable without lengthy residence abroad and without taking a degree course, be drawn up, and also an account of the diplomas now held by English teachers of foreign lan- guages.
The permanent Information Sub-Com- mittee was then constituted as follows — Messrs. Payen-Payne, Twentyman, Pro- fessor Salmon, Mrs. Longsdon, and Miss Sandys.
Letters were read from Miss Stent and Mr. "VV. H. McPherson, announcing the formation of branches for North London and Birmingham respectively. The pro- posed branches were approved, with best wishes for their success.
Professor Rippmann Avas appointed to represent the Association at the meeting of the Neuphilologenverband at Zurich.
A letter was read from M. Dupre, appre- ciating the gift the Association had made
MODERN LANGUAGE ASSOCIATION
87
to the Paris Relief Fund, and one Irom Mr. O'Grady, announcing that a further appeal on behalf of the Guilde Inter- nationale (Paris) was to appear in the Press.
The following twenty-six new members were elected :
Hiss M. M. Aimers, B.A. , County Secondary School, Peckham, S.E.
Miss Marian Barnett, Highbury and Islington High School, N.
P. F. R. Bashford, B.A., Bradfield Col- lege.
C. L. Freeman, B.A., Magdalen College School, Oxford.
Miss S. M. M. Furness, Dulwich High School, S.E.
R. T. P. Glasspool, B.A., Lancing Col- lege.
Miss E. M. Gleimy, Royal Naval School, Twickenham.
H. Hepworth, Mathematical School, Rochester.
Miss M. H. Kennedy-Bell, Uxbridge County School.
Mme M. I. King, Notre Dame de Sion High School, Holloway, N.
Frln Kloboch, Southwood Hall, High- gate, N.
F. W. Koch, King's College School, Wimbledon, S.W.
Miss Lotka, County Secondary School, Eltham.
Miss E. L. Maclean, M.A., High School for Girls, Walthamstow.
Miss Me Wean, County Secondary School, Clapham, S.W.
H. Malcolm Magee, M.A., St. Andrew's College, Toronto.
Mile Meissimilly, 9 Soho Square, W.
C. H. Mercer, M.A., Cranbrook School. B. T. Metcalfe, Wakefield Grammar
School.
Mile Mille, Southwood Hall, High- gate, N.
D. W. Plant, B.A., King Edward's School, Aston, Birmingham.
Miss E. M. Purver, County Secondary School, Clapham, S.W.
Miss Alma Quaas, B.Sc., Whalley Range High School, Manchester.
Miss Olive P. Robinson, Bath Row High School, Birmingham.
Miss Rowe, Southwood Hall, High- gate, N.
Rev. N. Trewby, M.A., Strand School, King's College, S.W.
Miss Evelyn L. Vernon, B.A., Girls' Secondary School, Peterborough.
OUR BRANCHES.
MEETING OF LONDON MEMBERS.
A MEETING of the London Members of the Association was held by kind permis- sion of the School Committee at the City of London School on Friday, February 25, to consider the question of forming branches or discussion circles. About sixty members attended.
Professor Rippmami, who presided, asked Mr. W. P. Fuller and Miss Purdie to give some details as to the Northern and South - Eastern Branches respectively, these having been already formed. Communi- cations were read from Professor Spiers and Mr. A. M. Saville, and a general dis- cussion followed, with the result that it was decided to form branches for the South- Western and Western districts.
It was considered desirable that the London branches should hold a joint meeting once a year.
NORTH LONDON BRANCH.
AT the meeting of this branch on March 18, there was an attendance of eighteen members, several of whom had not previously attended ; this at least is a hopeful sign for the future life of the branch.
A lively discussion followed Mr. Richards' opening remarks on 'Practical Difficulties in Modem Methods,' no less than ten members taking part. The evening was successful and heipful, and the thanks of the branch are due to Mr. S. A. Richards for the very able way in which he opened the discussion, and to Mr. Fuller for having again arranged for the meeting at his school.
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MODERN LANGUAGE TEACHING
It was decided to hold another meeting in May this year, although usually no meetings will be held after the Easter holidays until the autumn term. Mr. Cloudesley Brereton invited the branch to meet at his house on Friday, May 20.
WEST LONDON BRANCH.
IT is proposed to form a branch for the West of London, the boundary being on the east the Finchley Road, Tottenham Court Road, and Charing Cross Road, and on the south the line dividing the west and south-west postal districts. Notices of a meeting to constitute the branch, to be held on May 20, will shortly be issued. Miss Brew, of the Godolphin and Latymer School, Hammersmith, is acting as Hon. Secretary pro tern.
BIRMINGHAM BRANCH.
A MEETING of members of the Association resident in Birmingham and district was held on February 25, at King Edward's School, Birmingham. Eighteen members were present, representative of the Univer- sity and of local schools.
The business of the meeting was intro- duced by the Chairman, Mr. W. H. McPherson (Five Ways), who moved ' that the Executive of the Association be asked for leave to form a branch of members in and round Birmingham.' Mr. McPherson expressed the opinion that the local mem- bership of the Association was numerically strong enough to justify the formation of a branch. He further suggested that if a branch were formed it would be desirable to arrange lectures on subjects of literary interest in addition to discussions on methods of teaching.
The motion was seconded by Mr. A. Bow- den (Five Ways), and supported in theory by Professor Wichmann (University), who was, however, doubtful whether sufficient support had as yet been obtained. Mr. R. L. Ager (Tettenhall College) supported the motion, and pointed out that the existence of a local branch would induce many to
join the Association. Mr. G. W. Samson (Aston), in supporting the motion, con- tended that a keen, though small, branch was better than a large branch containing many absentee members ; and Mr. R. H. Pardoe (Handsworth) pointed out that a local branch would be valuable to the provincial member, who had not a good opportunity of expounding his views at the General Meeting in January.
The motion was then put to the meeting and carried unanimously. It was then resolved ' that the branch meet at least twice a term during the winter terms and that the subjects should include questions of method and literature.'
The Officers and Committee were then elected :
Chairman, Professor K. Wichmann ; Vice - Chairmen, Professor A. Chatelain and Mr. R. H. Pardoe ; Hon. Secretary and Treasurer, Mr. McPherson; Com- mittee, Misses M. M. Hawkes and W. Lee, Messrs. R. L. Ager, A. Bowden, and G. W. Samson.
LANTERN SLIDE COLLECTION.
THE collection contains at present ninety-six slides, all of French subjects (see pp. 149, 150, M.L.T., July 1909). If it is to be of real use to members it must be augmented, and it must include slides of German subjects.
Its augmentation is rendered difficult by two facts. The finances of the Association do not admit of a large sum being allotted to this department, and purchasable slides are not as a rule of the kind that this collection is designed to include.
The collection should illustrate the life and customs of the peoples, and not merely churches, monuments, buildings, and streets, though some of these that are of special general interest may be included. Now there must be among the members of the Association many who are photo- graphers, and who in their travels have taken pictures of the sort that are useful for the purposes mentioned. It is to these that the Custodian would specially appeal for help.
MODERN LANGUAGE ASSOCIATION
89
But those who are not photographers can help in various ways.
The Custodian appeals to all members, at home and abroad, to consider the following suggestions of ways of helping the collec- tion, and begs each, when he has considered them, to act on the suggestion that applies to his particular case.
To those who are photographers. To look up any of their pictures that they think would be suitable and send me prints (or the negatives if they have no prints) for inspection, with offers to provide slides or to lend the negatives if the collection funds suffice to get the slides made.
To make an effort in the coming summer and at future times to take pictures suit- able for the collection.
To all inembers. To obtain slides by gift or purchase or by any legitimate means ; or, by loan, negatives or prints from which slides may be made t without infringing copyright.
To inform the Custodian of any suitable subjects of which they have seen slides, and where these slides are obtainable.
To send donations (or even annual
subscriptions) in aid of the collection, for the purchase of proper boxes for the safe storing and transport of the slides, and of books for cataloguing them, for the print- ing of details about them for the informa- tion of members using them, etc. Such donations or subscriptions should be sent to the Treasurer of the Association and not to the Custodian, but a note might be sent at the same time to the Custodian informing him of the amount.
To those ivhose bank balance warrants it. To present, or aid in purchasing, a lantern and illuminating system (? acetylene) to be loaned to members at schools that have no lantern and no funds that allow of one being hired. This would require a strong specially made case for safe trans- port.
I would, in conclusion, ask all members to be good enough to make a note to read the foregoing again to-morrow.
HAROLD W. ATKINSON,
Hon. Custodian. West View, North wood, Middlesex.
CORRESPONDENCE.
PHONETICS AT FRENCH HOLIDAY COURSES.
IT seems to me a matter for much regret that at certain of the summer holiday courses provided in France the instruction in ph/metics is given by means of systems of transcription other than that of the Association Phonetique Internationale. This is the case at Grenoble, Besan?on, Boulogne, and elsewhere. The reasons usually assigned are either that the systems adopted are better than that of the Association Phonetique, or that the form of script used is a matter of no great importance. I venture to think that most teachers and students do not share either of these views. Practical experi- ence has shown that the system of the Association Phonetique gives the best
possible results ; it has also shown that most people find considerable difficulty in changing from one system to another.
It is a serious matter for teachers attending a holiday course to be con- fronted with a system of phonetic tran- scription with which they are not familiar. It means that they must waste a large pro- portion of the short time at their disposal in learning new symbols which will after- wards be of no use to them. Many com- plaints of French holiday courses have been made on this account.
Would it not be well if some influential body, say the Modern Language Associa- tion, were to draw up a list of all the French holiday courses at which phonetics is taught, specifying the system of pho- netic transcription used ? Teachers would then no longer run the risk of having a
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MODERN LANGUAGE TEACHING
system forced upon them to which they are not accustomed, and which they will only discard on their return to England. DANIEL JONES.
THE ' CONTINUOUS TENSE FORMS.'
With reference to the above subject, may I quote the following sentence from Sandeau's play Mademoiselle de la Seig- liere (Act I., Scene 5) : ' Je jurerais qu'a 1'heure ou nous parlons. il est deja trottant par les sentiers.'
Brunot (Grammaire historiqiie de la Langue fran$aise) says of the use of 6tre with the present participle : ' Au 16e siecle on en fait constamment abns. Mal- herbe releve, et avec raison, dans Des- portes : etre perissant, etre naissant, etre attendant, etc. — expressions qui ne servent qu'a alourdir la phrase. Depuis cette epoque ce tour a disparu, ou a peu pres.'
Darmesteter says (Cours de Grammaire historiqut, § 431) : ' Aujourd'hui, cette tournure n'est admise que lorsque le par- ticipe a la valeur d'un adjectif : II est vivant, ou lorsque Ton veut exprimer une continuite d'action.'
FLORENCE B. ADAMSON.
48, University Street, Belfast,
March 14, 1910.
Je ne crois pas qu'il faille voir dans avaicnt &! repetant, phrase de Faguet citee par M. Chaytor, une forme de ' con- tinuous tense,' ni meme une innovation. Nous disons fort couramment : il s'en va chantant ; il s'en allait colportant la nouvelle.
A mon sens, Faguet a tout simplement pris le verbe dtre au sens d'aller. Bien hardi d'ailleurs qui oserait Ten blamer ! Les memes qui, par purisme, evitent, j'ai ttt me promener, se plaisent a dire, je /us au ihMtre.
Qu'on remplace avaient ite" par s'en allaient, et tout s'eclairera. On verra du meme coup que Faguet n'a pas fait la prose . . . anglaise sans le savoir.
F. BOILLOT.
J'ajoute qn'au sujet de faire le leur, je suis pleinement de 1'avis de vos deux derniers correspondants — Mr. N. Perkins et M. Courtoit.
The University, Sheffield. Le 13 mars, 1910.
La phrase de M. Faguet, citee par Mr. H. J. Chaytor, ' Ses eunemis avaient ete repetant . . . qu'a la verite Racine savait peindre 1'amour' (MODERN LANGUAGE TEACHING, March, 1910, p. 61), est par- faitement correcte et fran9aise. Mais ce n'est pas un exemple de conjugaison progressive francaise identique a la con- jugaison progressive anglaise. Pour s'en couvaincre, il suffit de mettre au present ou a 1'imparfait la proposition qui, chez M. Faguet, est au plus-que-parfait. ' Ses ennemis,' dirait-on, ' ront (ou allaient) repetant,1 etc. Au passe defini on dirait, Us allerent rt!p<!tant, ou Us s'en furent repetant. On sait combien souvent, en francais, les temps passes du verbe Hre, surtout ceux composes avec 1'auxiliaire avoir (je fus, j'ai ete, j'avais ete, . . .), prennent une signification voisine des temps correspondants A'aller. Des le treizieme siecle ' nous fusmes au bois ' signifie ' nous allames au bois.' L'emploi d'aller avec le participe present est dejk ancien. A propos des locutions va crois- sant, va faisant, Littre cite Vaugelas, lequel ecrivait : ' Cette fa9on de parler avec le verbe aller est vieille, et n'est plus en usage aujourd'hui ni en prose ni en vers. On n'emploie plus aller que quand il y a mouvement local. Ainsi on dira bien d'une riviere : elle va serpentant.' Et Littre ajoute : ' Cette remarque de Vaugelas heureusement n'a pas prevalu ; et 1'on dit tres bien : Le mal va croissant.'
Mais, s'il n'y a pas identite avec la conjugaison progressive anglaise, il y a quelque analogic de sens. ' Aller, suivi d'un participe present, indique une pro- longation de mouvement et d'action,' ainsi s'exprime le Dictionnaire de Bescherelle. L'idee de mouvement de marche, de pro- gression, est generalement tres marquee : Un loup qui va hurlant ; 1'interet va (est
CORRESPONDENCE
91
alle, a £te) croissant ; 1'inquietude va diminuant. Elle 1'est moins dans les vers si oonnus de La Fontaine :
' . . . que votre majeste Ne se mette pas en colere, Mais plutot qu'elle considere Que je me vas desalterant
Dans le courant Plus de vingt pas au-dessous d'elle."
Cette tournure s'emploie dans des cas ou la conjugaison progressive ne s'em- ploierait guere en anglais : Ces montagnes vont s'etendant (these mountains extend, stretch themselves} ; la riviere vaserpentant (the river runs winding about). Elle est du reste, en somme, d'un usage assez restreint.
HENRI DUMERIL.
19 mars, 1910.
Lorsque Faguet ecrit, ' Ses ennemis avaient ete repetant . . .,' il ne fait qit'employer le verbe ftre pour le verbe aller, et cela equivaut exactement a, ' ses ennemis etaient alles repetant . . .'
Eire pour aller ne s'emploie qu'aux temps passes, ' quand on est alle dans un lieu, et qu'on en est revenu,' dit Littre, qui critique les autres emplois tout en veconnaissant que 1'usage vulgaire tend de plus en plus k les accepter.
' Je fus retrouver mon Janseniste,' a ecrit Pascal et Moliere (Impromptu) : ' A peine ai-je e"te les voir trois ou quatre fois depuis que nous sommes a Paris. '
Quant a la forme continue en frangais, c'est done veritablement le verbe alter, non pas Ure, qui, suivi du participe pre- sent, exprime la prolongation de mouve- ment et d'action.
Pascal : ' Les opinions probables vont toujours murissant.' Et La Fontaine :
' Mais plut6t qu'elle considere Que je me vas desalterant.' Et-
' Comme le nombre d'ceufs, grace a la
renommee, De bouche en bouche allait croissant. '
Chateaubriand aussi a ecrit: ' Le demon indiscret va frappant de cabane en cabane, racontant le doux penchant de Celuta pour Rene.' Et depuis tous les ecrivains modernes ont employe cette tournure,
done toujours bien vivante, malgre lea restrictions de Vaugelas (voir Littre, article aller) .
Dependant, il est bon de remarquer que cette forme continue franchise ne cor- respond pas exactement a la forme con- tinue anglaise. Sans doute on pourra traduire ' ses ennemis avaient ete repe- tant ' par had been repeating, mais on perdra ainsi quelque chose de 1'intensite de 1'expression. Une plus exacte traduc- tion serait, had kept on repeating.
Cette forme (verbe aller + participe pre"- sent) sernble avoir deux sens distincts :
1. 'II va repetant partout qu'on 1'a trompe ' (he goes about repeating), qui doit etre le sens originel, et qui etait le seul emploi que permit Vaugelas.
2. ' Le mal va croissant ' (the evil goes on increasing). Comme il arrive toujours, entre ces deux significations il y aura comme un terrain vague, oil 1'expression pourra participer plus ou moins de 1'une et de 1'autre signification, comme dans la phrase de La Fontaine : ' Je me vas desalterant.'
En resume, nous dirons done que dans cette forme continue frangaise, quelque chose du sens primitif de aller est con- serve. II y a mouvement de la part de 1'agent, ou, ce qui equivaut k mouvement, redoublement d'intensite de 1' action, plu- t6t que simple continuite comme dans la forme anglaise ; et ce n'est que par hasard et assez rareinent que la forme frangaise pourra se traduire par la forme anglaise.
Maintenant, depuis quand aller suivi du participe present peut-il etre remplace par etre? Je ne crois pas qu'on en trouve des exemples chez nos classiques ou memo nos premiers romantiques. En tout cas, cette substitution n'est possible qu'aux temps composes, comme dans 1'exemple tire de Faguet — avaient etl repetant. Pascal a bien pu ecrire 'je fus retrouver' pour 'j'allai retrouver'; mais on n'a jamais dit ' le mal fut croissant ' pour ' le mal alia croissant.'
Perse School, Cambridge.
L. CHOUVILLE.
[This correspondence is now closed. — ED.]
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MODERN LANGUAGE TEACHING
REVIEWS.
The History of Henry Esmond. By W. M. THACKERAY. Edited, with Introduc- tion and Notes, by T. C. SNOW, M.A., and W. SNOW, M.A. ; and also an In- troduction by Professor SAINTSBTTRY. Crown 8vo. Pp. xxxii + 600. Price 2s. 6d. Also Text only. Price 2s. net. Clarendon Press.
If Esmond really must be taught for examinations, we suppose an annotated edition is inevitable for such boys and girls as ' require to be told who the Muses were and what Swift wrote.' We should prefer ourselves to put a plain text into the hands of the pupils, and to trust to the teacher for the explanations which are needed. By him the history of the tune might be made more interesting than is possible in five or six pages of peptonized information. Again, very little is gained by an analysis of the ' conspicuous gram- matical archaisms,' unless it be made by the reader himself. Many of the notes also strike us as superfluous for those who are in any way capable of appreciating Thackeray.
Frankly, inevitable or not, an edition of this kind is a work of supererogation.
Professor Saintsbury's Introduction is reprinted from the Oxford Edition of Thackeray's works, which first appeared in 1908.
English and Scottish Popular Ballads. Selected and edited for study under the supervision of W. A. NEILSON, Pro- fessor of English, Harvard University, by R. ADELAIDE WITHAM. Pp. xlii + 187. Price Is. 3d. Geo. Harrap and Co. This book is intended to form an intro- duction to the difficult study of the popular ballad. Professor Neilson says in the Preface that 'Miss Witham's Intro- duction seeks to give in concise form the gist of the most recent scholarship con- cerning the characteristics and the origin of ballad, ' In this she is successful, and the student will find her summary in- valuable as a preface to the larger works of Child and Gummere.
This little book fills a real gap, and may be heartily recommended.
Selected Poems of Shelley. Edited, with Introduction and Notes, by GEO. H. CLARKB, M.A. The Riverside Litera- ture Series. Pp. lxxi + 266. Price Is. 3d. Geo. Harrap and Co.
This textbook belongs to the same series as the last, and is edited with sanity and appreciation, and ' based on other than formally pedagogic prin- ciples.' The Introduction shows under- standing and judgment, the notes suffice, and there is a useful bibliography. The selection of poems includes much of Shelley's best work.
Pope's Rape of the Lock. Edited by GEORGE HOLDEN. Fcap. 4to. Pp. viii + 102, with 3 illustrations in photogravure. Price.lOs. 6d. net. ($3.40). Clarendon Press.
The school edition of this text of the Rape of the Lock has already been reviewed in these columns. It only remains to say that this edition de luxe forms a very attractive volume for {presentation or library purposes.
Pope's Essay on Criticism. Fcap. 8vo.
Pp. xvi+64. Price 2s. (Also text
only, pp. 32. Price, in paper covers, 3d. ;
in cloth, 4d. ) Edited with Introduction
and Notes by JOHN SARGEATJNT.
Clarendon Press.
This is an adequate school edition, with an introduction that lays stress on all the necessary points which arise in dealing with Pope's criticism. Mr. Sar- geaunt seems in the main to appreciate Pope's merits and to understand his weak- nesses, and he emphasizes them sufficiently — e.g., in such sentences as the following : 'There is nothing, there hardly pro- fesses to be anything, original in the Essay, but in Pope's hands the common- places of many generations get the fresh- ness of a new life. They are so well put that they seem to be new."
On the other hand, his generalizations on the subject of ' correctness ' are not very illuminating to the uninitiated, and the average schoolboy would be likely to
EEVIEWS
93
misinterpret the statement (p. x) that ' it (correctness) asserted that there is an element in life into which poetry does not enter, and it supplied that element with a form of expression.'
The notes at the end of the volume give all that is necessary to the compre- hension of the text, and a special word of praise is due to the admirable type and the excellence of the paper.
Shakespeare's Richard II., Julius Caesar, and Macbeth. Edited with Introduc- tions and Notes by G. S. GORDON. Crown 8vo. Pp. xxviii+ 260. Price 3s. Clarendon Press.
This volume contains the minimum amount of editorial intrusion. Each play is briefly introduced by a few pages deal- ing with ' text, ' ' date, ' ' sources, ' ' con- struction and design,' and the notes are strictly confined to the explanation of verbal difficulties and allusions. The young student will get the help he needs for the understanding of the plays, but he will not be hindered in the exercise of his own imagination and powers of criticism. The editor is to be thanked for his virtues of omission «,s well as of commission.
Eighteenth-Century Literature. An Oxford
Miscellany. Pp. 183. Price 4s. net.
Clarendon Press.
This Miscellany is in one sense a refresh- ing sign of the times, for it seems to embody the results of independent in- vestigation by students whose training has led them to traverse ways little known to the average reader.
None of these writers is content to repeat hackneyed criticisms or to rely over-much on the teaching of the schools ; all of them speak with zest about subjects in which they are interested from first- hand knowledge. Though the reader may not always agree with their con- clusions, he will at least have the pleasure which arises from contact with a fresh point of view.
One of the most interesting and original papers is that by Mr. Crofts on 'En- thusiasm.' There are also careful esti-
mates of some of the less well-known writers of the period — Lady Winchelsea, Lady Mary Montagu, Young and Bowles — as well as an appreciation of ' Jonathan Wild. ' The vindication of Horace "Walpole (by Mr. Fairfax) shows real critical acumen, and even the paper on 'Steele and the Sentimental Comedy,' though it does not strike us as very profound, is well worth perusal.
On the whole, we think this book is one to be read by all who are interested in eighteenth-century letters.
Sir William Temple's Essays on Ancient
and Modern Learning, and On Poetry.
Edited by J. E. SPINGARN. Pp. vi+ 88.
Price 2s. 6d. net. Clarendon Press.
' It is in order that students may know something at first hand of the claims of Temple in this dual aspect of stylist and critic that these two essays, long in- accessible, have been reprinted from the third volume of my "Critical Essays of the Seventeenth Century." '
These words, which form the conclusion of Professor Spingarn's brief, but most illuminating, introduction to this little volume, sufficiently explain its appearance. The editor's name is a guarantee of scholarship and excellence, and there remains nothing for the reviewer but to recommend the book to all who are unable to possess the larger work.
La Socittd Franqaise au XVII* Siecle.
Par VICTOR COUSIN. Oxford Higher
French Series, edited by Leon Delbos,
M.A. 1909. Price 3s. 6d.
The introduction to this volume, so valuable in itself, and written in such an interesting style by M. Leon Delbos is a sketch of the life and works of Victor Cousin. In this he tells the reader, why, of all Cousin's works, he has selected this particular one : ' Nous 1'avons choisi de preference aux autres parce qu'il resume, pour ainsi dire, ce que Cousin avait deja ecrit sur cette periode si interessante, si illustre, qui s'ouvre avec le XVII6 siecle, c'est a dire sous Henri IV, se continue sous Louis XIII., et se termine en 1653 a la fin de la Fronde et lorsque Louis XIV. entrait a peine dans 1'adolescence.'
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MODERN LANGUAGE TEACHING
Cousin has chosen as the key to his book the ' Grand Cyrus ' of Mile Scudery, which he says in his own introduction, ' embrasse et exprime tous les c6tes distingues de la societe frainjaise du XVII6 siecle.' From its ten volumes he gives chapters on : Madame de Longueville, Conde", I'HStel Rambouillet, the life of Mme de la Mar- quise et ses deux filles Mmes de Grignan et de Montausier, Angelique Paulet, and the Court of Louis XIV., Mile de Scudery, Les Precieuses Ridicules et Les Fenimes Savantes, with Moliere's real object in writing his plays.
So many authors are mentioned in the text of the book that a list is given at the end, with an indication as to where a note can be found concerning them.
The notes at the end are important and valuable, and the book ought to be a great boon to students of this branch of French literature.
Histoire de la Nation et de la Civilisation
Francaise*. Par Ed. Driault et A.
See. Paris: Picard. Pp. 330. Price
1.50 fr.
Teachers often look out for a convenient manual of French history, suitably illus- trated, yet issued at a reasonable price. They will do well to get this volume, even if it be only for their private library. It is divided into thirty lessons, each of which, to quote the preface, consists of : Un resume dont la forme a £ti extr$me- ment soignte, car il renferme le plan inethodique et les connaissances indispen- sables ; Des lectures ; Des questions ; Un devoir. The book thus lends itself well to reform method work, as it can be used for reading, conversation, and for exercises in free composition. It would also form a good addition to any Form library in the middle or upper Forms of a school.
Longman's French Texts. Intermediate Series. L'Attaque du Moulin. By E. TOLA. Edited by T. H. BERTEN- SHAW, B.A., B.Mus. Pupils' edition 9d. ; Teachers' edition Is. This is one of a new series of French
Texts being issued by Messrs. Longmans,
Green and Co. It consists of forty-four pages of reading matter, enough for about two terms in a fourth form of perhaps boys, rather than girls ; twelve pages of English notes ; twenty • five of French- English vocabulary ; unfortunately, no questionnaire, but what are termed ' Imi- tative Exercises.' These aim at giving plenty of easy practice in the use of the expressions and idioms occurring in the text. The volumes of this series are to be in three grades ; Elementary, Inter- mediate and Advanced. Each volume is to be issued in two forms :
(a) Pupils' Edition, with Notes, Exer- cises, and Vocabularies.
(6) Teachers' Edition, comprising the matter of the Pupils' Edition, together with Translation of Exercises and Addi- tional Notes.
The vocabulary, notes, and exercises seem to take up an unnecessarily large part of a book which claims to be one of a series of French Texts. The notes are certainly fairly short, but a very large number of the words in the vocabulary would be either known or quite well understood from their context.
The volumes either ready, or in pre- paration, are :
ELEMENTARY SERIES — Price 6d. ; Teachers' edition 8d.
Le Premier Coucou de la Foret-Noire — Vuichond.
La Gomete, etc. — Erckmann-Chatrian.
L'Aventure de Jacques Gerard — M. Stephane.
INTERMEDIATE SERIES — Price 9d. ; Teachers' edition Is.
L'Eclusier — E. Souvestre.
La Montre du Doyen — Erckmann- Chatrian.
La Bruyere d' Yvonne — P. Mael.
ADVANCED SERIES — Price Is. ; Teachers' edition Is. 3d.
Fontenoy — P. and V. Marguerite.
Trente et Quarante — E. About.
Le Gomte Costia — V. Cherbuliez.
Ursule Mirouet — H. de Balzac.
FROM HERE AND THERE
95
FROM HERE AND THERE.
CARDIFF UNIVERSITY COLLEGE. — M. P. N. de Puybusque, Licencie es^Lettres, Licencie en Droit, Diplome de 1'Ecole des Sciences Politiques, has been appointed Assistant Lecturer in French Language and Literature.
* * * CAMBRIDGE UNIVERSITY. — It is with
great pleasure that we record the ap- pointment of Dr. Breul to the newly- established Schroder Professorship of German. To members of our Association it is unnecessary to say how enthusias- tically he has worked during the last twenty-five years at Cambridge ; at the Annual Meeting we showed how heartily we appreciated his untiring efforts. We wish Professor Breul many years of happy work in the domain in which he is an acknowledged master.
* * * CAMBRIDGE UNIVERSITY.— The Special
Board for Medieval and Modern Languages has prepared and presented a scheme for the administration of Mr. Henry F. Tiarks's donation of £5,000 for the endow- ment of one or more scholarships for the encouragement of the study of German in the University. They recommend the establishment of a scholarship, to be called the Tiarks German Scholarship, the duty of the scholar being to devote himself to advanced study or research in the language or literature of Germany, under the direction of the Schroder Pro- fessor of German ; the scholar to be ap- pointed by a Board of Electors, and the stipend to be £150 a year.
* * *
LONDON UNIVERSITY, BIRKBECK COL- LEGE.— Mr. Jethro Bithell, M.A., Assis- tant Lecturer in German, Manchester University, has been appointed Lecturer in German.
ft * *
MANCHESTER UNIVERSITY. — Mr. L. A. Willoughby, B.A. Lond., Ph.D. Vienna, Lektor in English at the Technische Hochschule, Coin, has been appointed Assistant Lecturer in German.
OXFORD UNIVERSITY. — The President and Fellows of Corpus Christi College have offered to the Taylorian the annual interest on £1,000 towards the Taylorian contribution to the stipend of the Profes- sor of Romance Languages. * * *
OXFORD UNIVERSITY. — The electors appointed by the Delegates of the Common University Fund propose in the course of the ensuing Easter or Trinity Term to appoint a Reader in Russian, to enter on his duties on October 1 next, in place of the late Professor Morfill. The Reader will receive a yearly stipend of £300, and will also be entitled to require from students receiving instruction from him a fee not exceeding £2 for each term. Candidates are requested to send eight copies of their applications, and of any testimonials which they submit, to the Registrar of the University not later than June 1.
ft ft ft
Mr. MARcCEPri, King's College School, Wimbledon, has been appointed to the Modern Language staff of Whitgift Gram- mar School, Croydon.
ft ft ft
Mr. F. GOHIN, Docteur 6s Lettres, Professeur au Lycee de Rennes et Direc- teur des Cours de Vacances de St. Malo- St. Servan a ete nomme recemment Pro- fesseur a Paris, au College Rollin, 12, Avenue Trudaine.
* * *
Mr. FRANK C. NICHOLSON, M.A., author of Old German Lovesongs and con- tributor to the Modern Language Review, has been appointed Principal Librarian of the University Library, Edinburgh.
ft ft ft
A young student, son of a Weimar Professor, is anxious to obtain board and lodging in an English family in return for lessons in German, mathematics, etc. ; or his parents would in exchange take an English boy or girl into their home. Apply in the first place to A. Strauss- Collin, Esq., Bush Lane House, London, E.C.
96
MODERN LANGUAGE TEACHING
GOOD AKTICLES.
JOURNAL OF EDUCATION, March, 1910: Forster of Zurich, a Prophet of Reaction (Meyrick Booth) ; The Lycee Lakanal (P. Shaw-Jeffrey).
SCHOOL WORLD, March, 1910 : The Organization of a large Secondary School (H. J. Spenser) ; The Service of Teachers in English and Foreign Secondary Schools (S. E. Winbolt) ; Education abroad and in England — a Comparison (J. 0. Medd).
LES LANGUES MODERNKS, February, 1910: L'Enseignement secondaire etl'agre"- gation (L. La vault).
EDUCATIONAL TIMES, March, 1910 : Cross-fertilization in Schools (J. L. Paton).
REVUE DE L'ENSEIGNEMENT DBS LANGUES VIVANTES, March. 1910 : Les Anglais et les Francais au XVIII6 Siecle, II. (Paul Yvon) ; Faut-il apprendre 1'alle- mand ? (H. Loiseau).
DIE NEUEREN SPRACHEN, March, 1910 : Aus und iiber Amerika, IV. (A. Rambeau) ; Beitrage zur Statistik der neuphilologischen Reisestipendien in Deutschland(B. Kurth) ; Fremde Sprachen im Schwedischen Gymnasium (H. Hagelin).
EDITOEIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April, June and July, and the 1 5th of October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment^ London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs.
R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somer- ville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers wishing to study abroad.
The addresses of houses where an English guest is not likely to meet any other English people are specially desired.
Names of families should not be sent unless the member can recom- mend them from personal know- ledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHELOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence with German Families : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
MODERN LANGUAGE TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 4
JUNE, 1910
IT is too late at this hour to dwell at length on all that our nation has lost, and it would be presump- tuous to claim that as Modern Language teachers we feel a sorrow that transcends the sorrow, so eloquent in its quiet dignity, of our countrymen. Yet we may feel that in our humbler sphere we, too, are peacemakers ; and in our efforts to bring closer the great foreign nations whose languages we teach, we may justly see some kinship to the life- work of the wise monarch whose loss we mourn, and to whose successor we hopefully look to carry on the fine traditions that have been so firmly established. May the memory of King Edward be powerful in keeping us all true to the ideals of universal charity and goodwill.
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MODERN LANGUAGE TEACHING
POUKQUOI APPEENONS-NOUS LE FEANQAIS?
LES eleves intelligents font souvent des questions. II est quelquefois difficile de leur donner des reponses satisfaisantes. On ne trouve pas toujoura la reponse simple. Je vais essayer ce soir de repondre a une question que lea eleves font quel- quefois : ' Pourquoi apprenons - nous le frangais ?' Si ma reponse n'est pas satis- faisante, sachez cependant que la bonne reponse existe. Elle est la ; je ne 1'ai pas trouvee — voila tout.
Si on vous demandait pourquoi vous apprenez les Mathematiques. la Geo- graphie, 1'Histoire, le Dessin, la Gram- maire anglaise, vous n'auriez pas de peine a repondre. Toutes ensembles vous diriez : Les Mathematiques nous apprennent a raisonner. La Geographic est tres utile ; elle nous apprend a connaitre la Terre que nous habitons. Dans les classes d'Histoire on nous parle de nos aieux. Leurs actions glorieuses eveillent notre amour pour la patrie. Le Dessin developpe le gout, nous apprend a distinguer le beau du laid ; et puis le Dessin est un exercice excellent pour la main, pour 1'oeil. Quant a la Grammaire anglaise, tout le monde sait qu'il faut 1'apprendre pour comprendre notre langue et la parler correctement. Tout cela est tres Evident ! Vous aimez les Mathematiques parce que vous etes deja raisonnables. La Geographic parce que vous reconnaissez que la Terre que nous habitons est mer- veilleuse. L'Histoire parce que vous Stes pat riot iques. Le Dessin parce que vous avez deja le gout des belles choses. Et 1'Anglais, qui est destine peut-etre a devenir la langue universelle, vous 1'ap- prenez avec enthousiasme.
C'est fort bien ! Maintenant, dites-moi pourquoi vous apprenez le frangais ?
* An address to the pupils of certain London girls' schools, constituting the Societf Acadfmique—sM excellent associa- tion, to which reference has been repeatedly made in our columns.
C'esc, sans doute, pour passer des examens — The Oxford or Cambridge Local, ou meme The London Matriculation.
Mais vous pouvez passer beaucoup d'examens sans apprendre le frangais. II y a des examens qui ne demand ent pas de frangais. Choisissez ceux-la si vous ne desirez que des dipldmes. Croyez-moi, ne perdez pas de temps a apprendre une langue difficile qui vous fera peut-etre echouer. D'ailleurs, le frangais qu'on demande aux examens ne vaut pas grand'- chose de lui-me'me. A quoi bon savoir conjuguer des verbes, meme des verbes irreguliers ? A quoi bon savoir que le pluriel des mots en ou se forme avec s, sauf bijou, caillou, chou, etc. ? Ce n'est pas tres interessant ni instructif, et une parfaite connaissance de ces choses ne vous servira jamais beaucoup, a moins de de- venir vous-memes professeurs de frangais, et cela je ne vous le recommande pas si vous avez de grandes ambitions — si vous voulez faire fortune, par exemple. Non, apprenez plutdt a faire des additions et des sonstractions, comme les banquiers ; apprenez la mecanique, et inventez de nouvelles machines pour les automobiles ou les aeroplanes. Ou n'apprenez rien, et vendez des medecines pour gue"rir 1'indiges- tion, vous ferez votre fortune en tres peu de temps.
Pourquoi allons-nous done apprendre le frangais ? Pour faire quelquefois un petit voyage en France ? visitor Paris ? acheter un billet de chemin de fer? entrer dans un restaurant et commander un diner ?
Ce n'est pas la peine d'apprendre le frangais pour cela. Pour quelques sous voui pouvez acheter un petit manuel de conversation, donnant d'un c&te le frangais, de 1'autre 1'anglais. Voulez- vous savoir comment on dit, ' What is the bill of fare to-day ?' vous cherchez cette phrase dans votre petit livre, et vous lisez la phrase d'en face. Si le gargon d'h6tel ne vous com- prend pas, montrez-lui la phrase, et dites- lui de chercher la reponse. Ca prend un
POURQUOI APPRENONS-NOUS LE FKANQAIS ?
99
peu de temps, pas si longtemps Dependant que d'apprendre la langue. Vous pouvez aussi voua servir d'un interprete. Avec un interprete vous etes sures de ne jamais vous tromper, et de ne jamais faire des fautes ridicules. Memo sans interprete, avec quelques mots et beaucoup de signes on s'en tire.
Une excellente connaissance du frangais ne vous empSchera pas de faire quelquefois des fautes assez drdles. Un de mes amis, qui sait tres bien le franyais, dinait dans un restaurant parisien. Tout alia bien jusqu'au dessert, car il avait eu soin de choisir sur la carte les plats qu'il con- naissait. • Mais que prendre pour dessert ? Voyons la carte. Ah ! pommes soufflees ! ' Some kind of apple tart,' pensa-t-il. On lui apporta un plat de pommes de terre, qu'il accepta et mangea plutdt que de confesser qu'il s'etait trompe.
Si on vous apprenait le frangais pour vous permettre de faire sans accidents de petits voyages en France, on vous appren- drait certainement les termes de cuisine frangaise. II faudrait done changer le programme de nos ecoles.
Quelqu'une de vous me dira peut-Stre que 1'utilite pratique n'est pas ce que 1'on a en vue dans 1' etude du frangais. Que vous apprenez la gymnastique, par exemple, pour deVelopper le corps, durcir les muscles, rendre vos mouvements plus gracieux ; que vous n'avez pas 1'intention en apprenant la gymnastique de vous faire acrobates et de faire des tours de force en public ; que I'e'tude du fran9ais est pour 1'esprit une espece de gymnastique bienfaisante. Vous dites que les difficult^ de la grammaire frangaise demandent une attention suivie. II faut penser a, tout en construisant une phrase frangaise. II faut savoir si un mot est masculin ou feminin, faire accorder les adjectifs et les participes — quelquefois ! Que de problemes presentent ces participes conjugues avec ttre ou avoir ! Et puis quelle finesse il faut deployer avec les verbes reflechis, et le subjonctif done ! II est si facile de se tromper. On ne peut jamais etre surderien. Nos compositions fran9aises sont de veritables forests remplies
d'obstacles et de pieges. II faut avancer avec des precautions infinies — 1'ceil bien ouvert, 1'oreille tendue ; regarder devant et derriere en meme temps. En evitant un obstacle, vous tombez dans un trou ! Oh oui ! l'e"tude du frangais nous apprend beaucoup. Elle nous enseigne la Prudence, la Sagesse, et 1'Humilite.
Eh bien, moi, je ne crois pas que ce soit paree que la grammaire frangaise est diffi- cile que nous 1'^tudions. Si le travail difficile et fatiguant est le seul qui soit profitable, mieux vaudrait apprendre le latin. Apprenons le latin. Une phrase latine est aussi compliquee qu'une vieille pendule. Des roues grandes et petites, des leviers, des poids, des engrenages. Touchez a une roue et vous derangez la machine. Touchez a un mot latin et vous derangez la phrase. Passez dix, vingt ans a etudier les vieilles pendules, et votre enthousiasme grandira tous les jours. Ce sera de meme pour le latin. Rien de plus interessant que ces vieilles choses ! Vous obligerez tout le monde a partager votre admiration. Etudions les vieilles pendules, direz-vous ; nous ne pourrons jamais nous en servir, c'est vrai, mais comprenons-les, et notre education sera parfaite.
Vos professeurs de frangais ne sont pas amateurs de vieux mecanismes. Ce qu'elles ont a vous montrer n'est pas, apres tout, bien complique. La machine est belle, et il faut la eomprendre ; mais ne restez pas trop longtemps a 1'examiner. Elle marche, voila le principal ! Sortez- la done de 1'atelier, elle vous emportera loin de votre petit coin, et vous montrera un monde nouveau.
D'ailleurs, vos professeurs de frangais ne vous rendent-elles pas 1'etude du francais aussi simple que possible ? Elles en font, n'est-ce pas, une recreation, un jeu? Elles vous encouragent a vous servir de la langue aussitot que possible, a reciter des morceaux frangais, a chanter des chansons i'raru;aises, a vous iuteresser a tout ce qui est frangais, a vous faire respirer une atmosphere frangaise. Si elles pouvaient, elles vous feraient passer des vacances en France afin de connaitre 7—2
100
MODERN LANGUAGE TEACHING
les Fran^ais eux-memes, et de comprendre, non seulement ce qu'ils disent, mais ce qn'ils sent ; afin d'echanger avec eux des pen sees, afin d'etudier leurs idees, qui sent quelquefois bien differentes des notres.
Quoi ! direz-vous, c'est pour cela que nous apprenons le francais ? Voila qui est absurde ! Le jeu n'en vaut pas la chandelle ! Que peuvent nous donner des etrangers que nous ne possedions pas deja ? Nous n'avons pas besoin de leurs idees.
Recommendez aux Frangais d'etudier notre langue, d'imiter nos institutions, nos arts, notre Industrie, notre commerce, notre honnetete, notre courtoisie. Cela, oui, nous pouvons le comprendre ! Us ont beaucoup a gagner a nous connaitre. Mais que peuvent-ils nous apprendre de bon ? Mon pauvre monsieur, vous ne savez pas ce que vous dites ! Les Francais, ne sont-ils pas legers et frivoles ? On dit meme qu'ils mangent des grenouilles !
Pardonnez-moi, mesdemoiselles, je sais ce que je dis ; d'ailleurs je suis Anglais, je parle 1'anglais, et, comme vous, j'aime mon pays. Quand j'etais plus jeune, je disais, comme vous, Quel bonheur d'etre Anglais ! Si j'etais ne Fra^ais, ou Alle- mand, ou Russe, c'eut ete un bien grand malheur pour moi ! Quelle bonne idee d'etre n£ dans une He anglaise et d'avoir des parents anglais. J'avais a peu pres neuf ans quand mes parents me dirent un jour que nous allions quitter le pays pour aller habiter la France. Ce fut pour moi un coup terrible. J'avais vu quelques Francais — des marchands d'oignons pour la plupart — ils parlaient tres sottement ma langue maternelle, et pas un ne s'habillait comme un gentleman. J'en avais, je 1'avoue, un peu peur. Je les vois encore avec leurs blouses de toile, leurs sabots, leur chapeau de feutre, et portant sur 1'epaule une douzaine de tresses d'oignons. Pensez done ! nous allions habiter le pays de ces gens-la, nous allions vivre parmi des marchands d'oignons. A coup sur mes parents avaient perdu le sens !
Quand j'arrivai en France, je vis une ville plus grande que ma ville natale — de grandes maisons, de beaux magasins.
Tiens ! me dis-je, ces geiis ne sont pas tous vendeurs d'oignons ! Ce qui m'eton- nait peut-etre le plus etait d'apprendre que les gens bien habilles qui passaient dans les rues etaient des Francais. Plus tard on m'envoya a 1'ecole, et la je de- couvris avec douleur que mes petits cama- rades me meprisaient un peu parce que je n'ttais pas Francais ! Ma nationalite me valut plus d'un coup de poing. Je me rappelle qu'un de mes petits camarades prit un jour ma defense, et il essaya de prouver aux autres qu'apres tout, si j'etais Anglais, ce n'etait pas ma faute ! Je lisais il y a quelque temps 1'histoire d'un petit garcon qui trouva un crapaud dans un champ. 'Ah! sale bete,' dit-il, lui jetant une pierre, 'je t'apprendrai a etre crapaud !' Le pauvre crapaud essaya de se cacher, mais 1'autre le poursuivit de plus en plus indigne, et a chaque coup de pierre repetait avec colere, 'Ah ! je t'ap- prendrai a etre crapaud !' . . . D'apres lui, le monde ne devait contenir que d'aimables petits garfons, comme lui. Malheureusement, les petits gar9ons ne sont pas les seuls a croire que ceux qui different de nous sont naturellement in- ferieurs, et en quelque sorte coupables de leur inferiorite. Notez le ton de m^pris qui accompagne presque toujours le mot foreigner. Envers les etrangers nous sommes mefiants et quelquefois injustes. J'ai un chien qui m'accompagne sou vent dans mes promenades. C'est un chien assez intelligent, affectueux, inoffensif. II connait tous les chiens du voisinage, et a parmi eux beaucoup d'amis. Si dans notre promenade nous rencontrons un chien etranger, mon fidele compagnon s'arrete indigne, montre les dents, gronde, et une bataille s'engage. Les hommes ne sont pas toujours bien differents, en cela, des chiens.
Vous savez que quand deux amis se rencontrent ils se donnent la main, ils echangent ce qu'on appelle une poignde de main. D'ou vient cette coutume ? On dit qu'elle remonte aux temps ou les hommes vivaient isoles. Ils sortaient toujours les armes a la main. Rencon-
POURQUOI APPRENONS-NOUS LE FRANQAIS? 101
traient-ils dans la foret un autre de leur espece, c'etaitun ennemi, et on se battait. Quand on se connaissait un peu on ne se battait plus, mais il fallait rester sur ses gardes. Arrives en face 1'un de 1'autre, les deux homines se regardaient dans les yeux, deposaient leurs armes, et aussitdt se saisissaient la main, pour eviter les surprises, ou prevenir la trahison. Nous avons fait un peu de progres depuis lors, mais nous avons garde envers ceux que nous ne connaissons pas bien des prejuges.
II semble tout naturel d'aimer notre famille, notre ecole, notre ville, notre pays ; de les preferer meme a d'autres, quoique notre preference soit souvent le resultat de 1'habitude.
Demandez a un Frangais quelle est la plus belle nation du nionde ; c'est, dira-t-il, 'la France'; a un Allemand, 'das Vater- land ' ; a un Anglais, ' good old England.' Ont-ils tous raiaon ? Qui a tort ? Cer- tainement pas nous, les Anglais. Pour- quoi ? Eh bien ! je vais vous prouver que 1'Angleterre est le plus beau pays du nionde.
Faisons un voyage a 1'etranger. Restons absents de notre pays un mois, un an, dix ans. Nous reviendrons chez nous avec un plaisir extreme. Toutes les mer- veilles que nous avons vues dans les autres pays ne nous donnent pas les joies du merry Old England. C'est avec une veritable emotion que nous montons a bord du bateau qui doit nous ramener chez nous ; nous soinmes enchantes de decouvrir que c'est un bateau anglais. Nous avons envie de serrer la main a tous les marins. Jamais la langue anglaise ne nous avait paru si harmonieuse ; m&ne dans la bouche des portefaix c'est une musique douce et agreable. Nous re- gardons d'un ceil attendri les annonces des gares de chemin de fer ; qu'on est bien dans ces voitures du London, Ghat- ham, and South-Eastern Railway. Pour une fois on ne dit pas de mal de la com- pagnie. Jusqu'a la poussiere des ban- quettes vous chatouille agre"ablement le nez. Toutes les personnes que nous ren- controns out quelque chose de familier,
d'honnete. On est si bien dispose qu'on voit partout des beautes, on entend partout de la musique, on sent partout des parfums delicieux. N'est-ce pas une preuve que 1'Angleterre est le plus beau pays du monde ? Y reviendrait-on avec un tel plaisir si les Anglais etaient moins aimables '{
Eh, oui ! Les joies du retour au pays sont toujours douces. Demandez aux Fran9ais, aux Allcmands, aux Suisses, aux Chinois, si vous voulez ; eux aussi aiment rentrer au pays natal. Le cheval, rentrant a son ecurie, doit avoir des emotions toutes pareilles.
II y a plus de 300 ans un poete fran9ais (du Bellay) disait :
' Heureux qui, comme Ulysse, a fait un
beau voyage, On comme cestuy-lk qui conquit la
toison, Et puis est retourne, plein d'usage et
raison, Vivre entre ses parents le reste de son
' Quand revoirai-je, helas ! de mon petit
village
Fumer la chemin^e ; et en quelle saison
Revoirai-je le clos de ma pauvre maison
Qui m'est une province, et beaucoup
' Plus me plaist le sejour qu'ontbasty mes
ayeux,
Que des palais romains le front audacieux ; Plus que le marbre dur me plaist 1'ardoise
fine ;
' Plus monLoyre gaulois que leTybre latin, Plus mon petit Lire que le mont Palatin, Et, plus qne 1'air marin, la douceur angevine. '
II faut comprendre que partout les gens se ressemblent, que partout on trouve beaucoup a admirer et a aimer.
Vous n'aimez pas moins votre famille parce que vous aimez votre ecole, vous n'aimez pas moins votre ville natale parce que vous aimez votre pays. Mais ne vous arretez pas la ; il y a place dans un grand cceur pour toute la grande famille humaine, mais il faut que le coeur soit grand.
Refusez de vous approcher des autres, restez chez vous, ne sortez jamais du milieu ou vous etes ne, et votre esprit restera petit, etroit, mefiant, et injuste.
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MODERN LANGUAGE TEACHING
Vos idees seront imparfaites et mal de- veloppees. Aimer les membres de sa famille — c'est facile ; aimer les gens de son pays— c'est un devoir. Mais aimer les gens de tous les pays — c'est une vertu. Dire que tous les hommes sont freres, c'est tres bien, mais le croyons-nous ? II ne suffit pas de le dire, il faut le sentir. C'est une chose a comprendre. C'est une verite que peu apprennent bien.
Apprenez une langne autre que la vdtre, et vous commencerez a comprendre cette verite. Interessez-vous a une litterature ^trangere, et une lumiere nouvelle se fera dans votre esprit. Ne restez pas toujours a la meme place. Prenez un autre point de vue, et vous verrez plus clairement.
Voici ce que vous verrez apres quelque temps : Vous verrez que les memes qualites et les m£mes defauts de caractere se de- couvrent partout — chez les Anglais comme chez les Franjais, chez les Allemands comme chez les Japonais. Vous verrez que le mot 'caractere national' signifie peu de chose, bien peu de chose — presque rien.
Je sais qu'on a 1'habitude de faire avec les nations ce que le geologue fait avec ses pierres. II met ensemble les pierres de la meme origine, les arrange dans une boite, et colle dessus une etiquette. Une seule Etiquette porte la description de toutes les pierres dans la meme boite.
Pareillement on met tous les Anglais dans une meme boite, tous les Fran9ais dans une autre, tous les Allemands dans une troisieme ; on ecrit trois etiquettes plus ou moins flatteuses, et on dit : Voila ! II n'y a plus qu'a coller les etiquettes. — En effet, c'est tres simple.
Mais vous savez aussi bien que moi que tous les Anglais, tous les Fran9ais,-tous les Allemands, ne repondent pas a une mSme description. Les classifications de ce genre sont donnees par des gens qui connaissent peu leur monde. Ces gens sont comme ce monsieur qui, arrivant dans un pays qu'il visitait pour la premiere fois, remarqua que la servante de son hdtel avait les chevenx roux. II tira aussi tdt son carnet de sa poche, et ecrivit la note suivante :
' Dans ce pays toutes les servantes sont rousses.'
N'attachons done pas une grande valeur aux observations des autres, servons- nous de nos yeux, de nos oreilles. Lisons pour nous-memes, et nous deconvrirons que Franfais, Anglais, Allemands, Es- pagnols, Japonais, et Hottentots, se res- semblent plus ou moins de caractere. Qu'il en est de bons et de mauvais, d'intelligents et de stupides, de polis et de grossiers, de braves et de poltrons, de beaux et de laids.
Mais alors, si les hommes se ressemblent partout, pourquoi ne pas limiter son etude a un seul groupe ? Apprenons a connaitre les Anglais, cela suffira. Les Frangais ne fourniront que ce que les Anglais ont deja fourni. Ce n'est pas la peine d'etendre le champ de nos observations. — Si. II y a des differences reelles entre les gens qui parlent une langue differente, qui vivent sous un climat different : Us ont des habitudes differentes, des coutumes differentes, et surtout un point de vue different.
Laissez-moi vous expliquer par un exemple ce que je veux dire par point de vue.
Je regarde un objet dont je desire savoir la forme exacte. Pour moi cet objet a la forme d'un cercle, et je le represente ainsi : (~).
' Non,' me dit quelqu'un qui regarde le meme objet d'un autre point de vue, ' je vois cet objet ainsi : Z^ .'
Une troisieme personne vient nous dire : 1 Pour moi cet objet a une forme toute differente : .
Eh bien, qu'est-ce que cela veut dire ? Nous avons tous tort peut-etre. Pardon, nous avons tous raison. L'objet que nous examinons de differents points de vue est un c6ne. Nous avons tous bien vu, mais incompletement. En nous aidant les uns les autres nous sommes arrives a la verite.
Toutes les nations du monde ont dif- ferents points de vue sur la Vie, la Morale, la Politique, 1'Art, la Religion. Voulons- nous arriver a la verite ? Prenons plus
POUKQUOI APPRENONS-NOUS LE FRANQAIS ? 103
d'un point de vue. Prenons autant de points de vue que possible.
Le point de vue fran9ais corrigera peut- etre le point de vue anglais.
Croyez-vous qu'avec un ceil vous voyez aussi bien qu'avec deux ? Regardez dans an stereoscope avec un ceil d'abord, puis avec deux — vous verrez la difference. Voila ma reponse a la question : Pour- quoi apprcnons-nous le fran9ais? C'est pour avoir deux points de vue.
Un dernier mot. Vous apprenez la geographic. On vous a montre, je pense, la maniere interessante dont se developpe un pays et un peuple.
D'abord, vous avez, par-ci par-la, des villages de sauvages. Us sont sauvages parce qu'ils sont seuls. Us se mefient des etrangers, et les tuent quand ils les ren- contrent. Ils n'aiment pas les sauvages du village voisin parce qu'ils ne les con- naissent pas. Mais attendee un peu. Quelques sauvages du village A rendent un service aux habitants de B. Ils se rencontrent quelquefois, et ont, peu a peu, trace un sen tier entre les deux
villages. D'autres se servent du sentier qui s'elargit bientot et facilite les relations de A et de B. Ce sentier devient une route qui s'allongera jusqu'au village voisin. Le pays se couvre de routes, et les sauvages d'autrefois fonnent main- tenant une nation. Les nations, une fois formica, se font la guerre, se querellent, et se battent, comme faisaient autrefois les individus, mais c'est parce qu'elles ne se connaissent pas assez.
Comment arriveront-elles a se connaitre, a s'entr'aider, a s'aimer ? II leur faut des routes internationales, Oui ; mais ce seront des routes ouvertes par la pensee, des routes ouvertes par Pechange des id6es. Et nous, qui apprenons les langues etrangeres, nous sommes des inge"nieurs, des civilisateurs. Apprenons done le fran9ais, ou Tallemand, ou 1'espagnol, autant de langues vivantes que possible. Ce sont des routes internationales. Elles menent ou ? Aux Ententes cordiales, a la Paix, a la Verite, a la Justice.
F. R. ROBERT.
THE BRITISH STUDENT IN PARIS.
PROFESSOR BAKER has sent us the follow- ing circular letter which he has recently received. As he says, it will be a great advantage for British students to have recourse to M. Mario Roques, one of the best informed and most able of the younger professors.
MONSIEUR,
Les etudiants etrangers qui vien- nent a Paris poursuivre des etudes de philologie romane se plaignent souvent des difficultes qu'ils ont rencon trees, au debut de leur sejour en France, pour organiser leur travail et des pertes de temps qu'ils ont e"prouvees de ce fait. Ces plaintes ne sont que trop legitimes.
L'enseignement des litteratures et des langues romanes a Paris se trouve r6parti sans methode entre plusieurs e"tablisse- ments, College de France, Faculte des
Lettres, £cole des Hautes-fitudes, Ecole des Charles, £cole des Langues oriewtales vivaiites; nos multiples cours et con- ferences, de caracteres fort divers, ne sont pas organises suivant un plan systematique et progressif ; il est difficile a un etudiant, surtout a un etranger, de demeler dans cet ensemble ce qui lui est imme'diatement necessaire, ce qui doit lui etre le plus utile, ce qui est le plus original ; les affiches et les guides ne peuvent donner que des indications materielles et ne reuseignent pas sur 1 'adaptation possible des divers enseignements aux besoins de chacun des etudiants : ceux-ci se decident, choisissent et negligent au hasard ou perdent en tatonnements, en experiences personnelles souvent vaines, des semaines ou des mois.
La multiplicite de nos bibliotheques de travail, la diversite de leurs ressources et
104
MODERN LANGUAGE TEACHING
de leur mode d'utilisation, creent un embarras d'un autre ordre aux etudiants plus avances qui riennent a Paris chercher en quelques inois les materiaux de longs travaux futurs.
Enfin, ici comme ailleurs, au cours de ces recherches, les difficulty's materielles naissent sous les pas des travail leurs, et sans doute les romanistes parisiens se font un agreable devoir de renseigner et de conseiller de leur mieux les etudiants qui veulent bien les consulter; encore faut-il que ceux-ci sachent a qui s'adresser au moment opportun et que le hasard des relations ou des rencontres leur permette d'atteindre utilcment et sans crainte d'iudiscretion des professeurs souvent tres ento lire's.
Quelques amis des etudes romanes, membres de la Soctiti amicale Gaston Paris ou de la Federation de I' Alliance frangaise aux £tats-Unis et au Canada, ont cru utile et possible d'ameliorer cette situation en substituant aux tatonnements individuels et au hasard des bonnes volontes un service regulier d'information et de direction pratique pour les 6tudiants etrangers a Paris. La liberalite d'un membre de la Federation a permis 1'organisation mate'rielle de ce service, a titre d'essai, pour une periode de deux aus et, provisoirement au moins, pour une
partie seulement des etudiants etrangers en philologie romaue (langues et litte- ratures), les etudiants de langue anglaise (Grande-Bretagne et Irlande, £tats-Unis d'AmMque, Canada).
Ce service a ete confie a M. Mario Roques, charge de cours a la Faculte des Lettres, directeur adjoint a 1'Ecole des Hautes-Etudes, qui se tiendra a la dis- position des etudiants designes ci-dessus du 20 octobre au 15 juillet, une fois par semaine a jours et a heures fixes, so it a son domicile personnel, soit dans tel ou tel des etablissements scientifiques qu'il aura a faire connaitre aux etudiants.
Nous avons 1'honneur, Monsieur, de vous anuoncer la creation de ce service, et nous vous prions d'en faire connaitre 1'existence a ceux de vos etudiants qui doivent poursnivre leurs etudes a Paris. Vous voudrez bien les prier de se presenter directement a M. Roques,* 2. rue de Poissy, Paris, Ve arr., a qui vous pourriez adresser aussi, si vous le jugez utile, quelques indications precises sur les besoms particuliers de chacun des etudiants.
Nous vous serons reconnaissants des observations que vous voudrez bien faire parvenir a M. Roques sur 1'essai que nous teutons et sur 1'organisation et le t'onc- tionnement de notre service.
THE BOTTINGER STUDIENHAUS AT GOTTINGEN.
To students of American and British nationality, who intend to continue or complete their studies in Germany, it may be of interest to learn that in the town of Gottingen a new movement has been inaugurated. In the beginning of Sep- tember, 1908, by the initiative of His Excellency the late Ministerial Director in the Education Department, Dr. Althoff, and by the munificence of Geheimrat Dr. von Bottinger, of Elberfeld, a new institution was founded, to which was given the name of ' Bottinger Studienhaus.' The object of the Institute (which has no official connection with the University) is to serve the interests of university
students, both native and foreign, by supplying them with the fullest informa- tion by which their studies in Germany may be facilitated and promoted, while at the same time it will afford foreign students in Gottingen the means of making them- selves acquainted with German institutions and with the language of the country.
The Academic Inquiry Office established in connection with the Institute, which will be provided with the necessary books
* Us trouveront chez M. Roques, avec 1' indication precise des jours et heures qui pourront leur etre reserves, un tableau- guide detaille des enseignements romans X Paris pour 1'annee scolaire en cours.
HOLIDAY COURSES IN 1910
105
of reference for the use also of students, will especially supply important informa- tion bearing on German Universities and Technical High Schools, their arrange- ments and aims, their various courses of study, the conditions of admission and graduation, etc.
Foreigners studying in Gottingen, who may seek an introduction into German families, will be put into communication with auch suitable families as have offered themselves for this purpose.
A prominent feature of the new Institute will be the establishment of courses of instruction in German, which will enable students to acquire a thorough working knowledge of the language. By lectures and occasional excursions they will be made acquainted with German institutions in various departments, and opportunities will be afforded them to become familiar with German intellectual life.
The establishment occupies at present a large modern building, rented for the purpose and arranged and furnished for the requirements of the Institute. Here also the members of the American and British Colonies which have been in existence in Gottingen for a number of years will find a new and comfortable home, in close proximity to the University lecture-rooms and to the central parts of the town.
The Committee of Management of the Institute consists of Herr von Bottinger and five University Professors, with an Advisory Board composed of the University Curator, the retired Curator, the Burgo- master of Gottingen, and seven additional Professors.
Further information concerning the Institute will be supplied on application addressed to the Bottinger Studienhaus, Gottingen.
HOLIDAY COUKSES IN 1910.
HONFLEUR, NEUWIED, LUBECK, SANTANDER: COURSES OF THE TEACHERS' GUILD.
THE Teachers' Guild Holiday Courses Committee have made arrangements for the repetition in 1910 of the Modern Languages Courses in four centres out of the five selected for last year. ^The omis- sion is Tours. In that centre, after a considerable increase in the number of students for one or two years, there was a falling off to an extent which again made the Courses not self-supporting. The extra journey, as compared with Honfleur (with its extra cost), and the August temperature of Touraine, appear to be the causes of the deficient attendance. The decision to discontinue the courses at Tours was taken after much deliberation, and the cessation may be only temporary. Extra leaders of Conversation Classes will again be engaged at Honfleur, Neu- wied, and Liibeck, so that there may be Conversation Classes daily for all students,
and the classes will be kept as small as possible.
Certificates of Attendance will be granted to all students who satisfy the require- ments of the Committee under this head.
The Examination, established in 1908, under more stringent conditions than for- merly, will be held in the French and German centres in 1910, towards the end of the Courses. Carefully - considered arrangements have been made by the Committee to secure such an Examination as shall supply a true test of proficiency, and an expert classification of the ex- aminees. An experience of two years has enabled the Committee to make certain modifications, especially with respect to the questions set in the written and in the oral examinations.
There were 20 candidates for the Ex- amination in 1909 — viz., at Tours, 7 ; at Honfleur, 10 ; at Neuwied, 2 ; and at Ltibeck, 1. Thirty certificates were awarded— viz. , on the written examina- tion, 10 ; on the oral examination, 20.
106
MODERN LANGUAGE TEACHING
The certificates were of three classes, with three divisions in each class. Four first- class written examination certificates and 10 first-class oral examination certificates were awarded. Of the former, 2 were in the first division ; of the latter, also 2. Only 1 student was in the first division of the first class in both the written and the oral examination.
The new Course started at Lubeck in 1909 was found to be so helpful to those who attended it that it will be repeated this year on the same lines (mainly com- mercial and practical), and with the same teaching personnel and Representative. There will be a Course of Lectures by Dr. Sebald Schwarz, Director of the Liibeck Realschule, the subject being 'Aus dem deutschen Kulturleben unserer Zeit." Phonetics, Conversation, German Commercial Correspondence and Scientific Terminology, will receive full attention.
At Neuwied the Courses will maintain the character which they have had from the first, resembling that of the French Course at Honfleur in being linguistic and literary. Dr. Biese, Director of the Royal Gymnasium, will lecture on ' Goethe, in seinem Leben und in seinen Werken,' and will devote an hour daily to the advanced and to the elementary class, separately, in Class Reading. Herr Williger will con- duct Conversations on German Life and Elementary Phonetics with the elementary class, and will instruct the advanced class in Phonetics, theoretical and practical.
The Courses at Honfleur will be con- ducted by the Professors of last year, under the able and experienced local organization of Monsieur Albert Leconte. The subject for both sets of lectures, elementary and advanced, will be an ' Etude sur quelques Auteurs Francais (1550-1900), presents pour les differents Examens des Universites anglaises.' It is hoped that students who would have chosen Tours, had the Courses there been continued, will find all that they want in the way of instruction and guidance at Honfleur.
To make the Spanish Course successful,
an entry of some seven to ten students at least is desirable. The Committee have decided to continue offering the oppor- tunity provided at Santander. though considerations of distance and expense deter most of those who require a Spanish Course from availing themselves of the arrangements made for them.
The total necessary cost of the three weeks' Course at the French and German centres is about £11 to £11 10s. ; of the Spanish Course, £16. In these totals the cost of travelling is reckoned from London ; railway second class, boat first class.
The dates of Preliminary Meetings and opening of Classes are as follows :
Preliminary classes
Meeting!.
At Honfleur .... Aug. 2. Aug. 3.
At Lubeck 4. ,,5.
At Neuwied .... ,,3. ,, 4.
At Santander .. .. ,, 5. ,, 6.
The following Representatives of the Committee will be present with the students throughout the Courses :
At Honfleur — Mr. W. A. L. Mease, B.A., King Edward VII. School, Sheffield.
At Lubeck— Mr. T. R. Dawes, M.A., Headmaster of the Secondary School, Castleford, Yorks.
At Neuwied — Mr. C. Steinmetz, Senior Staff Instructor (Modern Languages), Surrey Education Committee.
At Santander, Sefior Don Julian Fres- uedo de la Calzada, Institute de Santander, and Mr. S. Beirne, Astillero, Province of Santander, will undertake the duties of Representatives.
The fee for the Courses is £2 2s., or, for members of the Teachers' Guild, £1 17s. An extra 3s. is charged on entries after July 15. The Courses are open to all English-speaking people, whether teachers or not. For students below the age of eighteen years special arrangements will be made, should a sufficient number of them enter their names in good time.
The Handbook of the Courses, giving full particulars, will be sent to anyone who applies for it, with penny stamp for postage, to the offices of the Guild, 74, Gower Street, London, W.C.
HOLIDAY COURSES IN 1910
107
THE BESANCON HOLIDAY COURSE.
You were good enough to publish last autumn our reports on the Besan9on Holiday Course ; we feel that something ought to be added to what we could then say.
The syllabus for 1910, recently issued, seems to us sorely disappointing. Dr. Vandaele, whom we regarded as the soul of the course, has resigned, and his place has been taken by a man who, though a most entertaining causeur, has not, in our opinion, the qualities necessary to a leader.
Moreover, the London B.A. Honours Syllabus, which last year formed so important a part of the course, has been all but abandoned. ' Monsieur P Ex- plication d'auteurs fran?ais du programme B.A. (Universite de Londres)' — that is all ! Evidently, the new organizers have failed to realize either the extent of the B.A. syllabus or its importance.
We know that Dr. Vandaele's plan had been to study the London requirements together with those of other leading British Universities. His successors in- tend, apparently, to do nothing of the kind.
The influence of the late ' Directeur '
can still be traced, however, in the long list of lectures — for some of which he had already made arrangements last summer — and in the grouping of students for con- versational classes. Some of the subjects announced — aesthetics, education, French political history, etc. — should prove in- teresting to advanced students.
Last year the English students in atten- dance were twice as numerous as on any previous occasion. We fear, however, that the virtual withdrawal of the B.A. syllabus will be regarded as a very serious matter by the London candidates.
It is not our wish to discourage any intending Besangon students, but we consider it only fair to them to make it clear that our previous reports can only be taken as referring to Dr. Vandaele's regime. Most unfortunately for English students, this is now a thing of the past.
Knowing that your Holiday Course columns are much consulted by intending students, we deem it our duty at once to express quite candidly our regret at the changes which have taken place at
OSMOND T. ROBERT. P. W. COOKE.
Welling, April, 1910.
THE CO-OPERATIVE HOLIDAYS ASSOCIATION.
THE work of this Association began at a Congregational Church in the busy regions of industrial Lancashire, when its minister, Mr. T. A. Leonard, the able and untiring General Secretary, discovered the de- moralizing influence of the holiday life upon young people at the conventional Lancashire holiday resorts. It was evident that the majority of young men and women did not know how to make the best use of their short holidays.
As a first step, a Rambling Club was formed ; the next was the announcement of a long week-end holiday at Ambleside, in which over thirty young fellows partici- pated. In the words of the General Secre-
tary : ' Saturday to Tuesday was spent scaling the mountains, and entering into the quiet delights of that lovely region, with talks about wayside flowers and Wordsworth, and the hundred and one other things that greet the eye of the wayfarer. That a really "jolly " holiday could be spent in this way was a revela- tion to many of the fellows, who had always associated holiday pleasures with bands, crowds, and shows. The chief in- ducement to some was the cheapness of the outing. ' Their verdict of the holiday was : ' It were champion.' And so hence- forth the rambling holiday became an annual event.
108
MODERN LANGUAGE TEACHING
Then Dr. Paton of Nottingham took an interest in the movement, with the result that a great extension of the Co- operative Holiday idea was made ; a limited scheme developed into a national movement. In 1897 we formulated our constitution, and called ourselves the ' Co - operative Holidays Association.' This name has often given rise to mis- apprehension, and yet no other words in our language are able to express so well the dominant idea of our movement, in which each member at a centre is ex- pected to contribute to the common good whatsoever powers and abilities he or she may possess. In this sense our holidays are in truth 'co-operative,1 though we have no connection with any stores, but are an educational and not a money- making concern, and pay no dividend beyond that of human health and happi- ness.
Such were the beginnings of our Asso- ciation. What it may develop into it is wellnigh impossible to foretell, but the popularity of the movement is assured. We have never yet been able to accommodate all those who have applied for places in our guest houses during the most popular holiday weeks. The further growth of our movement depends, not upon paid labour, but rather upon our ability to enlist a sufficient number of men and women of strong magnetic character as voluntary helpers. Men like Lewis Paton, the energetic and resourceful High Master of the Manchester Grammar School, are the strength of our movement. Numbers of clever young professional and business men are now giving us their summer holi- days, and act as leaders of our parties ; but we could do with many more, and shall like to hear of them. These give tone and character to our centre life. Our Association has a definite ethical mission to fulfil, namely, the cultivation of character. Almost every grade of society is represented in our guest houses, and amid all differences of sex, creed, political opinion and social status, we discover how much there is in which we are agreed as
we tramp together, sit together at the same table, learn the same lessons of tolerance and good -will.
Comradeship, simplicity, reverence, may perhaps be regarded as the watch- words of our movement. We believe in spending long days in the open, exploring the wildest and most interesting places in the neighbourhood of our centres, being led and informed by enthusiasts in natural his- tory, antiquities, or folk-lore ; we train our eyes to see the beauties, and our hearts to feel the wonder, of the world we live in.
Such is the C.H.A. We have fourteen centres this year, some permanent, some temporary. The centres in Great Britain, eleven in number, are at Whitby, Row in Scotland, Hayfield in the Peak District, Addiacombe on the Surrey Hills, Berwick- on-Tweed, Bangor, Boscastle on the north coast of Cornwall, Newlands Vale, Amble- side, Hebden in Wharfedale, Portballintrae on the north coast of Ireland. Besides these there are at present three centres abroad, viz., Dinan in Brittany, Finhaut in Switzerland, and Kelkheim in the Taunus, Germany, near the Rhine, and but fifteen miles from Frankfort-on-the- Main.
The Continental part of our movement is still in its infancy, and we hope, as time progresses, to develop further in the direction we have indicated by this early effort. This year we are again receiving a party of German boys from the Muster- schule, Frankfort, who will come over during July, in order that they may be brought into closer contact with English life and English ideals. Their ages will range from seventeen to nineteen, and they will all have a fair knowledge of English. We require this, in order that the whole of their stay may prove of use to them. The first week of their visit to England will be spent in private homes of members belonging to our Association, who have very kindly offered them hos- pitality. The remaining part of their stay in England will be spent at Whitby, Hebden in Wharfedale, and Addiscombe in Surrey. There is also this year in con-
THE CO-OPERATIVE HOLIDAYS ASSOCIATION
109
templation a return visit of English boys to Germany. This visit would commence on August 6. Definite arrangements have as yet not been made with regard to this visit, but, as in all other undertakings under C.H.A. auspices, the holidays will be both fruitful and inexpensive. We trust that sympathizers in our efforts to promote a friendly feeling between foreign nations and ourselves will help us by offering their aid in welcoming our German guests, and showing a friendly and sym- pathetic spirit towards them. Any assist- ance of this nature will be sure to produce the most excellent result, and will directly benefit not only the German visitors, but our own people as well. Further, well- wishers of our scheme may very materially help us by recommending to their English boy friends this opportunity of becoming acquainted with the Germans, their customs and their ways. As an indica- tion that our efforts to promote friendly relations between England and Germany have been recognized across the North Sea, German friends at Frankfort have formed a society which they call the ' Ferienheimgesellschaft ' — i.e., the 'Asso- ciation of Holiday Homes ' — with an
influential committee, consisting of Dr. Walter (the well-known headmaster of the Musterschule), Sir Francis Oppenheimer (the British Consul), Baron von Siebold, Mr. August Lorey, an enthusiastic teacher who is Honorary Secretary of the Ferien- heimgesellschaft, and many others of similar standing. It is this Frankfort Association which is this year sending over a party of German boys to us, and in a most generous manner arranging for the English boys' stay while in Germany. We hope that by this means a little practical work may be successfully accomplished in fostering in the minds of the rising generation a friendlier feeling between our two countries.
I shall be very glad to furnish further information in regard to the work of our Association, and to receive offers of assistance from educationists interested in our scheme. Inquiries should be accom- panied by a stamped addressed envelope.
E. D. BRETTL, Assist. Gen. Sec., C.H.A.
223-225, Brunswick Street, Oxford Road,
Manchester.
DISCUSSION COLUMN. THE TEACHING OF COMPOSITION.
OWING to suggestions from several of our members, it has been decided to make the above the subject for discussion this year. The term 4 composition ' is held, for the purposes of this discussion, to include :
1. Free composition in the foreign language.
2. Translation into the foreign language.
The questions concerning each which call for discussion are :
1. The stage at which each should be introduced.
2. Subject-matter of composition.
3. Method, including the correction of errors.
Members are urged to insure the success of this discussion by making contribution to it, however small. Our object is to gather opinions and experiences from all sources. Those desiring to take part should send
110
MODERN LANGUAGE TEACHING
his or her communication, not later than two weeks after the issue of any given number of MODERN LANGUAGE TEACHING, to
F. B. KIRKMAN,
The Three Gables,
Letch worth,
Herts.
MODEEN LANGUAGE ASSOCIATION.
A MEETING of the Executive Committee was held at the College of Preceptors on Saturday, April 30.
Present: Messrs. Pollard (chair), An- drews, Atkinson, Brereton, Eippmann, Somerville, Storr, and the Hon. Secretary. Apologies for absence were received from Messrs. Brigstocke, Fiedler, von Glehn, Milner- Barry, O'Grady, Twentyman. and Miss Johnson.
The minutes of the last meeting were read and confirmed.
Mr. Twentyman in his letter men- tioned that a number of books had been presented to the library.
The names of ten members, whose sub- scriptions for two years were in arrears, were removed from the list. Professor Rippmann moved :
That the Modern Language Associa- tion approach the County Councils Association with a view to enlisting their co-operation in sending a Commissioner abroad in July and August, 1910, to visit Holiday Courses and report. That the Modern Language Associa- tion offer to contribute £20 towards the cost, on condition that the County Councils Association con- tributes an equal sum. As the Finance Sub-Committee reported against this expenditure, the motions were withdrawn, and it was agreed instead to suggest to the Board of Education that the Special Inquiries Department should be asked to report on the subject.
The Information Sub-Committee sub- mitted an account of the diplomas in French and German held by English
teachers, and made the following recom- mendation :
That, as there appears to be no satisfactory separate certificate in Modern Languages for those teachers who are unable to follow a regular course of study, negotia- tions be re-opened with the Uni- versity of London with a view to the establishment of such a cer- tificate.
After considerable discussion it was re- solved, in view of the smallness of the attendance, to submit this recommenda- tion to a meeting of the General Com- mittee to be held on May 28.
Letters were read from Miss Althaus, in forming the Committee that a Branch of the Association for Yorkshire had been established, with a membership of ninety- three, and stating the wish of the Branch that Associate members, paying less than the ordinary subscription, should be ad- mitted to membership of the Branch. The Hon. Secretary was desired to answer that the Committee appreciated the strength of the case made out for the admission of such members, and would submit the question to the General Com- mittee, by whom the rule relating to such members had been made.
Letters were read from Mile Sanua and from M. Dupre, the contents of which are noticed in another column.
Mr. Cloudesley Brereton and Mr. H. W. Atkinson were appointed delegates to the annual conference of the Parents' National Educational Union.
There were elected the following thirty-
MODERN LANGUAGE ASSOCIATION
111
two members, of whom twelve belong to the newly-established Yorkshire Branch :
W. F. Allen, M.A.. Municipal School, Scarborough.
W. S. Ashley, M.A., King Edward's School, Camp Hill, Birmingham.
Miss E. M. Barber, Central High School, Leeds.
Miss L, K. Bennet, Melton Mowbray Grammar School.
E. E. Boardman, Boys' Modern School, Leeds.
Mrs. G. Bousfield, at St. Swithin's, Hendon, N.W.
Miss E. Carless, High School, Mon- mouth.
W. H. Cope, Librarian, Birmingham University.
T. R. Dawes, M.A. Secondary School, Castleford, Yorks.
Miss M. A. Dodds, L.L.A., 16, Belle Vue Mansions, Devonshire Road, Forest Hill, S.E.
T. Dyson, B.A., High School, Not- tingham.
E. Ebert, Ph.D., City of London Col- lege.
Miss Winifred Ellis, Golfview, Nairn, N.B.
Miss Garbutt, M.A., Girls' Modern School, Leeds.
J. H. Hallam, M. A., County Hall, Wake- field.
J. J. W. Herbertson, Bowden House, Seaford.
S. C. Hodgson, B.A,, Central High School, Leeds.
0. Lucat, Gymnase royal de Foligno, Italy.
Miss McCroben, Girls' High School, Wakefield.
Miss Mary Maclean, M.A., High School, Stirling.
R. S. Member, M. A., Schloss Emmeram, Regensburg, Bavaria.
W. S. Montgomerie, B.A., University, Greifswald, Germany.
A. T. de Mouilpied, B.Sc. (Lond.), M.Sc., Ph.D., L.C.C. District Inspector.
S. Sawyer, B.A., Secondary School, Pudsey.
Miss W. E. Schmidt, High School, Monmouth.
Miss Scholes, Heckmondwike School, Yorks.
Miss A. M. Shove, Tiffins' Girls' School, Kingston-on-Thames.
Miss 0. E. Smith, Secondary School, Holmfirth, Yorks.
Miss Hilda Thorp, Secondary School, Pudsey.
S. Tindall, M.A., Grammar School, Bradford, Yorks.
G. T. Ungoed, B.A., County School, Acton, W.
Miss M. Weber, Church Missionaries' Children's School, Limpsfield, Surrey.
* * *
The following memorandum has been sent to the Board of Education :
May 4, 1910.
The Modern Language Association begs to call the attention of the Board of Education to the lack of any authentic information as to the effectiveness, stand- ard of diplomas granted, and the compara- tive merits, of the various foreign Holiday Courses advertised by the Board. This want has been felt not only by individual students, but by County Councils who grant scholarships to teachers and intend- ing teachers to enable them to attend such Courses.
The Executive Committee of the Modern Language Association at their meeting of April 30 resolved :
That the Board of Education be re- quested to appoint through its Special Inquiries Bureau a Com- missioner or Commissioners to visit Foreign Holiday Courses in July and August, 1910, and to issue a Memorandum embodying their Re- port.
* * *
EXCHANGE OF CHILDREN.
THE season for arranging exchanges for the summer holidays has now begun, and applications should be sent to Miss Batchelor (Grassendale, Southbourne-on- Sea, Hants) as soon as possible.
112
MODERN LANGUAGE TEACHING
Last year, unfortunately, a good many applications were sent in too late to in- sure getting an exchange, as French schools break up in the middle of July, and German schools at the end of June.
The number of exchanges arranged last year was more than double that of the year before, and it is to be hoped that this year will again bring a good record.
a ft *
YORKSHIRE BRANCH. AN informal meeting was held at 17, Ashwood Villas, Headingley, Leeds, on Saturday, March 19, to discuss the ques- tion of forming a Yorkshire Branch of the Modern Language Association, and how far local meetings of the same might be helpful to Modern Language teachers in the county, often unable to attend the Annual Meeting of the Parent Association.
Present : Messrs. Dawes, Dent, Hodgson, Todd, Mrs. Connal, Misses Althaus, Byles, Lowe, Roberts, Robertson, Scott.
Mrs. Connal was voted to the chair.
At this meeting it was resolved that the Branch consist of —
1. (a) Members of the Modern Lan-
guage Association paying full subscription (7s. 6d.) ; (b) Mem- bers of the Local Branch only, to be termed ' Associate Members,' who shall pay a lower sub- scription [see below].
2. That the name of the Branch be
' The Yorkshire Branch.'
3. That Dr. A. W. Schiiddekopf be
invited to be President, and Dr. Baker (Sheffield), Professor Bar- bier (Leeds), and Miss Lowe, invited to be Vice-Presidents. A Committee of nine, with quorum of three, exclusive of President, Vice-Presi- dents, and Secretary, was elected.
Members of Committee: Messrs. Dawes,
Dazeley, Tindall, Todd, Hodgson, Mrs.
Connal, Misses Backhouse, Banks, Lowe.
Miss Althaus was elected Hon. Secretary
and Treasurer.
Miss Althaus was deputed to send the proposed invitations to President and Vice-
Presidents ; to suggest May 9, 10 and 11 as suitable dates for the inaugural meet- ing ; to ask the invited President to fix the date and read an inaugural address, and to suggest that the address should be followed by a discussion of the Interim Report on Terminology.
On March 21 Miss Althaus saw Dr. Schiiddekopf, who consented to be President of the Branch, and promised to read a short address on May 9, suggesting, however, the substitution of a paper (French) for the proposed discussion.
[4s our readers will see, the question of Associate membership will be considered by the General Committee on May 28. — ED. M. L. T.]
THE LOAN LIBRARY.
In response to the appeal recently addressed to members on behalf of the Loan Library the following gifts of books nave already been received. We have also much pleasure in announcing that a donation of £2 2s. has been received from Mr. Kolp, of Manchester. It is hoped that this good beginning will encourage other members to give further help.
List of Donations to the Modern Language Association Library.
Mr. D. J. Dairies.
Findlay (J. J.). ' Principles of Class
Teaching.' London, 1905. Dr. H. F. Heath.
Bagster - Collins (Elijah W.). 'The Teaching of German in Secondary Schools.' New York, 1904.
Boerner (Otto) and Clemens Pilz. ' Franzbsisches Lesebuch insbeson- dere fur Seminar e. I. Teil., Leipzig and Berlin, 1900.
Curme (George O.). 'A Grammar of the German Language, designed for a Thorough and Practical Study of the Language, as Spoken and Written To-day.' New York, 1905.
MODERN LANGUAGE ASSOCIATION
113
Professor W. Rippmann.
Lounsbury (Thomas R. ). ' The Standard of Usage in English.' New York and London, 1908.
Wendt (Otto). ' Enzyklopadie des fran- zosischen Unterrichts. ' Hannover- List and Berlin, 1909.
Wright (Joseph). ' Historical German Grammar.' Vol. I. : Phonology, Word-formation, and Accidence. London, New York, and Toronto, 1907. Dr. F. Spencer.
Brachet (Auguste) and Paget Toynbee. ' A Historical Grammar of the French Language.' Oxford, 1896.
Cerf (Albert J. W. ). ' Short Historical Grammar of the German Language : Old, Middle, and Modern High Ger- man.' Part I. Introduction and Phonology. London and Edinburgh, 1894.
Crane (Thomas Frederick). ' Le Roman- tisme Fran9ais. ' A Selection from Writers of the French Romantic School, 1824-1848. New York and London, 1894.
Darmesteter (Arsene). ' A Historical French Grammar.' London, 1902.
Hawkins (Frederick). 'Annals of the French Stage, from its Origin to the Death of Racine.' Vol. I., 789- 1667 ; Vol. II., 1668-1699. London, 1884.
Kastner (L. E. ). 'A History of French Versification.' Oxford, 1903.
Lachmann (Karl). 'Der Nibelunge Noth und die Klage.' Berlin, 1881.
Paul (Hermann). ' Mittelhochdeutsche Grammatik.' Halle, 1881.
Philippi (J.). 'Histoire de la Littera- ture Allemande d'apres le Dr. Her- mann Kluge.' Paris (n.d.).
Spencer (F.). 'A Primer of French Verse for Upper Forms.' Cambridge, 1905.
Spencer (F.). 'Chapters on the Aims and Practice of Teaching.' Cam- bridge, 1903.
Trechmann (Emil). 'A Short His- torical Grammar of the German Lan-
guage,' translated and adapted from Professor Behaghel's ' Deutsche Sprache.' London and New York, 1891.
Trechmann (Emil). ' Methods of Teach- ing Modern Languages.' Papers on the value and on methods of Modern Language instruction. Boston, 1893. Dr. E. G. W. firaunholtz.
Beauvais (Arsene). ' La Place des Mots. Les Erreurs de 1' Academic.' Bordeaux, 1900.
Cle"dat (Leon). ' Rutebeuf.' Paris, 1891.
Junker (Heinrich P.). ' Grundriss der Geschichte der Franzb'sischen Littera- tur.' Miinster, 1898.
Lanson (Gustavo). 'Boileau.' Paris, 1892.
Passy (Paul). 'Les Sons du Fran§ais.' Paris, 1895.
Plattner (Ph.). ' Worterbuch der Schwierigkeiten der franzbsischen Aussprache und Rechtschreibung.' Karlsruhe, 1900.
Troyes (Kristian von). ' Erec und Enide.' Halle, 1891. ' Yvain.' Halle, 1896. Both edited by Dr. W. Fb'rster.
Thieme (H. P.). 'La Litterature fran- 9aise du XIXe Siecle.' (Biblio- graphic.) Paris, 1897.
Paris (Gaston). ' La Litterature fran-
9aise au Moyen Age.' Paris, 1898. Mr. J. Kolp.
Matthias (T.) ' Handbuch des deut-
schen Unterrichts.' Professor Robertson.
' History of German Literature. ' Mr. F. B. Kirkinan.
Baerwald (Richard). ' Eignet sich der Unterricht im Sprechen und Schrei- ben fremder Sprachen fur die Schule ?' Marburg, 1899.
Baerwald (Richard) . ' Neue und ebenere Bahnen im fremdsprachlichen Unter- richt.' Marburg, 1899.
Bahlsen (Leopold). 'The Teaching of Modern Languages.' Boston, New York, Chicago, and London.
Bahlsen (Leopold). ' Der franzosische
8
114
MODERN LANGUAGE TEACHING
Sprachunterricht im neuen Kurs.' Berlin, 1892.
Jesperseii (Otto). ' Frank Begynder- bog.' Copenhagen, 1897.
Collard (F. ). ' La Methode directe dans 1'Enseignement des Langues vivantes. ' Bruxelles. 1904.
Curtius (Anna). ' Der franzosische Aufsatz im deutschen Schulunter- richt.' Leipzig, 1907.
Dubrulle (A.). ' Explication des Textes franfais (Principes et Applications).' Paris, 1904.
Eggert (Bruno). ' Der psychologische Zusammenhang in der Didaktik des neusprachlichen Reformunterrichts. ' Berlin, 1904.
Fambri (Gabriel). ' Psychophysische Methodik fur den Unterricht fremder Sprachen.' Hermannstadt, 1901.
Haebler (G.). 'Der Sprachunterricht der deutachen Schulen.' Wiesbaden, 1900.
Henry (Victor). ' A Short Comparative Grammar of English and German, as traced back to their Common Origin, and Contrasted with the Classical Languages.' London, 1894.
Hense (J. G. A.). ' Leitfaden zum griind lichen Unterrichte in der deut- schen Sprache fur hb'here und niedere Schulen.' Hannover, 1891.
Klinghardt (H.). ' Bericht iiber den Unterricht mit einer englischen An- fangerklasse im Schuljahre 1887-88.' Marburg, 1888.
Kiihn (K.). ' Entwurf eines Lehrplans fiir den franzosischen Unterricht am Realgymnasium.' II., Mittel. und Oberstufe. Marburg, 1889.
Laurie (S. S.). ' Lectures on Language and Linguistic Method in the School. ' Edinburgh, 1898.
Lehmensick (Fr.). ' Das Prinzip des Selbstfindens in seiner Anwendung auf den ersten Sprachunterricht.' Dresden, 1900.
Mangold (Dr. W.). 'Geloste und un- geloste Fragen der Methodik auf dem Gebiete der neueren Fremdsprachen.' Berlin, 1892.
Miinch (Dr. Wilhelm) und Glauning (Dr. Friedrich). 'Didaktik und Methodik des franzosischen und eng- lischen Unterrichts. ' Miinchen, 1895.
Von einem Schulmann. ' Fiihrer durch die franzosische und englische Schul- litteratur.' Wolfenbiittel. 1894.
Von einem Schulmann. ' Zweiter Nachtrag zum Fiihrer durch die franzosische und englische Schullitte- ratur.' Wolfenbiittel, 1897.
Schweitzer (Ch. ). ' Methodologie des Langues Vivantes.' Paris, 1903.
Thiergen (Dr. Oscar). ' Methodik des neuphilologischen Unterrichts. ' Leip- zig, 1902.
Walter (Max). ' Die Reform des neu- sprachlichen Unterrichts auf Schule undUniversitat.' Marburg in Hessen, 1901.
Walter (Max). ' Zur Methodik des neu- sprachlichen Unterrichts.' Marburg in Hessen, 1908.
Walter (Max). ' Aneignung und Verar- beitung des Wortschatzes im neu- sprachlichen Unterricht.' Marburg in Hessen, 1907.
Walter (Max). 'Der Gebrauch der Fremdsprache be1' der Lektiire in den Oberklassen.' Marburg in Hessen, 1905.
* * A
LANTERN SLIDES.
The collection has received, through Professor W. Rippmann, a gift of the following twenty-two slides from Hen- Julius Hartmann, of Stuttgart. These are the first slides of German subjects. They are excellent both from an artistic and from a technical point of view. The Association's best thanks are due not only Herr Hartmann himself, but also to Professor Rippmann, who selected from Herr Hartmann's large collection those that best suited the purposes of the Modern Language Association.
97. Stiftskirche, Stuttgart.
98. Schiller Monument, by Thorwaldsen,
Stuttgart.
99. Morike Monument, Stuttgart.
REVIEWS
115
100. Wolfstor, Esslingen.
101. Old Tower (' Stadtturm '), Waiblingen.
102. Vaihingen, on the Enz.
' j-Besisheim, on the Neckar. 104. /
' j-Lauffen, on the Neckar. 106 J
107. Court of Monastery, Maulbronn.
108. Ruin of Monastery, Hirsau (with
Elm. Cf. Uhland's poem, ' Die Ulme zu Hirsau ').
109. Monastery and Village, Bebenhausen.
110. Monastery, Bebenhausen ; now Royal
1 Jagdschloss.'
111. Old House and ' Wehrgang,' Beben-
hausen.
112. House at Wildberg, on the Nagold
(Black Forest).
113. Stable and Barn in a Village near
Wildbad.
114. Farmhouse near Rippoldsau (Black
Forest, Baden).
115. Countrywomen at Zavelstein (Black
Forest, Wiirtemberg).
116. Richtenstein, on the Danube.
117. Sunday Afternoon in a Swabian
village.
118. Stein, on the Rhine (Switzerland).
REVIEWS.
MODERN LANGUAGE TEACHING.
The Teaching of Foreign Languages :
Principles and Methods. By F. B.
KIRKMAN. Pp. xii + 112. Clive.
Price Is.
This book, published a year ago, should have been reviewed earlier in MODERN LANGUAGE TEACHING. The delay has made it necessary for me to read it a second time, which has been of advantage at least to me ; for the impression on a second reading has been more favourable, so that probably I was not approaching it in quite the right spirit when I read it first.
It is indeed a remarkably good piece of work, and I do not know where the principles of the Reform method have been better stated in so small a space. No time is wasted upon attacks on obsolete and obsolescent methods ; the arguments are stated clearly and straightforwardly ; the illustrations are well chosen.
Mr. Kirkman begins by considering with care the objects of instruction in a foreign language ; he sees in it (1) a means of literary culture ; (2) a source of informa- tion ; (3) a means of communication ; (4) a means of promoting international good- will ; (5) a means of literary discipline. He next discusses the relative importance
of the kinds of linguistic attainment, and the choice of subject-matter ; unfortu- nately, lack of space prevented him from giving a list of texts suitable for the various stages of instruction at school.
He next emphasizes the division of the Course into Literary and Linguistic, and indicates the place which these should respectively occupy ; he refers to the question how far instruction in the subject- matter of the books read is possible, and on the stage at which the art of translation should be begun. In dealing with the Course in relation to the age of the pupils and the relative place of French, German, etc., in the Course, it would have been valuable to deal at greater length with the problems presented by the introduction at the age of twelve of County Scholars in our secondary schools ; with the question of Latin, made compulsory or alternative to German ; with the respective advantages of instruction by exclusive specialists, non- exclusive specialists, or non-specialists ;* and other matters that present themselves
* By ' non-exclusive specialist ' I here mean a Modern Language specialist who also gives some time to the teaching of other subjects; and by 'non-specialist,' one who teaches other subjects and also some French or German.
8—2
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MODERN LANGUAGE TEACHING
to one who is responsible for organizing the Modern Language work in a secondary school. There might also have been a more vigorous plea for the establishment and encouragement of Modern Schools of the Realschule type, in which two modern languages would be thoroughly taught.
The bulk of the book (sixty-four pages) is devoted to Method in the Linguistic Course, and it is an admirable exposition of Reform method practice. An important place is given to the pronunciation, and it is satisfactory to find that Mr. Kirkman is convinced of the value of a phonetic transcription. He is thinking of French in particular ; and, indeed, German is throughout treated a little stiefmMterlich — but that, I fear, is the rule nowadays. He might have said that in German, where the ordinary spelling is much more phonetic than in French and English, the use of the ordinary spelling and the phonetic side by side is quite free from danger. He also might have dwelt on the great importance for the Modern Language teacher of a knowledge of Eng- lish phonetics. Unless the teacher has a respectable knowledge of the way in which sounds are produced in both languages, he cannot properly compare the pronuncia- tions and guide his pupils to an apprecia- tion of the differences.
The method of teaching the vocabulary is dealt with in an interesting and helpful fashion ; the question of the ' direct con- nection ' is ably discussed, and hints are given for teaching new words, and for practice in the vocabulary, in handling words and phrases occurring in the text read, and in the grammar. An excellent feature is the repeated advice to make full use of the blackboard. Such advice is needed ; I have often found that the blackboard space provided is quite insuffi- cient, or that the blackboard has been placed too low. There are, further, some useful remarks about written work and the order of steps in the lesson ; and there is a useful list of accessories.
Only a few pages are given to the
Literary Course, but they are full of good sense. In conclusion there is a brief list of books for the use of teachers ; opinions will differ as to its value. I should have omitted some (such as Freytag's Technik des Dramas), and inserted others (such as Robertson's History of German Literature and Konnecke's Litteratur Atlas). In an appendix Mr. Kirkman records an experi- ment in research, the object of which was to find out how long it takes to eradicate a blunder once made. It is a good piece of work, and should stimulate others to similar experiments. W. R.
THE TEACHING OF ENGLISH GRAMMAR.
The Teaching of Grammar. By L.
BRACKENBURY, M.A. Pp. vi + 138.
John Murray, 1908. Price 2s.
In days when the mechanical teaching of grammar can hardly be considered a thing of the past, Miss Brackenbury in bringing out this book has rendered a notable service to education. Few subjects are more light-heartedly undertaken by the inexperienced teacher than grammar ; in few is so much time wasted, so little result attained, after years in which ' Eng- lish grammar ' has formed, in all the suc- cessive stages of school life, a definite place, week after week, in the class-work and home-work time-table. It is as a science that Miss Brackenbury claims for grammar a definite place in the school curriculum, as the supreme instrument, on the humanistic side, for training children in thought, training them ' to see fine distinctions. ' She would postpone gram- mar till the age of twelve in Primary, four- teen in Secondary, Schools ; would make the work entirely oral ; and, while restrict- ing it to some half-hour a week, would make that half-hour a time of intense thought and concentration.
' Our sole immediate purpose in every grammar lesson, and in every moment of a grammar lesson, is to make the children think. ' ' School work in this subject should consist entirely of problems.'
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' There are no facts in grammar the knowledge of which may serve to promote the practical interests of the children ; there is nothing in grammar to be remembered. There are some technical terms, but it is unimportant whether the children learn to use them or not ; what is of importance is that they should never use them without actually doing the thinking that was neces- sary when the distinction on which they are based was first appre- hended.'
This is Miss Brackenbury's main thesis, and in chapter after chapter her illustra- tions in working out knotty points as they present themselves to the class reveal her, not only as the logician and psychologist, but, above all, as the practised teacher. Language she defines as 'made up of sentences which are the expressions of our thoughts about the changing world around us.' ' Sentences stand for thoughts ; thoughts are about things changing, things moving, things doing something ; there- fore every sentence must refer, not only to a thing, but also to the moving, the changing, the doing of a thing.' This is a pregnant suggestion towards appercep- tion of that undefinable word, Predicate, and the chapters on Analysis into and of the Subject and Predicate are among the freshest and most useful in the book.
It is tempting to quote the many pas- sages where Miss Brackeubury's experience and insight appeal strongly to the common- sense of her readers ; but the following will probably stimulate curiosity, and send teachers to the book itself :
' Definitions of sentence, of subject, and of predicate, should, indeed, be avoided. The children would fasten on them with avidity ; they would very much rather learn something by rote than do a difficult piece of thinking. But we are teaching them grammar to make them think. . . . What the teacher has to do is to devise means of preventing this work from becoming monotonous or
mechanical. This is by no means easy . . . where the time allotted may be thirty, forty, or even fifty, minutes. Unless the conditions are exceptionally favourable, children of twelve cannot be kept thinking for even half an hour at a time, and, if they are not thinking, they are not learning grammar. What the teacher frequently does to meet this practical difficulty is to set the class to write, to analyse sentences in a tabular form, or to parse words according to a prescribed method. This is waste of valuable time. , . . ' We should ask the children to see pictures with the mind's eye before analysing sentences. . . . We havr to lead them from expression to mental content, and back again from mental content to expression, before they can analyse a sen. tence. '
' It is a great mistake to begin with simple sentences, and then to pro- ceed with the analysis of complex sentences. From the beginning the children should be dealing with sentences the subjects of which con- tain, not only adjectives, but adjec- tival phrases and clauses as well ; the predicates of which consist, not only of verb . . . but contain also adverbs, adverbial phrases and clauses. . . . The greater the variety of structure, the better. ' Miss Brackenbury is, unfortunately, hampered by the absurd confusion of grammatical terminology which exists at the present day. Witness the pages deal- ing with complement and verbs of incom- plete predication.
To classify ' his ' in ' his horse ' as a pro- noun seems to raise unnecessary difficulties (p. 44). ' When there are two objects, grammarians call one the direct, the other the indirect object,' is misleading ; and one would challenge the attribution of ' us ' in ' Sad news was brought us ' to the category of 'retained objects.' Many statements on the subject of intransitive
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verbs and objects are also open to stricture. Thus, apparently, ' This was given me ' is considered to contain a direct object (me), but ' This was given to me ' an indirect object (p. 69). In ' The French elected Napoleon Emperor,' ' Emperor ' is claimed as a Nominative (p. 77).
Speaking generally, the terminology is the weakest part of a book which is singularly stimulating. Especially ' in- teresting to readers of MODERN LAN- GUAGE TEACHING should be the sug- gestion that, where a class has a know- ledge of foreign languages, analysis of sentences in French, German, and Latin, should be put before them synchronously with sentences in English. The reviewer's own experience testifies to the enjoyment and progress of a class taught on these lines, and it is much to be hoped that Miss Brackenbury will follow up this book by another of very practical import, containing passages from all four languages classified for children's needs.
Elementary Lessons in English Grammar.
By HENRY CECIL WYLD. Pp. 224.
Oxford : Clarendon Press. Price 2s.
Any book from the pen of Professor Wyld deserves the attention of teachers, and is necessarily interesting and sug- gestive. This is especially the case with the Elementary Lessons which have recently appeared. The thought now being given to the best methods of teaching in English is a welcome sign of the times, and no one will be more grateful for improvement in this respect than the teacher of Modern Languages, who has so often had reason to complain of his pupils' inadequate training in the mother- tongue.
A particularly difficult part of the subject is the teaching of English grammar. There is a gratifying reaction against mechanical formalism. Miss Brackenbury has dealt with the problem in a philosophical spirit, treating grammatical instruction mainly as a method of logical training. Professor Wyld aims to put the main facts of gram- mar before the pupils in simple language. He acknowledges his indebtedness to Dr. Sweet's New English Grammar ; and it is
indeed the fresh and unconventional, as well as profound and scholarly, spirit of Dr. Sweet that gives a distinctive flavour to this book.
It therefore should have the effect of a refreshing and invigorating bath to the teacher of English ; none can read the book without deriving from it inspiration and a host of good hints to be utilized in his teaching. If we now proceed to make some criticisms of details, it is in no carp- ing spirit ; we trust that Professor Wyld may find some of them worthy of considera- tion when he prepares a second edition.
To write as though one were addressing a class of children is a very difficult under- taking ; it is necessary to make up one's mind as to the average age of the assumed class, and to avoid letting them look be- hind the scenes — i.e., talking about the teachers, or at the teachers while nominally talking to the pupils. Now we are not quite sure that Professor Wyld has suffi- ciently realized this ; indeed, we sometimes feel that he would have done better to issue his book in two forms : plain text for pupils, text with annotations for teachers. As we read on, it seems as though the pupils addressed were growing older very rapidly ; the early chapters are admirable in their simplicity. Later on we get lan- guage much more difficult, as when Pro- fessor Wyld says : ' Many qualities which distinguish persons and things are not fixed and invariable in the degree of intensity in which they occur ' (p. 107), or, ' This fact is due to the tendency to assimilate them in form to the more com- mon adverb-type' (p. 145). The number of technical grammatical terms introduced seems larger than is desirable ; thus, we do not see the need of • periphrastic conjuga- tion,' nor are we attracted by the term ' assumptive ' borrowed from Dr. Sweet. It is not judicious to put before the pupils such an example as, ' The master hurried into the room, and began a dull lesson which only the clever boys understood ' (p. 8), nor to suggest that the subjunctive 1 brings a golden harvest to many people in French and Latin,' or to refer to the pos-
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sible incompetence of the teacher : ' Get your own teachers to do that for you, or, if they cannot do it . . .' (p. 163) ; 'if you were properly taught' (p. 191) ; 'Has it been the custom of your teachers to awaken this curiosity at every turn, and to gratify it ? Have you not rather been accustomed to think . . .' (p. 192).
One of the most valuable features of the book is the important place it justly assigns to the spoken language. The twenty pages given to pronunciation are excellent. It is, however, a matter of real regret that Professor Wyld has adopted a transcription of his own. Absence of uni- formity in phonetic alphabets is one of the greatest obstacles to the spread of phonetics. To give only one example : The generally accepted phonetic spelling of the open e is [s], of close e [e] ; Professor Wyld writes [pen] for pen and [ea] for air. (It may be added that M. Passy and some of his pupils unfortunately write [p«n] for pen.) To imply in this way that the vowel sound in standard English pen is the same as the first vowel sound in air is to make it still more difficult for English children to discriminate close and open e — one of the great difficulties of French pronunciation. Another point to which attention may be drawn is the distinction of z, v as loud, and s, f as gentle ; this seems to us quite unconvincing. The old practice of calling z, v soft, and s, f hard, was unsatisfactory, but better represents the effect of these sounds on the ear of a child.
The book is carefully printed. We note a few slips : On p. 28 but and father are given as German words ; on p. 29 the vowel of beau is made long ; on p. 58, (waifz, waif) should be (waivz, waif), see p. 33 ; on p. 62 there is mention of an old French adjective beau(l), whatever that may be ; on p. 74 we have accusative, on p. 75 objective ; on p. 88 it is implied that that can be used as an interrogative ; on p. 89 for jew read/ew; on p. 98 (line 13), quantity for quality ; p. 124 (third line from bottom), of should be in italics ; p. 155 (second line from bottom), delete
that ; p. 181 (line 20), read subjunctive for subjective.
The final chapters, dealing with analogy and the history of English, are perhaps the best part of a book every page of which deserves to be read with careful attention.
ENGLISH LITERATURE.
The Springs of Helicon. By J. W. MACKAIL, M.A., LL.D., Professor of Poetry in the University of Oxford. Pp. xvi + 204. Messrs. Longmans, Green and Co. Price 4s. 6d. net. Professor Mackail's name is a guarantee of sound scholarship, and these lectures on ' the progress of English poetry from Chaucer to Milton ' are worthy of him and of the Chair from which they emanate. He attempts, so he tells us, to reinterpret the art of Chaucer, Spenser, and Milton, for the present age, to show us the life and significance of their poetry at the same time as he reveals it in rela- tion to the evolution of art. For the purpose of these lectures, Chaucer is con- sidered mainly as the representative of the earlier Renaissance and its classic influences ; Spenser stands for its flower and blossoming-time ; Milton, for the ripe scholar, who has independently ' won his way to the springs of Helicon, and given to England a poetry ... for the first, time fully classical, which stands as art on the same level with the Greek classics.' The three studies are from this point of view extremely suggestive and interesting. Professor Mackail shows, for instance, that Chaucer, by coming under Italian influence, ' created for English literature a wholly new type and aim'; his lecture is an examination and elaboration of this point, but with full understanding of the fact that English literature was not yet ready for the Renaissance, and that the work had to be done again by the Eliza- bethans. Similarly, he makes clenr that, to appreciate Spenser, we must realize the ' four intertwined motive forces or im- pulses— the native, the classical, the French, and the Italian,' the subtle inter- action of which is the characteristic feature of sixteenth - century poetry.
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Spenser is the typical Elizabethan poet, precisely because all these influences mingle and accumulate in his wri tings. Lastly, Professor Mackail lays stress on Milton's position, 'in full touch and full intellectual sympathy with the New Learning, with the expanding movement of the human intelligence which was absorbing and annulling the Renaissance ' in an age when there was 'a prodigious movement of advance in physical science.' He points out how, in Milton's poetry itself, ' the science is as wonderful as the art. The art is science applied to thought and language, and transfigured by that creative imagination on which the dis- coveries of science, like the fabric of art, are ultimately based. In the science of his art Milton stands alone among the English poets. ... It is this beyond all else which makes him, in the full sense of the word, a classic. '
These quotations, inadequately as they represent Professor Mackail's insight and critical power, may at any rate serve to illustrate his attitude towards the subject he has chosen for treatment. Every reader will hope the present volume is indeed only one chapter of the study with which he proposes to deal during his tenure of the Chair — viz., ' the con- sideration of poetry as a progressive function and continuous interpretation of life.'
Heralds of Revolt : Studies in Modern
Literature and Dogma. By WILLIAM
BARRY, D.D. New edition, revised
and enlarged. Pp. xlviii -f- 380. Hodder
and Stoughton, 1909. Price 7s. 6d.
In his preface Dr. Barry asks his
readers not to set down his judgments to
'mere prejudice or party spirit, to the
colour of my coat or the shape of my
neckcloth.' In the same paragraph he
goes on to explain that the general view
of all the authors criticized seems to
resolve itself into 'Monism,' the doctrine
of ' the All and One, ' which he regards
' as false philosophy ruinous to the ethics,
the arts, the social order, which we have
inherited from our Christian ancestors.'
Try as he may, Dr. Barry cannot help
being biassed by his religious convictions. His attitude towards the various writers with whom he deals is determined largely by their common disbelief in the Chris- tianity which it is his profession and his joy to preach. We may regret or we may rejoice in this fact, but we cannot, at his request, consent to ignore it. His essays are marked by broad tolerance, taste, and critical power ; he has much to say which is well worth consideration ; but whether he talks of George Eliot, Carlyle, Heine, French Realism, or Nietzsche — to name only a few of his subjects — his opinions are, naturally enough, tinctured by his belief that ' criticism . . . can no more be liberated from the jurisdiction of ethics than any other activity into which man breaks forth.' Dr. Barry brings all his authors to the bar of Christian ethics, and he finds all of them wanting. This is the unifying note which binds together the separate essays, though it is not this alone which justifies their republication in volume form.
English Literature for Schools. By E. E. FIRTH, History Mistress at the Croydon High School. Methuen's Junior School Books. Pp. 198, with 4 maps. Price 2s. 6d.
This book cannot be recommended. It appears to the reviewer to provide an excellent example of how not to teach English literature to junior forms. It contains a necessarily much - condensed outline history of literature — and 'out- lines ' should be anathema in the lower school ; it adds cut-and-dried summaries 'of the chief historical events of the period, with brief explanations of the political, social, and religious tendencies of the time' — ready-made verdicts con- cerning the relative worth of different writers, ' to lead the reader to estimate rightly the value of their subject and the beauty of their style,' and questions which can almost invariably be answered by con- sultation of the textbook. The maps, which show ' the homes of great writers in England,' and so forth, are not of much value.
In brief. Miss Firth seems to confuse
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a knowledge of facts about authors and their books with guidance to the apprecia- tion of literature. Nor are her facts always correct [e.g., Goethe did not write Wallenstein (p. 136); Percy's Reliques appeared in 1765, not 1764] nor her style and grammar always above reproach, ('Drama = a poem [sic] which represents events arising from the actions of the characters, and which characters are not described but made to show themselves in their acts ').
We hope it will not be deemed un- friendly if we advise Miss Firth to confine herself in future to the subject in which, presumably, she has specialized.
ENGLISH TEXTS EDITED.
Carlyle. Essay on Burns. Pp. 64. Price
6d. — Macaulay. Essay on Bacon. Pp.
139. Price Is. — Lays of Ancient Rome.
Pp. 80. Price 8d. Oxford Plain Texts.
Clarendon Press.
Admirable specimens of an excellent series.
Byron : Childe Harold. Cantos III., IV. Edited, with Introduction and Notes, by H. F. TOZER, M.A. Pp. 336. Claren- don Press. Price 3s. 6d. The Introduction comprises an account of Byron's life, character, and literary characteristics, together with an elaborately careful 'Essay on the Art, Style, and Versification, of the Poem.' The notes err on the side of overfulness, and some of the explanations are not needed. But the edition is scholarly and accurate, and can be recommended to students.
Poems of Nature and Romance, 1794-1807. By S. T. COLERIDGE. Edited by MAR- GARET A. KEELING, Tutor in English, St. Hilda's Hall. Oxford. Pp. 248. Clarendon Press. Price 3s. 6d. The Introduction to this volume gives an admirable critical account of Coleridge as a ' Poet of Nature and Romance.' Miss Keeling combines scholarship, critical acumen, and genuine appreciation ; her essay is the result of all three, and is well worthy of study. The notes give just what is necessary by way of reference and explanation, and the poems are Coleridge at his best. No further eulogy is required.
Goldsmith's Traveller and The Deserted Village. Gray's Elegy. Edited by ROSE M. BARTON, M.A. Pp. xxvi + 88. Messrs. Harrap and Co. Price 6d. This little volume is nicely bound and printed, and contains good bibliographies. The questions are superfluous, and so are some of the notes ; the student who requires to be told that ' cot ' means ' a small house, a cottage,1 will understand Goldsmith's ' fennel ' more easily than the editor's explanation — ' an aromatic plant.' The ' Subjects for Paragraphs and Com- positions ' are an insult to competent teachers, and the selected ' Quotations ' savour too much of hints for examination candidates. Nor do we like the curiously disjointed paragraphs which compose the lives of the two authors. On the whole, for class-room use, we much prefer ' plain texts ' to this kind of thing.
FRENCH.
La Chronique du Regne de Charles IX. By PROSPER MERIMEE. Edited by A. T. BAKER (Oxford Higher French Series). Introduction, 32 pp. ; Text and Author's Preface, 195 pp. ; Notes, 26 pp. Clarendon Press. Price 3s. net. Professor Baker has given us what we had been long expecting — a thoroughly adequate edition of a thoroughly interest- ing nouvelle, written by a masterly hand. Other editors have preceded him, but these have only succeeded in exaggerating the inherent episodical or jerky character of the narrative, by completely severing the thread of the story — viz., the love of Diana de Pougis for the young stalwart Bernard de Mergy, and her persistent attempts to convert him to the orthodox belief; in this there is a piece of auto- biography, which the editor has failed to notice. The text has been deftly handled ; the pruning knife has only been used where Merimee, as he so often does, over- steps the bounds of propriety, and it is difficult to imagine a better introduction to the study of this period of French history than a careful reading of the Chronique, though the mystery of the actual massacre of St. Bartholomew is
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cleared up neither by Merimee's introduc- tion nor by his tale. And will it ever be cleared up ? Merimee, in the former, thinks that it was a popular insurrection, which could not be foreseen and which happened quite suddenly, but in another place he throws the whole onus on Henri de Guise. The notes fully explain all the allusions, and the editor has been able to trace many of the textual archaisms to D'Aubigne's Baron de Fceneste, which Merimee prefaced and edited in 1855.
The old Huguenot song (p. 27) is taken directly from that quaint, accurate, though bitter chronicler, BrantSme, to whose ' Great Captains ' Merimee was certainly most indebted for the dramatis personal and for the mise -en- osuvre of the Chronique. Professor Baker in his Intro- duction naturally goes to M. Filon, the only authority in the 'know,' who has had the good fortune of meeting Merimee, and was formerly tutor to the Prince Imperial. Yet his two books, Mtrimte et ses Amis and Merimee (Grands Ecrivains Francais), excellent as they both are, cannot be said to reveal the whole truth ; on the contrary, though they do not actually cast dust in one's eyes, they gloze over many important points in Merimee's career, which will remain inexplicable until the whole of his corre- spondence has been published. To give but one instance, over 1,500 letters were written by Merimee to Madame de Montijo between 1830 and 1870 ; these M. Filon has seen and read, yet he has only partially utilized about a hundred, which cover a period of twenty-seven years. There are in this country, too, scores of his letters which have never been published. Dis- cretion is here no part of valour. Every appreciation, therefore, of this great racon- teur and still greater letter-writer is liable to error, for the simple reason that the full facts are not known. Quousque tandem ! The editor's short note on the Chronique (pp. 31 and 32) seems the only part of his work which may be criticized at all adversely. He begins by cavilling at the word chronique. Surely this is
quite needless : Merimee merely calls him- self ' un faiseur de contes,' and adopts a modest and fitting term. Then, again, ' history was the fashion in France about 1829.' True, but the inspiring source of the Chronique is to be found in Scott's Waverley Novels, which about this time enjoyed an immense popularity among the French Romantics. Merimee says that he was the busiest man in the world except Defauconpret, who was translating these. An interesting fact worth record- ing is that this irufchant roman started that long and interesting correspondence between Merimee and the Unknown, who, writing to him in 1831 under the name of Lady A. Anglesey, expressed her apprecia- tion of the book.
'Nothing shows us more clearly how far he is from the historian than the con- clusion of the Chronique; the reader is left to choose the end he may prefer.' The former part of the statement is unjust. Can anyone be called a finished historian at the age of twenty-seven ? That he did become a historian, though of the dry, learned, German-professor type, is proved amply and fully by his studies on Catiline's conspiracy, and the Social War, which secured his election to the Institute and Academy. Moreover, to leave the reader to form his own conclusions is quite characteristic of Merimee. There can be no doubt that he was incorrigibly lazy — Stendhal tells us that — and that he tired quickly of his subject. This would account for many of his best-known stories ending in a kind of bathos. Is not chapter viii., the dialogue between the reader and the author, just merely an elaborate piece of leg-pulling, of which Anatole France is so great a master ?
J. E. M.
Exercises on Erckmann-Chatrian' s Water- loo. By A. WILSON - GREEN, M.A. Cambridge University Press. Pp. vi + 62. Price Is.
It is an interesting sign of the times that the Cambridge University Press should issue a volume like this, which contains reform exercises on one of the
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123
books in the Pitt Press Series. The author has written a set of exercis«s for every four pages of Waterloo ; it would have been better to divide the text into sections forming a complete whole. The exercises on each section consist of an English passage, based on the text, for retranslation ; questions (in French) on the text ; questions of a general character on the words and phrases in the four pages under consideration ; and questions on grammar. Some teachers might prefer to have more questions on the text, for which they would sacrifice the retransla- tion exercise ; and they might also wish that the proportion of unapplied grammar questions were smaller. On the whole, however, the work has been carefully done, and we trust that more books of such exercises will soon appear in this well-known series.
Le Chat Bottt. By EFFIE MAGEE. Pp 64.
Blackie. Price 8d.
This fterie en quatre scenes, with songs by Susan, Counfess of Malmesbury, is a kind of miniature Drury Lane pantomime in French, ogre, cat, and comedians, all complete. For those who like this kind of thing at breaking-up functions, school concerts, etc., this is just the thing they will like. It will provide a pretty spectacle, especially if the directions are duly followed, and Le Marquis de Car abas, for instance, appears in ' white tights with white tunic figured with gold. White suede shoes. Vest with long tight sleeves of gold tissue. Skull-cap of gold tissue with plume." There is plenty of pretty music, too, and there are opportunities for dancing.
Le Francais de France. Par Madame VALETTE VERNET. Edited by GEORGE BELL AND SONS, with preface by Pro- fessor A. BARRERE, and illustrations by Miss M. MONTBARD. Price 2s. All French teachers who have classes of little children would do well to get a copy of this delightful collection of Dialogues, Recitations, Songs, etc. It is almost a pity that such a book did not appear some
years earlier, but still among much that is already known and used, there are a number of new suggestions. It contains sections on pronunciation, dialogues, reci- tations and little scenes, exercises for trans- lation and dictation on the subject-matter of the dialogues, elementary grammar and a French- English vocabulary.
The whole is compiled in a bright and attractive way, made all the more interest- ing by a number of simple illustrations which are certain to appeal to children. One is almost sorry to find another reading method introduced, so many are already issued, but as this is only introductory, and does not appear in the body of the book, it need prove of no practical draw- back. In a book so likely to lead to thinking in French, it is a little sur- prising to find an English Grammar section and a French-English vocabulary ; this again, appearing as it does at the end of the volume, need not interfere with the French atmosphere which other- wise the rest of the book is likely to produce.
Histoire de la Langue Fran$aise. Par FERDINAND BRUNOT. Tome III. La Formation de la Langue Classique (1600-1660). Premiere partie. Colin, Paris. Pp. 456. Price 12 fr. 50.
There is something monumental about the plan which Professor Brunot is carry- ing out ; and perhaps no period in the history of the French language is at once more difficult to treat and more fascinating than the first half of the seventeenth century. The extraordinary influence of Malherbe and, in a less degree, of Vauge- las ; and the part played by the Acad&mie and by the Precieuses in the elaboration of ' classical ' French, are set forth in eighty pages of admirable clearness. The rest of the book is divided about equally between a discussion of the Vocabulary and of the Morphology. Both are based, as it is hardly necessary to say, on very extensive researches, and present the results in a clear and attractive form. As a book of reference this grammar should find a place in every teacher's library.
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MODERN LANGUAGE TEACHING
GERMAN.
Aus dem Leben. By L. HIRSCH, Ph.D., and J. STITART WALTERS. Pp. viii + 67. Dent. Price Is. 6d. This little book of German scenes for the class-room is an adaptation of Mr. Walters's Episodes en Action. It starts with suggestions for dialogue of the simplest kind about objects in the class- room, parts of the body, etc. These are followed by some thirty dialogues repre- senting scenes aus dem Leben. The vocabulary and phraseology are very xiseful ; the footnotes give explanations in German of all that might present difficulty, and also references to the German Picture Vocabulary issued in Dent's Modern Lan- guage Series. Professor Rippmann has added some suggestions for the use of the book ; as he says, the learning by heart of such dialogues is a very useful means of
strengthening the vocabulary and training to fluency of utterance.
Goethe. Der Burgergeneral. Edited by S. H. MOORE. Pp. 78. Blackie. Price Is. We do not remember seeing any school edition of this slight comedy, with its brisk dialogue. Mr. Moore supplies an introduction in which the facts about the play are conveniently put together ; a carefully printed text ; the little annota- tion that is required ; and exercises for retranslation, together with some subjects for free composition. The last-mentioned are not altogether satisfactory ; for in- stance, the pupils are asked to ' Write a short account of the French Revolution, ' and to ' Describe some other comedies you have read, and state which of them is your favourite.' Subjects more closely connected with the text of the play would have been better.
FEOM HERE AND THERE.
THE BOARD OF EDUCATION have decided that, in the case of secondary schools upon the grant list, the additional grants for educational experiments provided for by Article 39 of the Regulations for Second- ary Schools may again be made for the purpose of aiding a limited number of such schools to maintain French or Ger- man assistants engaged under the conven- tions between the Board of Education and the French and Prussian Ministers of Education. According to these conven- tions, young French and Prussian second- ary schoolmasters and mistresses recom- mended by their respective Ministries may be attached for a year to secondary schools in England. The grants made will, as a rule, be £30 for each assistant,. or half the cost of maintenance, where the total cost does not exceed £60.
* * * ABERDEEN UNIVERSITY. — The Seafield
Gold Medal in English and the Minto Memorial Prize in English have been awarded to R. S. Knox.
* * * CAMBRIDGE UNIVERSITY. — At the oral
examination in Modern Languages in
connection with the Medieval and Modern Languages Tripos, held in April, there were forty-nine candidates in French, twenty-seven in German, and one in Russian.
* * *
CAMBRIDGE UNIVERSITY, GONVILLE AND OAITTS COLLEGE. — The Governing Body of this College, with the approval of the French Ministere de I'Enseignement Superieur, have appointed M. Emilo Audra to hold the College office of Lector in French for a third year (1910-1911).
* * *
CAMBRIDGE, GIRTON COLLEGE. — A Col- lege Scholarship of £50 has been awarded to Miss E. Baker-Gabb, St. Felix School, South wold (English and German), and the Pfeiffer Scholarship of £30 to Miss M. A. L. Burge (English and French).
ft * *
DUBLIN UNIVERSITY. — The Commis- sioners have framed a new statute, combin- ing the several Lectureships in the Italian and Spanish languages and literatures (with stipends of £100 attached) into a single whole-time Lectureship, with a stipend of £300.
FROM HEKE AND THERE
125
EDINBURGH UKIVERSITY. — The Lanfine Bursary in Modern Languages (about £35 a year for two years) has been awarded to Miss Mary Burns ; and the Heriot Travel- ling Scholarships, each of £100, to Miss Ruth E. Clark, M.A. (French), and Miss Sophia I. Younie, M.A. (German).
* * A
IRELAND, NATIONAL UNIVERSITY.— Mr. Robert Donovan, B.A., Secretary to the Dublin Commissioners under the Irish Universities Act, has been appointed Pro- fessor of English Literature.
* * 4
OXFORD UNIVERSITY. — The executors of Mrs. Paget Toynbee have intimated to the Vice- Chancellor that by her will she has made a bequest of £2,000 to the Uni- versity. It is provided that the income of the fund shall be devoted to an annual prize in memory of her husband for the encouragement of the study of the works of Dante, of Old French language and literature, and of Proven9al language and literature, the prize to be known as the Paget Toynbee Prize.
* * *
OXFORD, LADY MARGARET'S HALL. — A Scholarship of £50 a year for English has been awarded to Miss G. M. Madge, Win- chester High School, and one of £35 a year, also for English, to Miss A. E. Hake, Miss Rudd's School, Bournemouth.
* * *
OXFORD, ST. HUGH'S HALL. — A Scholar- ship of £30 a year for French and Latin has been awarded to Miss D. Ibbetson, Redland High School ; and one of £25 a year for English to Miss M. Shaw, Uplands School, St. Leonards-on-Sea.
* A *
OXFORD UNIVERSITY, WORCESTER COL- LEGE.— An Exhibition has been awarded to G. T. Pearson, Repton, for French.
* * A
OXFORD, SOMERVILLE COLLEGE. — A Clothworkers' Scholarship of £50 for three years has been awarded to Miss K. E. Chester, King Edward's School for Girls, Birmingham, for French ; an Ex- hibition of £25 to Miss L. P. Scott, Bath
High School, for German ; and an Ex- hibition of £20 to Miss S. D. Scott-Scott, of St. Paul's Girls' School, for French. Highly commended : Miss A. A. Harris, St. Felix School, Southwold, for German.
A A A
Mr. WILLIAM J. BUTLER, M.A., Pro- fessor of Modern Languages in University College, Cork, has been appointed one of the two Assistant Commissioners of Inter- mediate Education in Ireland, in the place of Dr. J. Bellingham Brady, whose death occui red recently, and who had held the post for thirty years. The appoint- ment of a Modern Language scholar is an innovation ; since the establishment of the Intermediate Board the rule has obtained that, of the two Assistant Commissioners, one should be a first-rate classical, the other a first-rate mathematical scholar. We welcome the appointment as strength- ening the prospect of a thoroughgoing reform in the teaching of Modern Lan- guages in Ireland, which the recent appointment of Professor Savory at Belfast, of Dr. Williams at Dublin, and of Mr. Rea on the Inspectorate, has also given us good reason to expect.
A A A
PROFESSOR A. LUDWIG, of the Technical College, Huddersfield, recently opened a subscription for the benefit of the sufferers from the recent serious floods in France, his native country. By his earnest efforts he succeeded in obtaining contributions to the amount of £80 5s. from Huddersfield and the neighbourhood, and this although some firms had sent their donations direct to the Lord Mayor's Fund. We congratu- late Professor Ludwig on the very gratify- ing result of his disinterested endeavours.
A A A
Miss M. H. BOOTH, who has been for many years a public -school Modern Lan- guage mistress, and who is an experienced traveller, is hoping again to take out a party of girls of Upper Form Standard to attend the Modern Language Holiday Course of the Teachers' Guild at Honfleur. This course is for English people. Classes and lectures are held dailyjin the mornings,
126
MODERN LANGUAGE TEACHING
presided over by French University men. Great attention is paid to Phonetics, Con- versation, and Literature. Excursions are made in the afternoons, and there are various social entertainments in the even- ings. Every facility and inducement is offered for speaking French. The residents of Honfleur are most friendly to the Eng- lish visitors, and arrangements are made for the students who go out under Miss Booth's care to stay with French people. The course opens August 3, and lasts for three weeks, and the time is 'most enjoy- able, as well as instructive. Honfleur is a healthy town in Normandy, not far from the sea, and the drinking water is good. There is an English Church. The sur- roundings are delightful, and many spots of historical interest are within easy reach. Further particulars and inclusive terms can be obtained from Miss M. H. Booth, Sunny Bank, Loughton, Essex, or from the Secretary of the Teachers' Guild. Arrangements should be made as soon as possible to insure good accommodation. * * ft
SOCIETE ACADEMIQUE. — A new branch of this Society has just been formed among Secondary Schools in South London. This branch promises to carry on all the tradi- tions for vigour and enthusiasm which have characterized the parent Society ever since its very able organization by Miss Stent five years ago. The whole Society now consists of about seven hundred members, of whom nearly four hundred belong to the Southern Branch. It is hoped that the development of the latter will keep pace with improved facilities for transit south of the Thames, as the im- possibility of rapid communication between schools is at present a hindrance to many.
Numbers in the Southern Branch.
Affiliated Schools. County Secondary Schools :
Clapham
Eltham
Putney
Stockwell
Sydenham Surbiton High School
Members.
109 89 34 36
87 38
The March reunion was held at the County Secondary School, Sydenham, by kind permission of Miss Purdie. Both the Northern and Southern Branches of the Society were invited to this meeting, and so large was the number of accept- ances that the programme had to be repeated.
Miss Hart and Miss Bush forth had pre- pared a splendid entertainment, which was enjoyed by every member present.
La Belle au Bois dormant, Les Trois Ours, La Journee des Fleurs, were beauti- fully rendered, and enjoyed with the real pleasure that always accompanies the act- ing of Miss Violet Partington's plays.
The Committee wish to thank Miss Purdie for the help and support she is so kindly and generously giving to the Society.
ft ft ft
An ' Association ' has been founded at Paris, called the Association des Institu- trices Diplomees. One of its principal objects is to introduce well-qualified ladies seeking educational posts to schools and families needing mistresses or governesses. The membership consists of honorary members, paying at least 5 francs a year, and active members, paying 50 centimes a month. The services of the 'Association' will not be confined to its active members, but these will naturally have the first claim upon it. The institution is sup- ported by the Societe des Professeurs de Langues Vivantes, and will, we hope, be of service to Englishwomen seeking posts in French families. The founder and Hon. Secretary is Mile Sanua, 43, Rue Richer, Paris.
ft ft ft
The COMPTE RENDU GENERAL of the Paris International Congress, a bulky volume of 850 pages, has now been issued by our enterprising sister Association, the Society des Professeurs de Langues Vivantes de I' Enseignement Public. It con- tains a very large number of interesting papers contributed to the Congress. The published price is 25 francs, but we are informed that, by favour of the Socttti des
FROM HERE AND THERE
127
Professeurs de Langues Vivantes, mem- bers of the Modern Language Association can obtain it for 10 francs, postage not included. Orders should be addressed to M. Paulin, publisher, Eue Haute-feuille 21, Paris.
* * *
The Ninth International Congress for Commercial Education will be held at Vienna on September 11 to 16. Tickets (k. 10 each) can be had from Regierungsrat Rudolf Krickl, Lothringerstrasse 10, Vienna.
ft * *
The following note has recently appeared in the papers :
It is proposed to found ' The Institute of Linguists,' with the following objects : (1) To found an institute, and to apply in due course for a Royal Charter, for the purpose of furthering the study of modern lan- guages, and to unite in a corpora- tion persons, whether British or foreign, who, either as teachers, scholars, or men of letters, inter- preters, or foreign correspondents, desire to co-operate in this en- deavour ; (2) to devise and impose means for the testing of candidates for admission to membership of the institute by examination, or by other practical tests, and to grant certificates of qualification to the successful candidates; (3) to hold conferences and meetings for the reading of papers and discussion thereon, and to publish reports of such proceedings. The examina- tions of the institute will in no way seek to rival or supersede the ex- aminations of the Universities or other learned bodies. As members of the Modern Language Association, we welcome any indication of growing interest in the study of Modern Languages, and we sincerely trust that the ' Institute of Linguists, ' in spite of its un- attractive designation, will have a prosper- ous career. At first sight it might appear that its work would cover similar ground
to ours ; the fact that both Mi-. Storr and Mr. Brereton are members of the Council may set at rest any apprehension lest the Institute of Linguists should interfere with our work — it is rather co-operation that may be expected. As to the proposed institution of more examinations, we prefer to withhold comment until we have more detailed particulars.
ft ft ft
The School World for May contains a delightfully humorous article entitled ' Sidelights on History, ' in which the anonymous author pokes fun at the com- pilers of a recent book of exercises in one of the ancient languages. It would be easy to cull an equally diverting anthol- ogy from several recent books of exercises in French and German.
ft ft ft
Frenchman, knowing English, seeks an English correspondent knowing French, for mutual improvement in the use of the alphabet of the International Phonetic Association, which should be used. Apply to A. L. Carre, French Master, Truro College, Cornwall.
ft ft ft
Professor Rippmann proposes to deliver in the autumn a short course of lectures for Modern Language teachers. There will be five lectures from 10.15 to 11. 45 a.m. on October 1, 15 and 29, and November 12 and 26, on Phonetics, in which the sounds of English will be made the basis, French and German sounds being compared and contrasted ; and five lectures from 12.15 to 1.15 on the same days, dealing with methods of Modern Language teach- ing. It is intended that the lectures shall be of direct use to teachers in their daily work, and there will be opportunities for the discussion of difficulties. The lectures will be given at Queen's College, 43, Harley Street. W. The fee for the Phonetics lectures alone is 7s. 6d., for the Method lectures alone 5s., for both courses 10s. All communications about these lectures should be addressed to Professor Rippmann (at 45, Ladbroke Grove, London, W.).
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MODERN LANGUAGE TEACHING
GOOD AETICLES.
SCHOOL WORLD, May, 1910 : Examina- tions (G. H. Bryan).
EDUCATIONAL TIMES, May, 1910 : The Future of Endowed Schools in Secondary Education (M. E. Sadler).
THE A.M.A., May, 1910 :5First Steps in French, III. (L. von Glehnj.
LES LANGUES MODERNBS, May, 1910: John Keats (L. Wolff) ; Comment amener les eleves a lire en dehors des heures de classe (G. Pradel ; to appear shortly in MODERN LANGUAGE TEACHING).
REVUE DE L'ENSEIGNEMENT DBS LANGUES VIVANTES, May, 1910 : L'En-
seignement des Langues Vivantes dans le Deuxieme Cycle (E. Hovelaque).
DIE NEUEREN SPHACHEN, May, 1910 : George Meredith (B. Fehr) ; Wieder einiges zum Kapitel ' Ferienkurse ' (L. Geyer ; recommends Besangon, but not Nancy and Dijon).
THE ENGLISH TEACHERS' MAGAZINE (Japan), February, 1910 : The Aim and Methods of Teaching English in our Middle Schools (B. Mitsui), April, 1910 ; Sugges- tions on the Teaching of English Compo- sition in Middle and Normal Schools (P. A. Smith).
EDITORIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April, June and July, and the 1 5th of October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs.
R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somerville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers wishing to study abroad.
The addresses of houses where an English guest is not likely to meet any other English people are specially desired.
Names of families should not be sent unless the member can recom- mend them from personal know- ledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHELOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence Abroad (Women) : Miss Sandys, 30, East St. Helen's, Abingdon ; (Men) : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
MODERN LANGUAGE TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 5 JULY, 1910
UNE JOUKNEE D'ETE.
Le matin etait fro/is, tout perle de rosee. Au loin, d V Orient, un trait d'or et de feu, Du voile de la nuit ne se faisant qu'un jeu, Alluma laforet de la brume, arrosee.
Dans le val odorant, sur line pente en fleur Ou le petit ruisseau tout doucement murmure, Et des freles roseaux rehausse la couleur, Aux rayons du soleil, I'dphe'mkre susurre.
Tout un essaim d'enfants respirant le bonheur, Sous de riants bosquets qu'embaume Vfylantine, Pareils aux che'rubins qui louent le Seigneur, Font entendre en chceur leur chanson argentine.
Debout, le bras tendu, devant le maitre autel, Un pretre d tete blanche, ami de la concorde, Benit le petit bourg, au nom de I'fiternel, Des chants que I'on entonne d Sa misericorde.
A I'heure du repos oil le soleil decline, Oil tout en m&me temps semble songer a Dieu, Alors que le rameau penche et que la fleur s'incline, Les rossignols aujour chantent un tendre adieu.
V. E. K. 9
130
MODERN LANGUAGE TEACHING
KEPORT OF THE BOARD OF EDUCATION FOR THE YEAR 1908-09.
WHO writes the Board of Education reports 1 It is an interesting specu- lation. A skilful penman, it is clear, for fact and romance are so cun- ningly blended that the uninitiated can hardly tell where one ends and the other begins ; but it is equally clear that he is not always possessed of first-hand knowledge. No one, for example, who had intimate acquaintance with the decade 1899 to 1909 of Modern Language pro- gress in England would write in 1909: 'Already there are schools in which the pupils are found really learning to express themselves fluently in the foreign language, and to understand it when spoken.' ' Already ' !— in 1909 ! There were ' schools in which the pupils were found really learning to express themselves fluently in the foreign language ' at least ten years ago. It is a poor sort of recognition of the group of schools, both boys' and girls', of which the Perse School may be taken as the type, with their splendid achievements in Modern Languages, to damn with faint praise like this.
' The new oral methods of teach- ing Modern Languages are being used in many schools ' (a guarded statement, certainly), ' with ex- periments such as the use of the gramaphone [sic] for teaching the pronunciation of French.' Yet the facts are that for every school that uses a ' gramaphone ' there are scores that 'teach the pronuncia-
tion of French ' by means of phonetic drill and transcription.
' The vigorous interest and activity in experiment found all over the country ' are attributed in part to ' the special associations which have been founded during the last few years ' ; and among these societies of mushroom growth one is startled to find the name of a society so venerable as to be almost within sight of its majority — the Modern Language Association.
But, after all, what is a sense of time compared with logic ? And logic is, undoubtedly, the compiler's strong point. 'It is matter for regret that there has been some diminution in the study of German. This is to some extent the result of the revival of Latin and the improve- ment in the teaching of French.' The naivete of the words we have italicized is refreshing ; obviously the allurements of the gramophone in the French lessons offer too great a temptation to boys, masters, and head, and the curriculum is planned and the lessons given wholly under the influence of its seduction.
The position of German is, indeed, a serious one : '615 out of the 736 schools in 1907-08 provided instruc- tion in Latin ' ; ' about 300 of the schools offered facilities for instruc- tion in German.' This, observe, in 1907-08. The drop in German in 1908-09 will probably prove to have been considerable. In Octo- ber, 1909, the Modern Language
EEPORT OF THE BOARD OF EDUCATION FOR 1908-09 131
Association drew the Board's atten- tion to ' a rapid and alarming retro- gression ' in the study of German, and urged that the Board's policy would speedily bring it to vanishing point. It will be interesting to see what the official figures for German in 1908-09 prove to be in next year's report. But what shall we say of the hypocrisy of a document which in consecutive paragraphs can state : 'The Board attach so much impor- tance to this study (Latin) that they make it a rule that, in all schools which take two languages other than English, Latin shall be taught unless a clear educational advan- tage in its omission can be shown.' ' It is matter for regret that there has been some diminution in the study of German.' It is allowable to believe that Latin offers a supreme training in mental grasp, and to act upon that belief ; but let us be both logical and honest. Few schools can attain to three foreign languages ; and when Ger- man has been annihilated, let us shed no crocodile tears. But the Board, when it has succeeded in killing German teaching in aided schools, will doubtless send its most distinguished Modern Language re- presentatives to grace the obsequies. The Board 'have recommended for use in schools the reformed scheme of Latin pronunciation adopted by the Classical Associa- tion. This has been generally adopted, and seems to be leading to economy of time and labour attended by greater efficiency and better results.' But you may
search the report in vain for any indication that the Board cares how you pronounce French and German, or, indeed, whether you pronounce them at all. Had the Board de- clared of Phonetics that its use in the classroom ' leads to economy of time and labour attended by greater efficiency and better results,' it would have been difficult to express the truth more tersely. But something more strident than Phonetics is needed before the Board's ears are penetrated : the gramophone they can hear.
' The circulars issued by the Board on the teaching of English Language and Literature, Geography, History, Latin, Geometry, Music, and Manual Work, have been found of great use, and have helped the very marked improvement in the teaching of these subjects. A similar circular on the teaching of Needlework has recently been issued, and one on Domestic Subjects is under con- sideration.' The omission is signifi- cant. It cannot be that the Board is too ignorant : can it be that it is too indolent ?
Under the head of Training of Teachers for Secondary Schools, though no reference is made to the need of provision for specialists in either Modern Languages or other subjects, there is some ground for hope in the Board's recognition of the value of training given in schools as contrasted with training given in colleges. 'To insure for the students that continuous and close familiarity with the whole life and daily routine of a secondary school ' 9—2
132
MODEKN LANGUAGE TEACHING
the Board ' regard as the first con- dition indispensable for the proper training of teachers in such schools.' ' Students of an institution which is actually part of a school can more easily be placed under the care of specialists, and more certainly profit by their supervision and example, than if they attend at various times from a University or College.' This was a point vividly present to the minds of several members of the
Association's recent Committee on the Training of Modern Language Teachers, and it is a matter for congratulation that the Board has enunciated the principle so clearly. If it can bring about the specializa- tion in the training of Modern Language teachers by schools par- ticularly qualified to hand on sound methods, it will have contributed to the solution of a very urgent problem.
A FKENCH INSPECTOE'S DIRECTIONS FOB THE TEACHING OF MODERN LANGUAGES.
ON October 15, 1909, M. Hovelaque, Inspecteur-General de 1' Instruction pub- lique, delivered a lecture at the Sor- bonne on L'JSnseignement des Langues Vivantes dans le Deuxieme Cycle. It was reprinted in the Revue Universitaire (April 15, 1910), the Revue de I'Enseigne- 'tnent des Langues Vivantes (May, 1910), and in Les Langues Modernes (May, 1910). In his introductory remarks, M. Hove- laque reminds his hearers that in October, 1902, his colleague, M. Firmery, and in December of the same year he himself, had addressed Modern Language teachers on the subject of the reform in their methods of teaching. In 1904 he had again addressed them, dwelling particu- larly on the work that was to be done in Quatrieme and Troisieme. He had pro- mised on a later occasion to give them some directions for the teaching in the demur cycle des dtudes, and this promise he now carries out. This appears a par- ticularly opportune moment, as the latest instructions issued had given rise to various misconceptions. It had been suggested that the recommendation of translation was inconsistent with the views previously expressed, and that a reaction against the
reform was indicated by these instructions. This M. Hovelaque repudiates :
' Nous ne travaillons pas a defaire I'oauvre qui nous a coiite tant de peine, tant d'annees d'incessants efforts, et a laquelle tous, sans exception, vous avez collabore avec un admirable devouement, d'autant plus meritoire chez certains que la foi ne le soutenait pas. Notre foi a nous est plus grande que jamais, parce que I'experience 1'a confirmee, inebranlablement. Et que vous la partagiez tous un jour, c'est ce dont je doute moins que jamais.'
Various charges have been brought against the new movement ; they are baseless. The method remains funda- mentally the same, even though it appar- ently changes ; it adapts itself to the varying requirements of the different stages of teaching. In the instructions bearing on the work of the upper forms there are two novelties : translation from the foreign language is recommended, and importance is attached to the teaching of literature. In this address M. Hovelaque confines himself to discussing the value
A FRENCH INSPECTOR'S DIRECTIONS
133
and the place of translation in the teach- ing of Modern Languages. He begins by laying down two axioms :
' 1. Une version de langues vivantes n'est pas une version de langues mortes.
' 2. Une version de methode directe n'est pas une version de methode indirecte.'
These axioms sound commonplace enough, but the way in which M. Hove- laque expounds them is far from common- place. Admirable, indeed, are the pas- sages in which he dwells on the difference between the translation of a modern and that of a classical author. In dealing with a Modern Language,
' il s'agit d'acquerir non un savoir, mais un pouvoir — la faculte de parler, et non pas seulement de comprendre et d 'ecrire. De Ik chez le professeur de langues vivantes des preoccupations que ne partage pas son collegue charge d'enseigner le latin ou le grec. . . . L'un vise tout un ordre de connaissances dont 1'autre ne s'occupe pas ou s'occupe moins.'
The advantages to be derived from translation vary according to the lan- guage from which we translate :
' Sans doute, toute version constitue une gymnastique intellectuelle. Mais les bienfaits de cette gym- nastique ne sont pas indifferemment les memes, quelles que soient la langue que Ton emploie, les fins que 1'on recherche, les methodes que Ton emploie.'
Then M. Hovelaque proceeds to give a remarkably profound and luminous appreciation of the respective qualities of Latin and Greek from the point of view of the translator. We regret that we have not space to reprint these pages. He concludes :
' Cette analyse est breve, elle est im- parfaite ; elle suffira, cependent, k montrer que le professeur de langues
vivantes, conscient de sa tache, sait en reconnaitre les limites. II re- connait que, comme exercice auxi- liaire du fran9ais, comme moyen d'apprendre a composer et a ecrire, la version de langues vivantes ne vaut pas la version de languea mortes ; il ne peut en esperer les bienfaits que son collegue retire da la version latino ou grecque. C'est dire qu'il ne s'epuisera vainement a vouloir faire rendre a cet exercice ce qu'il ne peut lui donner. . . . ' Ni le contenu des textes antiques, ni les incontestables superiorites qu'ils presentent ne se trouvent dans les textes modernes. Ceux - ci ne peuvent au meme degre enseigner a penser et a ecrire. Le contenu et les superiorites de ces textes sont autres, lies au genie de la langue, et c'est ce genie qu'il faut degager et enseigner, et non un autre. Les fins que nous poursuivons, qu'il s'agisse de la connaissance de la langue ou de la culture generale, ne sont pas celles que poursuit le professeur de langues mortes. Elles exigent d'autres methodes, qui aboutissent a d'autres resultats. This leads M. Hovelaque on to the dis- cussion of his second axiom. Whatever be the language taught by the ' indirect ' method, the object of translation is the same — viz., the comprehension and ren- dering of the foreign text — and the aids of the pupil (grammars and dictionaries) are put to the same use. A translation of this kind is un peu de la nature d'une serie de devinettes. Ask a pupil what pleasure he derives from it, and he will answer that it is the pleasure of la difficult^ vaincue.
' C'est de parti pris que Ton fait ainsi appel a son ingeniosite et qu'on 1'exerce ; c'est un combat singulier qu'il doit livrer au texte, combat ou, helas ! trop souvent au bacca- laureat il est vaincu, et le terrain de sa defaite se couvre de monu- ments de charabia. . . .
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' Ce tableau pent paraitre charge ; il correspond aux souvenirs de la plu- part d'entre nous, et le principe fondamental : poser a 1'esprit de 1'eleve une serie de problemes que par son labeur en grande partie solitaire, par son ingeniosite per- sonnelle, a coups de grammaire et de dictionnaire, il resout, n'a pas change. II s'agit toujours de com- prendre et de rendre, et — probleme etrange — fort souvent de rendre ce que 1'on ne comprend pas. ' Or, cette methode est la negation HK-ine de la methode directe, dont les principes essentiels sont: que c'est la langue tout entiere et non une partie de la langue qu'on en- seigne ; que 1'enseignement part du professeur et non du livre ; qu'il ne faut jamais demander a 1'eleve un effort qui puisse le conduire a 1'erreur. C'est en faisant deja bien qu'il doit apprendre a faire mieux ; toute possibilite de faute doit lui etre evitee, toute la besogne machee pour lui, parce que toute besogne qu'il fait seul est exposee a etre mal faite et fortifie en lui sa ten- dance naturelle a 1'erreur. ... La seule source pure de la langue est le professeur, parce qu'en lui 1'eleve la trouve vivante, non a 1'^tat de signes morts inscrits sur une page, et toute forme nouvelle doit passer par sa bouche, parce que seule sa bouche lui donne la vie complete.' It is very satisfactory to find these truths so eloquently stated. Anyone who knows from experience what rubbish is often written as translation when the ' indirect method ' has been consistently employed will agree with the view that the prevention of mistakes is better than the cure. It should be one of the great maxims of the Modern Language teacher. If his pupils in doing an exercise make many mistakes, he should earnestly consider whether the blame is not rightly put down to the teacher rather than to the taught.
It is clear what translation, according to the direct method, should not be. What is it ? What is its purpose ? How is it to be taught ?
' Elle poursuit des fins nouvelles con- formes aux interets et aux facultes nouvelles qui commencent a naitre chez des eleves a qui 1'on a deja donne une connaissance elementaire et pratique de la langue. Elle sert a faire connaitre un nouvel ordre de ve"rites linguistiques et litteraires, dont ils deviennent peu a peu cap- ables, et qu'il ne pouvait etre question de leur donner plus t8t, avant que leur esprit fut sufnsam- ment mur, et leur possession de la langue suffisamment e"tendue pour qu'ils en profitent. '
Translation is to be regarded as an aid in the teaching of literature — a means of appreciating literary texts carefully chosen for their intrinsic value. It is a means of comparing the genius of the two lan- guages, and thus incidentally an aid in the teaching of the mother-tongue. Fur- ther, it is a means of establishing a con- nection between the culture of the foreign nation and the culture with which the pupils are rendered familiar in their other lessons.
' II est indispensable que leur culture etrangere rejoigne leur culture generale, s'y mele et la feconde ; qu'elle ne soit pas dans leur esprit un domaine alleinand ou anglais, italien ou espagnol, separe par une cloison etanche de tous les autres domaines de leur intelligence ; et c'est un danger auquel votre methode dans les classes inferieures
Finally, translation is a means of en- couraging the initiative of the learner and teaching him to walk without leading- strings.
M. Hovelaque then gives his directions for the selection of suitable material for translation. He suggests that lyric verse is best suited for this purpose,
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' les poesies lyriques, si abondantes dans les langues que vous en- seignez, si caracteristiques des lit- teratures modernes, et qui, mieux que tous les autres textes, revelent le genie individuel des races qui les ont crees. '
These are to be chosen with care and suitably grouped. Often it will be possible to connect them with poems by the same authors that have previously been read, and thus to give the pupils some com- prehension of the poets' characteristics. Lyric verse will after a time yield to fragments of dramatic poetry and prose selections ; and only in the highest classes ' des morceaux detaches plus diffi- ciles, plus sommairement prepares, ou sans preparation aucune, afin qu'ils aient 1'occasion d'exercer leur ingeniosite et le sentiment de marcher enfin seuls. . . . L'eleve apprendra peu a peu a se passer de son professeur, a lutter tout seul centre un texte. '
Before translation there must be careful preparation, and this must be done by the teacher and pupils together in the foreign language only, and exchisively on the lines of the direct method.
In the first place, the teacher recalls the same author's poems that are already familiar to the poems. They are read or recited. He asks about them, guiding his pupils to the salient features. He gives a general outline of the contents of the poem ; he reads it aloud expressively. Then, and not till then, the pupils read it, and the text is explained — of course, in the foreign language. The whole is perfectly under- stood, the teacher taking the place of a dictionary, grammar, and commentary. What remains for the pupil ?
' L'effort qui lui reste maintenant a fournir, chez lui ou en etude, est un effort suffisant a eprouver toutes ses forces, s'il ne les depasse : c'est de rendre en bon frangais ce qu'il a parfaitement compris en langue etrangere, et c'est cet effort seul.'
How is the translation to be corrected ? In the mother-tongue, in class, and by the class. A pupil of average ability is called upon to read his rendering of the first verse, then another. The class criticizes, saying which rendering it prefers, and giving reasons. Finally, the teacher reads his own rendering, and makes his comments on points of style, rhythm, etc.
' Que les premieres traductions soient gauches, soient faibles, c'est ce qu'il faut prevoir, et cela ne m'emeut guere. Elles s'amelioreront peu a peu. Rien de plus difficile qne Fart de la traduction, et ce n'est pas a un eleve de seconde qu'il faut demander des chefs-d'oeuvre. II entassera les impropriete's. Mais le magnifique charabia de ses ver- sions latines vous ne le connaitrez pas, et c'est un element d'humeur qu'il ne faut pas attendre de votre enseignement. II faudra vous en consoler.'
M. Hovelaque concludes by pointing out the gain to be derived from translation on these lines :
'A ce commerce prolonge avec un fragment qui manifesto puissam- ment la personnalite de 1'ecrivain etranger, il finira par percevoir nettement cette personnalite et la sentira directement ; il sera comme face a face avec elle. Une lecture expliquee approfondie conduirait, dira-t-on peut-etre, aux memes resultats. Mais k la comprehension du texte la traduction ajoute un element nouveau. Elle permet de degager, avec une nettete singu- liere, ce qu'il contient de propre- ment etranger, d'incommunicable, parce q\ie lie aux mots memes de la langue etrangere. Qre reste-t-il en fran9ais de tel chef-d'oeuvre de Heine ou de Goethe, de Keats ou de Wordsworth ? Peu de chose parfois. Dans la traduction, le parfum, la suggestion myste'rieuse, du texte originel s'est evaporee.
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Nos eleves sen tent vivement, quoi- qu'un peu confusement, la beaute penetrante de ces textes ; les in- suffisances revelatrices de leur tra- duction, de toute traduction, en fcront mieux apprecier encore le caractere unique, et ce qu'ils con- tiennent de proprement allemand ou anglais, ce que les mots fran9ais sont impuissants a rendre, parce qu'ils ne trainent pas derriere eux le meme cortege d'associations, d'idees, n'expriment pas le meme fonds de sensibilite que les mots etrangers, correspondent a une autre forme d 'esprit, a une autre esthetique. Et c'est precisement parce qu'il est impossible de bien traduire des poesies lyriques qu'il convient de commencer par elles. II est impossible que vos eleves ne pereoivent pas des differences aussi sensibles, et que des caracteres etrangers aussi puissamment ac- cuses, presentes sous une forme aussi seduisaiite et aussi frappante, leur echappent. Us verront que la beaute etrangere n'est pas la beaute francaise, ni la beaute latine, ni la beaute grecque. Us verront que les themes. 1'inspiration de ces poemes, different autant que leur forme des chefs-d'oeuvre qu'ils etudient dans d'autres classes. Par la comparaison, ils arriveront a mieux comprendre ces chefs- d'ceuvre, et ainsi la version de langues vivantes contribuera a leur culture generale.'
I have been unable to refrain from taking considerable passages from M. Hovelaque's address, I am well aware
that the members of our Association hold many views, aud that by no means all are firm believers in the reform method. The way in which it is being introduced in France must, however, be a matter of interest to all teachers ; and this latest contribution by the French Board of Education (for as such we may well con- sider the address) is, to my mind, one of the most eloquent and convincing docu- ments issued for the guidance of teachers. I do not maintain that the suggestions are applicable in their entirety to our own schools ; it may certainly be thought that French lyric verse is less suitable than English or German verse for the purpose indicated above. Nor do I think that any such very detailed directions, amount- ing practically to regulations, could be issued at the present time in this country. Yet I cannot help viewing with admiration the masterful way in which the inspecteurs generaux have thought out the principles and made their plans. Every word they have spoken shows them to be masters of their subject, fully deserving the con fidence and respect of teachers.
Our Board of Education has fortunately on its staff at least three inspectors to whose opinions Modern Language teachers are ready to listen with respect, and whom they regard as doing full justice to their subject ; but as long as the Board lets an English scholar write a memorandum on the teaching of French and German, and Greek and Latin scholars deal with Modern Language teaching in the annual reports of the Board, it is our duty to protest. Modern Languages deserve better treat- ment than they have received, and we shall not rest until we obtain the recog- nition and the encouragement which we know to be our due.
W. R.
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COMMENT AMENER LES ^LEVES A LIRE EN DEHORS DES HEURES DE CLASSE.*
IL y a quatre ans, dans 1'intention d'amener mes Sieves a lire dans 1'intervalle des heures de classe, je mis a leur disposition une biblio- theque comprenant pres de 200 volumes. Les prets furent nom- breux dans le courant de 1'annee (10 pr6ts en moyenne par eleve), mais bien peu d'eleves lurent les livres empruntes ; presque tous se contenterent de les feuilleter et d'en regarder les gravures. Le but que je m'etais propose, etait presque completement manque.
L'annee d'apres, je tentai, en 3e, 1'experience suivante : Je pris dans la bibliotheque 1'histoire humoris- tique de John Gilpin, et je consacrai une classe entiere a la raconter aux eleves, et & leur en dieter un court resume comme le£on pour la classe du lendemain. Puis, je remis ostensiblement le volume a sa place. Lorsque arriva le jour fixe pour la distribution des livres, tout le monde me demanda 1'histoire de John Gil- pin. Comme j'avais eu la precaution dem'en procurer quatre exemplaires, je les donnai aux quatre premiers eleves qui se presentment, et les priai de les passer a leurs camarades des qu'ils n'en auraient plus besoin. Au bout d'un mois, la plupart de mes eleves avaient lu John Gilpin. Je repetai naturellement une ex- perience qui m'avait si bien reussi,
* Reprinted from our esteemed con- temporary Les Langues Modernes, by kind permission of the Editor and of the Author.
de sorte que, a la fin de 1'annee scolaire, mes eleves de 3e se trou- vaient avoir lu sept volumes de la collection des Books for the Bairns, representant un total de 420 pages. J'ai, depuis, definitivement adopte ce precede, et m'en sers avec un egal succes dans la 2e et dans la 3e periode.
Les petits exposes que je fais sur les livres que je desire faire lire presentent des caracteres particu- liers, et different sensiblement selon que je m'adresse a des Sieves de 4e et de 3e ou a des eleves de 2e et de lre.
2« Pdriode. — Je suppose que je veuille faire lire a des eleves de 4e ou de 3e The Story of a Donkey, de la collection des Books for the Bairns. Tout d'abord, je leur raconte 1'his- toire en me servant autant que possible des mots et des expres- sions qu'ils connaissent deja ; mais je ne la raconte pas d'un seul trait ; je 1'interromps souvent afin de les questionner et de m'assurer par ce moy en qu'ils me sui vent. Magrande preoccupation est de me tenir con- stamment a leur portee. Si je vois que je la depasse, je reviens en arriere, et reprends sous une forme plus simple ce que je viens de dire, de fa$on a etre compris et a ranimer 1'interet qui languit. L'histoire terminee, je leur en fais re'diger, a 1'aide de questions, un petit resume qu'ils prennent sur leurs cahiers.
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Puis, je fais lire le resume et le donne comme le$on pour la classe suivante. Pendant les quatre ou cinq semaines qui suivent, je ne m'occupe plus du livre ; il me suffit, pour 1'instant, d'avoir ' lance ' mes eleves, de leur avoir donne le desir d'essayer leurs propres forces, et je les laisse s'aventurer seuls sur une route ou je n'ai fait que planter des jalons. C'est la une periode f econde entre toutes, pendant laquelle ils s'attaquent aux difficultes de la langue, et eprouvent souvent le plaisir particulierement stimulant de les surmonter. Ils ne les sur- montent pas toutes, il est vrai ; la signification de bien des mots et de bien des expressions leur echappe, mais cela ne les empeche nullement de suivre le cours du recit grace au resume precedemment fait. Au bout de quatre ou cinq semaines, je demande a 1'un d'eux de de'velopper le petit resume que je leur ai fait prendre sur leurs cahiers, puis je passe a un nouveau livre.
3« P&riode. — Jusqu'ici, je ne me suis occupe de faire lire mes eleves qu'en vue de fortifier leur connais- sance de la langue. Lorsqu'ils entrent dans la 3e periode, je cherche, en outre, au moyen des lectures que je leur conseille de faire, a e veiller leur gout litteraire. C'est pourquoi je fais alors suivre d'une appreciation le resum6 plus ou moins sec et banal dont je me suis contente en 4e et en 3e. Pour deter- miner les caracteres que doit avoir cette appreciation, il est indispen- sable de connaitre, je ne dis pas la portee rfalle de 1'intelligence des
eleves, mais bien sa portee relative, c'est-a-dire celle qu'elle a lors- qu'elle s'exerce dans une langue etrangere. Les eleves, en effet, sont moins aptes a saisir une idee, a passer d'une idee a une autre, et a faire preuve d'une attention sou- tenue, lorsqu'on s'adresse a eux dans une langue autre que la langue materneUe. On dirait que leur esprit subit alors une triple deper- dition de forces : il n'a plus ni la meme penetration, ni la meme sou- plesse, ni la meme endurance. Or, de ces conditions psychologiques speciales, decoulent logiquement les caracteres que doit avoir 1'apprecia- tion qui nous occupe :
1° Elle ne portera que sur les questions les plus simples, et n'en- trera ni dans les subtilites, ni dans la distinction des nuances trop diffi- ciles a saisir, afin d'etre pour les Sieves d'une intelligibilite imme- diate ;
2° Elle n'embrassera qu'un nom- bre tres restreint de questions, une ou deux, tout au plus, afin qu'aucune confusion ne puisse se produire dans leur esprit ;
3° Enfin, elle ne sera pas faite ex cathedra, ni sur un ton doctoral ; elle prendra la forme d'une causerie ou Ton questionnera de temps en temps les eleves afin de les tenir en haleine.
Voici, a titre d'exemple, le resume d'une appreciation de Jules Ce"sar, destinee a des eleves de lre :
JULIUS C.ESAR. Date: 1601.
Subject : The death of Caesar and its consequences.
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In a street : First, Cfesar and his train ; then Brutus and Cassius. They speak of Csesar. The aim of Cassius is to induce Brutus to act in order to prevent Cfesar from becoming king. He fails. He tries another means : ' Awake, Brutus ; thou sleep'st !' etc. ; and wins Brutus to his party.
In the Capitol : Cresar is stabbed by all the conspirators.
In tfie public place again; The dead body of Csesar is brought there, and two speeches are delivered — one by Brutus, the other by Antony.
Here is pourtrayed the inconstancy of the people : Brutus ' satisfies ' the citizens, and one of them proposes to make him Cfesar ; then Antony stirs them to rise against Brutus and the other conspirators. Brutus and Cassius leave Rome.
At Philippi, in Macedonia : They are overcome by Antony. They both stab themselves.
Co-ftchision : The people play an im- portant part, and the action takes place neither in one day nor in the same place as it does in our classical plays.
Cette appreciation ne porte que sur deux points : sur la liberte que prend Shakespeare relativement aux changements de lieux et a la duree de Faction, et sur la fa9on dont il a su peindre 1'inconstance du peuple.
Je mets le premier point bien en vedette, ainsi que le montre le resume" ci-dessus, et j'insiste sur 1'autre a deux reprises, lorsque les ci toy ens approuvent Brutus d 'avoir poignarde Cesar qu'ils adoraient, et apres le discours d'Antoine, lorsque ces memes citoyens poussent des cris de mort a 1'adresse de Brutus et 1'obligent a quitter Rome. D'autre part, je me garde soigneusement de traiter ces deux points a fond, et d'entrer dans des details par trop minutieux que les eleves ne pour-
raient retenir, et qui, d'ailleurs, n'ajouteraient rien a 1'impression generale qu'il s'agit de produire. C'est pourquoi je ne leur parle que des preuves les plus frappantes de 1'inconstance du peuple romain, et que je passe sous silence un certain nombre de changements de lieu pour ne retenir que les plus impor- tants. Quant aux autres questions — et elles sont nombreuses — qu'on peut se poser a propos de Jules Cdsar, les unes ont ete* ecartees parce qu'elles sont trop dedicates ou trop compliquees, et les autres parce qu'elles nuiraient a la clarte des idees qu'il s'agit de communi- quer aux eleves.
Est-ce a dire que, apres cet expose, tous les eleves s'empresseront de lire la piece ? Evidemment non. II en est qui ne lisent jamais, pas meme du francais, et Ton ne peut raisonnablement s'attendre a ce qu'ils lisent du Shakespeare. Mais il en est aussi dont la curiosite aura etc eveillee, et qui voudront voir et juger par eux-memes. Si j'en crois ma propre experience, ils le feront de diverses manieres, selon leur force et aussi selon le temps dont ils disposent : quelques-uns — generalement les meilleurs — es- sayeront de lire la piece dans le texte, et ils y parviendront peut- etre grace a I'entrainement me- thodique auquel ils ont ete soumis pendant trois ans ; d'autres, se con- tenteront des extraits plus ou moins longs qu'ils trouveront dans leurs livres ; d'autres enfin — et ou est le mal ? — en liront une traduction. Or, quel que soit le parti qu'ils
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prennent, its feront toujours une lecture personnelle, c'est la precise- ment le but qu'il s'agit d'atteindre. En resume, avec uue Ie9on par mois dans chaque classe k partir de la 4e, il est possible d'amener les eleves qui veulent travailler, a lire au moins une vingtaine d'ouvrages. Ces lectures leur donnent une con-
naissance plus intime de la langue, les initient a la vie litteraire du peuple anglais, and contribuent a leur faire faire leurs 'humanites modernes.'
GENES PRADEL,
Professeur d'anglais au Lyc6e de Montlwpn.
THE PLACE OF GERMAN IN THE SECONDARY SCHOOLS OF SCOTLAND.
DR. Louis LUBOVIUS, of the Glas- gow Provincial Training College, eloquently expressed his views on the neglect of German in an ad- dress on 'The Place of Modern Languages in the School Curricu- lum with Reference to the Present Position of German,' delivered under the auspices of the Second- ary Education Association of Scot- land. By his kind permission, we give an extract from his noteworthy address :
'Why should the modern humanities not occupy the place in Scottish schools that they occupied among other great nations ? The incapacity of foreign teachers that was at one time adduced as a reason did not hold good now. Not that foreign masters had become more efficient, but most of them had succumbed to their effort. If the few who survived could not be brought under the meaning of the Act as undesirable aliens, they might, in the interests of education, be granted a premature old age pension or some other form of merciful euthanasia. In the wave of self-depreciation that was passing over this country, the English, and, «trange to say, even the Scotch people, had discovered that the linguistic faculty was one of the few — perhaps the
only one — that Providence had denied them. Was there anything to warrant the assumption that Scotch boys and girls had a natural affinity for the dead, and none for the living, languages ? They knew that, when to speak and write Latin was the chief aim of education, Scotsmen were not deficient in linguistic ability. One of the greatest humanists of the world was George Buchanan, who, at the College de Guienne in Bordeaux, taught young Montaigne the art of writing Latin verse. After an experience of over twenty years in Scottish schools the lecturer had no hesitation in express- ing his conviction that Scotch children were quite as capable as any other chil- dren of learning foreign languages. He had known many scores of scholars who, without neglecting their other subjects, had while at school learnt to read with- out difficulty any French and German books the subject-matter of which came within their comprehension, and in addi- tion to express themselves correctly, both orally and in writing. If modern lan- guages were to become essential elements of a liberal education, they must be given an equal opportunity with other branches of study. They must form an organic, not an excrescent, part of the curriculum. Their place in relation to education as a whole and to each other should be clearly defined. At present there was no educa- tional principle underlying the organiza-
GERMAN IN THE SECONDARY SCHOOLS OF SCOTLAND HI
tion of the language departments of Scotch schools. In the majority of schools French was compulsory, German was voluntary. In some Higher Grade Institutions, German was not taught at all. Under the most favourable circum- stances a child was allowed entire freedom in the choice of his first foreign language between Latin, French, and German. As French was fashionable and Latin respect- able, while German was deemed neither the one nor the other, the choice generally fell on Latin and French. On what grounds, excepting perhaps its lack of canonical dignity, was German boycotted ? Having regard to the enormous exchange of moral and intellectual, literary and artistic, values that was constantly taking place between Great Britain and Germany, having regard to their commercial rela- tions alone, to the fact that they were each other's best customers, one would reasonably conclude that the German language would be held in as high regard in this country as English was in Ger- many. Throughout the German Empire there was no scheme of higher education in which English had not a place. More time was devoted to the study of scien- tific English grammar in German than in English Universities, and more time to' Scottish literature than in the Scotch Universities. Pupils in German secondary schools not only learnt the English lan- guage ; they were taught also a sympa- thetic appreciation of English culture : Britain's social and political institutions, the achievements in the various fields of human activity, the foundation and devel- opment of her civilization. The lad who left school to devote himself to business had learnt something of the English tone of mind, and had acquired a rational atti- tude to the people with whom he would come into commercial relations. He could not believe that popular sentiment had much to do with the retrogression of Ger- man within recent years. If politics were at all a determining factor in education, France should have banished German from her schools. Yet that was far from
being the case. German was studied much more in France, to better purpose, than in Scotland. The reasons for the neglect of German and other modern languages had to be sought elsewhere. They would probably be found in the exaggerated veneration for tradition, and in the dog- matic faith which the British people had in the infallibility of certain ideas that had become fixed principles, such as free trade, freedom from military training in any shape or form, and freedom from foreign influence, good as well as bad. The principal obstacle to the development of the study of modern languages, the lecturer thought, was the lack of interest on the part of the British people in educa- tional questions. While America, and most of the great countries of Europe, looked upon education as one of the most important social problems, and saw in their schools the centre of national in- terests, the British people regarded educa- tion as a matter of pedagogy that had no concern except for the schoolmaster. To what extent German had been crowded out of the time-table of Scotch schools could be seen from the statistics issued by the Scottish Universities Joint Board for the Preliminary Examinations. In the March-April examinations of last year the entries in Latin, French, and German, for the four Scotch Universities together were respectively: Latin, 920; French, 372 ; German, 46. That the number of candidates in Latin should more than double the forces of French and German combined was easily accounted for by the fact that Latin was bracketed with Eng- lish and Mathematics as a compulsory subject, while French and German as options stood on a footing of equality with Dynamics on the one hand, and Hindi, Marathi, Urdu, and Bengali, on the other. But how could the extra- ordinary discrepancy between French and German be warranted ? The University made no distinction in their status, nor did the Education Department. Was the disproportion justified by the difference in the relative merits or the degree of
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importance of these two languages ? Though excluded from the sacrosanct pages of the "Memorandum," in which German was not mentioned, the lecturer claimed that by its poetry, music, and philosophy ; by its science, criticism, and philology ; by its history, education, and research ; by all its cultural forces, Ger- man had a right to a position of equality with Latin for higher studies, and to equality with French for the practical purposes of life. If variety of mental interests and diversity of intellectual life were a source of strength to the nation, why should national schools, which, he held, owed a duty to the State as well as to the child, promote a dull uniformity of linguistic bias or attainment ? Was it not to the national interest that knowledge should be as varied in language as in other domains of learning ? Why should not some schools foster Spanish and Italian? He felt confident that if the Scottish people came to recognize that the present condition of modern languages in their schools was out of gear with the necessity of modern times, if the great body of parents realized the loss of power, profit, and pleasure, the ignorance of foreign languages entailed on their chil-
dren, means would soon be found to change the existing unsatisfactory state of things into one more desirable. As a practical solution of the language diffi- culty, on general educational grounds as much as with a view to placing modern languages on a sound basis, the lecturer proposed — (1) That German should alter- nate with French as the first foreign lan- guage. (2) That Latin should be post- poned to the Post-Intermediate Course. (3) That the curriculum in the Inter- mediate Course should be uniform, nor- mally without options. The alterations proposed seemed, under existing condi- tions, the simplest and most workable device for adjusting means to an end. While they called for no drastic changes in the present organization, and depressed no subject of the present time-table, they would, if adopted, give balance to the language departments and make the schools more efficient. The experience of Scottish teachers who had taught both French and German showed that the rate of progress was quicker in German than in French. The Frankfurt system of post- poning Latin had proved eminently suc- cessful in Sweden and in the Reform- schulen of Germany. '
DISCUSSION COLUMN. THE TEACHING OF COMPOSITION.
OWING to suggestions from several of our members, it has been decided to make the above the subject for discussion this year. The term ' composition ' is held, for the purposes of this discussion, to include :
1. Free composition in the foreign language.
2. Translation into the foreign language.
The questions concerning each which call for discussion are :
1. The stage at which each should be introduced.
2. Subject-matter of composition.
3. Method, including the correction of errors.
Members are urged to insure the success of this discussion by making contribution to it, however small. Our object is to gather opinions and
DISCUSSION COLUMN
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experiences from all sources. Anyone desiring to take part should send his or her communication, not later than two weeks after the issue of any given number of MODERN LANGUAGE TEACHING, to
F. B. KIRKMAN,
The Three Gables,
Letchworth,
Herts.
I.— Miss B. L. TEMPLETON
(Goldsmiths' College).
IN the early and middle stages, with which alone this note is concerned, ' com- position ' means, of course, ' free ' compo- sition in the foreign language. Transla- tion into the foreign language would not be appropriate until the University stage of education is reached.
The aim of composition in early and middle stages in a secondary school should be to enable pupils to write in simple narrative style, and to attempt simple descriptions, avoiding both gram- matical inaccuracy and that translation of English thoughts which leads to con- structions impossible in the foreign tongue.
Composition should not be begun too early. In schools the fourth year of French is quite early enough. Before attempting ' composition," pupils must be able to answer in French questions cover- ing the ground of such narratives as are found in most 'Second French books.' ' Second French books ' are not, in my experience, finished until the end of the third year of learning the language.
Early Stage. — 1. To begin with, ques- tions should be set, or found in the book, which, taken one after the other, bring out all the points of a story, or part of a story, in the pupils' reading-book. The questions should first be answered orally, and then, with the questions still before them, the pupils should construct the story orally, in short sentences. The teacher would suggest the use of ordinary conjunctions to make the narrative sound better.
2. An easier story, unknown to the
pupils, might be told. A set of questions should be written on the blackboard and answered orally. Then the whole story should be put together orally, and finally written down.
3. A story might be told by the teacher, and questions put orally, only in order to resume it. Then the story should be retold completely by the teacher, and lastly be written down by the pupils. So far, of course, it is the pupils' verbal memory which is being exercised, but verbal memory is very important at this stage of learning composition, and, as an aid to such exercise of it, the learning by heart of short passages from the reading- book would be most useful.
The process of reading, telling, and reconstructing stories could be varied by (for instance) working the story of a day's pleasure into a letter ; or by telling a skeleton story, and getting suggestions from the class for conversations between the characters in order to fill it out. In the latter instance the composition would never be written down until the story had been retold in its completed form.
Middle Stage. — In this stage the pupils should learn to reproduce a story, choosing the points to be told for themselves. They should also begin to learn how to write a simple description.
1. After a fairly long piece of narrative has been read in their reading-books, the pupils should think over it and reproduce it, of course in shorter form. I should still have oral practice at times, and at other times a written account.
2. An easy piece of narrative poetry might be read , each members of the class having a hectographed copy before him. Then an account of the story should be
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given orally ; after this the copies of the poem should be taken away and the ' composition ' written. Some of La Fon- taine's fables are very useful at this stage.
The aim, of course, would be to put in all the essential parts of the narrative, not forgetting any little descriptions which it might include.
3. A fable (for instance) might be read by the teacher, resumed by means of answers to oral questions, read again, and then written as a composition.
4. As an introduction to descriptions a picture might be used. The teacher must, of course, guide the class in the reading of the picture and in the words to be used, while he accepts and uses suggestions made by his pupils.
' Description ' at this stage would really
be a reproduction of the teacher's descrip- tion, and serve as a preparation for de- scriptions by the pupils at a later stage.
5. In order to secure variety, the teacher might give a short lecture on some places of interest he has visited, a lecture com- bining, perhaps, incident with description. This lesson might be illustrated by a set of post-cards, a complete set being lent to each pupil.
Learning prose by heart would still be very useful as an aid to written composi- tion work.
To the principle of not beginning com- position too early, I should add that of not ' composing ' too often. One ' com- position ' a fortnight is enough, both for the pupils, who must not be bored, and for the teacher, who will have to do a certain amount of correction.
HOLIDAY COUKSES: AN APPEAL TO MEMBEKS OF THE MODERN LANGUAGE ASSOCIATION.
As has been pointed out in these columns, there is a growing con- viction that students do not derive equal benefit from all the Holiday Courses established on the Con- tinent. The Board of Education are reluctant to deal with the matter, and the Committee of the Modern Language Association now propose to institute an inquiry into the relative value of these Courses.
They have decided in the first place to appeal for an expression of opinion to such members of the Association as purpose to attend a Holiday Course this summer. It is suggested that this should take the form of a brief confidential report on the Holiday Course attended, in which information on the following points should be included
1. Under the auspices of what body is the Course conducted, and in whose hands does the manage- ment of the Course really rest 1
2. What is your general opinion as to the lectures and the arrange- ments for providing practice in con- versation (classes, excursions, etc.) ?
3. On what lines is the class- teaching carried on? Is a limit fixed for the size of classes, and what is their size in practice1? What steps are taken to secure the active co-operation of every member of the class ? How far are the students graded according to their previous attainments ?
4. Is the pronunciation taught mainly by means of lectures, or is there adequate provision for prac- tical exercises ? If use is made of
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phonetics, the mode of transcription should be mentioned.
5. What examinations are held in connection with the Course, and how are they conducted? Where there is a written examination, a copy of the papers would be of service .
6. How far is the boarding ac- commodation adequate and satis- factory? Is there a limit to the
number of Holiday Course Students taken in by one family ?
7. How much is charged for taking part in the Course, and what is the average cost per week of board and lodging ?
The report should be addressed to the Hon. Secretary, 45, South Hill Park, Hampstead, N.W., and should reach him not later than October 1, 1910.
ANOTHER HOLIDAY COURSE IN SPAIN.
ON seeing in the June number of MODERN LANGUAGE TEACHING the notice of Holi- day Courses in France, Germany, and at Santander, it occurred to me that students of Spanish might be interested to hear of the Annual Holiday Course at Burgos (Spain), established in 1908 by the Uni- versities of Bordeaux, Toulouse, and Mont- pellier, for the mutual benefit of French and Spanish students. To this Course, which is free to the French and Spaniards, students of other nationalities are admitted on payment of £2. The Course lasts for about six weeks, from August 7 to Septem- ber 15. It consists of (a) Advanced Spanish (translation into French of some Spanish classic and conversely of a French classic into Spanish, lectures on historical gram- mar and on literary history, oral work) ; (&) Elementary Spanish (grammar, explana- tion of some Spanish text, oral work, generally based on a picture) ; (c) French (more or less elementary classes to suit the needs of Spanish students and of any foreigners who happen to be present).
The Spanish teaching is undertaken wholly by Spaniards of whom the greater part are lecturers of the Institute at Burgos. The French teaching is undertaken by certificated French teachers, of whom one at least is agrtye in Spanish. In addition to the above, some special lectures on Spanish Art were given last year, generally on Thurs-
days, and these lectiires were open to students of French and Spanish alike. I see from the programme for 1910 that similar lectures will be given this year.
The Course has been very successful. In 1908, the year in which it was founded, there were sixty students, and in 1909 the number rose to eighty-six, of whom two, myself and a friend, were English.
The greater part of our fellow-students were teachers in the elementary schools of Southern France, where Spanish is very generally taught. One or two were professeurs in secondary schools, and some of the younger ones were preparing for examinations, in most cases for the Cer- tificat d 'aptitude primaire espagnol. Speak- ing roughly, I should say that there were about as many womeu students as men. Their kindness and courtesy to us foreigners could not have been surpassed. We foolishly arrived at the end of the fourth week of the Course, when most of the others had had time to settle into a groove of hard work, only to be interrupted by friendly inter- course with their intimates. Moreover, it was especially difficult for them to make friends with us, because neither of us was fluent in both French and Spanish. It was perhaps fortunate that one of us had specialized in the former, and the other in the latter language, for thus our combined forces could cope with any emergency. 10
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But, not only did the Secretary of the Institute come to our hotel to call before we had had time to unpack, he placed his services entirely at our disposal, undertak- ing to arrange for private lessons for me, and to see that we were duly introduced to the ' professors ' whose lectures we desired to attend. He would have met us at the station had we written in time to inform him of our arrival. Most of the French students had taken up their abode in casas de huespedes (boarding-houses), where, on payment of three to five francs a day, they were more or less comfortably installed. A list of these boarding-houses, with their respective charges, had been sent to us by the Secretary before we left England, but as we were only to be in Burgos for so short a time, it seemed wiser to pay a little more and go to a good hotel. It is worthy of
note that Mademoiselle X , Spanish
mistress at the Perpignan Secondary School for Girls, who has had long experience of Spaniards and cosas de Espana had, as we afterwards discovered, followed the same plan. To judge from the accounts of boarders, the food in Spanish pensions is very insufficient, and the bedrooms are far from clean, often little more than window- less alcoves. For 10 pesetas (francs) a day we were comfortably lodged, and our food, though at times fearsomely Spanish, was in itself good and plentiful. "We afterwards learnt that we ought to have bargained for 7 pesetas. With regard to the cost per head of the whole undertaking it may briefly be summed up as follows: Fees for Holiday Course, £2 ; Board and lodging at a good hotel for six weeks at 7 pesetas a day, £10 ; Excursions, books and stationery, £1 ; Return fare from London to Burgos, £9 10s. (The route is as follows : London to Bor- deaux and back by the General Steam Navigation Company's boats, first class, £6. Return ticket, Bordeaux to Iran, second class, £1 10s. about. Iran to Burgos and back, second class, £2 about). Miscellane- ous expenses (stamps, washing, cabs, tips, etc.) £2 10s. Total £25. The journey takes three days, of which two are spent at sea, and about twelve hours in the train.
There is a through connection between Bordeaux and the Spanish frontier, and between the latter and Burgos. A quicker, but also a more expensive, way is to cross from London to Paris, and thence by train to Bordeaux. It must, however, be borne in mind that the Sud-Express (Paris to Iran, Iran to Burgos) does not take second- class passengers. The journey to Burgos is therefore easier than that to Santander and no more expensive, for travellers to Santan- der must change trains, not only at the frontier (Iran), but again at San Sebastian and at Bilbao, driving from one station to another at both the last-named places. Moreover, the student must necessarily derive more benefit from a stay in Burgos, one of the most historically interesting towns in Spain, than from a visit to San- tander, a sort of Southport, with a back- ground of purple hills and a fine harbour, which somehow reminds one of Dublin. ID Burgos, the capital of Old Castile, there are no electric trams, no shops worthy of the name, and only one station, with its single line of rails. Dilapidated omnibuses, drawn by jingling mules, meet the occa- sional trains and convey passengers to the three hotels of the place. As one jolts slowly up the uneven dusty road from the station, one catches a glimpse of the mag- nificent cathedral with its twin spires of what looks like delicate lace-work, and on the hill above it, of the ruined fortress where the Cid was married to Ximenez. After crossing the half-dried-up channel of the Rio Arlanzon, where washerwomen are busily employed in dipping garments into the thin stream of water which the summer drought has deigned to spare to them, the omnibus passes under a carved stone gateway erected by the Burgalese in the time of Charles V., containing effigies of the Cid and of this Emperor. A few yards farther on, it enters the narrow street of Lain Calvo, grandfather of Ruy Diaz, and with one final indescribable jolt draws up before the door of the Hotel del Norte, newest and best of the local fondas. Nor are these the only traces of Ruy Diaz to be met with in Burgos itself or in the sur-
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rounding country. His remains are in- terred in the Town Hall ; a stone pillar marks the site of his house ; and the leather chest, which he is reported to have left with the Jews on the occasion of his exile, is still to be seen in the Cathedral cloisters. At San Pedro de Cardena, a ruined Fran- ciscan monastery, situated in the midst of desolate country, seven kilometres from Burgos, is his beautiful marble tomb, and legend has it that the bones of Babieca, his charger, repose near the monastery gate. To mention all the historical monuments which lie within easy distance of the city lies beyond the scope of this paper. I must, therefore, content myself by saying that, on Thursdays, the foreign students who attend the Holiday Course make ex- cursions to the above-mentioned places and to San Domingo de Silos, San Puirce, La Cartuja, Fresdelval, Las Huelgas, etc.
Last year there were also diversions of a different, but no less interesting, nature. One Sunday we were marched in solemn procession through the streets of Burgos to the barren, thistle -clad banks of the Arlanzon. After crossing some sandy meadows and incidentally being intro- duced to a veteran of 103, who told us that he had known Napoleon, we arrived at our destination, a model dairy, thrown open for our inspection. Here were sleek black and white cows, munching their hay contentedly in a beautifully kept stable, flooded with blue light, so as to keep off the flies. We were afterwards invited by the proprietor of the dairy to pick flowers in the adjacent garden. At the back of it was a small fir-wood, where seats and music had been provided for us, the latter in the form of a guitar and flute. The Spaniards sang some improvised songs about the foreign students much to our amusement ; then two of their country- women danced the fandango with digni- fied grace. The musicians struck up a lively tune, and we proceeded to execute waltzes and polkas on the uneven sandy soil, stirring up clouds of dust, which threatened both to blind and choke us. Next, one of the ' professors ' of the In-
stituto recited a comic poem. Finally, after many bows and much shaking of hands, the party broke up, and we straggled homewards in the beautiful Southern twilight, plodding over the thistles in the direction of the cathedral, which stood sharply outlined against the clear blue sky.
On another occasion we were invited to a Velada, or afternoon reception at the Town Hall. We were first shown over the building and permitted to examine the municipal archives, which have been preserved from the earliest times. We were then ushered into a large hall, where we listened, first to the strains of the town band, and then to a passionate discourse from a priest, who advocated Faith as opposed to the modern spirit of scientific investigation. This speech, or rather sermon, was followed by a disquisition on ' Don Quixote and the Art of Warfare ' made by a handsome soldier in his blue and red uniform. Next, one of the ' pro- fessors ' of the Institute read a paper on ' Elementary Education in Spain.' Lastly, the band made a praiseworthy, but far from successful, attempt to blend the ' Marseillaise ' and the Spanish Royal March ; and at about 9.30, dinnerless and hunger-stricken, we took our leave.
If, in this paper, I have dwelt unduly on the more frivolous side of our experi- ences, it has been because I feel that, to understand a nation aright, one must see it at play. Class-rooms and lectures are much the same all over the civilized world, but to spend a Sunday afternoon dancing polkas in a model dairy is, from the British standpoint, unusual, and therefore, perhaps, worthy of note. Lectures were, of course, given on the mornings of week- days from 10 to 1, and in the afternoons from 3 to 6. All of them were held in the Institute. This is a College for students of University standing, which, if it possessed a sufficient number of faculties , would be a University. The Instituto of Burgos is connected with the University of the neighbouring town of Valladolid. All the Spanish teaching was done in Spanish,
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but when the class failed to understand, explanations were sometimes given in French. It therefore follows that only British students of Spanish who are thoroughly well acquainted with French could derive much benefit from the more advanced classes, in which Moliere's ' Malade Imaginaire ' was being rendered into Spanish, or some drama of Calderon into French. On the other hand, the more elementary classes and the lectures should be very helpful to students of Spanish who know little or no French, as there is no translation from or into that language. Moreover, the majority of the French students and teachers present
last year were very fluent in Spanish, and quite ready to converse with us in ' el castellano. '
But let no Britisher who wishes to visit Northern Spain count on being able to make himself understood in his own tongue, for, except at San Sebastian and possibly Bilbao, he will, in all probability, never hear a word of it whilst in the Peninsula.
A. R. HUTCHINSON.
[We understand that Miss Hutchinson, 11, Eltisley Avenue, Cambridge, will be glad to answer inquiries about the Burgos Holiday Course.]
INTEBNATIONAL EXCHANGE.
WE have received a copy of the Edward Alleyn Magazine, the school magazine of Alleyn's School (Dulwich), in which Mr. P. W. Cooke draws the attention of pupils and their parents to the advantages of International Exchange. By kind per- mission of the Editor we reprint the article, as an incentive to other Modern Language teachers to adopt similar methods of making the system of exchange known in their schools.
HOLIDAYS IN FRANCE AND GERMANY.
Why not go abroad for the holidays ? The many advantages of such a step are so obvious as scarcely to need explanation.
In these days of keen commercialism and of international rivalries, the more we can learn of the progress, habits of thought, and customs, of our Continental neighbours, the better both for us and for our country. An occasional shaking-up of our insular prejudices does much good, as we cannot undergo such a process without being sub- sequently in a better position for helping to keep our nation in the van.
Quite apart from the mental effects of a new environment, and the almost uncon- scious assimilation of most valuable know-
3, the estesm and friendship of ' foreigners ' have a special international value in themselves.
As a result of the joint work of the Modern Language Association and the Societe d'Echange International des Enfants et des Jeunes Gens, Paris, most satisfactory arrangements can now be made for the exchange of young people between English and Continental families. Such exchanges may be made either for vaca- tions or for longer periods.
Beyond the necessary travelling expenses and a fee of 5s. to the Modern Language Association to cover necessary outlay, there is no further cost.
In this way one may have a pleasant holiday in a foreign country, together with the opportunity of becoming acquainted with the home life of a neighbouring people and of learning to speak their language.
It of course goes without saying that the more practice one can get in speaking the foreign tongue before going abroad, the greater the progress made whilst there, and this in a continually increasing ratio.
It should be borne in mind that social conditions and ways of living differ con- siderably in different countries, and that some comforts to which English people
MODERN LANGUAGE ASSOCIATION
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are accustomed are not always found in Continental homes of the same social standing. It may be added that all ex- changes are made on the understanding that care will be taken to respect religious and political opinions.
Any parents who would like their sons
thus to secure an advantageous introduc- tion to a foreign land should make an early application through the head -master, as the Modern Language Association is obliged to observe a strict order in making the necessary arrangements, which may require some time for completion.
MODERN LANGUAGE ASSOCIATION.
A MEETING of the General Committee was held at the College of Preceptors on Satur- day, May 28.
Present : Mr. Pollard (chair), Miss Althaus, Miss Batchelor, Messrs. Brig- stocke, von Glehn, Miss Hentsch, Miss Johnson, Mr. O'Grady, Miss Purdie, Messrs. Salmon, Saville, Spencer, Miss Stent, Mr. Storr, and the Hon. Secretary. Apologies for absence were received from Mi's. Connal, Messrs. Brereton, Hutton, Kittson, Lipscomb, Miss Lowe, Messrs. Milner- Barry, Norman, Odgers, Bipp- mann, Somerville, and Steel.
After the minutes had been read and confirmed, the Chairman moved that the congratulations of the Committee be offered to Dr. Breul on his appointment as Schroder Professor of German at Cambridge. This was carried unanimously.
The Committee then proceeded to con- sider the following recommendation of the Information Sub-Committee :
That, as there appears to be no satisfactory separate certificate in Modern Languages for those teachers who are unable to follow a regular course of study, negotia- tions be re-opened with the Uni- versity of London with a view to the establishment of such a cer- tificate.
After a lengthy discussion on the questions what Universities should be approached, for what persons the cer- tificate should be designed, and what its scope should be, the following amend- ment, moved by Mr. von Glehn and
seconded by Mr. O'Grady, was carried by a large majority :
That, as there appears to be no satisfactory teaching certificate in Modern Languages, negotiations be opened with the Universities of Ox- ford, Cambridge, and London with a view to the establishment of such a certificate.
It was understood that the term ' teach- ing certificate ' connoted a certificate of ability to teach Modern Languages as well as a knowledge of them.
A Sub-Committee consisting of Pro- fessors Breul and Fiedler, Messrs. Brereton and Twentyman, Miss Hentsch and Miss Pope was appointed to consider the details of the scheme.
Miss Althaus then introduced the sub- ject of the admission to Branch member- ship of associate members, paying less than the full membership subscription ; point- ing out that there were many teachers to whom Branch meetings would be useful, who were not in a position to pay the full annual subscription.
A letter from Miss Lowe in support of this view was read.
After some discussion the matter was referred to the Finance Sub -Committee.
A grant of £5 for the year was made to the Yorkshire Branch, in view of its large membership.
On the recommendation of the Exhibi- tion Sub-Committee it was resolved that the books on Method in the Exhibition be placed at the disposal of the Library Sub- Committee for issue to readers when not
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required for the purposes of the Exhibi- tion.
The formation of the Bristol and West London Branches was approved.
Dr. Spencer reported that, being at the meeting of the Neuphilologenverband at Zurich, he had conveyed to them the greetings of the Association. Dr. Spencer was thanked for his action.
A letter was read from M. Dupre express- ing the sorrow with which the Societe des Professeurs des Langues Vivantes had heard of the death of King Edward VII. The Hon. Secretary was instructed to send a suitable reply.
The following fifteen new members were elected :
Miss C. Bradshaw, King's High School for Girls, Warwick.
Miss J. W. Carless, Liverpool College, Huyton, Liverpool.
Miss J. Charlton, B.A., Penistone Grammar School, Yorks.
Miss J. E. Davies, B.A., Secondary School, Colvestone Crescent, Dalston, ».E.
M. Frankland, Ossett Grammar School, Yorks.
Miss M. Fraser, 14, College Avenue, Great Crosby, Lanes.
Miss M. A. Lord, Todmorden Secondary School, Yorks.
Miss E. Naumann, County Day School, Gravesend.
A. E. Pemberton, General Post Office, E.C.
A. C. Poire, Northern Institute, Leeds. H. A. Prankerd, B.A., B.-es-L., Liver- pool College.
Miss D. A. Rappard, Croydon High School.
B. S. Richards, M.A., Bradford Gram- mar School.
S. G. Simpson, M.A., Royal Technical Institute, Salford.
Miss E. Thompson, Normanton Secon- dary School, Yorks.
A MEETING of the Executive Committee was held at the College of Preceptors on Saturday, June 25.
Present : Messrs. Pollard (chair), An- drews, Atkinson, Brereton, Button, O'Grady, Miss Purdie, Messrs. Rippmaim, Somerville, Twentyman, and the Hon. Secretary.
Miss Johnson wrote apologizing for absence.
The minutes of the last meeting were read and confirmed.
A letter from the Board of Education was read, in which they stated that they could not undertake the work of reporting on the Holiday Courses held abroad.
Suggestions for approaching the problem in other ways were made, and, as one measure, it was resolved to enclose in the next number of MODERN LANGUAGE TEACHING a letter to members on this subject.
Letters from the University of London and from the Vice-Chancellor of the Uni- versity of Cambridge, in answer to the resolution of the General Committee on a Teaching Certificate in Modern Languages, were read.
The question of the admission of Asso- ciate Members was then considered, and after considerable discussion it was resolved to send the following statement to the Branches :
'The Executive Committee have con- sidered the proposal that there should be a new grade of members, to be called Associ- ate Members. They think it undesirable to alter the rule that all members of a Branch should be members of the Associa- tion, paying the full annual subscription. At the same time, the Committee see no objection to a local Branch admitting non- members interested in Modern Languages to their meetings, as long as they are not in any way regarded as members of the Association and have no voting powers. Whether on any such occasion non-mem- bers should be charged a fee is a matter left to the discretion of the local Branch. '
The Hon. Secretary reported that repre- sentatives of several Associations had met
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and had drawn up a provisional time- table for the annual meetings. It was resolved to accept the dates arranged for the meeting of the Modern Language Association — viz., Tuesday and Wednes- day, January 10 and 11, the dinner being on the Tuesday evening.
A letter from the Board of Education was read, asking if the Association would undertake to deal with inquiries about books received by the Board. It was re- solved that a reply be sent to the effect that the Association will be glad to receive such letters provisionally and deal with them, unless it is f *und that this cannot be done without an infringement of the principles on which the Association is carried on.
The answering of such inquiries was referred to the Exhibition Sub-Committee, and it was resolved that it should be an instruction to the Sub-Committee to bear in mind the general policy of the Association to recommend no particular method.
The following nineteen new members were elected :
Miss L. L. Atkinson, Girls' High School, Settle, Yorks.
Miss Irene Barratt, Mortimer Lodge, Clifton, Bristol.
Carleton F. Brown, Ph.D., Bryn Mawr College, Penn., U.S.A.
Miss M. Clayton, Girls' Grammar School, Bingley, Yorks.
D. P. Coulton, B.A., Barnet Grammar School.
A. G. Denniston, B.A., Royal Naval College, Osborne.
Miss Hilda Graham, Queen's College School, W.
Miss M. B. Henson, Selby High School, Yorks.
W. J. Hughston, B.A., Camberwell, Melbourne, Australia.
Harry M. Ives, A.M., Harvard Uni- versity.
Roger S. Loomie, A.B., Harvard Uni- versity.
Miss A. Merriman, LL.A., Colston Girls' School, Bristol.
C. G. Mould, Handsworth Grammar School.
Miss A. Ritson, Clifton High School.
Miss Dorothy S. Scott, Green Secondary School, Isleworth.
Miss G. H. Tompkins, LL.A., Colston Girls' School, Bristol.
E. L. Wells, B.A., Sir William Borlase School, Marlow.
L. A. Willoughby, M.A., Ph.D., Tay- lorian Institution, Oxford.
Rev. W. H. Wright, M.A., Wellington College.
* A *
WEST LONDON BRANCH.
A MEETING of the proposed West London Branch of the Modern Language Associa- tion was held on Friday, May 27, at Queen's College, Harley Street, W. There was a fair attendance.
In the course of the meeting Mr. H. W. Atkinson showed the Lantern slides which constitute the loan collection of the Asso- ciation. The slides were greatly appreciated, and the audience were glad to have so favourable an opportunity of seeing the latest additions to the collection.
Afterwards Professor Rippmann ex- plained to the meeting the -reasons and objects of forming a West London Branch, and proposed :
1. That the boundaries of the West
London Branch should be Finch- ley Road, Tottenham Court Road, Charing Cross Road, and the boundaries of the W. and S.W. postal districts.
2. That the following districts in
Middlesex should be included : Harrow, Northwood, Pinner, Isleworth, Southall, Uxbridge.
3. That two meetings of the Branch
should be held in each of the winter terms, on the second Fridays of October, November, February, March.
4. That Miss L. C. Brew, Godolplun
and Latymer Girls' School, should act as Hon. Secretary for the Branch.
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The proposals were accepted by the meeting, and Miss Brew was instructed to apply to the London Executive Committee for permission to constitute the Branch.
The approval of the Executive Com- mittee has now been obtained, and the first regular meeting of the West London Branch will be held on Friday, October 10, at the Godolphin and Latymer Girls' School, Hammersmith, by the kind per- mission of Miss Clement.
A * A
NORTH LONDON BRANCH. THE Organizing Sub -Committee met on Friday, June 3, when meetings for next session were discussed, as well as the de- sirability of having branch members who do not belong to the Modern Language Association.
The committee hope that there will be a large gathering of North London mem- bers in October next at Mr. Cloudesley Brereton's house. They have also accepted an invitation to Southwood Lawn, which Miss Rowe has kindly offered for a meet- ing, and this will probably be held in November.
The committee do not think it desirable or necessary to admit members to the branch at a lower fee who are not also members of the Association. They think this might be detrimental to the future membership. They also think that mem- bers should bear in mind that by belong- ing to the Association they are not only getting a very valuable publication, but are helping to support a body which has looked after Modern Language interests, and is increasingly doing so, practically throughout the English-speaking world.
* * * BRISTOL BRANCH.
A MEETING was held on May 25 at the University of Bristol, at which a resolu- tion was passed that the Bristol Branch of the Modern Language Association should be formed. The motion, intro-
duced by the Chairman , Professor Clement Ord (Bristol University), was proposed by Miss Jowitt (Bristol University Secondary Training Department) and seconded by Miss Merriman (Colston School for Girls). The Chairman, Professor Clement Ord, set forth the constitution of the branch, which was adopted unanimously :
1. That the Bristol Branch, formed on May 25, 1910, shall hold its meetings at the University of Bristol.
2. That the minimum number of meet- ings shall be four during the session.
3. That the area shall extend to th« city and county of Bristol.
It was decided that the chief objects of the branch are :
To discuss questions connected with the teaching and study of Modern Languages.
To afford opportunities for intercourse and co-operation for all those interested in Modern Languages.
That papers should be read, followed by discussions.
The officers and committee were then elected :
CJwtirmau : Professor Clement Ord.
Vice - Chairmen : Dr. Finn and M. Jaccard.
Hon. Secretary and Treasurer : Miss L. M. Grove.
Committee: Miss Jowitt, Miss Ritson, Miss Merriman, Miss Morris, and M. Stephan.
A meeting of the Bristol Branch was held at the University on Thursday evening, June 23. Professor Ord (Presi- dent) was in the chair, and twelve members were present.
The question of Associate membership was brought up, and Professor Ord pro- posed that there should be Associate members, who should have the privilege of attending the Branch meetings, of which there would be four a year, and sub- scribe 2s. 6d. The motion was seconded by Miss Ritson (Clifton High School).
It was suggested by Miss Jowitt that a small Branch library might be started, containing a few periodicals, such as
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MODERN LANGUAGE TEACHING, Die Neueren Sprachen, and the Revue de I' Enscicjnement des Langues Vivantes, so as to attract a larger number of Associate members.
The motion was carried unanimously.
A discussion then followed on 'The Place of Translation in Modern Language Teaching.' The discussion was opened by Miss Jowitt (Secondary Day Training College). She said that the Place of Translation involved the still wider ques- tion of why we learn a language, and that the aim she wished to insist on was that we did so in order better to appre- ciate, understand, and handle our own language ; that translation must have a great place if language was to be con- sidered as an instrument of thought — of training in accurate thought in our own language. Translation helps us to realize shades of meaning in our own tongue. It must not be thought, however, that translation was a lesson in English. The great mistake of many teachers is to establish watertight compartments — to imagine that in the English lesson English only should be taught ; in the French
lesson French only. Comparison and analogy are most essential, and Miss Jowitt insisted strongly on grammar being taught on comparative lines.
Training in thought being the basis of language teaching, it would be impossible to begin translation before the Lower Fifth ; but that there should be a preparatory stage to translation, in which help should be given in the understanding of the accurate meaning of words.
Professor Ord agreed with Miss Jowitt that translation should help us to realize the shades and subtleties of the Mother- tongue.
Miss Ritson thought translation need not be detrimental to the Direct Method, and that in a story read in the foreign language certain passages should be trans- lated in order that it might be ascer- tained whether the pupils understand it accurately.
Other members took up the question, and a lively discussion followed.
[On the question of Associate member- ship, see the account of the June meeting of the Executive Committee. — EDITOB, M.L.T.]
POLYGLOT CLUB.
WE have in previous issues had the occa- sion to refer to the existence of this club. We understand from the Secretary that there are now 250 members, and that during the past three sessions, from Octo- ber last to the present month, there have been no less than 75 meetings, including 65 lectures ; 16 (including 7 debates) being delivered in English, 14 in French, 10 in German, 11 in Italian, 8 in Spanish, and 6 in Russian.
In addition to these lectures and de- bates, there have been part readings from standard authors in the English and French Sections. There have also been ten social events, including three 'at homes,' at the club-rooms, to which songs, recitations, etc., were contributed, in- cluding items in the languages of the several sections; and at the Waldorf
Hotel two house dinners and an annual dance, and the annual banquet, presided over by Sir Thomas Barclay, M.P. There have also been a special reception of the Italian Section, when the members of the club were invited to the house of Dr. and Mrs. Stauder to meet the Italian Am- bassador, the patron of that section, and a special reception of the Russian Section, given by Dr. and Mrs. Paul Dvorkovitz, at the club-room.
The officers of the club, to whom in- quiries for information concerning the different sections should be addressed, are as follows :
English : Mr. Stanley J. Rubinstein (Secretary).
French : Monsieur Edmond Palmie (Chairman).
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MODERN LANGUAGE TEACHING
German : tary).
Italian : (Secretary).
Spanish : (Secretary).
Russian : man).
Dr. Ludwig Hirsch (Secre-
Signor Tullio Sambucetti
Sefior Don Juan Salas Anton
Dr. Paul Dvorkovitz (Chair-
We understand that the club contem- plate taking a room at 4, Southampton Row, where the lectures are still to be held, and it is hoped that this room will be open always for members, commencing with the autumn session in October.
Further information can be obtained from the General Secretary, 5 and 6, Clement's Inn, Strand, W.C.
CORRESPONDENCE,
ROUTES INTERNATIONALES. I CANNOT refrain from thanking Mr. F. R. Robert for his ' Pourquoi apprenons- nous le Framjais ?' Every word, every sentiment, should be spread as widely as possible, being dictated by the noblest thoughts.
But one tag I should like to add to his concluding sentences. Because so few of us can afford to learn many languages, why should not each of us make it a duty to learn Esperanto, even if our principal aim be the study of national languages, for, in urging the study of French, Mr. Robert argues that it is necessary to make use of routes Internationales. Now, French can only conduct us along one such route, whilst Esperanto gives us routes by the dozen. Speaking, as he does, from per- sonal experience, I can affirm, even more strongly than he, that we who have learnt to use the eyes, opened by a knowledge of Esperanto, can, indeed, claim to be ingfriieurs et civUisateurs.
E. A. LAWRENCE.
June 3, 1910.
MAISON UNIVERSITAIRE, SAINT- VALERY-SUR-SOMME.
MONSIEUR, — Vous voulez bien exprimer le desir d'avoir quelques indications sur la Station d'Etude et de Repos pour les travailleurs intellectuels inaugures il y a quatre ans a St. Valery-sur-Somme.
La caracteristique de notre Ecole de Francais, ce qui la distingue, avec la part faite an repos a la campagne. des autres cours de vacances, c'est que 1'on compte
pour les progres qu'on y peut faire, sur tout 1'ensemble de la vie a la Maison Universitaire : reunion aux repas, lecture matinale en commun, conversation, pro- menades, conferences — excursions dirigees comme vm entretien. II n'est guere de moment dans la journee oil cesse la pene- tration de ce qui a ete methodiquement etudie dans les lecons.
Celles-ci reunissent les etudiants en groupes formes d'apres leur connaissance plus ou moins complete de la langue. Dans tons les groupes un soin constant est donne, non seulement a la prononciation. mais a toute la technique du langage parle — respiration, intonation, rythme, diction en un mot. En dehors des lecons proprement dites, la lecture a haute voix d'ceuvres varies assouplit et discipline les organes, constituant, en meme temps qu'un agreable emploi du temps, un c en- trainement ' journalier fecond en re"sultats pour la langue comme pour la preparation physique a 1'enseignement.
Meme dans les groupes les plus elemen- taires, I'ttude d*s idees n'est pas negligee pour celle des sons et des mots. N'apprend- ' on pas vraiment une langue en etfet par le dedans, pour ainsi parler, en s'exercant a penser soi-meme ce qui se dit et s'ecrit en cette langue ?
Deux ou trois fois par semaine, une question a discuter met aux prises les etndiants que le professeur ecoute sans les interrorapre, leur fournissant tout au plus $a et la uue expression rebelle a 1'appel, et notant a mesure ses observations sur la feuille preparee pour chaque inter- locuteur.
CORRESPONDENCE
155
Ces debats sent souvent la preparation des travaux ecrits.
Les textes d' 'explication, traduction a livre ouvert, traduction ecrite, exercices de vocabulaire, etc., seront pris cette annee, pour les etudiants les plus avance"s, dans des auteurs de la seconde moitie du XIXe siecle, qui feront aussi 1'objet d'nne etude litteraire. Les ouvrages suivants ont ete proposes :
Faguet, Politiques et Moralistes du XIXe Siecle. 2e Serie.
Faguet, Flaubert.
Jules Lemaitre, Les Contemporains. 6e Serie.
Guyau, L'Art du Point de Vue socio- logique.
Fromentin, Les Maitres d'Autrefois,
Taine, Essai sur Balzac.
Renan, Souvenirs d'Enfance et de Jeunesse.
Michelet, XIXe Siecle.
Maupassant, Contes choisis.
Rostand, La Princesse lointainc.
Sully-Prudhomme, Choix de Sonnets dans ' les £preuves.'
Les Cent meilleurs Poemes. (Londres. 6d.)
Chaque etudiant, suivant ses gouts, 1'etat de son savoir, les examens a passer ou 1'enseignement adonner dans son pays, choisit 2 ou 3 de ces volumes sur les- quels il demandera a etre interroge dans 1'examen faeultatif pour 1'Attestation d'Etudes. Get examen sera dirige cette annee par M. Ch. M. Gamier, professeur au Lycee Henri IV., membre de la societe ' Autour du Monde ' et de 1'Association des Maisons Universitaires.
Les frais d'etudes et de sejour sont indiques par la Table des Holiday Courses du Board de 1'Education de Londres.
Quant aux frais de voyage, dix excur- sionnistes voyageant ensemble obtiennent de droit le demi-tarif en France, et 1'obtiendraient sans doute pour la to- tal ite du parcours ; il y aurait profit a s'entendre, et d'avance, entre etudiants d'une meme Universite ou maitres d'ecoles voisines. MME. CHALAMET.
THE BESANCON HOLIDAY COURSE.
FROM an article which appears in the July number of the Bulletin de I' Associa- tion des Etudiants de Besangon I gather that the statement ' The London B.A. Honours syllabus has been all but aban- doned,' in the letter by Mr. Cooke and me in your last issue, was misleading.
It would seem that we are not to regard the brevity of the reference to the B.A. syllabus as denoting any lack of apprecia- tion of the syllabus. English students will be invited to select among the set books those they would particularly like to study. Moreover, a new class has been formed. Every week one or two hours will be given to questioning English students on the French history and the French literature set down in the B.A. syllabus, or, if they prefer, the students will each in his turn deliver a short lecture on some literary topic of his own choice.
As even these arrangements were not mentioned in the brochure. I may be for- given for not knowing anything about them.
I hope, sir, you will be able to give publicity to the above statements. I am most anxious to do no injustice to the Besangon Professors, who are, as I have always said, a body of extremely kind and devoted gentlemen.
For the rest, my position remains the same : I regard the withdrawal of Dr. Vandaele with the deepest regret.
OSMOND T. ROBERT.
ADDRESSES OF FAMILIES ABROAD AND IN ENGLAND.
I SHOULD like to offer my thanks to those members of the Association who have sent me addresses of families abroad \vhich can be recommended to English teachers and students. They will all be useful. My list has been sensibly increased by their addition, but I have still need of more. At this moment, for instance, I want to
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MODEKN LANGUAGE TEACHING
find a French family in a watering-place not frequented by English who would receive an English boy, and though I have good addresses at French watering- places, they are all in towns frequented by English. Addresses in the German Rhinelaud also do not seem forthcoming.
May I add that addresses of English families willing to take foreigners are still wanted ? Certainly I have received, thanks
to the kindness of members, some o these ; but, unfortunately, they are in London, or inland towns, or in the North of England. Naturally, French and Germans, either children or adults, who come here for the summer, wish to reside either in seaside towns or in the country in parts of England not too far from the Continent.
G. F. BRIDGE. June 21, 1910.
FROM HERE AND THERE.
CAMBRIDGE UNIVERSITY. — As usual, we classify the results of the recent Medieval and Modern Language Tripos :
First Class Second Class Third Class
Men.
11
Women. Total.
10 18
17 28
6 14
27 33 60
In addition to these, 4 men and 3 women attained the standard of the ordinary degree.
Section A (Modem English) was taken by 12 men and 15 women ; B (Old English), by 2 men and 2 women ; C (Modern French) by 23 men and 25 women ; D (Old French and Romance), by 1 man and 2 women ; E (Modern German), by 12 men and 14 women ; I (Russian), by 1 man.
We learn that in the ' Mays ' (annual examination for Honours students) the numbers were as follows :
Men. Women. Total. Second year 24 36 60
First year 38 21 59
62 57 119
The three chief sections were repre- sented as follows in the ' Mays ' : A (Modern English), 56 students ; C (Modern French), 100 students ; E (Modern Ger- man), 46 students.
It appears that the falling off in Ger- man and the increase in French is largely explained by the practice of the women's colleges to encourage students to take Section A, and either C or E, and not the combination C and E.
The total number of students reading for Honours in the Modern and Medieval Languages Tripos during the late session was about 200. This is a fine record, and we congratulate the energetic and enthusi- astic teachers on the noteworthy success of their efforts. The growing number of efficiently taught men and women who leave Cambridge to take up Modern Language posts in secondary schools is an important factor in the remarkable improvement which is taking place in the teaching of Modern Languages throughout the country.
* * A
CAMBRIDGE UNIVERSITY, ST. JOHN'S COLLEGE. — M. Jean Morel has been appointed Lector in France.
ft * *
CAMBRIDGE UNIVERSITY. — The electors to theTiarks German Scholarshipannounce that they are prepared to receive applica- tions for candidates.
* * *
CAMBRIDGE UNIVERSITY. — An influen- tial and representative meeting was held on Wednesday, June 15, in a committee- room of the House of Lords, with the object of founding and endowing a Chair of English Literature in the University of Cambridge. Lord Tennyson was in the chair, with Mr. S. H. Butcher, M.P.,as vice-chairman, and the following were present : The Earl of Crewe, Lord Court- ney of Pen with, Lord Justice Kennedy, Mr. Alfred Lyall, Mr. Alfred Lyttelton, M.P., Mr. Birrell, M.P., the Master of Peterhouse, the Provost of King's, Pro-
FEOM HERE AND THEKE
157
fessor W. W. Skeat, Mr. George Mac- millan, Mr. Edmund Gosse, Mr. Reginald J. Smith, K.C., Mr. Vernon Rendell, Mr. Charles Whibley, Mr. G. M. Trevelyan, Mr. Arthur Benson, Mr. Horace Smith, Mr. Israel Gollancz, and Mr. Percy Lubbock. It was unanimously resolved that every effort should be made to found the Chair, and a committee (with power to add to their number) was appointed for the purpose. The speakers were Lord Crewe, Lord Justice Kennedy, Sir Alfred Lyall, Mr. Birrell, and Mr. Gosse. Letters giving warm support to the scheme were received from Lord Esher, the Bishop of Ripon, and others. Mr. Reginald Smith undertook to act as secretary to the committee.
* * *
DUBLIN, TRINITY COLLEGE. — Modern Literature Scholarships have been awarded to Miss Janie K. E en ton and to Mr. G. C.
Stevenson.
* * i
DURHAM UNIVERSITY. — Mr. E. M. Ellershaw, B.A., has been appointed Pro- fessor of English Language and Literature.
* * *
LONDON UNIVERSITY, UNIVERSITY COLLEGE. — Mr. Edmund C. Gardner, M.A., has been appointed Barlow Lec- turer on Dante for a period of three years, and Lecturer in Italian for the session 1910-11.
* * *
LONDON UNIVERSITY, UNIVERSITY COLLEGE. — Mr. P. V. Thomas, B.A., has been appointed Assistant in the Depart- ment of French for the session 1910-11.
* * *
LONDON UNIVERSITY, UNIVERSITY COLLEGE. — The West Scholarship in English and English History has been awarded to B. Croom, of the Stationers' Company's School.
* * *
OXFORD UNIVERSITY. — The honorary degree of M.A. has been conferred on Cesare Foligno, D.Litt., Milan, Taylorian Lecturer in Italian.
OXFORD UNIVERSITY. — Dr. Henry Sweet, M.A. , Balliol College, has been reappointed, by the Delegates of the Common University Fund, Reader in Phonetics for three years. The stipend of the Readership is henceforward to be £300 a year.
* * *
OXFORD UNIVERSITY. — The Curators of the Taylor Institution have elected Dr. Karl Jost, of the University of Basle, to the vacant Taylorian Lectureship in German.
* * *
OXFORD UNIVERSITY. — Convocation has accepted the Churton Collins Memo- rial Committee's offer of £100 to found a prize to be given to University Extension students or others for proficiency in Eng- lish Literature and Ancient Classical Literature.
* * *
OXFORD UNIVERSITY. — In our para- graph dealing with the Paget Toynbee Prize it should have been stated that the bequest is subject to the life interest of the distinguished scholar whose name it bears.
* * *
OXFORD UNIVERSITY.— Miss Margaret S. McFie, of the Society of Oxford Home- Students, has been elected to the Fellow- ship granted annually to the Association for the Education of Women in Oxford. Miss McFie obtained a First Class in the Honour School of Modern Languages (French) at the examination held during the present term, and proposes to continue her studies in France.
A A A
We have received a cutting from the Northern Whig containing an account of a meeting of the German circle of the QUEEN'S UNIVERSITY, BELFAST, which was addressed by Mr. von Glehn and Dr. Breul, extern examiners in French and German respectively. Mr. von Glehn commented on the present neglect of Ger- man in the boys' schools of the United
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MODERN LANGUAGE TEACHING
Kingdom, which he declared to be nothing short of a national danger. He could see no reason why there should not be ample room for German as well as for French, Latin, and Greek, in all the secondary schools, and there were many strong reasons why boys should learn German. It was often only a question of arranging the time-table and giving German fair play. Dr. Breul pointed out that, among the numerous diligent candidates whom he had had the pleasure of examining in Ger- man as extern examiner in the Queen's University the other day, there had not been a single representative of the sterner sex. This seemed to indicate a grave neglect of German, and perhaps of the modern humanities generally, in the boys' schools of Belfast and district. He hoped that steps would be taken to induce the head-masters concerned to give German the position which it deserved in a school curriculum of the twentieth century, a position similar to that which English occupied in the schools of Germany.
A A *
LA SOCIETE ACADEMIQITE. — The travel- ling scholarship offered by the Society, this year, has been competed for and won by one of Miss Macirone's pupils at the Dalston Secondary School. She is much to be congratulated, as all the candidates who entered were very keen, and, according to the Rev. R. de Courcy Laffan, who most kindly conducted the whole examination, did exceptionally good work.
The- last meeting of the Northern Branch was held at the St. Saviour's and St. Olave's Grammar School for Girls, by kind permission of Miss Frodsham. Once more the members had the privilege of listening to one of Miss Partington 's delight- ful ' causeries '; this time she had chosen a most appropriate and interesting subject — ' Souvenirs de la vie scolaire fra^aise ' — and one which was appreciated very fully by all the schoolgirls present.
The next reunion will take place on July 13, in the grounds ef Bedford
College, when the members hope to see all their friends and well-wishers.
* ft a
It is announced that China has decided to make English the official language for scientific and technical instruction. It does not require much imagination to realize how important this step is. Lan- guage is one of the binding forces of man- kind ; and this decision means that English influence will be a very powerful factor iu the development of China, which is likely to have such far-reaching conse- quences in the shaping of world-history. One of the immediate results will probably be that China will send some of her most promising young men to study at English and American Universities. Whether the students go to England or to the United States will depend on the facilities offered. Enlightened educational, and, we may add, commercial authorities should see to it that these Chinese students are well received. They on their part will do well to acquire a good knowledge of English before they leave their country. There is a vast field of valuable work for good teachers of English in China. If some of our young men and women resolved to devote their energies to this task, they would be doing a work of vast national and international importance, and in a sense it might be called a valuable branch of missionary enterprise.
* * a
Last month a congress of notabilities assembled at Brussels. Le Congres Mon- dial consisted of hundreds of delegates from almost every existing international society, 125 in number. King Albert could not attend the opening session as the Court was in mourning, so M. Beernaert, the Belgian Minister of State, took his place. Amongst those present were Sir William Ramsay, General Sebert, Pro- fessor Ostwald, Senator La Fontaine, Mr. Archdeacon, and many other notable scientists. During the sittings of the scientific section of the congress the view was expressed, and, with one exception, agreed to unanimously, that an inter-
FEOM HERE AND THERE
159
national auxiliary language, not a national language, was an imperative necessity for scientists.
ft * *
A teacher at the Montpellier Lycte wants his son, who is now leaving school, to spend three months in England ; he would be ready to come in August. The boy is quite familiar with English, both in speaking and writing; he is well educated and gentlemanly. He is willing to give help with his own language in return for the hospitality extended to him. For further particulars apply to W. J. Saull, Esq., M.A., Brava, High Beech Road, Loughton.
ft ft ft
A young Frenchman, a student of the Ecole Polytechnique, wishes to reside with an English family of good social position during the month of August. He is pre- pared to offer liberal terms if a suitable house can be found. He wishes to meet English people in society, and enjoy social amusements. A Roman Catholic Church in the vicinity is essential. For medical reasons the seaside is barred. Write to Hon. Sec., M.L.A., 45, South Hill Park, Hampstead, N.W.
Two boys of seventeen, eleves au Lyctte de Month^on (Allier), would like to enter into correspondence with two English boys. Their names are Alphonse Auxietre and Paul Brun. Will one of our readers send us the names of two of his pupils for this purpose ?
ft ft ft
Professor Rippmann proposes to deliver in the autumn a short course of lectures for Modern Language teachers. There will be five lectures from 10.15 to 11.45 a.m. on October 1, 15 and 29, and November 12 and 26, on Phonetics, in which the sounds of English will be made the basis, French and German sounds being compared and contrasted ; and five lectures from 12.15 to 1.15 on the same days, dealing with methods of Modern Language teach- ing. It is intended that the lectures shall be of direct use to teachers in their daily work, and there will be opportunities for the discussion of difficulties. The lectures will be given at Queen's College, 43, Harley Street, W. The fee for the Phonetics lectures alone is 7s. 6d.f for the Method lectures alone 5s., for both courses 10s. All communications about these lectures should be addressed to Professor Rippmann (at 45, Ladbroke Grove, London, W.).
GOOD ARTICLES.
JOURNAL OF EDUCATION, June, 1910 : The Disappearance of the Illiterate— and After ; The Pronunciation of Early Eng- lish (D. Jones). July, 1910: French as an Instrument of Culture in Schools (A. E. Mahuteaux) ; Educational Progress in Switzerland (A. J. Pressland).
THE SCHOOL WORLD, June, 1910 : Ex- aminations and the Teaching of English in Secondary Schools (W. Walton) ; Ex- aminations, II. (G. H. Bryan) ; A Method of Introducing German Lyrics (R. Wake).
THE EDUCATIONAL TIMES, June, 1910 : L' Academic Franjaise (A. H. Bernaardt) ; School Recognition in England in the Light of Foreign Practice (J. S. Thornton). July, 1910 : The Position and Training of Teachers in German Schools (T. F. A. Smith).
THE A.M.A., June, 1910 : On Some Administrative Problems connected with Secondary Schools (E. W. Small) ; Myopia in Education (G. S. Turpin).
THE TEACHER*' GUILD QUARTERLY, June, 1910 : Aims and Methods in the Teaching of English (H. 0.) ; Pension Schemes for Secondary School Teachers.
LES LANGUES MODERNES, May, 1910 : L'Enseignement des Langues Vivautes dans le Detixieme Siecle (E. Hovelaque) ; A propos de la Campagne centre 1'Alle- mand (G. Raphael). June, 1910 : L'En- seignement des Langues Vivantes dans le Deuxieme Cycle, II. ; L'Enseignement Litteraire (E. Hovelaque).
REVUE DE L'ENSEIGNEMENT DES LANGUES VIVANTES, June, 1910 : Les
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MODERN LANGUAGE TEACHING
Sentiments Anglais ct 1'Entente Cordiale (L. Cazamian). July, 1910 : La Nouvelle Historique dans Gottfried Keller (L. Benoist - Hannapier) ; L'Hebraisme et 1'Hellenisme de Meredith (P. Denis).
DIE NEUEREX SPRACHEK, June, 1910 : Aus und liber Amerika (A. Rambeau).
MODERNA SPRAK, June, 1910 : Une Satire Litteraire et un Nouvel Art Poe- tique : Chantecler (V. Pinot).
EDITORIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April and June, and the 1 5th of July, October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment^ London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs. R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somerville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers
wishing to study abroad. The addresses of houses where an English guest is not likely to meet any other English people are speci- ally desired. Names of families should not be sent unless the mem- ber can recommend them from per- sonal knowledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHKLOR, Grassendale, Southbonrne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN. Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence Abroad (Women) : Miss Sandys, 30, East St. Helen's, Abingdon ; (Men) : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
Through the courtesy of the Board of Education, the collection of books contained in tlie Travelling Exhibition of the Modern Language Association will be displayed in one of the rooms at the offices of the Board in Charles Street, Whitehall, during the months of August and September. Members desirous of examining the collection should call at the Board between the hours 0/10 and 5 (Saturdays 10 and 2), and on arrival should ask for the Librarian.
MODERN LANGUAGE TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 6
October, 1910
HENRY WESTON EVE.
IT is difficult to pay a just tribute to the memory of Mr. Eve. For one who had the good fortune to come under his influence as a young man, and who had the privilege of being for many years a member of his staff at University College School, it seems impossible. The mere remembrance of his unfailing kindness and generous sympathy, and of his noble example of pure, unselfish devotion to duty, makes one conscious of too deep a debt of gratitude. It needs severe restraint to resist the temptation to dwell too much upon personal detail. Within the narrow precincts of a school a man endowed with Mr. Eve's great gifts of mind and quali- ties of character looms so large that one who knew him best by daily contact with him in the little world of school activities is apt to forget that his bright beams gave light to other worlds besides.
Mr. Eve was born in 1837. He was educated at Mill Hill and Rugby, and at Trinity College, Cambridge, where in his first year he gained a scholarship. He was Eleventh Wrangler, and was placed in the second class of the Classical Tripos in 1860. Two years later he was elected to a Trinity Fellow- ship. From the year of his gradua- tion until 1876, with a short interval during which he served on the Schools Inquiry Commission, he was a master at Wellington College, where his special task was to organize the Modern Side. In 1876 he succeeded Professor Key in the head-mastership of University College School, and he remained there as Head-Master for twenty-two years. For an even longer time he was Dean of the College of Pre- ceptors, holding office from 1883 until the early part of the present year. He served several times on
11
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MODEEN LANGUAGE TEACHING
the Committee of the Head-Masters' Conference, and he was a member of the Teachers' Registration Coun- cil, of the Council of the Teachers' Guild, and of the Girls' Public Day - School Trust. In 1893 he was the President of the Modern Language Association.
Only a few salient features can here be given of Mr. Eve's work and influence at University College School. He introduced the system of ' consulting masters,' by which each boy on entering the school was assigned to one of the senior masters, under whose supervision he remained during the whole of the time he was at the school. By this means he gave fresh interest to the work of his assistant-masters, kept them in touch with the work of their colleagues, and made them feel that they shared with him and with each other the responsibility for the welfare of the school. The gain to the boys themselves was great ; their interests could be more closely watched, and the consulting masters could keep in close touch with their parents. The impor- tance that Mr. Eve attached to the training of character as a duty of the day-school, no less than of the boarding-school, is further shown by the encouragement he gave to the games, the cadet corps, and the various school societies. So great was the interest that he took in the games, and the value that he attached to them as a part of the school life, that it was felt, at the time of his resignation, that a fitting memorial of his head-mastership
would be the purchase of a playing- field, which should bear the name of the Eve Memorial Field. His system of monitors, which must at first have seemed a bold policy, shows the confidence that he had in his senior boys. New monitors were chosen, by the votes of the monitors themselves, from a list of boys handed to him for his approval by the captain. The officers were the captain, a lieutenant, and ser- geants, and promotion went — again, of course, with the approval of the Head - Master — by seniority. In this way it was possible for a boy to become captain of the school who was not one of the best scholars, or even in the Sixth Form. The sys- tem was justified by its results, and doubtless much of Mr. Eve's in- fluence with boys was due to the trust which he reposed in them.
A well-known Professor, long since departed, used playfully to speak of Mr. Eve as the 'gentle knight.' No name could have been more happy. ' Right faithf ull true he was in deede and word.' He ruled with a gentleness that was truly remarkable. I cannot re- member ever to have seen him impatient. All his energy was reserved for his work. His rapidity and power of work were extra- ordinary, and he never spared him- self. In addition to all his outside activities, he did a large share of the class teaching, and took an enormous part of the examination work in the school. He was daily in his class-room long before school hours began and long after they
HENRY WESTON EVE
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were over, and at these times every- one, down to the smallest boy in the school, had ready access to him. Yet he always seemed to have time to spare, He could find time to discuss with ready sympathy even the details of school work, and the advice that no one ever sought from him in vain was tendered so gracefully, so sincerely, that one went away inspired with fresh con- fidence and strength.
The name of Mr. Eve will ever be held in honour by the members of the Modern Language Associa- tion. He was one of its founders in 1892, and in the following year he succeeded Professor Max Miiller as its President. In the early days of the Association he took an active part in the work of the com- mittee, and in 1898 he represented it at the Neuphilologentag at Leip- zig. Up to the last he rarely failed to attend the Annual General Meeting, even though it was held so far away as at Durham ; and when the meetings were in London he and Mrs. Eve were sure to extend
the hospitality of their house in Gordon Square to the representa- tives of similar foreign Associations. It is no exaggeration to say that it was very largely Mr. Eve's work, for more than a quarter of a cen- tury before, that made the time ripe for the Modern Language Association to arise. His work at Wellington, at University College School, and at the College of Pre- ceptors, his French and German Grammars, his editions of French Classics, his pleading for the better recognition of Modern Languages as subjects worthy to take an im- portant position among the other branches of serious study in schools, did much, if not most, to awaken men to a sense of the unjust neg- lect under which those languages had suffered, and to make Eng- lish teachers of them take heart of grace and band themselves to- gether to promote and improve the teaching of French and German, and gain for them the recognition that they deserve.
W. G. LIPSCOMB.
COMPULSOKY GEEEK AT OXFOED.
THE proposals made by the Heb- domadal Council for putting into effect the resolutions passed by them on April 27, 1909, that Greek should be no longer required as a necessary subject for a degree in Arts, and that an Entrance Examina- tion should be passed by all candi- dates for Matriculation, will be found in the report of the Council, pub- lished by the Clarendon Press.
The subject is divided into two parts — the reform of Eesponsions and the institution of an Entrance Examination, and the Council pro- pose to submit the first question to Congregation by itself, in order to give it the opportunity of voting on the question of compulsory Greek, apart from any consideration of an Entrance Examination. But if the proposal for the latter examination
11—2
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MODERN LANGUAGE TEACHING
be subsequently carried, Respon- sions will eventually be abolished, though there will be a period of transition during which the two ex- aminations will exist side by side.
The proposed changes in Respon- sions are very simple. The only obligatory subjects are to be Latin and Elementary Mathematics. Can- didates will also have to pass in either Greek or a modern language, and in addition in one of five optional subjects, which are the same as those given under B in the scheme for the Entrance Examina- tion.
That scheme is as follows :
I. NECESSARY SUBJECTS.
1. English : To be tested by an essay or a composition on materials supplied — e.g., precis or reproduc- tion of a passage read aloud.
2. Latin or Greek.
(a) Unprepared passages, (ft) In Latin, a continuous passage of English to be translated into Latin prose. In Greek, English sentences to be translated into Greek. No Grammar paper to be set.
3. Elementary Mathematics : Two papers, (a) Arithmetic and Algebra, (ft) Geometry ; excellence in one paper being allowed to compensate for comparative deficiency in the other.
II. OPTIONAL SUBJECTS.
A. 1. Latin as above, if not already offered.
2. Greek as above, if not already offered.
f Unprepared trans- lation and continu-
3. French
4. German
5. Italian
6. Spanish
ous prose composi- tion, including both translation from Eng- lish into the language offered and ' free com- position.'
B. 1. A portion of English History in outline — e.g., either from the earliest times to 1688, or from 1485 to 1900.
2. Elementary Politics ; the main features of British Government — local, national, and imperial.
3. Elementary Trigonometry, Statics, and Dynamics.
4. Elementary Physics and Chemistry.
5. The general principles of Geography, and the geography of the British Isles and the Empire.
Candidates must offer one sub- ject taken from Group A and one from Group B.
It shall be an instruction to the examiners to take account through- out the examination of the candi- date's power of writing English.
There is an interesting difference between the two schemes in the proposals for the examination in Modern Languages. The scheme for reformed Responsions mentions prose composition only, and it is further added that candidates shall be examined in such a way as to test their knowledge of the grammar of the language offered ; the plan for the Entrance Examination recog-
DISCUSSION COLUMN
165
nizes free composition, and makes no mention of grammar. The only other difference (but it is a big one) appears to be that English is an obligatory subject in the latter scheme, and is not recognized even as an optional subject in the former. It is proposed to entrust the con-
duct of the Entrance Examination, if it is instituted, to the Delegacy for the inspection and examination of schools, an arrangement which will emphasize its character as a test of school acquirements, and con- duce to the maintenance of a uni- form standard.
DISCUSSION COLUMN. THE TEACHING OF COMPOSITION.
THE term ' composition ' is held, for the purposes of this discussion, to include :
1. Free composition in the foreign language.
2. Translation into the foreign language.
The questions concerning each which call for discussion are :
1. The stage at which each should be introduced.
2. Subject-matter of composition.
3. Method, including the correction of errors.
Members are urged to insure the success of this discussion by making contribution to it, however small. Our object is to gather opinions and experiences from all sources. Anyone desiring to take part should send his or her communication, not later than two weeks after the issue of any given number of MODERN LANGUAGE TEACHING, to
F. B. KlRKMAN,
The Three Gables,
Letch worth,
Herts.
II.— Miss M. L. HART
(County Secondary School, Sydcnham).
IT may not be out of place in an English journal to define French Composition, although teachers of the subject, who have been trained in a French school or college, are well aware of all that this delicate and difficult art includes. Briefly, it is a ceaseless effort to speak clearly and elo- quently on some subject viewed as a har- monious and artistic whole. An English
composition may be a mere string of facts ; a French composition m^lst offer a logical sequence of ideas, focusing on one central point, and forming, as the details in a picture, a delightful entity.
1. Stage at which Composition should be Introduced. — As all French language teaching in school may be considered as preparatory to composition, the funda- mental principles of the latter need not be overlooked even in the initial stage. In one sense composition should never be
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MODERN LANGUAGE TEACHING
introduced ; the beginner composes in his very first sentence, correctly formed in the foreign language under the guidance of his teacher. But during the two earliest stages (age eleven to thirteen or seven to thirteen) these oral efforts are of such an elementary and imitative char- acter that the results are formative rather than formulative. They contain, however, the germs of all future progress : (a) The spontaneous desire for self-expression in the foreign tongue ; (b) the power of clear and accurate expression ; (c) development of taste ; (d) the feeling for the har- monious and delightful whole, as dis- tinguished from desultory and isolated fragments. In other words, the beginner longs to say something in French ; he acquires ease in doing this after daily work under the guidance of his teacher ; he discovers that his phrases, even when correct, may be clumsily or elegantly turned ; he is delighted to find that he can make quite a long and pretty little speech on some picture or subject treated. During the third stage (age thirteen to fourteen) formulated written results may be expected. The learner is well prac- tised in oral composition ; his instincts have been trained in the right direction ; he has learned to be on the alert for those ever-varying verbs. He must now close with the latter seriously ; endless ques- tionnaires, oral and written, oblige him to turn and twist them, until at last he can even transcribe them faultlessly. Written composition of the simpler kinds is certainly within his power.
2. Siibject-MatteT. — In a foreign lan- guage, more even than in the mother- tongue, it is pleasant to speak fluently on any interesting subject whatsoever. Two principles, therefore, govern the choice of material for composition :
(1) Interest, naturally including ade- quate familiarity.
(2) Variety, including diversity of form and style.
3. Method. — Every practical teacher, working on such principles as have been given above, will evolve for himself a
definite and distinctive method of applying them. The following suggestions and notes may serve as concrete illustration, and so form a starting-point for profitable dis- cussion.
First Stage. — From the first, the teacher, knowing French and French children at home, can insist on teaching nothing but real, living sentences, such as the French of France themselves use. It is of the utmost importance that the English be- ginners should hear idiomatic French only, not doubtful translations of the mother-tongue (e.g., as an extreme case: J'ai eu mon dejeuner for J'ai dtjeunf). Dialogues, narrations, poems, songs, must be chosen, not from textbooks compiled by foreigners, but from the stock used by French children themselves in French schools and families. It is all-important that English children should learn to feel that ' French ' is synonymous with good style, good taste, lightness, grace, gaiety — above all, versatility and vivacity. It may, of course, be necessary that dialogues, etc., should be specially written for a class of English children by French people who know them.
Second Stage. — When the child is ready and able to tell a little French story him- self, he will be keen to read others in a book, to enlarge his field of observation and imitation. In the absence of an ideal first reader, every teacher can himself compile one. Two or three short written stories and many oral ones, all very care- fully selected, will probably suffice for the first term. In the reproduction of these, a very definite step towards composition must be made by means of the question- naire ; and, in addition to the distinctive qualities of ' French ' already mentioned, two others, precision and clearness, spe- cially engage attention. The questions are formed into a questionnaire, very carefully drawn up beforehand, and planned so as to lead up to the final recit. In the treat- ment of any passage there will perhaps be three stages : (1) Questions intended to reproduce more or less the words of the text, so as to insure clear ideas, accuracy,
DISCUSSION COLUMN
167
familiarity, ease in handling the verbs ;
(2) questions destined to elicit a group of two or three sentences, special attention being paid to precision and clearness :
(3) questions of a more general kind, requiring several groups of sentences — the rudiment of the period — hence the teacher's chief preoccupation being balance and style. Approximately one-third of the time allotted might be spent on the first set of questions, with much answer- ing in chorus ; or one-third on the second and third ; after which not less than one- third should be given to the final rt!cit, The answers and paragraphs, at first entirely oral, will, by degrees and as need arises, find their way to the black- boards (for a large class several being used at one time), where faults will be pounced on at once by the critical observers, and instantly corrected. About halfway through the second stage a clear written rtfcit of less than a page might be exacted once a fortnight. This little composition would be based on the class-work, and would preferably at first be ' chained ' rather closely to the text. The class might, for instance, dramatize an anecdote or write an account of a dialogue ; they might be trained to give a simple descrip- tion (present or imperfect of verb) ; easy written dialogue (present and spoken past) ; anecdote combining both the pre- ceding, and simply divided into three parts : (a) description (exposition), (b) action (nceud), (c) conclusion (denoue- ment)— a novel or drama in miniature ! But for purposes of composition it is always essential that this little bit of finished work should be complete in itself, and rightly proportioned.
Third Stage. — In the third stage the amount of written work will gradually
increase. The stories read will have become more complex ; there will be also increasing complexity in the questionnaires and r&its based on them. Independent subjects may occasionally be set for com- position— e.g., a letter. One short written exercise a week should be expected, and, two or three times a term, a long redaction or composition of more than one page. The verb will now be familiar in all tenses and tense relations, and, with the development of the pupil's reasoning powers, logical sequence of ideas could be insisted on. A book of suitable redaction and composition exercises would be in- valuable for practice in acquiring fluency and confidence, while supplying the essen- tial variety and, above all, inspii'ation.
Fourth Stage.— The habit of logical sequence once formed, the principal achievement of the next stage should be the making of a French plan, and writing on it. Proceeding analytically as before, the pupil might discover for himself the mechanism of models placed before him, and gradually succeed in producing an adequate scheme for any subject which had to be treated. The work would, of course, be very simple at first, and largely controlled by the teacher. Oral debates and discussions would be excellent prac- tice.
Fifth Stage. — A course of lectures ex- pliquees in literary French would well go hand in hand with written composition. Subjects set for French children them- selves could, with some modification, be now safely attempted, and, while not neglecting the earlier forms of letter, nar- ration, dialogue, etc., might not the fifth year of French reasonably hope for pro- ductions not altogether unworthy of the title dissertation litteraire ?
FOUR MONTHS IN A FEENCH LYCEE.
IN these days, when residence abroad plays such an important part in the cur- riculum of the Modern Language student, it may interest teachers and others to hear how I spent four months in a French lycee.
Having obtained exemption from Uni- versity attendance during the summer term, it was at length arranged that I should go to the Lycte de Jeunes Filles de Versailles.
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MODERN LANGUAGE TEACHING
On my arrival I found that boarders do not reside in the lycte itself, but in one of the maisons d' Education, which are under the direction of a surintendantc. Two of these houses are in the immediate vicinity of the lycee. The others, known as the Pavilions Jacquelitie Pascal, are situated in a large sunny garden a mile away. Each pavilion is designated by a colour, and I became an inmate of the Pavilion Rouge.
From the first it was evident that there would be every opportunity of talking French, for, out of the thirty-eight girls in the house, only three were English. Indeed, among the 600 pupils attending the lycde, the British and American girls numbered no more than ten. In such surroundings it seemed quite out of place to speak, or even think, in English.
The ages of the girls ranged from six years old up to twenty- three. The older girls are usually candidates for Sevres and the Certificat. I was struck at once by the friendliness of the French girls. They look upon foreigners, not as intruders, but as friends and playmates. One of my room-mates, a lively chatterbox of six- teen, considered it her duty to increase my scanty knowledge of French school argot. The other, a big Alsatian, having a positive genius for teasing, was by no means easy to live with. But this only served to increase the liveliness of our conversation.
We three shared a sunny room at the back of the house, looking out into a garden full of flowers and big shady trees, beyond which were the tennis-courts and croquet-greens. The interior of the pavilions is as bright as the -exterior. Besides the dining-room and schoolroom, there is a salon at the disposal of the girls during recreation hours, where games and dancing may be indulged in. The airy bedrooms, with adjoining cabinets de toilette, have a decidedly gay appearance, for girls may at their own discretion decorate the walls with flags and pic- ture postcards. Furniture, however, is limited. Each girl has a bed, a chair,
and a small table de nuit which does duty for a chest of drawers. I must admit that I was more fortunate, for, besides the above-mentioned articles, I had a table whereon to deposit my books. I did love that table. When it rained or when it was too cold outside, I used to push it up to the window, and sit there and work. My room-mates cast envious glances at me, for they, being French, were only allowed to work in the schoolroom under supervision.
We foreigners had many privileges, but there was one which we shared with our French companions — that of early rising. When the second bell rang at 6.30, we all had to get up. The only exceptions to this rule were Thursdays and Sundays, when we rose at 7. After the petit dejeuner at 7. 30, we had to make our beds, and at 8 o'clock we could be seen walking up the Avenue de Paris on our way to the lyele. At 8.30 the classes started.
Foreigners are by no means restricted in their choice of lectures and classes, and may construct a time-table to suit their own special needs. The more advanced are placed in the two highest forms, the 5e and the 6e. It was in these classes that I attended the lectures on literature, history, and psychology. In literature we studied the poets of the Romantic period, and two of the Parnassiens — Leconte de Lisle and Sully Prudhomme. Then we had what was called explications de textes. In connexion with this we read part of Bossuet's Oraisoriis Funtbres. Boileau's L 'Art PoJtique, Fenelon's Lcttre a TAcadhnie, and several of La Fontaine's fables. In the literature of the sixteenth century we read extracts from Marot, Ronsard, Rabelais, and Montaigne.
In addition, we foreigners had a special literature lesson once a week. Here we studied chiefly seventeenth-century litera- ture. In this class we each took it in turns to speak for ten minutes, at the beginning of the lesson, on the life or work of the author we were studying. This was a great advantage, for the other classes are so large that foreigners
FOUR MONTHS IN A FRENCH LYCEE
169
are not expected to answer questions that are put to the French girls.
In history, lectures were given on the nations nouvelles du XIXe siecle.
The psychology class, held twice a week, •was most interesting. The liveliest debates took place here. For instance, a girl would be asked to give her own defini- tion of Happiness. Immediately she had sat down another girl would get up and contradict this, and so on, till the curiosity of the girls concerning the real definition was fully aroused. It was at this point that the teacher began her lecture, which was listened to with deep attention by all concerned. At first it was rather difficult for us foreigners to follow the different arguments, but after a time our ear got so trained that Ave even mustered up enough courage to support our opinions upon the subject under dis- cussion .
For grammar, most of the foreigners are advised to go to one of the lower classes where there are girls of twelve or thirteen years old. Most of the difficulties in con- nexion with past participles are gone through, and typical sentences made up by the pupils themselves. This is often varied by a dictation exercise. Every fortnight a subject for an essay is given out, which foreigners are quite at liberty to write and hand in for correction.
Towards the end of the term there are two examinations for foreigner — an oral and a written. The latter consists of an essay and translation from French into English . The oral includ es reading aloud , questions on grammar and syntax, and general questions on the literature done during the term. Those who pass the ex- amination obtain a dipUme setting forth the subjects passed and the mentions received. All foreigners who attend regularly at the tycee have no difficulty in passing this examination.
In addition to all the classes we at- tended, an Italian girl and I wished very much to attend a class for Phonetics. But after making inquiries we found that no such class existed, because no one,
except my friend and I, could be found to attend it, which was rather sad. A few weeks later, however, a special cours de diction for the French girls was started. I thought this might be some help, so I went. After a month I found that it was practically no use ; all we had to do was to try and imitate the teacher, but we were never told how to imitate him. For this class we had to pay 8 francs a month extra. All the other classes were included in the cost of board. This, including laundry, was 600 francs for the summer term of four months.
Except the cours de diction, which wan held in the afternoon, all the classes men- tioned finished at 11.30. Five minutes later we started off on our way back to the pavilions. Dejeuner was at 12 o'clock. As soon as it was over we were out in the garden playing tennis or croquet, or walking about with some companions. At 1.30 some of the French girls went back to the lycde for gymnastics, pianoforte, sing- ing, dressmaking, or perhaps domestic economy. But we foreigners had special conversation lessons, and dictation with a French teacher who resided in our pavilion.
These lessons, however, were of a decidedly elementary character, and I found it a much better plan to work carefully through the morning lectures and do some extra reading. Each of the higher classes has its own special library, so there was no difficulty in getting books to read.
As I had a good deal of spare time in the afternoons, I asked if I might give some English conversation lessons to the younger girls at the lyct!e. In about a week's time I had five little French girls of twelve years old to teach. Later, five of the older girls begged to have lessons with me. So for two hours every week I taught English. I did this more as an experiment than anything else, for the remuneration given is not worth speaking of. Still, I found it worth while, for I got to know those French girls so well, and, though it may seem strange, I got
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not a few hints from their mistakes in English.
When afternoon school was over, we went back to the pavilion for tea, after which we had recreation for half an hour. Then, when the bell rang, we went in and worked or wrote letters.
The French girls are always under supervision, but we foreigners' had a much better time. We could go out whenever we liked, and without a teacher. This we greatly appreciated, and often when our work was finished, and we were tired of the garden, we used to walk to the Chateau and explore it and the pare, or go to Trianons and spend an hour or two there. Of course, wherever we went we met the inevitable ' tourists,' and then we used to say to one another, ' Oh, isn't it lovely that we haven't got to rush through like that !'
Schoolgirls as a rule have no deep affection for French history, but none of us could help being interested in the Chateau, Gardens, or Trianons. We used to imagine Louis XIV. and the Princes walking through the Galcrie des Glaces, and we wondered whether the courtiers found the long, long corridors as endless as we did. Then we wandered outside to the solemn, old-fashioned gardens, where we felt like being in church.
In spite of these numerous attractions, we always managed to be back in time for dinner at 7. Then we were allowed out to the garden till 8, when a bell rang and we had to assemble for prayers. Nearly all the French girls are Catholics, so we Protestants had prayers apart with a French Protestant teacher. After prayers we could work or sew till 9, and sometimes the suriiitendawte read an interesting pas- sage from some newspaper or magazine. Then we all went to the kitchen for our jug of hot water. About 10 the light was turned off, and those who were not ready had to go to bed in the dark.
Thursday, like the Saturday here, is always a holiday, and we utilized the day for excursions or theatres. For the latter special arrangements are made, usually
with the Comedie Francaise, and tickets can be bought very cheaply, 3 francs 50 centimes, including railway fare to and from Paris. This is really worth while, for the seats are good and one hears well.
The excursions, too, are always interest- ing. Besides frequent visits to Paris, Sevres, and St. Cloud, we visited Chantilly and Fontainebleau. A French teacher accompanied us on all these excursions and explained things.
On Sunday mornings we went to the French Protestant Church, and in the afternoon we went for a walk to the woods. Of course, when the grandes eau-x played in the gardens of the Chateau, we went there on Sunday afternoons. It is a sight in itself to watch the crowds, but one hears as much English as French.
A French Sunday is, of course, not a bit like an English Sunday ; and the little French girls and boys play about just as on other days, and are quite as naughty.
One Sunday there was the F&te Hoche. We foreigners before coming to Versailles had never heard of Hoche. The French girls were much surprised at our ignorance, and explained that Hoche was a famous French General who was born at Versailles. There is a big square in Versailles called after him, and in the middle of it there stands his statue, which we went to see on the day of his fete. In the evening there were fireworks in front of the Chateau. The latter was lit up by Bengal lights, and showed up red against the dark sky, and, with the red Chateau as back- ground, the statue of Louis XIV. on his charger appeared dark and lonely.
The Fete Hoche reminds me of another fete — that of the Quatorze Juilld. There was no lycee to go to that day, so the girls spent the morning in making badges and putting candles into Chinese lanterns, and fixing them on to long sticks. At nightfall the lanterns were lit, and girls streamed out from all the pavilions and assembled on the lawn. Two leaders were chosen among the big girls, and all the others formed up in twos behind, everyone
HOLIDAY COURSE IMPRESSIONS
171
carrying a lantern, and a long procession filed slowly through the dark trees. Sud- denly the leaders started the opening bars of the Marseillaise, and the march became brisker and the Chinese lanterns began to look like ttendards sanglants, and then a mighty cheer of Vive la France! burst from the throats of two hundred patriotic girls. When all was quiet again, the clear voice of a French girl rang out, and L'ciitente cordiale ! were the words that filled the still night air. The cheering began again mightier than ever. At last all became silent and lanterns were put
out, and we British girls walked back through the dark, silent garden with full hearts.
These happy days at Versailles have come to an end, and I am back once more in ' Bonnie Scotland. ' But every week brings with it letters and postcards from my French companions, and I feel glad that 1 went among strangers only to find that they were not strangers, but friends. MARIE LOUISE BARKER.
16, Marchhall Crescent, Edinburgh.
HOLIDAY COUESE IMPRESSIONS.
GRENOBLE.
AFTER reading Mr. Pell's interesting article in the November number of 1909, I decided to go to Grenoble for the Holiday Course this summer, in August. The Course was admirably organized.
M. Rosset lectured to us four mornings a week at 8 on Phonetics. His lectures on Phon&lique descriptive, in which he treated the vowels, were very clear, interesting, and helpful for teachers. He also dealt once a week with the use of the liaison, and compared M. Passy's practice with that of M. Gaston Paris, showing the difference between the prmwnciation popu- laire and the prononciation savantc.
At 9 o'clock on Tuesdays and Thursdays M. Varenne lectured on Vocabulary. These lessons were particularly practical and helpful. He gave us exhaustive lists of words derived from a given root, and the locutions and proverbs that bad clustered round the word, also synonyms and word- formation. At the same time M. Barrier lectured on Grammar and Semantique.
At 10 o'clock we English-speaking students went to M. Mallet's traduction lessons. M. Mallet was translating The Rivals and Sketches by Boz. I cannot speak too highly of the careful and inter- esting way in which he dealt with these texts. His translation of Sketches by Boz was particularly able.
The afternoon lectures on French Litera- ture and History were very well attended. M. Michaud from the Sorbonne lectured on the Poetes Romantiques ; M. Weil took Le Roman en France de 1800 a 1850 ; M. Morillot lectured on Mistral et le Felibrige ; M. Chabrol dealt with French institutions.
The week-end excursions were delightful. We went to the Convent de la Grande Chartreuse, and made several trips in the Dauphine, such as the Foret de Lente, Les Grands Goulets. The most pleasant trip of all was the three days' excursion to the Midi. We visited Orange, Avignon, Nimes, Aries, and Marseilles.
At Orange we saw a magnificent per- formance of Le Cid, given in the Roman amphitheatre by leading artistes of the Comedie FranQaise. We shall none of us forget the wonderful acting of Mile Roch in the rdle of Chimene, M. Lambert as Rodrigue, and Paxil Mounet as Don Diegue. The classical setting of the scenery created a very powerful impression upon us. In conclusion, I would say that no Holiday Course could possibly be more profitable or delightful than that at Grenoble.
J. P. WILSON, B.A., OXON.,
Licencie-es-lettres, Assistant- Master, Tonbridge School.
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MODERN LANGUAGE TEACHING
HONFLEUR.
' Oui, monsieur, j'ai fait le tour du monde, mais je n'ai pas vu une cote aussi jolie que eelle-la.' The speaker was a thickset Norman sailor who had just landed at Havre from a voyage to Australia, and was making his way by our little steam- boat to Honfieur, his native town, on the other side of the Seine. As he gazed affectionately at the rapidly approaching shore, I was bound to admit that, even making due allowance for the nostalgic du pays innate in every true Frenchman, he had considerable justification for the faith within him.
Honfleur, easily accessible from London via Southampton and Havre, is beautifully situated at the mouth of the Seine. It lies at the foot of the picturesque C6te de Grace, which is clothed from base to summit with the most luxuriant vegeta- tion. It is here the Norman sailor in- vokes the blessing of the Virgin — Stella Maiis — or renders thanks to her for bless- ings vouchsafed at sea. To the American millionaire or the Parisian nouveau-riche, dashing along at breakneck speed in his thousand - pound motor - car, Honfleur is merely an interesting and convenient calling-place on the way to Trouville ; but to the antiquarian, the artist, or to the lover of Nature, Honfleur and its charming surroundings are a continual delight.
As, however, I am asked to give my impressions of Honfleur from the student's point of view, I must leave this tempting subject, and devote myself to the Holiday Course. First of all I should like, on behalf of all the students, to express our gratitude to Mr. W. A. L. Mease, of King Edward VII. School Sheffield, for the assiduous care and attention he devoted to his duties as representative of the Teachers' Guild. I take this opportunity of thanking Miss Booth for her kindness in helping to organize the various excur- sions, picnics, and soirees. It was in no small measure due to her energy and ex- perienced guidance that the social side of
the Holiday Course was so great a success. In this connexion a word of praise must be awarded to M. Albert Leconte, who was unsparing in his efforts to render our stay at Honfleur both pleasant and profit- able.
Most of our students found homes with the families of the professors attached to the College of Honfleur. The only serious complaint I heard was that the food was too abundant and too rich. We all agree in saying the people of Honfleur were amiability personified ; indeed, my out- standing impression was that the French people were really pleased to see us. It was the same everywhere. Shopkeepers, hotel proprietors, visitors from Paris, farmers, peasants, and even the Vice- Consul and the Chatelaine of Barneville, did all they could for us. Whether this is to be attributed to the Entente Cordiale I cannot say, but my experience of France during the Boer War was quite une aiUre Mstoire.
Long excursions were made to Eouen and Lisieux, and short ones to the Allees Marguerite and the Abbaye de Grestain. In the first named we were ' personally conducted ' by Miss Booth, and, thanks to her local knowledge (and shall I say activity ?), we saw a tremendous amount in an incredibly short time. Some of us returned home with Jeanne d'Arc on the brain.
Perhaps the most enjoyable time we had was at the Abbaye de Grestain, where Arlette, the mother of William the Con- queror, was buried. On this occasion our guide, philosopher, and historian, was M. Leconte. He was understood to state that it was at this spot that Aiiette's father was cured of an affection of the eyes by washing his face in a certain well. Someone humorously suggested that that event was the dawn of French sanitation. Another scoffer cast a doubt on the Pro- fessor's veracity by remarking that, as the level of the water was three feet below the surface of the ground, Erlouin must
have had a remarkably long neck.
With regard to the educational aspect
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of the course, I was particularly impressed by the earnestness of the students. They were there to learn French, and they intended business. All the meetings were invariably well attended, and at the end of the course it was surprising to see teachers, who must have had a surfeit of this sort of thing, cheerfully submit to the torture of an examination in the French language and literature.
To those taking French for their final examination, say for the London Arts degree, the lectures of M. Leconte must have proved specially useful. The spon- taneous round of applause which greeted him at the end of each lecture was ample evidence of the interest and satisfaction of his audience. By the way, if anyone would wish to spend a pleasant half-hour, I would recommend him to attempt a vigorous idiomatic rendering into French of the ' Charge of the Light Brigade. ' I hope the result may be anything like as good as what Professor Leconte declaimed to us 'while all the world wondered.'
To those visiting France for the first time, the knowledge thus obtained at first- hand of the customs, home-life, and habits of thought, of our neighbours will be in- valuable. They will have done a little real 'travelling,' than which no better means of education exists.
CHARLES C. BAGGALEY.
LUBECK.
No wonder the Teachers' Guild decided to continue their experiment of last year, and once more hold a foreign holiday course for students of German at Liibeck. May I state at once that, in the opinion of all with whom I conversed — and as local Hon. Secretary of the Course I came into close touch with most of the members — the holiday organized by the .Teachers' Guild this year in Liibeck was a great success in every sense ?
Why was this ? Well, in the first place, the Teachers' Guild made themselves re- sponsible for it, and what they take in hand is a priori likely to be a success.
But they scored a point, in the opinion of us all, in being able to secure again the services of Mr. and Mrs. Dawes, of the Secondary School, Castleford, Yorkshire, as the English representatives of the Teachers' Guild in Germany. All that Mr. Dawes contributed to the welfare of the members in general was eclipsed, if possible, by the thoughtful activities of Mrs. Dawes for the ladies, who formed a half of the entire number. Mr. Dawes and his good wife are marvellous per- sonalities, not only guide, philosopher, and friend, to English folk in a foreign land, but possessed of that humour and ready wit which are the very salt of life in a relationship of this kind. So ably had they conducted the undertaking of last year that the fame of it had spread, so that the numbers were almost doubled ; but they were not content with the results of 1909, but introduced ever new ideas, and so tactfully organized the achieve- ment of their conceptions that those who immediately carried them out were led to think themselves the originators, and were generously awarded all the praise. Of course, all that our friends conceived was not accomplished — that would be im- possible— but the fault lay not with the leader, but was due to timidity on the part of ourselves.
But in Herr Direktor Dr. Schwarz, the Head of the Realschule zum Dom, the Guild had the services of one of the finest educational experts that Germany has produced — one of the most enthusiastic directors for the German side of the work that it is well possible to imagine. He is certainly one of the cleverest men I have had the pleasure to meet, while his capacity for organization and for obtaining the affection of his pupils and the best of their work is marvellous. Usually in a course of thirty students it would have been but natural to find some malingerers, but owing to the Doctor's influence I believe there was not a single absentee from a day's work the whole three weeks. His daily lecture, embracing such interest- ing subjects as ' Die politischen Parteien in
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Deutschland,' ' Fortbildung nach der Schule/ 'Erzielmng zur Kunst,' 'Der Deutsche Buchhandel,' etc., was ever a treat in matter, in vocabulary, and in style, such that it was alone worth the visit to Germany. It was, however, only when the seniors of the party were gathered together on his balcony, in the pretty garden of his house at the back of the school, for his special conversation lessons, that we fully realized the genius of the man, his immense erudition, his matured scholarship, his sympathy with his fellow-teachers from another land, and his courtesy in answering our manifold questions. These are qualities that are not often found together in one person- ality. You may easily imagine that the other teachers, both of the different small conversation classes and for phonetics, were all that could be desired, when they were selected by one who was himself so capable.
But all this. I do not think, Avould explain the success of the scheme, had we not met together in that marvel of cities, the ancient and free Hanse town, Liibeck. I have visited dozens of other German towns, have loved for the time each and all of them, but Liibeck outshines them all. I was indeed prepared for something good, but the guide-books do no sort of justice to this glorious town. It has all the antiquarian attractions one would expect from the ancient head of the famous and wealthy Hanse League — and these are no small part of its merits — but it is also one of the most go-ahead of all the modern German towns. While it is a Stadt and a Staat in one, and a small republic in both ; while it is the repository of the most beautiful specimens of ancient Gothic brick architecture ; while its facades and gables are the wonder of master- builders from all parts of the world : it is one of the most modern towns in its absolute cleanliness, in its modern houses and flats, in its wonderful and widespread waterways and harbours, in its electric lighting and traction, and in its town planning and town parks. What shall
one say of its educational establishments ? For a population of 100,000 souls it has twenty-eight elementary schools, any of them equal to similar edifices of the London County Council ; while it boasts six or seven secondary schools for boys and girls, each suggesting St. Paul's or Westminster in the richness of their foundations and in the magnificence of their modern structures. Even all this would not have begotten the feelings of delight that were evinced on all sides by our English visitors. One must add the gladsome geniality of the inhabitants, their constant courtesy, their ingenuous politeness. Everyone seemed determined to put the visitors at their ease, to make their visit a pleasant time of recreation as well as a feast of reason and a flow of soul from an educational point of view. From the august members of the Senate down to the courteous policeman, from the Heads of the proud educational establish- ments down to the humblest host or hostess of a pension, every one did his and her part to make our visit one to be looked back upon as one of the happiest experiences of one's life.
Naturally, a Holiday Course is not all play, and from the first the work was splendidly organized. On Thursday even- ing, August 4, we all met for a reception evening in one of the apartments of the great Stadthalle, an immense and beautiful building with rooms for all sorts of work. Here we were addressed in most friendly terms by Senator Kulenkamp, who in the name of the government of the city bade us the warmest of friendly welcomes. The work was subsequently discussed, and a local committee elected, who at a later meeting chose their chairman, Mr. Dawes, and their hon. secretary and hon. treasurer. The latter was Mr. Ries. of Barnsbury Park, London. No better man could have been selected. He had no light task, but his methodical and tactful management of the money contributed by all for the general purposes fund of the centre merited the hearty approval of every member. Out of this fund we had
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each our daily German paper, our Volks- lieder book, all necessary exercise -books, and an abundant supply of notepaper and envelopes, all stamped with the arms of Liibeck and a facsimile of an ancient engraving of the city. I have not yet understood how Mr. Ries made our small contributions, together with the fines we agreed to pay when we were late, cover all the petty expenses of our stay in Germany. The committee met for a short time daily, and heard all complaints or suggastions, with the result that no one had any com- plaints at the end, when it is too late to apply a remedy.
Twice a week we had alternately social evenings (Gesellige Abende) and debates, or Disfcussionsabende. These were held in the Stadthalle, the Schabbelhaus, or in the Kolosseum, places of great interest in the city, in each of which there was also a restaurant. Each paid for his own re- freshments, coffee, wine, or beer, according to his temperament. To each entertain- ment German friends were invited by advertisement in the papers as well as other ways, so that we had always a large number of Germans present. Gathered with these round separate tables, we formed little friendly conversation circles. At times the tables were moved nearer to the walls, and all who could joined in a dance, and at times we all united in sing- ing Volkslieder. Many of these, such as,
' Freut euch des Lebens, weil noch das
Lampchen gliiht Pfliicket die Rose, eh' sie verbliiht !'
with its haunting air, will be abiding memories, real hymns of happy experience during the rest of our lives.
The Diskussionsabende were a new inven- tion of our resourceful English representa- tive. Some simple subject — ' Was gefallt Ihnen am besten in Liibeck ?' ' Welche Unterschiede haben Sie zwischen deutschen und englischen Sitten gefunden ?' — was proposed at the beginning of the week. Later, when we met together, our names were all placed in a hat ; and as each was drawn, the owner must up on his feet
and hold forth in German as long as sense and vocabulary permitted. The next day we were surprised to find our German lucubrations in the daily paper. When all had answered to their names, some notable Germans of the company were asked to reply. So free and easy were these discussions that even the youngest of our members were not afraid to say a few sentences. I cannot imagine anything so useful in promoting confidence in speaking a foreign language. But, indeed, it was marvellous to see how all our people, from their first landing on German soil, took to the vernacular, and one heard veiy little English at any time during the stay.
Almost every afternoon we made an Ausfliu), or excursion, to some place of interest either in the town or within a ten- mile radius. These were quite inexpensive, and almost all the members took part in them. Quite as many Germans accom- panied us on these tours. Now by rail, now by motor-boat on the lovely water- ways that surround Liibeck and open out into the Baltic, or by the Elb-Trave canal into the Elbe, now on foot or by bicycle, we set out, each of us for the most part in close conversation with a German friend, as merry a party as you would wish to meet. The renowned antiquities of the city, the Dom, the Marienkirche — splendid examples of the Gothic brick churches, each with double towers some 400 feet high ; the Rathaus, or town-hall, than which there is no more wonderful building anywhere, whether one considers it from outside or from within ; the Schiffergesell- schqft, the Hospital of the Holy Ghost ; or, outside the city, Schwartau, Ratzeburg, Padeliigge, Ratenhusen, Waldhusen, towns and villages of wondrous beauty, nestling under hills by the shores of lakes equal to Killarney or Windermere, were some of the most noted attractions. One excursion of special interest extended to a distance of twenty miles, to the famous lake district of North Germany, the Holstein Switzer- land. Good walkers left with Dr. Schwarz in the early morning of a beautiful Sunday ; others of us, not so light of foot, went by
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train and boat, and in the afternoon met the others at Uglei, one of the picture- places of this part of Holstein. There we diued, walked round some of the other lakes, and late in the evening returned, some on foot, some by train, boat, and tram, thoroughly delighted with this wonderful scenery. One of the shorter but equally charming excursions was to the open-air school in a pine-forest at Wesloe. Unfortunately, it was one of the two wet afternoons we had in the entire month of August. But the rain passed off before we left, and we had ample oppor- tunity of observing the care of the city fathers for the less robust children of the community.
But all the young folk are well provided for. For the children of a population of 100,000 souls, there are twenty-eight magnificent elementary schools, each equal in accommodation, and most of them superior in equipment, to similar schools in the largest of our cities. The class- rooms and corridors were the pink of perfection in cleanliness, and mural decora- tions of a simple but effective kind were not wanting, even the backs of the stairs being ornamented with some fancy scroll. Many of us were much interested in visit- ing classes of all kinds, and were much pleased with the ready answers of the young people. The teacher for the most part propounds a question. All who can reply stretch forth their hands, and in turn they are asked for an answer, which must be given at length, in full sentence form. Should the answer be in any wise incorrect, another is asked, and the defaulter is then made to answer in the approved form. Should the lesson seem to pall, the teacher lifts a violin that always lies to hand, strikes a keynote, and all join in one of those charming Volkslieder of which each pupil is bound to learn by heart at least twelve each year. But it is not all book-lessons ; the Manual Training Room and the Turnhalle, or Gymnasium, claim a considerable portion of the pupil's time. The Gymnasia are beautifully fitted up, and that they are
used to purpose one can at once ob- serve from the well-developed chests of all the youngsters that sit before him. All day long are to be seen in the streets processions of school-children from the various schools, tripping off to the great open-air baths which are such a splendid feature of Liibeck. These are immense erections built on piles round three sides of a square in the water of two huge lakes in the immediate vicinity. All round are the undressing rooms, and the enclosed area is shallow water for the babies who are just learning to swim. Through the third side you swim out into deep water, and can cover distances in one line of 200 metres or more. Here and there are posts marking the distances, but there is no touching bottom till you return to the baths. The school-children, I fancy, have their baths free, but for adults the subscription is 5s. for the season or 3s. a month. If you bring your own bathing suit and towels, you pay no more ; but these are provided, as fresh as if bought yesterday, for a halfpenny each. There is a small gymnasium and reading-room in the bath erection. Many of us never missed a day. I could swim 30 yards when I went to Liibeck ; when I came away, I was, without fear, swimming daily 200 metres.
Before closing, I must give a short resume of a day's work, including Satur- day : Dr. Schwarz's lecture from 8.45 till 9.30 (anyone late had to pay Id. fine); conversation with the Doctor for those of us in the senior class, and in smaller classes of four or five with other teachers, till 10.20. Phonetics — splendid lessons — with Herr Oberlehrer Dr. Grand from 10.40 till 11.30. After the committee meeting we went for our bathe. Dinner was usually at 2 o'clock, and by 3 o'clock or 3.30 we were off for an excursion, or on free days had a row boat on the river for 6d. an hour. Evening meal, or Abend- brot, 7 o'clock, and at 8 o'clock a social evening, as before described ; or off we went to the summer theatre, where we heard, during our stay, Tolstoi's 'Resurrection,'
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Lessing's 'Minna von Barnhelm,' Davis's 'Unsere Kathi,' Sardou's ' Madame Sans- Gene,' Barnay's ' Kean,' and several operettas.
But we were not content merely to hear the German Drama. One of the many bright suggestions of Mr. and Mrs. Dawes was that we should ourselves produce before a German audience a short German comedy. It was no light matter to work in numerous rehearsals into days already well crowded. But where there is the will there's the way, and on the last social evening, Thursday. August 25, four members of the party, aided by two young German friends, played before our as- tonished guests in the Kolosseum Benedix's pretty little one-act comedy 'Eigensinn.' All went as merry as a church-bell, and no end of praise was awarded our effort in the next day's newspaper. I do not think any other of our exercises was more helpful in mastering fully in practice the phonetics which we had been studying daily in class. Mr. Dawes promises to go one further next year, when we hope not only to act a play, but to write one.
It may seem that I have exaggerated, as I have only praise for the Course at Liibeck. Nay, rather, half the good things have not been told. Some blots there were, but only as on the sun. Some of us would have wished for better op- portunities of studying Commercial Ger- man, and some looked for help in Scientific Terminology ; but these defects are not worth mentioning amidst all that was so good. I only put these points on record, as I have tried all through my narrative to give an absolutely truthful and im- partial account of the Course as it appeared to me and to others with whom I journeyed to and fro. I have no doubt that next year the defects will be remedied.
Alas ! the holidays have an end ; and how sorry we were to leave Ltibeck, though some of us were, happily, able to spend a week or a fortnight after the classes were over !
' Es ist bestimmt in Gottes Rat, Dasz man vom Liebsten, was man hat, Miisz scheiden. '
One of the happiest evenings we spent in our pension, though one of the saddest, owing to our approaching departure, was the Abschiedsabend, which our good Wirt and Wirtin prepared for us. All the household stayed at home that evening. On the table were wineglasses and red wine, and ornamental biscuits were also served. A pretty Abschiedslied was sung, and as the accented note of the bar was reached, each in turn clinked his glass with that of his friend on the left, and he with whom the last accent fell had to drink his glass out, and so on till all were out of the game. Another verse was sung twelve times, a different month of the year being inserted in each, and those whose birthdays fell in each month must stand up and drink off. Further songs of the kind soon brought the evening to a close. Our hosts made us several Aiidenken presents, and as a small return we pre- sented them with a signed copy of the photograph of all the members of the Course, which had been taken in Dr. Schwarz's garden. We have never had a pleasanter holiday, and we can thoroughly recommend the Teachers' Guild Holiday Course at Liibeck to any who wish to combine a delightful vacation with mag- nificent opportunities of studying the language and customs of the Germans. W. A. GKEER.
NEUWIED.
Readers of MODERN LANGUAGE TEACH- ING may be interested in a short account of this year's Holiday Course at Neuwied- am-Rhein.
The course is conducted under the auspices of the Teachers' Guild, the organization being in the hands of a committee of that body, and the oversight of the Course's working in Neuwied is carried on by Mr. Steinmetz, an instructor in modern languages of the Surrey Educa- tion Committee. The Course lasts three weeks, during which each week-day has three lectures, the rest of the time being free for private reading, excursions, and social intercourse. The lecture hours were
12
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this year devoted, for the more advanced students, to a course upon Goethe's Life and Works, a special and detailed study of his drama ' Torquato Tasso,' and a course of phonetics, on the lines of Victor and Passy. The exponent of the first two was Herr Doktor Biese, Director of the Royal Gymnasium at Neuwied, and one of the deepest of present-day students of Goethe. The subject of Phonetics was in the able hands of Herr Beus, a member of the Gymnasium staff, who also took two lecture hours for the elementary division of the students. One of these hours was devoted to the study of a simple modern novel, and the other to conversation on facts and usages of everyday German life. This conversation class was so divided that not more than seven Avere with the instructor at any one hour. Those left over from one lecturer were engaged in conversation with Fraulein Schultz, a qualified teacher of one of the neighbour- ing public schools, and all who were bent on conversational acquirement, and were willing to overcome the British tendency ' to speak so close and inwardly ' (as Milton says), had good opportunities for progress aud practice. Some of those who were classified in the advanced division some- times leaned an envious ear towards the lower division's ' omnium gatherum ' learn- ings in the conversation classes. Members of the upper division were supposed to be beyond the mere everyday conversation stage ; and phonetics — scientific and diffi- cult, and, for those not gifted with a good ear, almost unconquerable — took the place of the more discursive talk practice of the lower grade. The value of phonetics to those who are teaching is undeniable, but some of ns were contented .with lower values ! For some, of whom the writer was one, were keener on the ' Holiday ' than on the ' Course ' side of our gathering, and were there partly for a rest after the year's hard work, of which rest a valued element was that of losing ourselves in foreign sights and sounds, with the profit- able result of getting, without being too much aware of exertion, considerable
insight and practice in German. Most of our number were, or had been, teachers, and for them it was refreshingly piquant to have an entire change of attitude of mind in the strange surroundings of another land, and the becoming once more disciples instead of leaders. Our ages varied from eighteen to fifty or thereabouts, and the numbers of ladies and gentlemen were nearly equal.
The arrangements for accommodation in Neuwied were in most cases made through the kind help of Frau Biese, wife of the Herr Direktor Biese, and a very large part of the success of the course is due to these arrangements. Not more than two students were lodged in the same house, and the hosts or hostesses were kindly, educated people who duly talked German to us on every possible occasion, put us on right lines as to German customs, listened to our halting speech with indulgent and understanding ear, helping us out now and then with a more idiomatic turn of phrase, or acting as a living dictionary when we were altogether at a loss. For it must be admitted — painfully for our British educational pride — that we found German people to be taught more English, and to speak and hear English more intelligently, than English folk of corresponding social standing would have learned to hear and speak German. Painful often, too, was it to us, when we went into shops or offices, having first elaborated our requests in our best German, to be answered in polite and fluent English ! Our hosts in many cases introduced us to their friends, and we were invited to social gatherings and games and excursions with such kind- ness and freedom as filled out for us with meaning the German word gemutlich.
Neuwied is, on the whole, an eminently suitable place for a Holiday Course, though some find it, like other places in the Rhine Valley, rather damp and relaxing. Other- wise it is healthy and airy, and an excel- lent centre for cheap excursions, by the Rhine steamers, by train, tram, and public motor. It is a clean and orderly-built
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eminently proper little town. It was founded after the Thirty Years' War, by the then Prince of Wied, who, finding his territory depopulated by the war, offered land and town privileges to those who would come and settle in the little plain at the mouth of the Wied River, on con- dition that they should build after his town-planning, and that nobody should suffer punishment for, or be deterred in any way from worshipping according to, his religious convictions. Various religious bodies, unacceptable to the ruling Churches of his day, took advantage of this offer. Chief among these were the Herrnhuter, or Moravian Brethren, followers of Count Zinzendorf, whose faith is a kind of devo- tional, puritan, mystical Christianity with a strong missionary spirit and an episcopal form of government. Others are Baptists, Mennonites, Jews, and Roman Catholics. The orthodox Evan- gelische Kirche has two fine churches at least. The Herrnhuter are most in evi- dence, with their palatial boarding-schools, in which are many English pupils ; their fine Gasthaus ; their plain meeting-house church, in which men and women sit separately, with the school-children in all the front rows, the women's status as married, single, or widows, being indicated by the different colours of the ribbons of their caps. There is also — it seems odd to English minds, accustomed to the association of puritan-like Christianity with temperance movements — a Briider- gemeine Brauerei on a very large and profitable scale.
The little principality of Wied is some- what remarkable for its schools. Two of these, beside the Gymnasium — where the lectures were given — were visited by the Holiday Course students. The first of these, with a fine fitness — for were we not all somewhat qualified to feel with the deaf and dumb when we found ourselves all the time listening to, and trying to speak, a foreign tongue ? — was the Deaf and Dumb Institution. The Director gave an address, of course in German, on the subject of the oral system of teaching
the deaf and dumb, and then a demon- stration in three classes, and some of us felt touched almost to tears by the pathetic efforts of five little beginners to say, ' Papa kommt,' 'Mamma kommt,' after the teacher's showing with mouth, throat, breathings, and touch, how the sounds were produced. The Blind Institution was also visited. Here the pupils are boarded as well as taught, and this, with the genial guidance of the good Director, who also gave us an address, we pervaded from garret to cellar, learning much by the way about German domestic arrange- ments, as well as about the teaching of the blind.
Beside these school visits, excursions, longer or shorter, were made almost every day. One which dwells in the writer's memory was to the Drachenfels, where the natural beauty and historical associa- tions of the Siebengebirge district were felt to be somewhat spoiled by the tourist and tripper ridden, cosmopolitan aspect of the public ways, greatly contrasting with the charming provincial sleepiness of quiet Neuwied. Another visit was to Rengsdorf, an open-air cure and health resort in the hills, where the easy-going, out-of-door, happy Rhineland ways of holiday-living were seen in a framework of noble forest, with peeps here and there over the wide plain in which Neuwied lies to the volcanic hills of the Eifel beyond the Rhine. Another visit was to the Lahn Valley by Ehrenbreitstein, Ems, to Nassau. This leaves a memory of wooded hills, high- perched castles, blue vistas of slopes coming down one behind another to the twisting river, now seen, now lost, quaint villages with queer smells, an unromantic but most useful railway, popping in and out of tunnels, and last, but not to be despised, a very good and cheap coffee- and-cake meal at a wayside inn. Other excursions were to the Laacher See, a crater lake in the Eifel, with a twelfth- century monastery church near by ; one to Andernach, with its octagonal watch- tower and its Krahnenberg, with view on the Rhine towards Hammerstein and down 12—2
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over the Namedy Sprudel — a wonderful Artesian spring which is let off with geyser-like effect some two or three times a day. Another excursion was to Coblenz, and one to the old town of Wied.
As to the question of expense. The charge for lectures is £2 (less to members of the Teachers' Guild), the charge for board and lodging 28s. to 35s. a week, the return fare from London varying, according to class on train and steamer and route taken, from £3 to £5. Books, excursions, and incidental unavoidable expenses, should have 30s. to £2 allowed for them. Some did the whole thing for about £11 ; some, who did not seem to be particularly extravagant, spent £18. Much depends on tastes and management. The Teachers' Guild can give more exact details. The cost of another week's board and lodging is worth providing for, because after three weeks the student is just begin- ning to feel at home in the language and makes rapid progress, and three weeks by no means exhausts the pleasant walking excursions around Neuwied.
An examination, for which a small fee is charged, is held at the end of the three weeks' Course, but entrance is optional. Those who are subsidized for this Holiday Course by public money — Council or School Scholarships, etc. — thus have an opportunity, if they wish or need it, to show such contributing public bodies to what degree they have benefited by the educational privileges extended to them.
To conclude, what have we gained from our Holiday Course ? Those of us who went to absorb all the German we could have learned much. We have listened to limpid, exquisitely - enunciated, flowing expositions by Herr Biese, full of the poetic spirit, punctuated occasionally by twinkling humour and interfused by genial kindliness. We have struggled, under Herr Beus's attractive guidance, to make sounds we thought we knew all about (but found we did not !), and to
represent simple sounds by signs new to us. We have passed from the speechless stage of arrival, in which we felt hope- lessly bewildered on the station platform at Neuwied (saved only from despair by the lifebelt flung out to us by Frau Biese's hearty welcome and cheerful English greeting), to a stage of self- possession in a foreign tongue, such as enables us to make our own arrangements with coachmen and hotel people, to chat to chance acquaintances, fellow-travellers in train and steamer, to play games, and tell tales to German children, and to listen intelligently to good preachers. The more accomplished, who arrived already in pos- session of such acquirements as the above- named — for some of our number had already had some years at German Uni- versities, and came merely to refresh their knowledge — have had the advantage of forming a deeper acquaintance, under Herr Biese's care, with the spirit of one of the greatest of Germans, and with one of his ripest works. They have also had oppor- tunity to readjust and purify their oral — and aural — knowledge of German sounds. We have all gained much in pleasant memories and friendly acquaintanceships, and a sense of kindred with a great nation. Incidentally we have got some first-hand knowledge of principles and practices underlying the differences — social and economic — from our own conditions.
Teachers have gleaned many little in- teresting seeds to vivify Modern Language teaching in the class-room, in such a way as no study of books or people, apart from the land itself, could have given them. Yes, the writer thinks we all gained much, and we owe warm thanks to the Teachers' Guild and its representative, Mr. Steinmetz, who took endless pains to make all arrangements profitable and
pleasant.
H. E. D.
[Owing to lack of space we are compelled to hold over accounts of Courses at Rouen and at Berlin (Institut Tilly).]
MODERN LANGUAGE ASSOCIATION
181
MODERN LANGUAGE ASSOCIATION.
A MEETING of the Executive Committee was held at University College, W.C., on Saturday, September 24. Present: Messrs. Pollard (chair), Andrews, Atkinson, Brereton, Brigstocke, Draper, von Glehn, Button, Miss Johnson, Messrs. Milner- Barry, O'Grady, Rippmann, Twentyman, and the Hon. Secretary.
The minutes of the last meeting were read and confirmed.
Before any further business was taken, the Chairman referred to the death of Mr. H. W. Eve, and to his long connexion with the Association. The following resolution was unanimously passed :
That the Association puts on record its deep sense of the loss which the cause of Modern Languages has sus- tained in the lamented death of Mr. Henry Weston Eve, who was its second President, and its apprecia- tion of the generous services which he rendered to the Association. It was ordered that a copy of this resolution should be sent to Mrs. Eve, with an expression of the sympathy of the Association.
The Hon. Secretary reported that the Head-Masters' Association had circulated the inquiry about the inspection of Modern Languages by the Board of Education, which had been drawn up at the last meeting, and that a number of answers had been received from Head-Masters. He was instructed to thank the Association for their action, and through them the Head- Masters who had replied. Further con- sideration of the matter was postponed.
The names of seven members, whose subscriptions were two full years in arrears, were ordered to be deleted from the list, unless the arrears were paid in a month's time.
The Teaching Certificate Sub-Committee presented a report and syllabus of the pro- posed examination for Modern Language teachers. This was discussed at length, and, after some alterations had been made, was approved.
The Exhibition Sub-Committee reported that the Exhibition had been on view at the Board of Education since the begin- ning of August, and had been visited by about 200 people. It was resolved that the Board be thanked for their courtesy in allowing the display. The Sub-Committee also reported that it had been decided to allow separate sections to be sent to pro- vincial towns, if this was desired by branches or other local organizations. They also recommended that in future the Association should pay the carriage for the outward journey only. This was approved.
The Hon. Custodian of lantern slides (Mr. H. W. Atkinson) presented a very full report of his work, and exhibited a specimen of the boxes he had had made for the carriage of the slides He also suggested a new set of rules for the use of the slides, which were approved. An abstract of the report and the rules will be found in another column. Mr. Atkinson was thanked for his services.
The Chairman, Hon. Secretary, and Hon. Treasurer, were appointed to act as the Sub-Committee for the Annual General Meeting.
Miss Hamburger and Mr. W. G. Lips- comb were appointed to represent the Association on the General Committee of the North of England Education Con- ference.
The following sixteen new members were elected :
Miss Eva Clegg, L.L. A. , Hebden Bridge, Yorks.
Miss Dessin, Training College for Women, Cambridge.
F. B. Ford, A.M., Cambridge, Mass., U.S.A.
Miss I. Grossmann, A.B., Quincy Mansion School, Wollaston, Mass., U.S. A.
G. Heftel, Wandsworth Technical Insti- tute, S.W.
Miss E. Holdsworth, L.L.A., Council Secondary School, Halifax.
Miss A. E. Knapp, B.A., St. George Secondary School, Clifton.
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MODERN LANGUAGE TEACHING
Miss Annie Jones, B. A., County Second- ary School, Bromley, Kent.
Miss M. M. King, High School, Lich- field.
H. Lonsdale, B.A., Lewis' School, Pengam, Cardiff.
Miss C. Norcliffe, County Secondary School, Hyde, Cheshire.
Mile Pigneguy, County Secondary School, Clapham, S. W.
Miss G. E. Kendall, Montem Street School for Girls, Tollington Park, N.
J. K. Rooker, B.A., Lycee Michelet, Paris.
E. Worsnop, B.A., Realgymnasium, Trier, Germany.
Miss 8. E. Woodward, The Mount School, York.
The following ten members of the General Committee retire by rotation at the end of the year, and will not be eli- gible for re-election till the beginning of 1912 : Professor Atkius, Miss Batchelor, Mr. H. Bradley, Professor Fiedler, Dr. T. Gregory Foster, Miss Morley, Mr. C. H. Parry, Miss Shearson, Messrs. A. A. Somer- ville and A. E. Twentyman.
Nominations of members to fill these vacancies must be sent to the Hon. Secre- tary, 45, South Hill Park, Hampstead, N.W., before December 1.
* * *
SOUTH-EASTERN LONDON BRANCH. A MEETING of the South-Eastern London Branch of the Modern Language Associa- tion was held on Friday, June 17, at the Goldsmiths' College, New Cross. There were eleven members present. Miss Templeton took the chair. The minutes of the last meeting were read and confirmed.
As the outcome of a suggestion made by Miss Stent on behalf of the North London Branch, Mr. O'Grady moved the resolution : That the South - Eastern Branch should, when arranging its meet- ings, avoid the third Friday in the month, already chosen by the North London Branch, and so give the op-
portunity, to members who wish it, of attending the meetings ot both Branches.
The resolution was seconded by Miss Cruickshank, and carried unanimously.
The possibility of a unified programme for the London branch societies was then discussed, with the result that a resolution was moved by Miss Hart and seconded by Miss Wise :
That the Secretaries of the different Branches should meet to discuss, and, if possible, draw up a pro- gramme of subjects for discussion during the ensuing term.
The proposition was carried unanimously.
Miss Hart then opened the subject for discussion, The Teaching of Composition, by referring to the questions raised in the Discussion Column of the June number of MODERN LANGUAGE TEACHING, dismissing the first one — At what stage should com- position be introduced ? — as unnecessary, since composition has its place from the moment the child begins to learn the foreign tongue.
With regard to the second question — What should be the subj ect-matter ? — she re- marked that the obvious answer jvas : Any subject that was interesting to the child.
Miss Rushforth then followed with a paper on The Teaching of Composition in its Elementary Stages, briefly recording her own experience, and indicating some of the methods which she had adopted during the first two years of the pupils' instruction in the foreign tongue.
Miss Smith, who had previously ex- pressed her willingness to read a paper on the subject, and to open the discussion, was unfortunately prevented, by an un- foreseen engagement, from attending the meeting, but had sent her paper.
Miss Hart therefore dealt with the paper, which reviewed the difficulties which beset the teacher, and recorded the results which it was possible to secure from pupils who had reached the highest form in the secondary school.
Much discussion followed on the subject of style and correctness of the pupil's
MODERN LANGUAGE ASSOCIATION
183
composition. Mr. O'Grady expressed his opinion that there was danger lest, in the desire for good oral work, correct written work should be neglected.
The great value of both teacher's and pupils' work on the blackboard was 'then emphasized by Miss Purdie and Miss Hart, as a means of preventing either neglect on the teacher's part, or inaccuracy on the pupils' part, of the written work.
Mr. O'Grady gave expression to the general opinion of the meeting when he spoke of the lack of suitable reading-books with a correspondingly good questionnaire in the foreign tongue.
Towards the end of the meeting, it was suggested by Miss Purdie that it would be a good plan at the beginning of the next session to issue invitations to all members in the South-Eastern district to attend the meetings of the Branch, at the same time asking them to send word to the Secretary whether they wished to avail themselves of the opportunity, so that afterwards notices need only be sent by the Secretary to those members who had expressed their desire to attend the meetings.
Miss Purdie then proposed that each member should be permitted to invite a friend to one meeting. Mr. O'Grady seconded the proposition, which was carried unanimously.
* * *
YORKSHIRE BRANCH.
At a committee meeting of the York- shire Branch of the Modern Language Association held at Ashwood Villas on June 18, it was decided that —
(a) During the session 1910-11 four local meetings should be held ;
(b) That these meetings should take place alternately in Leeds and in other towns ; and
(c) That, in response to the graceful suggestion made by Professor Moorman (Leeds University) at the inaugural even- ing, one of these meetings should be a joint one of the English and Modern Language Associations.
Thanks to the interest of the President, Professor A. W. Schiiddekopf, it has been possible to arrange the following pro- gramme :
November 2. — Meeting at Leeds in the Refectory of the University. Speaker, Dr. Breul : ' Die deutsche Kunstballade.'
December 6. — Keighley. Speaker, Dr. Lily Grove : ' Methods.'
February 7. — Proposed joint meeting of English Association and Modern Lan- guage Association, Leeds (University). Speaker, Professor J. G. Robertson.
March 7.— Halifax. Speaker, Mr. T. W. Dawes (Castleford) : ' Holiday Courses — their Advantages and Disadvantages.' * * 4
We are glad to be able to announce that a course of lectures on the Teaching of Modern Languages will be given during the Christmas vacation by Mr. W. Osborne Brigstocke, B.A., Senior Modern Language Master at Berkhamsted School. We hope to give further particulars in our next issue. A * *
The Travelling Exhibition has been on view since the beginning of August in the Inspectors' Library at the Board of Educa- tion, and has been visited by more than 200 people. The collection has been consider- ably enlarged, especially in the sections containing French and German songs and plays for use in schools. The number of volumes relating to phonetics has also been increased, and French anthologies suitable for boys and girls are quite numerous. The Association owes its best thanks to the English and American houses that have generously sent copies of their publications — without their co-opera- tion the Exhibition would bo impossible — and also to the Board of Education for providing facilities for the display.
In the same room is being exhibited a large collection of textbooks used in French schools, which were a legacy to the Board from the Franco- British Exhi- bition. A comparison of these with our own textbooks should be of much interest to teachers, and may possibly furnish some hints to editors and publishers.
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MODERN LANGUAGE TEACHING
LANTERN SLIDE COLLECTION.
The following new rules have been adopted :
All communications about lantern slides should be sent to Harold W. Atkinson, West View, Eastbury Avenue, Northwood, Middlesex.
Members may borrow slides at the rate of a halfpenny per slide, with a minimum of one shilling. Any special charge for local delivery and the return carriage to be paid by the borrower.
In ordering slides, attention is requested to the following points :
1. Book in advance, giving date of lecture. The slides will, whenever possible, be sent so as to reach the member two or three days before the lecture.
2. Send list in duplicate, referring to slides by reference letter and number only. One copy will be returned, marked showing those sent.
3. Give postal address and nearest rail- way-station and name of railway. Slides will be sent by parcels post, or by parcels on rail, according to quantity, and at the discretion of the Custodian. The borrower will be advised of the date of despatch, and whether by post or rail.
4. Send remittance with order. Refund will be made for any slides that cannot be supplied. If remittance is made by country cheque, threepence must be added to cover cost of collection. Stamps not accepted.
5. Slides must be despatched on return in the course of the day following the lecture, and the postcard supplied filled in and sent at the same time.
Members requiring a set of slides for a series of lectures at near dates may book them for specified dates at the above rates for the first lecture, and at half rates for the succeeding lectures ; but any of these slides required by other members between those dates must, unless the dates are so close as to render it impracticable, be temporarily returned, and carriage on them be paid both ways.
No member whose subscription is twelve months in arrear shall make use of the slides.
Three boxes, holding enough slides for a lecture, have been bought, and three travelling-cases for these, lined with thick felt for safety in transport.
The next issue of the MODERN LANGUAGE TEACHING will contain lists of additions to the collection, which will probably include slides of Paris and Versailles, Touraine Castles, old towns of Normandy, the Rhine, various German towns, and Phonetics.
APPEAL.
The Hon. Custodian makes the following appeal : The Modern Language Associa- tion has now nearly 1,000 members. Let us have a ' 1,000 shillings ' Lantern Slide Fund. Will every member who can spare a shilling send it along right away ? Each shilling means a slide, and an additional 1,000 would at once make our collection really useful. The number of inquiries already to hand for this season shows that the collection may prove of great use to the members, if only we can get enough slides to be of service in illustrating the lectures that members desire to give.
HAROLD W. ATKINSON.
CORRESPONDENCE.
A WORD ON THE OTHER SIDE.
BEFORE we all join in AV. R.'s approval of the doctrines of M. Hovelaque, it may be as well to look at his theories from more than one point of view, and to consider on what principles they are based and to what end they will lead us.
The first essential principle of M. Hove- laque's system of language -teaching is that the pupil shall never be allowed to make a mistake. ' II ne faut jamais demander a 1'eleve un effort qui puisse le conduire a 1'erreur.' ' Toute possibilite de faute doit lui etre evitee.' That is to say, he must never be called upon to do anything for
CORRESPONDENCE
185
himself, or to think out anything for himself. For all thought involves the possibility of error, and no one ever yet learnt to think without making many mistakes, just as no child ever learnt to walk without tumbling down, and few boys ever learnt to ride without getting thrown. The pupil, according to M. Hove- laque, must never be left to himself ; all his tasks must be carefully prepared for him, ' toute la besogne machee pour lui,' just as food must be ' semi- digested ' for people with weak stomachs. He must never be allowed to use books ; grammars and dictionaries are ' pertides auxiliaires ' (a favourite doctrine, by the way, with some extreme reformers, who appear to think that teachers are infallible) ; he must run to his instructor whenever he is in a difficulty. The sight of a boy standing on his own legs, wrestling single-handed with a troublesome task, inspires M. Hovelaque with positive pity, and he draws a moving picture of the teacher searching out his pupil who has been wounded 'dans cette lutte solitaire,' binding up his wounds and showing him the light (a mixture of meta- phors for which, let the kind reader observe, M. Hovelaque must accept the responsibility). Being allowed to use neither the ordinary sources of knowledge nor his own wits, the pupil must rely solely on his teacher ; he must learn every day afresh the great lesson that there is only one way out of a difficulty, and that is to ask somebody to help you.
If we accept these theories, put forward by M. Hovelaque with persuasive eloquence and acclaimed with enthusiasm by W. R., it follows at once that the learning of modern languages ceases to be education. It no longer plays any part in brain- development. Mental eifort alone can form mind, exercise alone can strengthen faculty. Mental effort, however, the pupil must not make, lest he should fall into error. He must never think. Thinking — or, at least, independent thinking — must be a most pernicious heresy in M. Hove- laque's eyes. ' Es irrt der Meusch, so lange er strebt,' and anyone who thinks
probably goes wrong twenty times a day. Modern languages are, in fact, degraded to the level of shorthand ; they become something which can be acquired mechani- cally. The head-masters of the public schools and the authorities at the ancient Universities are therefore apparently right, after all, in their contention that proficiency in French and German is no proof of mental ability. How, indeed, can it be, when it can be attained without a struggle ? At most it is evidence only of a retentive linguistic memory. The Board of Education is apparently right in encouraging Latin at the expense of German. For Latin trains boys to use their brains, and it is certainly much more desirable to know how to use one's brains than to be able to speak German. It makes boys understand the joy of ' la difficulte vaincue,' and to find great joy in the conquest of difficulties is infinitely more important than to find pleasure in lyric poetry. If M. Hovelaque is right in his analysis of the methods to be employed in learning the ancient and modern languages, then we had better- devote all our efforts to Latin and Greek, and relegate French and German to the Berlitz Schools.
But, someone will say, M. Hovelaque suggests that, in the later stages at least, difficult tasks should be set to boys. In- deed he does ; he suggests the most difficult he can find — the translation of German and English lyrics. But observe what it is that M. Hovelaque wishes the pupil to do. He is not to think out the meaniiu/ of the foreign text — that is to be done in class, the pupils and the teacher working together ; no boy is to be allowed to attempt it for himself. The boy's task is limited to ' rendre en bon francais ce qu'il a parfaitement compris en langue etrangere ' — that is, it is less an intel- lectual than an artistic exercise, less an exercise of thought than an exercise in literary skill ; taste is demanded rather than brain. The writer is not called upon to wrestle with the thought — that has been carefully done for him ; what he has to do
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MODERN LANGUAGE TEACHING
is to put it into pretty words, a task which, as M. Hovelaque says, is no doubt in its way extremely difficult, but it is not the kind of difficulty which is calculated to strengthen the thinking powers.
Here we touch what are to many of us the great weaknesses of the Reform Method — its disregard of the intellectual faculties and the one-sidedness of its aims. Of the former perhaps enough has been said ; let us turn to the latter. What are the aims which, according to the more advanced Reformers, teachers of language should set before themselves ? They have never, so far as I know, been distinctly formulated, but I am inclined to think that they may be considered as being mainly social and aesthetic. There is also, quite rightly, a purely utilitarian aim, but as this is probably regarded by most teachers less as an ideal than as a grim necessity, and as it has no special con- nexion with the ' Reform Method,' it need not be discussed here. The ideals of the advanced Reformers, then, are mainly social and aesthetic ideals. Foreign lan- guages are to be learnt, first, as a necessary social accomplishment for purposes of inter- course with foreign people. The books read should be mainly the books people talk about — that is, comedies and novels. Success will have been achieved if a fair proportion of the pupils can in after-life hold their own in a foreign draw-ing-room, can follow French plays at the theatre, and like reading French fiction. Next, more especially in the advanced stages, the aim should be the aesthetic and emo- tional appreciation of imaginative litera- ture. For when the advanced modern language teacher speaks of ' literature ' he appears, for all practical purposes, to mean imaginative literature — poetry, plays and novels. The most important thing is, in his view, the study of such literature as a fine art. Translation must be practised as a fine art only, not as a means of getting inside the author's skin. Its object is to train the pupil's aesthetic sense, not his power of independent thought. It is literature as the expres-
sion of feeling and as a work of art that is to be studied, not literature as the record of fact and thought. To the classical master literature is the study of history, politics, philosophy, and so forth — the study, that is, of things quite as much as the study of words. To the ' Reformer ' literature is the study of literary forms and literary values. Classical boys read ' study literature ' as well as ' drawing-room literature ' ; modern boys read ' drawing-room literature ' only.
Now, it may be admitted that the ideals which have been described as the ideals of the extreme Reformers represent certain aspects of education which have been neglected in the past, and to which it is well that attention should be called. At the same time, it is evident that there are some very large omissions in their schemes of literary education. The more strictly intellectual faculties are left out in the cold — brain-development does not appear to have a very large place : mental and moral self-reliance and the power of think- ing about difficult subjects are not much considered. In a word, the intellectual ideal is missing ; it has been driven out by the social and aesthetic ideals. It is the man of the drawing-room that is to be produced — the man who can talk, who can enjoy art and light literature, who is at home in society ; not the hard thinker, the sturdy worker, the man who is at home in the bustle of life or in the company of students. Consider, once more, the ad- vanced teacher's attitude towards trans- lation. The old idea of translation was that it was an intellectual exercise. What the master looked for in the result was not so much artistic effect as evidence of mental effort. He was not greatly dis- turbed by the presence of clumsy language, or even by mistakes, if the work showed signs of conscientious and independent thought. The process was to him more important than the result. The question to be asked about all exercises in the manipulation of words, not only trans- lation, but also paraphrase, and even Latin verse, was not, Is the result pretty to
CORRESPONDENCE
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look at ? but, Has the process done the boy good ? Of course, the result in a large number of cases was not pretty to look at. Wherever there is independent intellectual effort, there will be a considerable pro- portion of failures. If you set thirty boys a piece of translation which is sufficiently difficult to call out the energies of the more able, there will certainly be a good deal that is iigly sent in by the duller ones. And the modern teacher is shocked by this ugliness ; it offends his aesthetic sense, and therefore he contends that translation should never be attempted, except under such conditions as will secure that there shall be no ' howlers ' and as little ugliness as possible.
At bottom it is a question of educa- tional values. The old teacher believed that the strengthening of intellectual faculty was the first benefit the pupil should derive from literary study, and contact with the mind of the author the second. ^Esthetic appreciation and literary skill were excellent things, but in his scheme they came only third and fourth, and were for the most part the concern of only a minority of his pupils. A con- siderable section of the teachers of the present day — not modern language teachers only, but also teachers of English — seem to be moving in the direction of reversing this system of values. The artistic side of literary studies with them is put first, the assimilation of ideas and information and the cultivation of faculty second. The old education regarded the boy first and foremost as a mind that had to be trained and disciplined ; the new education seems inclined to regard him rather as a bundle of sensory nerves that have to be stimulated.
A system of literary education which makes social accomplishments and aesthetic cultivation its main aims, and neglects intellectual discipline and training in habits of self-reliance and solitary think- ing, which views with nervous apprehen- sion a girl who makes a mistake and with motherly pity the boy who is set a
fficult task, is, I am convinced, too alien
to the genius of our race ever to find much favour in this country. But there is a grave danger that such utterances as those of M. Hovelaque and the support given them in MODERN LANGUAGE TEACHING may furnish strong arguments to those who are opposing the more complete recog- nition of modern language studies by the public schools and the old Universities. The abolition of compulsory Greek at Oxford will not be made easier if a picture of teachers shuddering at the thought of boys being compelled to do a piece of translation all by themselves is held up before the eyes of Convocation !
B.
[W. R., to whom the above letter was sent for an expression of opinion, writes : ' I regret that owing to pressure of work I am unable to reply at length to B.'s letter. I hope it may give rise to a good discussion. ... In the early days critics accused the Reform teachers of encouraging grammatical inaccuracy ; now that the Reform teachers are devising means to prevent mistakes, they are charged with discouraging independent thought. ']
* * *
THE NEGLECT OF GERMAN.
May I call your attention to an erroneous statement in the last number of MODERN LANGUAGE TEACHING ?
On p. 156, under ' Cambridge Uni- versity, ' the statement is made that ' The falling off in German and the increase in French is largely explained by the prac- tice of the women's colleges to encourage students to take Section A, and either C or E, and not the combination C and E.'
This is certainly not the case at Newn- ham College, and I believe not at Girton College. I have at present before me a list of the Modern Language students entering Newnham College next October, with both the sections which each candi- date intends to take already filled in. When, as rarely happens, a student comes up undecided as to her course, it is generally because the question whether
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she is good enough to take one of the philological sections (B, F, D) has to be discussed with the lecturers.
In the case of the modern sections A, C, E, a candidate who came to college prepared to work at any two of the three, as the lecturer might suggest, would be either unusually well or unusually badly prepared. The explanation of the most regrettable falling off in German at Cam- bridge must surely be sought in the pre- vious stages of the student's education.
Another fact which impugns the validity
of your contributor's explanation is that in each of the last six years (I have not troubled to look farther back) there have been more Newnham candidates taking C and E than A and E.
M. STEELK SMITH (Director of Studies in Medieval and Modern Languages, Newnham. College).
Newnham College, Cambridge,
August 29, 1910.
FEOM HEEE AND THERE.
BANGOR UNIVERSITY COLLEGE. — Modem Language Exhibitions of £10 (to attend vacation courses abroad) have been given to Margaret E. Hewitt and J. Helen Rowlands.
* * *
CAMBRIDGE, GIRTON COLLEGE. — A Studentship of £40 has been awarded to Miss I. M. Massey (Medieval and Modern Languages Tripos, 1908, Class I., with distinction in French and German, 1909, Class II.) ; the Therese and Montefiore Memorial Prize (about £64) to Miss M. Sea ton (Medieval and Modern Languages Tripos, 1909, Class I., with distinction in French, 1910, Class I.) ; and the Charity Reeves Prize for English to Miss A. K. Kinross.
* * *
CAMBRIDGE, NEWNHAM COLLEGE. — A Mathilde Blind Scholarship has been awarded to D. E. Keatch, James Allen School, Dulwich, and E. Ord, Clifton High School, who were equal, for Modern Languages.
* * *
DURHAM UNIVERSITY. — It is the Rev. Henry Ellershaw, M.A., who has been made Professor of English Literature. We regret that in our last number the name was incorrectly given.
* * *
EDINBURGH UNIVERSITY. — The Lanfine Bursary in English (£35 a year for two
years) has been awarded to Catherine M. M'Lean.
* * *
GLASGOW UNIVERSITY. — Dr. William Wallace has resigned (on grounds of health) the Lectureship in Scottish Literature, and Sir George B. Douglas has been appointed in his place.
Mr. Fernando Agnoletti, D.Litt. , has resigned the Lectureship iu Italian Lan- guage and Literature.
* * *
LIVERPOOL UNIVERSITY. — A Scholar- ship in Modern Languages and Literatures has been awarded to Henry Alexander, and a Scholarship in English Litera- ture to Edith Birkhead and Helen S. Kermode.
A * *
LONDON UNIVERSITY. — A Scholarship in English has been awarded to Elsie Chick, University College ; and a Scholar- ship in German to H. N. Fryer, University College.
A * a
LONDON UNIVERSITY, ROYAL HOLLO- WAY COLLEGE. — Scholarships of £60 for three years have been awarded to A. D. Askew, Fulham Secondary School, for English and History ; to A. J. M. Flewett, Blackheath High School, for French and German ; a Scholarship of £45 for three years to A. J. G. Hewitt, Streatham College, for English, with credit for History.
FROM HERE AND THERE
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LONDON UNIVERSITY, UNIVERSITY COLLEGE. — A Scholarship in Modern Lan- guages and History has been awarded to W. Strang ; the Morley Medal and Prize (English Literature) to Gilbert Porteous ; the Early English Text Society's Prize for Languages to Winifred 0. Hughes ; the L. M. Rothschild Prize (French) to C. Gill ; the Fielden Research Scholarship (German) to Margaret A. Korner ; and the Hermann Silver Medal (German) to W. E. Collinson.
LONDON UNIVERSITY. — The Seventh Annual Holiday Course for Foreigners was attended by 256 students from fifteen countries. This total (the limit that had been fixed) was reached some weeks before the Course began, and between eighty and ninety applications had to be refused. The next Course will last from July 17 to August 11, 1911. A number of applica- tions have already been received. * * *
OXFORD UNIVERSITY. — The results of the last examination in the Honour School of Modern Languages may be analyzed as follows (F = French, G — German) :
Men. Women. Total.
First class... 2F 2F1G 4F1G
Second class 3F1G 5F2G 8 F 3 G
Third class 2 F IF 3 F
Fourth class 2F2G — 2F2G
TEgrotat ...IF — IF
13
11
24
The following are the results in the Honour School of English Language and Literature :
Men. Women. Total. First class ... — 4 4
Second class ... 6 8 14
Third class ... 9 8 17
Fourth class ... — 22
^Egrotat ... 1 1
22
38
16
A A A
OXFORD UNIVERSITY. — The Curators of the Taylor Institution have elected Dr. Karl Jost, of the University of Basle, to the Taylorian Lectureship in German,
rendered vacant by Dr. Budde's return to Geraiany.
A A A
OXFORD, SOMERVILLE COLLEGE. — The Clothworkers' Scholarship (of £50 for three years) has been awarded to K. E. Chester, of King Edward's High School for Girls, Birmingham, for French ; an Exhibition of £25 has been awarded to L. P. Scott, of Bath High School, for German ; and Exhibitions of £20 have been awarded to S. D. Scott-Scott, of St. Paul's Girls' School, for French, and A. A. Harris( St. Felix School, Southwold, for German. A A A
At the Borough Polytechnic Institute, Mr. A. E. Appleton, B. A. Oxon. , Assistant- Master at Watford Grammar School, has been appointed French and English Master, and Mr. B. W. Phillips, B.A., part-time German Master.
A A A
Miss Margaret S. McFie, of the Society of Oxford Home Students, has been elected to the Fellowship granted annually to the Association for the Educa- tion of Women in Oxford. Miss McFie obtained a first class in the Honour School of Modern Langiiages (French) at the examination held during the last term, and proposes to continue her studies in France.
A A A
Miss BESSIE H. A. EOBSON has been made Officier d'Acaddmie by the French Minister of Education for services rendered in connexion with the Edinburgh Vaca- tion Courses. We offer her our warm congratulations on the honour which she has so well deserved. A large number of French students attend the Edinburgh Course, keeping up the long-established Franco-Scottish connexion.
A A A
Mr. G. A. VOWLES, who took the German Honour School at Oxford last June, has been appointed Associate Pro- fessor of Germanic Philology in the Fargo University College, North Dakota, U.S.A.
190
MODERN LANGUAGE TEACHING
A young German lady, who has just gained a certificate of teaching capacity from the Niirnberg Seminar, desires to find a post aupair in an English school. Com- munications should be addressed to Mr. L. von Glehn, 14, Warkworth Street, Cambridge.
ft * *
LA SociiiTi: ACAD^MIQTTE. — The garden- party held in the grounds of Bedford College, Regent's Park, was attended by the large number of 550 members, and was the most successful yet held. The com- mittee desire to express their gratitude to the authorities of Bedford College and to Miss Tuke, who so kindly allowed the use of their beautiful grounds. The pro- gramme arranged by the French mistresses and girls of the St. Saviour's and St.Olave's School was received with great enthusiasm, as it well deserved to be. Miss Frodsham, the Head-Mistress of this school, has very kindly consented to become President for the ensuing year. The committee and members thank Miss Clark, Head-Mistress of Lady Holles's School, most heartily for the very kind way in which she has carried out her presidential duties during the past year.
ft ft ft
The visit of a party of German students to London, Cambridge, and Oxford, arranged by the Anglo-German Students' Committee, was very successful. It was well written up in the press, and all we need do here is to congratulate the Com- mittee on initiating this useful work, and to hope that they may continue and extend it.
ft * ft
The Japanese Exhibition at Shepherd's Bush has attracted much attention, and has helped us to know a little more of our friends in the" Far East. It is desirable in every way that the interest that has been aroused should not be allowed to decline. Mr. Nomura, Professor at the Gakushuin (Nobles' School), Tokyo, informs us that his pupils are very keen to exchange picture postcards with the boys of an English school. They would write on
theirs in the best English that they can command. There are forty boys in the class, and their age ranges from thirteen to sixteen years. Mr. Nomura suggests that in the first place the cards should be sent to 'No. 1 Boy (No. 2 Boy, etc.), Third Year Class of the Chuto-ka of the Gakushuin, Tokyo.' We should like to receive a similar offer from one of the great Japanese girls' schools.
ft ft ft
A correspondent sends us the following note :
There are people who hold that the textbook one uses is of quite secondary, or even tertiary, importance. I did until quite recently, but I have changed my opinion, and for this reason :
During the past twelve months I have been using in my classes a little book called Episodes en Action. It consists of a series of scenes from French everyday life. They are arranged for three, four, or five players, and are of graduated length and difficulty.
From the first the work was taken up enthusiastically by all four classes in my charge, and whenever there was any cause or opportunity for such a request, I was always greeted with, ' Please, sir, may we have Episodes?'
The boys thoroughly enjoyed acting these little scenes, and as to learning them, there was no difficulty, one group of boys going so far as to learn scenes on their own initiative and in their playtime, to act for the benefit of the others.
But it was only the other day that I learnt the full extent of their enthusiasm — I was asked to attend a meeting of the Episode Club ! About twenty- five boys from the various classes using Episodes en Action had formed the club for the further study of French out of school hours ! The word ' surprise ' hardly expresses my senti- ments ; but I was, of course, immensely pleased, and I didn't need any pressing to attend the meeting.
The committee, it seems, had decided that the scope and sphere of the club were
FROM HERE AND THERE
191
inadequate to its growing requirements, and that the name would have to be altered to meet the enlarged scheme.
At a delightful meeting it was decided to call the club the Victor Hugo Society.
The members bound themselves —
1. To pay a small monthly subscription, the proceeds of which to be used in the purchase of (a) a weekly French illustrated paper ; (b) tickets (drawn for by lot) for the French plays that are performed in London from time to time.
2. To speak only French one hour per day (this has since been reduced to half an hour).
3. To write a letter in French at least once a month (these letters are exchanged with certain pupils at a French college).
4. To form a library of French books for the use of the members.
5. To go for rambles during the holi- days, speaking French for a fixed portion of the day.
6. To try and persuade their parents to let them have at least a week in France during the summer holidays.
I accepted with pleasure the office of president, but the whole thing was cut and dried before I came on the scene. They had decided whom they would have for ' vice ' (a boy of quite unusual organiz- ing capacity), and for secretary, and the committee elected were practically the old committee of the Episode Club. The latest talk is of a magazine to be pro- duced by the members, but I sincerely hope I shall not be asked to correct the proof-sheets. Enthusiasm is in itself so beautiful that one shrinks from doing the slightest thing to damp or damage it.
* * *
The following notice about posts in France appears in the June number of
Les Langues Modernes :
COMMISSION DE PLACEMENT. Les membres de la Societe des Profes- seurs de Langues vivantes ont, sans nul doute, appris avec plaisir la constitution d'une Commission de placement. Le Bureau et le Comite ont pense que cette
mesure etait appelee a rendre de reels services et repondait au voau de tous. Des demandes de postes en France et a 1'etranger pourront done etre adressees aux membres de la Commission de place- ment. Ces demandes seront transmises a Mile Sanua, secretaire generate de la Societe des Institutrices dipl6mees. La Societe des Institutrices diplomees, de fondation recente, s'est donne pour tache de faciliter aux jeunes filles 1'obtention de places convenablement retribuees et d'aider celles que leurs aptitudes et leurs brevets ont poussees vers 1'enseignement et le preceptorat a trouver des situations dignes d'elles.
Les demandes de postes sont gratuites pour les membres de la Societe des Pro- fesseurs de Langues vivantes ; c'est dire que toute personne etrangere a notre Association desireuse de beneficier de nos moyens d'action et des moyens d'action de la Societe Sanua devra s'affilier a notre groupement professionnel. La Commis- sion de placement ne saurait s'engager, d'une fa§on absolue, a donner satisfaction a toutes les demandes qui lui parvien- draient ; mais elle a le ferme espoir de les voir couronnees de succes ; en tout cas, elle e'engage a faire les demarches neces- saires et a temoigner aux iuteressees son entier devouement.
Toute demande devra etre accompagnee de renseignements precis sur l'a:ge de la postulante, sur le genre de situation qu'elle desire et, s'il y a lieu, sur ses etats de service anterieurs.
Les postes d'assislanles ne sont pas du ressort de la Commission de placement.
Les demandes pourront Stre adressees des le ler juillet 1910, a :
Mile Weiller, professeur d'allemand au Lycee Racine, 15, rue Trezel, Paris ;
M. H. Dupre, professeur d'anglais au Lycee Montaigne, 164, rue de Vaugirard, Paris ;
M. Gamier, professeur d'anglais au Lycee Henri VI, 1, rue Vauquelin, Paris ;
M. Lavault, professeur d'anglais au Lycee* Janson - de - Sailly, 16 bis, rue Dufrenoy, Paris.
192
MODERN LANGUAGE TEACHING
GOOD ARTICLES.
JOURNAL OP EDUCATION, August, 1910 : The Importance of the Historical Novel (J. H. Harris). September, 1910 : The Compulsory Evening School : A Pre- liminary Survey ; Henry Weston Eve.
THE SCHOOL WORLD, July 1910 : The Position and Training of Teachers in German Schools — I. Elementary Schools (T. F. A. Smith). August, 1910: The same — II. Secondary Schools (T. F. A. Smith) ; The Education of the Adolescent. September, 1910 : Testing Intelligence ( J. L. Paton) ; Variant Types of Curricula in Secondary Schools (S. A. Burstall) ; German Schools — A National System (T. F. A. Smith) ; Relations between Uni-
versity and School Education (H. A. Miers). October, 1910 : The Examination of Intelligence in Children (0. Lippmann). THE EDUCATIONAL TIMES, September, 1910 : Henry Weston Eve.
REVUE DE I/ENSEIGNEMENT DBS LANGUES VIVANTBS, September, 1910: L'Enseignement des Langues Vivantes dans le Deuxieme Cycle (E. Hovelaque).
DIE . NEUEREN SPRACHEN, August, 1910 : tiber die Vermittelung eines prak- tischen Wortvorrats im neusprachlichen Elementar-unterricht(B. Herlet) ; L' Appli- cation du Phonographe a 1'Enseignement (L. Weill).
EDITORIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April and June, and the 15th of July, October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. 0The Editor is assisted by an Advisory Committee, consisting of Messrs.
R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somerville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers wishing to study abroad. The addresses of houses where an English guest is not likely to meet any other English people are speci- ally desired. Names of families should not be sent unless the mem- ber can recommend them from per- sonal knowledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Mis BATCHELOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence Abroad (Women) Miss Sandys, 30, East St. Helen's, Abingdon ; (Men) : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 7 November, 1910
DISCUSSION COLUMN. THE TEACHING OF COMPOSITION.
THE term ' composition ' is held, for the purposes of this discussion, to
include :
1. Free composition in the foreign language.
2. Translation into the foreign language.
The questions concerning each which call for discussion are :
1. The stage at which each should be introduced.
2. Subject-matter of composition.
3. Method, including the correction of errors.
Members are urged to insure the success of this discussion by making contribution to it, however small. Our object is to gather opinions and experiences from all sources. Anyone desiring to take part should send his or her communication, not later than two weeks after the issue of any given number of MODERN LANGUAGE TEACHING, to
F. B. KIRKMAN,
The Three Gables,
Letchworth,
Herts.
HI. Miss F. M. S. BATCHELOR. few remarks on the difficulties which con-
front us in our attempt to carry into effect
(Grassendalc. bouthooumc-on-Sea.) ,, • • i ^i. * t v. *. c *.i.
the principles that have been put forth
Now that the teaching of composition has by previous contributors to the discussion, been considered from a general point of I venture to make them in the hope view, it will not be out of place to offer a that other teachers will tell us how they
13
194
MODERN LANGUAGE TEACHING
deal with the various points, especially with the correction of free composition, and that thus the discussion may prove to be of practical value, since in the multitude of counsellors there is wisdom.
The main difficulties in teaching free composition from the earliest to the latest stages fall under four heads : 1. Vocabulary ; 2. Adequacy of expression (i.e., sufficiently developed sentences) ; 3. Accuracy in the use of accidence ; 4. The correction of shortcomings in 2 and 3.
Personally, I do not consider that the choice of subject-matter need cause much trouble. We always have the reading- book to fall back upon for reproduction, dramatization or elaboration in the earlier stages, while in the later stages short stories may be read aloud, or material for general and literary compositions may be drawn from lessons on more general and literary subjects.
The use of the reading-book as a basis for composition has the advantage of giving material within the range of the pupil's vocabulary — a very important point — and I have even found it useful with a back- ward or stupid division to set an incident or short story to be learnt by heart, and then have it reproduced as a composition with a change of person or tense. But as soon as one goes outside the reading-book for subjects, the difficulty of vocabulary becomes a very real one, especially if the use of a bilingual dictionary be discouraged, and a composition has to be prepared beforehand with the class. In this case the subject may be discussed orally in the lesson ; the words needed will be suggested by different members of the class or given by the teacher, written down and learnt. This also gives an opportunity of dealing with the putting together of the material, and of suggesting what goes to the making of a composition in any language, English or French.
Adequacy of expression is not to be dealt with so easily. A well-balanced sentence is no easy matter when one is still struggling with moods and tenses, and in free composition the teacher cannot
oblige the pupil to grapple with difficulties of construction as he can in prose com- position. The only way of dealing with this difficulty seems to be to give plenty of reading, much practice in writing, and in learning by heart of good prose, especially prose which deals with everyday things, though occasional exercises in adding sub- ordinate clauses to unfinished principal clauses may prove helpful in teaching the pupil how to expand sentences.
Accuracy in the use of accidence is a snare even for the best, and more especially for those pupils who have learnt their modern languages from foreign nurses or governesses. How often does one despair over 'j'avait' or 'j'avez,' while unfailing agreement of subject and verb seems almost too much to hope for !
These two points bring me to the last — viz., how to correct free compositions. Aa each pupil writes a different version, class- teaching in the ordinary sense of the word is out of the question, except in the case of a mistake common to several exercises, while many corrections written in take up much of the teacher's time and make but little impression on the mind of the pupiL This is a very practical difficulty, espe- cially if the class is at all large. I have tried marking the kind of mistake in the margin — t.g., T. for tense, G. for gender, etc. — and letting the pupils find out the correction needed, and then going round the class and taking individual difficulties, especially faults of style. The eradication of such mistakes as 'j'avait' needs endless patience and writing out of rules and corrections, though it is rather consoling to find that French children, and even grown-ups, often make the same mistake, and certainly French teachers treat it with much less severity than we do.
In some ways the teaching of prose composition offers fewer difficulties than the teaching of free composition ; this applies especially to the correction of the exercises, as it is easier to correct and explain mistakes which are more or less common to all. But prose composition is, as it were, the coping-stone of the
HOLIDAY COURSE IMPRESSIONS
195
edifice, and should not be taken till the pupil i8 sufficiently at his ease in the foreign language to be able to get away from the English and to express the sentence rather than the words. He must be master of a fairly large vocabulary, and here, again, preparation with the teacher is much more likely to have good results, even in the worrying out of the rendering of difficult words, than constant reliance on a dictionary, and that without undue lightening of his work, since the teacher will guide him in the choice of the best, and the best only. If the whole prose, or difficult words and phrases, be first worked through with the class, then written out and corrected, and finally the fair copy learnt and said from the English,
there will be plenty to tax the pupil's intelligence and power of concentration, while it cannot fail to impress itself upon his mind. I am convinced that it is only the best pupils who should do prose com- position ; it is too hard a nut to crack for those who are not very fairly fluent to begin with.
Oral composition is a great help to fluency both in speaking and writing, and I should be much interested to learn how it is to be done satisfactorily with a largish class in a period of forty or forty-five minutes, unless small sections of the class are taken separately and the rest employed with writing work meantime, a plan which has distinct disadvantages.
HOLIDAY COUKSE IMPRESSIONS.
BERLIN, INSTITUTE TILLY.
ADMITTEDLY the pleasantest way to learn the language of a country is to share the life and conversation of a family. But those who are concerned with systematic knowledge find this method insufficiently thorough and orderly. For such the Tilly Institute, near Berlin, is a unique combination of both kinds of advantages, for it is a family transformed into an institute, quale portentum !
Herr Tilly began his Institute eighteen years ago, while he was still a lecturer in Marburg University. Since then it has evolved into something much more com- plex, and occupies the whole of his time. It is located in a large house in Gross- Lichterfelde, one of the remotest and pleasantest suburbs of Berlin. The house itself has accommodation for twenty students, but many others have rooms near, and there have been at one time as many as forty students. Naturally, when the German members of the Institute are so outnumbered, the rule that, with exception of necessary correspondence, no English be spoken, read, or written by any student during the whole of his stay,
is very necessary, but perhaps somewhat precariously observed. Tuition can be had in French, Italian, Spanish ; special courses are given on the pronunciation of Sanscrit, Hebrew, Greek, Latin, Middle High German, Old English, Chaucer, and Shakespeare ; but the greater part of the time is devoted to teaching on a phonetic basis the pronunciation of modern German. The time-table is a well-planned one, and attendance at all the morning lectures and some of the evening courses is com- pulsory. Only a small number of students attempt a second language (usually French), for Professor Tilly is a man with a system — a system so entirely foreign to English and American Uni versity methods that most students quickly realize the wisdom of concentra- tion. Let it not be thought that this system may be taken literally as an example and mechanically reproduced in other lands and places. No one could draw Achilles' bow. The Institute Tilly should be studied as a work of art, whose function is not to dictate, but to inspire. Herr Tilly is not only capable of giving phonetic drill and grammatical discipline, but he can inspire one with enlarged ideas 13—2
196
MODERN LANGUAGE TEACHING
of conscientiousness, thoroughness, and exactitude in work ; he has the enthu- siasm and concentration of a true artist, and at the same time that fervent hero- worship for the greatest things in litera- ture, art, and music, which is the most valuable gift a teacher can impart. Ac- cordingly, he is no drill-sergeant, fanati- cally insisting on the details of his rule- book, but a ' virtuous man ' in the Aristotelian sense — one who has inde- pendently fashioned for himself a high standard of morals and of culture, and is therefore fit to help mould the characters of other citizens. It is not unjustly that Herr Tilly claims that his Institute is a school of character.
There are fifteen teachers in all, six of whom give conversation lessons only. The time-table for the majority of students is somewhat as follows ; the courses marked by an asterisk are given by Herr Tilly himself :
and incessant questioning, reading aloud, alone, and in chorus. There is no lecturing ; reading from manuscript is unknown ; and there is veiy little opportunity for the taking of notes, which to the University student is so often a comforting guarantee that he has attended a lecture and brought away something tangible which will be invaluable to him three weeks before his Tripos. Herr Tilly does not require and will not allow paper diligence. His students must drop the usual lounge over the unhygienic desk, and learn 'sich zusammen zu raffen, und straff zu sitzen ' before a desk with a shelf below for text- books and copy-books not actually in use, and a top which can be adjusted to form a book-rest (and not an elbow support !) when reading aloud in chorus is the order of the day. In short, of the two most frequently used lecture-rooms, the one has the almost identical appearance of an English ele- mentary school class-room, and the other
STUNDEN PLAN".
|
MONTAG. |
DIENSTAQ. |
MITTWOCH. |
DONKKRSTAO. |
FRKITAO. |
SONNABEND. |
|
|
8-9. |
Deutscli.* |
Shakespeare* |
Deutsch.* |
Deutsch.* |
Deutsch.* |
Deutsch.* |
|
auf Deutsch. |
||||||
|
9-10. |
Botanik* oder |
Geschichte der |
Opern* oder |
Homer auf |
Kunst* oder |
Philosophic* |
|
Deutsch Ges- |
Deutschen |
Bilderhefte. |
Deutsch* oder |
Schreiben. |
oder Lesen. |
|
|
prache. |
8prache,*oder |
Kunst Lesen. |
||||
|
Brieflesen. |
||||||
|
10-11. |
Franzosisch* |
Phonetik* oder |
' Hermann |
Franzosisch* |
' Italienische |
Franzosisch* |
|
oder Kuust |
Lesen. |
und Doro- |
oder Bilder- |
Beise '* oder |
oder Bilder- |
|
|
Lesen. |
thea '* oder |
stunde oder |
Lesen. |
stunde oder |
||
|
Lesen. |
tirammatik. |
Grammatik. |
||||
|
11-12. |
Franzosisch* |
Franzosisch* |
Franzosisch |
Franzosisch* |
Franzosisch* |
Franzosiseh* |
|
oder Schrei- |
Bilderstunde |
oder Schrei- |
oder Schrei- |
Bilderstunde |
oder Schrei- |
|
|
ben. |
oder Gram- |
ben. |
ben. |
oder Gram- |
ben. |
|
|
matik. |
matik. |
|||||
|
12-1. |
Deutsch.* |
Brief e.* |
Deutsch.* |
Deutsch.* |
Das Neue Tes- |
' Der kleine |
|
tament.* |
Deutsche' * |
|||||
|
(Kron). |
||||||
|
1-45-2-15. |
Singen* oder |
Singen* oder |
Singen* oder |
Singen* oder |
Singen* oder |
|
|
Lesen. |
Lesen. |
Lesen. |
Lesen. |
Lesen. |
||
|
4-5. , |
Sanskrit, |
Prttfung. |
Prtifung. |
Prtifung. |
Prttfung. |
|
|
Hebriiische, |
||||||
|
Griechische, |
||||||
|
5-6. \ |
Lateinische, |
Aussprache* |
||||
|
Alt-Englische, |
von Chaucer |
' l |
||||
|
1 |
etc. |
und Shake- |
||||
|
V |
Phonetik. |
speare. |
All these subjects are taught — vigorously taught — with blackboard, pictures, illus- trations of all kinds, anecdotes, strenuous
is adorned with wall-pictures, models, and other such equipment of a Kindergarten. Some of us learnt for the first time to look
HOLIDAY COURSE IMPRESSIONS
197
steadily and consistently at a blackboard or a map, to answer only when a question was directly addressed to us, and not to murmur our private impressions in a general sort of way ; not to listen for a while and then take a short mental nap or indulge in a little critical reflection, honouring the lecturer with our approving attention only when he became ' more interesting.' No ; one must listen the whole time, from point to point, con- secutively. If the matter be easily under- stood, one is sure to be called upon to answer or explain something ; if the mind is just beginning to grasp the meaning, one must exert oneself to retain some of the expressions used ; if no meaning at all is conveyed to the rather unhappy and bewildered beginner, then he must re- member that ' Aller Anfang ist schwer, ' and, above all, not rest upon that consoling thought, but concern himself actively with the tone, accent, and stress of unknown words, confident that sound-memory, if sedulously cultivated, will soon set up associations of ideas, and, by some mysterious psychological process, the strange and unknown become changed into the known and familiar. And so the upbuilding goes on from day to day.
Of course, the sensible student will make some written record of the day's or the hour's impressions — e.g., (1) new words understood, to be referred to repeated, used when opportunity occurs ; (2) new words not understood, to be looked up in a dictionary, or, better still, in the mind of a cle verer friend. That a dictionary may be useless is an interesting discovery. Some of us had built no small hopes on the possession of one, and felt a little injured that the German luggage-rate prevented us from packing a Grieb, Fliigel, or Muret- Sanders. Eight weeks later we felt a great desire to consign the dictionary to a German waste-paper basket. Some foolish notion of false economy deterred us. Does a dictionary change its value on English ground, we wonder, or will it merely stand in the bookcase as a warning ?
There is very little time for private
reading at the Institute Tilly. Some make this a grievance, and the question is one that needs careful consideration. Again we must face the system. The Institute affords this interesting experi- ence— that one can live a strenuous intel- lectual life for two months without reading ten consecutive pages in any book. The result is an exhilarating freshness and instantaneousness in one's mental attitude. One learns, what is hard for academic minds to learn, that Life is a living, moving thing, and not the reposeful material of books. The English student considers private reading in University or college library of great importance. His lectures and his lecturers direct his studies, and he sometimes comes to regard the spoken word as a welcome break, a sort of mental relief, after long hours of thoughtful reading. Compara- tive Phonetics is not a subject to be treated in this way, and according to Professor Tilly the teaching of modern languages means Comparative Phonetics. We still cling blindly to the written word, 1 die heilige Orthographic ' ; the ignorant copy it slavishly, the learned cherish ita historical indications, its inaccuracies, and its quaintnesses. But it is good to look at language as a living thing, to secure a firm grasp of the speech of a people — that ever- changing, ephemeral thing we call Stan- dard Pronunciation — and to regard this as a necessary and indispensable pre- liminary to the further understanding of a nation's life and literature.
It is easy to write this, and easy to say that it is but another plea for, and reitera- tion of the advantages of, the Direct Method in the reform of Modern Language teaching. It is a harder thing, however, to cease being merely theoretical, and at the Tilly Institute the practical outcome is interesting. It means that some thirty students, including heads of schools, lecturers, medical men, military and naval officers, journalists, undergraduates and schoolboys, must provide themselves with hand-mirrors (which naturally vary from large shaving-mirrors to tiny pocket look-
198
MODERN LANGUAGE TEACHING
ing-glasses, price 10 pf., with German mottoes on the back), and on the stroke of eight every morning must one and all, old and young, take ' Spiegel in die linke Hand und Stimmbander controlliereu mit der rechten,' and, at the word of command, turn towards the light, and on the various ' Articulationstelle ' enunciate sounds, ex- istent and non-existent in actual speech ; it means that some Oxford Honours man may be called upon to point out, on a large wall-map, the dividing-line between north, middle, and south German speech, and will, with manifest nervousness and hesi- tation, grope wildly about with a long pointer, trying to find Coin, Cassel, and Poland, and perhaps eventually retire con- fused and discomforted to his seat ; that the graduates, lieutenants, art critics and the rest, sit dumb and helpless while the Professor's small daughter, ten years old, comes forward to indicate on the black- board the initial sound in the Japanese word, Fkaku.
Every morning from Monday to Friday a simple German sentence with its English translation is written in phonetic script on the blackboard, and treated as a musical phrase. The students pronounce in chorus, first the sounds (not the letters !), then the syllables, then the word-group, and finally the whole sentence. Such sentences are day by day repeated, always with careful theoretical study of the sounds of both languages ; and fruitful, indeed, is practi- cality ! Some students, it is true — a small and mutinous band, who have, by some mistake, come to the Tilly Institute to learn German without the wish to lay stress on the pronunciation — persist in regarding phonetics as an additional sub- ject, unconnected with their general pur- pose ; and their presence at the first Stunde is but a polite, or rather a neces- sary, concession to Herr Tilly's unin- telligible fanaticism for phonetics. (It would be delightful if this article were clear and emphatic enough to prevent anyone with a genuine interest in German literature, but with an ear incapable of phonetic subtleties, from joining this
unfortunate minority.) Some others are satisfied, and rightly so, when they have mastered, with an exactitude that the most fluent products of other systems can never attain, the differences, hard or easy, subtle or clear, between the '!,' the 'r,' the ' sh, ' and especially, of course, the vowel sounds of both languages. Some, finally, come to see that through Com- parative Phonetics a new world of sound- study has been opened to them, that by means of the vowel triangle Umlaut can be understood, that Phonetics and Grimm's Law may have some connexion with each other, that philology is being transformed, and a new basis of poetics formulated.
The students are divided by examina- tion into various groups, mainly two : the beginners, and the more advanced. Every- one must begin in Group I., and, by ex- amination in phonetic script and ortho- graphy, make his way into Gronp II. Group II. has distinct advantages, one being that two evenings in the week are quite free from obligatory lessons, and the work itself is far more interesting. Pic- ture-lessons, fairy-tales, and German Handschrift day after day do tend to become a little monotonous. The strain on the memory is great, and a good deal of the work — e.g., the copying of corrected exercises — is very mechanical ; and there is no escaping, for Herr Tilly himself ex- amines the exercise-books every Saturday morning, and receives a report from each student about his attendance at the con- versation and evening lessons.
The Kunst lessons, given by Herr Tilly and members of his family, are delightful. They are excellent as language lessons, but their wider educational value cannot be too highly praised. It is to be hoped that this feature of German method will soon be common in English schools. The works of art chosen for detailed study are those that can be seen in Berlin, and it is a very stolid and unappreciative student who is not soon sufficiently interested and en- thusiastic to spend some part of his free week-end in the picture - galleries and
HOLIDAY COURSE IMPRESSIONS
199
museums there. Herr Tilly has almost every week photographs and models of ancient temples, works of art and anti- quarian treasures, sent him from world- travellers who came to his Institute as burly Philistines many years ago, and have received from him their first interest in art.
\Ve have written appreciatively and, it must be added, gratefully of a two months' holiday course at the Institute Tilly, but Herr Tilly by no means recommends such short courses. The time - table is not specially arranged for the students who can only stay a short time. One makes beginnings of many things and receives a host of new suggestions and fresh im- pressions, all to be fruitful later, we hope ; but such hurried work has its drawbacks. This is recognized in the prospectus, and whereas formerly students were allowed to come for a month, none are received now for less than six weeks, and a prolonged stay of three or six months is strongly advised. This allows time for a thorough grounding in Phonetics, and students are encouraged to work for the examination by Professor Vietor at Marburg for the German Diploma of the International Phonetic Association. The Group ex- aminations in the Institute are useful preparation for this. They include :
1. Phonetic transcription of German dictation.
2. Orthography of the same passage, with explanation of the punctuation and .spelling.
3. Learning by heart, and reading at sight from phonetic script, as pronuncia- tion tests.
4. Description from model of the speech organs.
5. Study of German sounds, with black- board illustration of their production ; also comparison of similar English, Ger- man, and French sounds.
6. English phonetic transcription, with study of peculiarities of dialectical and American speech.
Such being Herr Tilly's object, most of the drawbacks attending a short holiday
course at the Institute must not be attri- buted to the system, but rather to the limitations of those who disregard the statement of the prospectus. It is but fair to mention these drawbacks. To those who come with no knowledge of phonetics progress seems at first very slow. They despond because no definite result is obtained after a minimum of seven hours a day compulsory work. No books have been read through, and only scraps of composition done. It is very difficult to get rid of the old habit of book -work and the longing for quiet time for reading. So much phonetic drill is very tiring when the ear is unaccustomed to fine differences of tone — many an American must study southern English as if it were a new dialect, and even the educated Englishman mumbles his mother- tongue in a manner utterly opposed to the clear and energetic articulation of the foreigner, and he has infinite trouble to distinguish between and correctly pro- duce e, e, se, a, g, 0, etc. His joy, when he thinks he has detected a difference, and set down the correct phonetic symbol thereof, duly adorned with the requisite number of 'damned dots,' too frequently finds utterance in a satisfied growl : ou ja ! But even this impulse of joyous expansion is checked when he realizes from the ex- pression on the faces of the initiated that he ought to have exclaimed : 'ax zo ! All this is apt to be trying.
On dark days the absence of systematic grammatical instruction worries one too, and there comes a vulgar craving for repetition of declensions and verb para- digms, and an angry detestation of the idiomatic sentences whereby Jopp seeks to inculcate the regime of the various prepositions. The beginner, too, must bear a curious sense of forcing process, a would-be evolution with nothing to evolve, no associations to evoke, and yet a constant claim upon the empty mind. These morbid sensations, however, are but the penalty of ignorance, and the unhappy beginner in the early days, after his morning's work of five Stunden with
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MODERN LANGUAGE TEACHING
intervals of drill and breathing exercises, followed by Mittagessen with its further claims on his vocabulary (and digestion !) ; then by a Gfesangstunde with gramophone and pianola renderings of classical music, and the singing in chorus of Muss I den . . ., Grambambuli . . ., etc., is mercifully too exhausted to speculate, and simply sleeps. One such unfortunate was known to sleep on from 2.30 p.m., unconscious of cocoa at 3 p.m., of conversation lesson at 4 p.m., of leisure at 5 p.m., of Abendessen at 6 p.m., to wake up refreshed about 7.30, after the evening Stunde.
Sleep, however, is but the refuge of the newcomer. The duly accustomed learn to appreciate the German conception of the sacredness of Arbeit, and from that broad stepping-stone pass on into the calm regions of divine philosophy, con- scious of strange new Aetherschwingungen and marvellous Empfindungen. Even the most single-minded enthusiast has three sides at least, and the three sides of Herr Tilly are Phonetics, Philosophy, and Music ; nor would it be unbalanced to say that his antipathies against Wagner and Haeckel are as strong and infectious as his professional antipathy against ortho- graphical philologians. He whose Bewusst- sein is adequately equipped with a German vocabulary will find in Herr Tilly an eager disputant as to the true Erkenntnistheorie, and also an eloquent orator on Kant's second question — Was soil man tun? and even those who resent the humorous stories about ' pfarrers, ' and his excellent dramatic imitations of the unique and distinct pronunciation of the English clergyman, must feel grateful for the earnestness with which he explains and preaches the Goethian triad :• Ehrfurcht vor dem das iiber uns ist, Ehrfurcht vor was urn uns ist, Ehrfurcht vor was unter uns ist. The moral, too, is not passed over ; we catch faint hearings of Goethe's world -voice, but we also learn that it is equally worthy of our patience and effort correctly to know the vowel in Goethe's name ; we must have Ehrfurcht for the great, and, which is much harder, Ehr-
furcht for the phonetic Kleinigkeiten on the blackboard in front of us.
1 In small proportions we just beauties
see, And in short measures, life may perfect
be.'
But for those merry Englishmen who wish to avoid what they consider the obscurity or the sentimentality of the German mind, the Institute is none the less a place of good comradeship and ot many pleasures. Intellectual rewards are given in their fulness only to those heroes who bide the winter through, but the July-August weaklings have also their reward, and they know, too, that even in the days when time does not allow of long excursions to Sans-Souci, Charlottenburg, the Spree- wald, or of evening strolls in the dunkle Grunewald, the air of Gross-Lichter- felde is pure and light, the swimming and tennis good, Kuchens dainty, Madchens schon, and friendly intercourse lisped in a foreign tongue over Tokay wine and cigarettes on the festooned and flower- bedecked balconies of the Rheingold, or even of the humbler Cafe Mehlitz, inexpres- sibly sweet.
One can best describe the attractions of the Institute in the accumulative way. In that it is like a school, there results the playfulness and frankness of schoolboy society — a very refreshing atmosphere for those who for some years have been un- accustomed to it. Again, in that it is like a college, it has the double advantage that the Oxford and Cambridge types are comparably together, and the variety is still further enriched by the other profes- sions of law, medicine, and war. Finally, Herr Tilly, like a skilful alchemist, has transformed his rich combination into precious gold by adding the element of the feminine. The atmosphere of the Insti- tute Tilly is the exhilarating one of new ideas and fruitful, strenuous work, made fragrant by a rare spirit of comradeship. Among the many good things this Holiday Course has given are long, untroubled hours of work and play, lasting friendships, increased knowledge of the German Ian-
HOLIDAY COURSE IMPRESSIONS
201
guage, and pleasant memories of the Ger- man land and people.
M. HOLMES.
E. C. BLIGHT.
ROUEN.
I ATTENDED during three and a half weeks in August the lectures for foreign students at Rouen.
1. The Course is conducted nominally under the auspices of the Alliance Fran9aise, but the management mainly rests with a body of local 'professeurs.' The director is Monsieur Chevaldin, who is ' Agrege de Grammaire ' of the Uni- versity of France, and one of the leading teachers at the Lycee Corneille. Monsieur Chevaldin was supported by a staff of experts who hold posts at the Lyce"e Corneille, at the Ecole Professionnelle de Rouen, or at the Ecole Normale de Rouen.
2. There were lectures specially adapted to the requirements of advanced students and of those whose knowledge was of a more elementary character. In addition there were lectures on subjects of general interest for both sections combined, such as French literature (the chief poets and prose writers of the nineteenth century), the Church and the State in France, the geography of Normandy, etc. One even- ing per week wa,s devoted to an illustrated lecture by Monsieur Delabarre on the architectural wealth of France ; it was much appreciated by all the students. The lectures on the various branches of the subject were of the highest quality, and I should like to make special mention of the excellence of those given by Monsieur Chevaldin on Phonetics, and on the old farce ' Maistre Pierre Pathelin ' ; of those by Monsieur DupeVon on Transla- tion from English Authors into French ; and those by Monsieur van Tieghem on Nineteenth-Century French Literature ; also the latter gentleman's careful explana- tion and expressive reading of certain ex- tracts from Les Cent Meilleurs Poemes Lyriques de la Langue Fran^aise.
About a quarter of an hour was usually
set apart at the end of each lecture for conversation between ' professeur ' and student, this conversation embodying mainly the subject-matter of the lecture.
Every Saturday was devoted to excur- sions to places of interest in the neigh- bourhood. I myself was present at two, namely, those at Les Andelys and Caude- bec. The 'professeurs' who conducted the party were accompanied by numerous Rouen friends, both ladies and gentlemen, so that there were abundant facilities for French conversation.
3. The didactic method was adopted by the lecturers, but not to such an extent as to leave the students without any share in the subject under discussion. On the con- trary, the latter were encouraged to ask questions on any points of difficulty, and not infrequently the lesson resolved itself into a discussion between the teacher and the students. All the lecturers aimed at putting the students at their ease, at arousing their interest in the work in the highest degree, and were thus successful in securing the active co-operation of each member of the class. As the number of students attending the Course at Rouen was not large (about twenty during my residence there, the majority of whom were advised to join the higher section after having been put through a brief oral examination by the Director, who also inquired about their previous attainments in French), no difficulty was experienced with regard to the size of the classes. In all those that I attended, individual at- tention was constantly given to each student.
4. With regard to pronunciation, no use was made of scientific phonetics, but, with the aid of the blackboard, the various French sounds were dealt with in a most thorough and practical manner. Numer- ous words illustrating the different sounds were given. Furthermore, the ' pro- fesseur' made each student reproduce these words, and was unwilling to rest content until the exact intonation had been secured. Monsieur Chevaldin treated the subject in a masterly way, and sue-
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MODERN LANGUAGE TEACHING
ceeded in putting life into the dry bones of this important section of French teaching. 5. Students who had attended the lectures during one month approximately were admitted to an examination, and were eligible for a 'diplome de capacite,' which was granted in the name of the Alliance Fra^aise. There were two grades, ' elementaire ' and ' superieur. ' Candidates were considered as deserving the diploma if they obtained half-marks. The following questions were set in the higher examination on August 12 :
I. DISSERTATION LITTERAIRE (20 points).
(a) Quel est le poeme qui vous a le plus interesse parmi ceux qui ont etc expliques ici?
Donnez les raisons de votre choix.
(6) Dites ce que vous savez de la precio- site dans le langage fra^ais, notamment a 1'epoque des Predeuses Ridicules.
(c) Que savez-vous de Victor Hugo ?
II.
COMMENTAIRE GRAMMATICAL, LiEXICOLO- GIQUE, ET PROSODIQUE DE CES DEUX VERS DE LA FONTAINE. 'MAiTRE CORBEAU, 8UR UN ARBRE PERCHE,' ' TENAIT EN SON EEC UN FROMAGE.' (a) Grammaire (4 points). — Nature de
chaque mot. Sa fonction dans la phrase.
Restitution de la phrase dans 1'ordre
logique.
(6) Lexicologie (4 points). — Etymologie
de chaque mot. Mots de la meme famille
(composes ou derives). Anciennes formes
des mots mattre, corbeau, tenait.fromage. (c) Versification (2 points). — Quels
vers ? Quelles rimes ? Comment disposers?
Quelles cesures ? Distiques ou non ? Pour-
quoi?
III. TRADUCTION (10 points).
The Meeting on the Hill. Adam walked back till he got nearly to the top of the hill again, and seated him- self on a loose stone against the low wall, to watch till he should see the little black
figure leaving the hamlet and winding up the hill. He chose this spot because it was away from all eyes — no house, no cattle, not even a nibbling sheep, near — no presence but the still lights and shadows, and the great embracing sky.
She was much longer coming than he expected ; he waited an hour at least, watching for her and thinking of her while the afternoon shadows lengthened and the light grew softer. At last he saw the little black figure coming from between the grey houses, and gradually approach- ing the foot of the hill. Slowly, Adam thought, but Dinah was really walking at her usual pace with a light, quiet step. Now she was beginning to wind the path up the hill, but Adam would not move yet ; he would not meet her too soon ; he had set his heart on meeting her in this assured loneliness. And now he began to fear lest he should startle her too much. 'Yet,' he thought, 'she's not one to be over-startled ; she's always so calm and quiet, as if she was prepared for anything.'
IV. EXAMEN ORAL.
Points.
Lecture expressive et expliquee ... 10
Questions de litterature ... ... 10
Explication d'auteur ancien
('Pathelin') 10
Questions d'histoire 5
Questions de geographic 5
Total
, 40
Those students who preferred not to present themselves for the written and oral examination had, if they had been regular in their attendance at the lectures during about a month, the right to receive a ' certificat d'assiduite",' stating that they had worked diligently at the subject. 12 francs 50 centimes was the fee necessary for each of the diploma exam- inations, and 2 francs 50 centimes for the ' certificat d'assiduite.'
6. The cost of board and lodging with French families varied between 40 francs per week, which was the average cost for residence in Rouen itself, and 35 francs per week for board and residence with a family living in the suburbs.
HOLIDAY COUESE IMPRESSIONS
203
A list of families desirous of receiving foreigners as boarders was sent to each student, and I am informed that the boarding accommodation was in all in- stances adequate and satisfactory. Al- though no limit was fixed to the number of Holiday Course students received by one family, from inquiries I made I learnt that full opportunity was given to each student to have continual and regular practice in French conversation. Certain ' professeurs ' in residence at Rouen them- selves received boarders into their houses, and great desire was shown on all hands to render the stay of the guests at once profitable and pleasant.
7. I myself paid 40 francs for taking part in the Course during three and a half weeks, although the fact of my being known to many of the teachers, with whom I had previously been acquainted at the Lycee Corneille during my residence there as English Assistant, no doubt in- fluenced the authorities to grant me a reduction. Other students paid 50 francs for tuition during the same period.
This is but the second year of the
existence of these Holiday Lectures at Rouen, and I feel quite sure that, when their merits are more widely known, there will be a far greater number of English teachers and students who will be anxious to avail themselves of this splendid oppor- tunity. Rouen is easy of access, and is the centre of a most interesting and beautiful district. Moreover, the expense connected with the Course is very reason- able. I strongly recommend English fran- cophiles, desirous of spending their holidays next year in a useful and agreeable way, to arrange with Monsieur Chevaldin (23, Rue Bouquet, Rouen) to join these classes. I am certain that they will, without exception, bring away with them the same favourable impression as I myself have done.
W. M. KERBY, D.Lrr., M.A.,
Senior French Master, Municipal Secondary School for Boys, Ipswich.
[Accounts ot the Holiday Courses at Besan9on and Tours will appear in our December issue.]
LANGUAGES IN THE OXFOED SENIOE LOCAL EXAMINATION.
AN inspection of the columns in the Supplementary Tables of the recent Ox- ford Senior Local Examination gives some remarkable results. If we take the eleven towns, Birmingham, Bradford, Bristol, Hull, Leeds, Liverpool, Manchester, New- castle, Nottingham, Reading, Sheffield, we find that the candidates they furnished, deducting absentees and those who did not take the full complement of subjects, numbered 1,714. Of these, 752 passed in French, 105 in Latin, and 41 in German. The number that passed in two languages was 136, or just under 8 per cent, of the whole. The inference to be drawn from these figures seems clear. Schools where the leaving age is sixteen or seventeen are finding it very difficult to bring two lan- guages up to the examination level. It
will be noticed that the towns we have mentioned are all well supplied with secondary schools. It must, however, be added that we have no means of knowing what proportion of the candidates came from public secondary schools, though it is probable that the majority did so. The percentage of candidates taking German, we learn, has now sunk to 4 '7.
That school of scientists which holds that acquired characteristics are not in- herited might find an argument in defence of their theory in the Report of the Delegates on the recent Oxford Local Examinations. The art of doing examina- tion papers must surely have been acquired by the last generation, but apparently it has not been inherited. At least the Delegates find it necessary to hint to can-
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MODERN LANGUAGE TEACHING
didates that it is better to get 30 per cent, out of x marks than 10 per cent, out of l$x or 2x marks. Or, to quote their own words :
' The Revising Examiners wish to call the attention of teachers to an error of judgment which is a frequent cause of failure in the Language Sections. It is the established practice, necessary in view of the great difference between the best
and worst candidates, to set two alter- native passages of English, one harder than the other and receiving more marks, for translation into another language. A very great number of candidates attempt the harder passage and fail entirely, whereas they might have done enough to pass on the easier passage. Teachers would do well to warn their weaker pupils against this mistake."
GERMAN IN GIRLS' SCHOOLS AND THE CIVIL SERVICE COMMISSIONERS.
IN the new regulations for the Examina- tion for Women and Girl Clerks in the General Post Office the Civil Service Commissioners have struck a serious blow at the teaching of German in secondary schools.
A second language is now grouped with English history and mathematics, and only one of these subjects may be chosen. We may assume that in the schools at least mathematics or history will be chosen, since these are subjects taught almost from the beginning of the secondary school course, and that the very large majority of the candidates who have hitherto offered German in the examina- tion will now desire to concentrate their efforts on the necessary subjects ; German will become of only secondary importance,
or drop out altogether, so great is the competition for places in these examina- tions.
In an increasing number of girls' secondary schools, where the majority of pupils must later earn their own living, German is chosen by nearly all who do not intend to enter the teaching profes- sion, with the result that the German classes are comparatively large. The greater utility of German in commercial life is, of course, the reason of this choice ; but without the approval virtually ex- pressed by the Civil Service Commis- sioners in including the subject in their syllabus, it is feared that this fact may no longer be of sufficient influence to support the teaching of German.
MODERN LANGUAGE ASSOCIATION.
A M BETING of the General Committee was held at the College of Preceptors on Saturday, October 29.
Present : Mr. Pollard (chair), Miss Althaus, Messrs. Andrews, Atkinson, Miss Batchelor, Messrs. Brereton, Brigstocke, Draper, von Glehn, Miss Hentsch, Messrs. Hutton, Kittson, Miss Lowe, Miss Purdie, Messrs. Rippmann, Salmon, Saville, Miss Shearson, Messrs. Storr, Twentyman, and the Hon. Secretary.
Letters of apology for absence were received from Professor Breul, Mrs. Connal, Miss Johnson, Messrs. Latham, Lipscomb,
Milner-Barry, Miss Morley, Messrs. Nor- man, Odgers, Somerville, Steel, and Miss Stent.
Mrs. Connal also wrote resigning her membership of the committee owing to the pressure of other duties. Her resignation was received with regret.
Professor Milner-Barry also wrote on the Report of the Examinations Sub- Committee.
The minutes of the last meeting were read and confirmed.
A letter was received from Mr. H. T. Gerrans stating that a Committee of the
MODERN LANGUAGE ASSOCIATION
205
Hebdomadal Council would be glad to meet representatives of the Association on November 9 to discuss the proposals for a certificate in Modern Languages. The Chairman, Hon. Secretary, Professor Fiedler, and Miss Pope, were appointed to meet them.
Professor Breul having in his letter stated that the University of Cambridge had appointed delegates for the same purpose, the Chairman, Hon. Secretary, Professor Breul, and Miss Hentsch, were appointed to meet them.
Miss Althaus was appointed as one of the representatives of the Association on the General Committee of the North of England Education Conference.
The Hon. Treasurer made a report on the revenue and expenditure of the year.
Some arrangements for the Annual General Meeting were made ; these are mentioned in another column.
Mr. H. W. Atkinson reported on the lantern-slides now available for members, and Miss Batchelor on the exchange of children. Particulars of these reports will be found in another place. Cordial votes of thanks were accorded to Mr. Atkinson and Miss Batchelor for their services.
The remainder of the sitting was occu- pied with a discussion of the Report of the Sub - Committee on Examinations. The Report as amended will be published in the next number of MODERN LANGUAGE TEACHING.
The following twenty-one new members were elected :
Miss Gertrude Baker, West Leeds High School.
R. Biffen, London County Council Com- mercial Centres.
F. C. Blake, Claremont, Streatham, S.W.
G. A. Briquelot, B.-es-L., Thoresby High School, Leeds.
C. Calvert, B. A., Aske's School, Crickle- wood, N.W.
C. R. Cardwell, B.A., Lancing College.
Miss M. Chalmers, M.A., The College, Harrogate.
Miss M. H. Cole, Stroud Green High School, N.
B. S. Davies, M.A., Walsall Grammar School.
Miss A. Donald, M.A., Girls' Modern School, Leeds.
Miss A. L. Hargraves, St. Olave's School for Girls, S.E.
A. Kirk, B.A., Bolton Grammar School.
E. H. Knowles, Ph.D., Secondary School, Todmorden, Yorks.
C. H. Laurence, Leeds Grammar School. Miss A. M. Lyne, B.A., Stroud Green
High School, N.
J. E. Mansion, B.-es-L., George Watson's Boys' College, Edinburgh.
Miss K. E. Martyn, Cambridge County School, Glamorgan.
H. Midgley, B.Sc., St. Olave's School, S.E.
Miss Nimmo, Cirencester Grammar School.
Miss E. M. Osmond-Barnard, Bromley High School, Kent.
S. Walton, Batley Grammar School, Yorks.
The General Meeting, as already an- nounced, will take place in London on Tuesday and Wednesday, January 10 and 11. The presidential address will be de- livered on Tuesday morning by Professor Breul. On Wednesday morning there will be discussions on phonetics ; Miss Althaus will read a paper on ' Means of Instruction available for Intending Teachers in Phonetics ' ; and Mr. von Glehn and Mr. Andrews short papers on ' Use of Phonetics in the Class-room.' In the afternoons the Report on Examinations and that on Grammatical Terminology will be discussed in detail. It is hoped also to arrange for an address by some French professor of distinction. The annual dinner will be held on the Tuesday evening. The full programme will be posted to members early in December.
The following ten members of the General Committee retire by rotation at the end of the year, and will not be eli- gible for re-election till the beginning of 1912 : Professor Atkins, Miss Batchelor,
MODERN LANGUAGE TEACHING
Mr. H. Bradley, Professor Fiedler, Dr. T. Gregory Foster, Hiss Morley, Mr. C. H. Parry. Miss Shearson, Messrs. A. A. Somer- ville and A. E. Twentyroan.
Nominations of members to fill these vacancies must be sent to the Hon. Secre- tary, 45, South Hill Park, Hampstead, N.W., before December 1.
Mrs. Connal is resigning her seat on the Committee at the end of the year. The number of vacant seats, therefore, will be eleven.
* * *
WEST LONDON BRANCH.
A MEETING of the Branch was held on Friday, October 14, at the Godolphin and Latymer Girls' School, Hammersmith.
Professor Bippmann proposed that a small sub-committee should be formed for the purpose of arranging meetings and any other business in connexion with the Branch. Accordingly, Miss Ash, St. Paul's Girls' School, Mr. Payen-Payne, and Miss Brew, Godolphin and Latymer Girls' School, were elected.
The subject for the evening was ' The Teaching of Free Composition.' Miss Ash opened the discussion with a very interesting account of her methods of teaching free composition based on the reader, and showed how the pupil pro- gressed from the first stage, which con- sists in answering questions based closely on the text, to the stage where mastery of the subject is sufficient to enable the pupil to write a simple essay by means of headings prepared in class or even without that help.
Mr. Payen-Payne deplored the teaching which makes a pupil consider free com- position easier than translation, with disastrous results in examinations where these are alternative tests ; and he sug- gested the reading aloud of a story in English, to be reproduced in French, as a better test of knowledge.
Miss Partington laid stress on the necessity of avoiding mistakes, especially with young pupils, and suggested that the version should be written in class in
rough notebooks, under the teacher's supervision ; homework could then be confined to making a fair copy of the work already done. She also pointed out the value of stories about animals in teaching your pupils.
Professor Rippmann considered that the reading of a story in English, to be reproduced later, would be valuable only as an occasional exercise, not as a regular piece of work. Other members also took part in the discussion.
At the close of the meeting a vote of thanks was passed to Miss Clement for kindly permitting the use of the school.
* * *
Mr. W. 0. Brigstocke sends us the following syllabus of the five lectures on the Teaching of Modern Languages which he has been asked to deliver in the Christmas vacation :
THE TEACHING OF MODERN LANGUAGES.
1. Examinations. Inevitable. The kind
we do not want. The kind we do. Specimens. The preparation implied. How can we prepare well for a bad examination ? How for a good ex- amination ?
2. Pronunciation. The teacher's know-
ledge. What ought the pupil to know ? Difficulties of class-teaching. How much time ought we to devote to pronunciation ? How can the best results be obtained at various stages ?
3. Reading a foreign language. What is
Sprachgefuhl ? Is it acquired at all by slow pupils ? How can it best be imparted in class- teaching ? To what extent does this influence the whole course of teaching ?
4. Writing a foreign language. Can
a foreign language be written at al without some Sprachgefuhl t If not, when and how should 'writing ' be begun ? Composition : its nature and place in class-teaching. Diffi- culties of organizing composition work.
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207
5. Realien. What do we mean by Rcali- en ? To what extent arc we able to do anything more than 'teach a language'? We must at present count the worth of everything intro- duced, because limits of time exclude a number of very attractive things. At best, the introduction of Realien is dangerous, except for a very clever teacher ; at worst, it is misleading. Scaffolding is essential in building ; it can also be used for getting views of the inside of the building. We have to build ; if views can at the same time be obtained of what the language contains, so much the better. But beware of scrambling !
* ft 4
EXCHANGE OF CHILDREN.
The number of exchanges arranged with families abroad again shows a marked increase this year. In 1909 the total number of exchanges was 24, 23 of which were with France, and only 1 with Germany. Up to the end of September, 1910, the total number of exchanges
was 41, of which 9 were with Germans — 3 for the holidays and 6 for longer periods. This is very satisfactory, though, as will be seen, English families prefer very much to send their children to France than to Germany. The propor- tion of exchanges to the total number of applications was very fairly high, being 41 to 65, and that it was not higher was due to the difficulty of persuading French families to send their children to the North of England.
The letters received from parents since the return of their children show great appreciation of the scheme, and one and all testify to the progress made in the foreign language, even during such a short stay abroad as six or seven weeks, which some parents even go so far as to call ' incredible.'
It is much to be hoped that next year will see a proportionately greater increase in applications and exchanges, especially with Germany, for to every English family willing to send a child abroad there are at least two or three French and German families only too eager to avail themselves of the opportunity to do likewise.
COEEESPONDENCE.
THE AIMS OF THE REFORMERS.
B.'s letter in the October number certainly raises very wide questions. We Modern Language teachers ought to welcome the contribution, for it is an able exposition of the difficulties with which all of us who take our work seriously have had to struggle at one time or another, and with which many of us are struggling still. To deal in anything like an exhaustive manner with all the points he raises would take more time than I can afford, but I hope I may be allowed to make a few hasty comments.
One would like to ask B. at once whether the object of Modern Language teaching should not be in the first place to teach Modern Languages. For the real reason why the old translation method
has been discarded is because in this respect it proved a failure. By it boys did not really learn the language. (Of course, I know that many boys now who are being taught by the Direct Method are not learning the language, but that is due to all sorts of causes : for example, the classes may be too large, the time allowance may be insufficient, the boys may have too much other work, or the teacher may not be — well, let us say may not be a member of the Modern Language Association. That does not affect the fact, which has been sufficiently proved, that by the new method boys can acquire the language.) I have taught earnestly by both methods, and I am convinced that the oral method is beyond comparison the better. If any Reform teacher should ever feel any hankering
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after the old method, I should advise him to go for one term to a school where it is still in use. If he survives that term, he will be cured for good. The chief impression the experience will leave on him will be that under the translation method all his work is being done in vain.
B., however, would appear to hold that the essential thing is not the acquiring of the language, but the intellectual gym- nastic which the pupil is made to undergo. Now, I am very loath to admit the value of an intellectual gymnastic which is founded on a sham. How can it be other than demoralizing to a boy to spend several years in attempting something which he never succeeds in accomplishing ? To come into a class-room day after day to learn a language which one never succeeds in learning is a farce. It is unreal, and everything connected with it is unreal. Nor is it easy to think very highly of the teacher who condescends to spend his life in performing such unfruitful work. It seems to me that to cling to bad methods when good methods are known which can produce better results, or to teach or tolerate a bad pronunciation when there are known methods of obtaining a right one, is simply not to act honestly by one's pupils. To tolerate a wrong pronunciation is to tolerate lies.
Having said so much. I should now like to make it clear that I am by no means altogether of M. Hovelaque's way of think- ing. Some phrases in his pronouncement, which I have read in full, aroused very little enthusiasm in me. I hold that hard, conscientious work — resolute effort, physical, mental, and moral — should^lways be the basis of a boy's training at school. I am not eager to have any subject in the curriculum that may not be made to satisfy this requirement. Where I differ from B. is in holding that Modern Lan- guages taught by the Direct Method satisfy it infinitely better than Modern Languages taught by the old translation method.
In the early stages it may readily be
conceded that we Reformers demand but little intellectual effort from the pupil. He has to learn to pronounce correctly, to enunciate clearly, to speak the foreign language fluently. All his efforts, in fact, are concentrated on learning the art of speaking the foreign language. But the pupil is still young, and the kind of effort demanded of him is physiologically suited to the stage of development at which he has arrived. It calls for honest work, and is founded on an idea which he can under- stand and appreciate — an idea, in fact, which he is likely to take up with enthu- siasm if it be presented to him in the right way ; and enthusiasm, be it noted in passing, is a very valuable thing. In all these respects, it seems to me, he is better off than if he were learning avoir and etre by heart, and translating bad English into meaningless French.
With all this it is possible B. would agree. What he regrets so bitterly is the translation exercise, practised as a ' means of getting inside the author's skin.' I don't think very highly of this exercise from any point of view, but I will describe what I have been accustomed to substitute for it.
When a class can speak the foreign language pretty fluently, they are given a passage of French or German to prepare at home with their Larousse or their Hoff- mann, no other dictionaries, of course, being allowed. Next day the boys are questioned on the passage in such a way as to ascertain whether they have mastered it ; this, of course, like all the work of the class, being done in the foreign language. To make this exercise a success, the master should prepare the passage himself in the same way as the pupils, so as to get to know their difficulties, and to be able to judge their work ; he should make himself familiar with the exact definition given in the foreign dictionary of each difficult word or expression in the passage set. Thus prepared, he is ready to meet the excuse of the boy who pleads inability to understand by asking for the dictionary definition to be given. If the definition
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be forthcoming, the pupil may be asked what there was in it he could not under- stand. Perhaps there was some word with which he was unfamiliar ; did he look that up too ? And so on. This thorough way of doing it leaves no loophole of escape for the malingerer. With boys who have been properly trained in the earlier stages I know of no better exercise ; certainly there is no more effective way of ' getting inside the author's skin.' Finally, if the master be keen on translation exercises, he can have the passage put into English, when he will find that they will translate into real idiomatic English, not into the grotesque jargon they generally used under the old system, to write which must have done a boy's intellect positive harm.
Again, to discuss in class some simple theme, and then let the pupils write a composition on it, is one of the best lin- guistic exercises I know — always assuming that they grasp the subject well before- hand, and that careful and conscientious work is absolutely insisted on.
Grammar also can be taught quite as stringently in the foreign language as in English.
It seems to me certain, therefore, that the Reform Method is not only a much more thorough way of teaching the lan- guage, but it also gives the teacher a much better disciplinary grip over his class.
The essential difference between the old and new methods is really this : The old- fashioned teachers employed methods that were in direct opposition to known psycho- logical laws. When the pupil then went wrong — as a priori he was sure to do — the teacher, mindful of discipline and intellec- tual gymnastic, punished him. If he was a proper upstanding Britisher, perhaps he flogged him. The Reform teacher, on the other hand, harnesses the psychological laws, and makes them work for him ; and if he is then not satisfied with his pupils' progress he may use whatever kind of arguments he likes, but he will at least do so with a clear conscience.*
* B. finds it difficult to sympathize with the aims of the Reformers, because
We next come to the important question of literature. B. holds up for our admira- tion the example of the classical master, to whom literature ' means the study of history, politics, philosophy, and so forth.' I prefer to remain sceptical about the amount of ' history, politics, philosophy, and so forth,' which the classical boy brings away from his Greek lessons. It is not necessary to dwell on the matter, though it may be mentioned in passing that a modern Sixth which has become really familiar with Greek life and thought through English histories and translations is a by no means impossible development of the near future. What requires to be pointed out is that, if the teaching of classics is associated with higher ideals than the teaching of Modern Languages, it is by no means strange. The man who teaches classics has generally had a good classical education at a school where classics have occupied the honoured place in the curriculum ; he has then proceeded to the University, where he has continued the study of his subject under the best teachers. Now, contrast that with the shabby way in which so many Modern Language teachers have scraped together what know- ledge of their subject they possess — the studying under difficulties, the phonetic courses attended in the holidays, the stealthy visits abroad 'on the cheap,' aud so forth. Many of them have had no teaching in their subject at school, except such as they would have been better without ; many of them have had no University training at all. Is it any wonder that they are often without high ideals and lofty traditions ? But the high ideals and lofty traditions will come for us also ; they will come when Modern Languages begin to occupy their rightful place in the schools and the Universities.
they are ' alien to the spirit of our race. ' Possibly some Reformers go to extremes ; but it should be pointed out to B. that the most strenuous nation in modern Europe is not England, but Germany. Germany, however, has largely adopted the Direct Method, and appears to thrive on it.
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MODERN LANGUAGE TEACHING
And when that time comes, I don't think what we call the Direct Method will have perished ; on the contrary, I feel confident that its ideas will have been generally accepted, that the Universities will by that time have introduced an oral test into their entrance examinations, and that the Modern Language teacher will have come to regard a mispronunciation with the same horror with which a classical master at present regards a false quantity. But even as things are at present, B. is not justified in making it appear that the aims of all the Reformers are merely to read light literature. Many of us aim at putting our pupils in touch with the best French and German thought, but we hold rightly that reading of this kind should be founded on a sound knowledge of the language. ' The gods sell all things at a fair price,' and the price to be paid for access to a nation's literature is the sweat of learning its language, the first steps in which process are the learning to pro- nounce it purely and to speak it fluently. The student who grudges that price is lacking in reverence before possessions so sacred as are the language and literature of any nation. To have a boy reading Montesquieu who does not know how to pronounce that author's name is wrong. That we are paying so much attention to pronunciation and oral work at present seems to me a hopeful sign ; it means that we are beginning at the right end. B. wants to begin at the top.
E. CREAGH KITTSON ( Whitgift Grammar School}.
I have not studied M. Hovelaque's theories, but I have read in the October number of MODERN LANGUAGE TEACHING B.'s letter of warning against them.
Strangely enough, after hearing only one side of the question, I find myself prepared to sympathize with the other.
Twenty years of Modern Language Teaching have brought me to the very conclusion criticized so severely by B., that ' II ne faut jamais demander a 1'eleve un effort qui puisse le conduire a 1'erreur."
' The sight of a boy standing on his own legs, wrestling single-handed with a troublesome task,' does not, however, inspire me with pity. But if the task wrestled with is an impossible one. it ia not pity that moves me, but indignation.
Everyone knows that 110 amount of wrestling will get out of a boy's head what isn't in it, so the sooner we put a stop to the ' wrestling, ' the better it will be for the boy and for fair-play.
A foreign language, especially a living language, cannot be discovered by much study. It needs must be revealed. It is to a student what a highly specialized tool is to an uninitiated apprentice.
Allow a novice to handle the unknown tool as he fancies ; let him experiment with it, guided by no other knowledge than his experience of other tools. What will be the result ? For the novice, dis- gust at the inadequacy of the new im- plement Let him exert to the utmost his ingenuity and his resourcefulness, his master, however sympathetic and appre- ciative of the efforts of the apprentice, will condemn the work as meaningless and ridiculous.
What self-respecting student will submit to this kind of drudgery and humiliation? No amount of ' self-reliance ' and ' solitary thinking ' is going to enable a language student to evolve out of his consciousness (aided even by theoretical textbooks and dictionaries) what should have first been put before him as a revelation. The student is willing enough to imitate ; he can't be expected to create.
In spite of all that has been said to the contrary, there is an educational process at work in the class of a teacher of lan- guages who refuses to have anything to do with the kind of wrestling B. ad- vocates.
Let us compare the work of a language class to a journey undertaken in a new land. The teacher alone knows the way ; he is the only guide ; the class must look to him alone for guidance. He alone is responsible for the forward progress of the party.
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The teacher takes the first steps forward along the road that he alone knows ; the others follow, alert, examining closely this first bit of road, familiarizing themselves with every detail, until each one becomes, for that part of the journey, as reliable a guide as the leader himself.
Day by day all new ground is so thoroughly explored by all, that every individual member of the party may be allowed perfect freedom within the ex- plored region. Within these limits he will require no further help, and will look for none, if he has used, as he should, his perceptive faculties, his powers of observa- tion, his memory. He may be trusted to look after himself, and will insist on doing so. He will be self-reliant just as far as his knowledge goes, and no farther.
A self-reliance that would tempt him farther afield and off' the explored track would amount to foolhardiness. The foolhardy ones need to be severely checked, for, like sheep who go astray, they waste the shepherd's time, suffer all sorts of discomfort, and are never a penny the wiser.
Self-reliance is not far removed from self-restraint, and it is here we find scope for mental discipline.
For three or four years the young travellers must keep to the beaten track, resist their impulses to step off to the right or to the left, know that every step they take is justified by authority — the authority which they have themselves acquired by experience.
Having become quite familiar with every kind of difficulty they are likely to meet with on the road, the relatively experienced travellers may now be trusted to explore new regions, and, full of confi- dence in their own powers, they will face their difficulties wisely, and may fairly be expected to do their work well.
F. 0. R.
Presumably B., the writer of the some- what amusing letter headed ' A Word on the Other Side,' has been educated on the system which he so warmly advocates.
From the earliest days he has been accus- tomed to stand on his own legs, to ' wrestle ' with abstruse thought unaided, save by dictionary and grammar. Is it not a little unfortunate and surprising that this vaunted training of the mind should have proved so entirely inadequate when B. came to deal with a writer of M. Hove- laque's lucidity ? And yet such is the case.
Not one of B.'s smart little sallies or witty criticisms but shows the most com- plete want of comprehension of M. Hove- laque's simplest thought. He has never once ' got inside his author's skin ' ; and if he have wrestled, he has certainly been most lamentably worsted in the fight, for a more complete failure of real ' grip ' it would be difficult to find.
Let us examine the points that have proved such stumbling-blocks :
(a) ' II ne faut jamais demander a 1'eleve un effort qui puisse le conduire a 1'erreur.'
(b) ' Toute possibilite de faute doit lui etre evitee.'
One would hardly consider (a) a really difficult statement to understand. It is true there is the relative clause, which perhaps needs a little looking into. B. only looked at it, and at once ran away with the idea that, because the pupil was not to be allowed to make one certain well- defined effort, for that reason he was not to be allowed to make any effort at all ; that because the teacher's aim was to keep the pupil's mind unclouded by error, there- fore the pupil was not to be given the opportunity of thinking. Every muscle, every faculty worthy of the name, was to remain inactive, untrained, and he himself allowed to develop into a curiously inver- tebrate being, suggested by B. as socially accomplished and fit for the drawing- room.
So thoroughly to misunderstand so simple a statement presupposes, not only a regrettably superficial judgment, but also a profound ignorance of the commonest first principles of education.
The first essential principle, not only of M. Hovelaque's system, but of all good
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teaching, is that ' prevention is better than cure.' * Everyone knows that it is harder to root out one error than to implant fifty truths. Error has a tiresome trick of sticking, and of cropping up again and again long after we think we have extir- pated it ; and if it does nothing worse, it creates a doubt, a hesitation, which in itself is a source of weakness.
The Reformers do most certainly aim at keeping error out. But there is a wide difference between keeping a child's mind unclouded by error and taking away his independence of thought and action. There must be mental effort in all educa- tion. It is because this effort has so often been wrongly directed that M. Hovelaque speaks as he does. Many ' efforts ' are required by inexperienced teachers which can only ' lead to error.' The question is, Which is the better direction for effort to take ? Shall it waste its strength groping on lines whose limitations have been proved, or shall it by judicious guidance be put in the way of using thought to some real advantage ?
In the Reform Methods every sort of effort is required of the pupil from the beginning. He is constantly called upon to do things for himself and by himself. At every turn he is made to compare, to contrast, and even to correct. There is, indeed, far more opportunity for original thought and endeavour than with the old methods, where the pupil, presented with a rule and a certain number of cut-and- dried examples, had literally no chance at all for original effort. Beyond supplying him with a certain amount of discipline, it is hard to say what his exercises really did for him, devoid of sense and connexion as they mostly were.
And what of his translations? (M. Hovelaque is, I think, writing of 'les classes de 3me et de 4me.')
From the results admitted even by B., I am inclined to consider the term ' intel-
* These lines were written before I could reread W. R. 's article in the July number of MODERN LANGUAGE TEACHING.
lectual exercise ' as applied to the so-called translation of a fourth-form boy or girl somewhat euphemistic. I cannot think that the mechanical turning up of a dic- tionary or a vocabulary involves any mental effort worthy of the name, nor can I think it, except in a very infinitesimal degree, educational. In how many cases is there any real appreciation of the author after his meaning has been thrashed out ? In how many cases does the work show any signs . of ' conscientious and indepen- dent thought ' ? How often does a fourth- form boy wrestle with a difficulty ? The pity comes in because, instead of wrest- ling, he merely shelves it, and snatches at the first help he can find in vocabulary or dictionary, whether it makes sense or not. There are certain things that can reason- ably be expected of young students, and others that cannot.
A child that is allowed to walk alone too early not only tumbles, but gets bandy legs. Nineteen out of every twenty forms who learned their Modern Languages on old methods have bandy legs. They find it. indeed, so difficult to walk at all, that when they leave school they mostly give up Modern Languages altogether.
In the early years' of the study of a modern language the value of translation educationally is practically nil. It is of necessity far too easy or far too difficult. No text can be given requiring real thought that is not far beyond the comprehension and also the linguistic powers of a third or fourth form.
English boys are not confronted with authors (in their mother -tongue) whose thought requires grappling with, until they have attained a certain power both of comprehension and of expression in their own language. When they have acquired this power (and this, let it be observed, some considerable time after they have been able to speak and write fairly correctly), then it is thought time to put into their hands authors requiring critical study and analysis. Translation involves entering into the spirit of two languages. For this reason, it cannot be
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expected of a third or fourth form. The literal hammering out word by word of one language into another is not trans- lation. Rightly understood, it is the most difficult work that can be required of a form, and supplies most valuable mental training in weighing, thinking and comparing, after the author's thought has been got at ; and this, not to ' find pretty words,' but adequately to render the thought, so that it neither loses nor gains, but stands essentially reproduced in life and spirit.
Translation of the dead languages was a means to an end — practically the only means for schoolboys, since the days of Johann Sturm, who believed that Latin could not be properly studied by his boys until they could speak it.
Translation of living languages is not only, as M. Hovelaque says, a totally different thing, with different aims, but requiring different preparation and form- ing an exercise of a different character. It is also the flower, or, better still, the fruit, of all our previous work ; not always the end, but certainly one of the looked- for results or rewards, of our labours.
Modern Languages are living languages, and, as such, constantly changing and growing ; they cannot be approached or treated in the same way as languages no longer spoken. But is the study of a living literature, a living language, so entirely without educational influence ? Is the effort required in studying it, because perhaps of a different character (or shall we say differently directed ?), so little calculated to strengthen the mental powers ?
B. speaks contemptuously of the read- ing of novel and comedy, as if this were the aim and the end of all Modern Lan- guage teaching. They are, in truth, but the means to an end. Weight is laid upon them in the earlier days, because it is only the reading of these that gives the pupil a command of the living language, and because it is only through the living language that he can truly enter into the spirit of the literature of a nation. In
these matter-of-fact, prosaic days, when even the lowest form of a school regards its education more or less from a com- mercial point of view, is it a matter ot such great regret if an aesthetic ideal be added to the more intellectual ones ?
The aims of the Reformers are aesthetic and they are social ; but they are not aesthetic and social only, and they are aesthetic and social in the highest sense of the terms, and not in the limited 1 drawing - room ' sense implied by B. However reluctant certain minds may still be to acknowledge that the Reform Method is an effective substitute for the old, the fact remains that, unless the old had been found defective, there would have been no need for reform. Generations of failures have long since proved that reform was necessary, that living languages were not satisfactorily taught on the same lines as the old. And if the Reform Methods are still sometimes, and, alas ! justly, criticized as ineffective, it is entirely due to the regrettable fact that there are still so few capable exponents of them. No great Reform movement arrives at perfected development at once ; its leaders are born, but their disciples, be they never so enthusiastic, rarely are. And until we have a sufficient number ot efficiently trained teachers, the question of the efficiency ot the method cannot fairly be discussed. L. H. ALTHAUS.
FRENCH VERSE.
JE n'ai sans doute pas ete le seul a lire avec stupefaction (et regret) la piece de vers Journee d'£u, publiee en tete du nume"ro du MODERN LANGUAGE TEACHING en juillet dernier ; et il me semble qu'a cette heure, ou la prosodie frai^aise est si controversee, et la langue elle-mSme, dit- on, menacee du pe"ril le plus grave, il peut etre dangereux de laisser passer sans com- mentaire une telle publication.
A ceux de vos lecteurs curieux de prosodie francaise moderne, je dirai done : Ne vous y trompez pas ; cette piece n'est
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point ecrite en vers lihres. II y a bien ici un vers de onze syllabes :
' Font entendre en choeur leur chanson argentine,' et la un vers de treize :
' Alors que le rameau penche et que la fleur s'incline," et ailleurs encore un autre vers auquel le patient (c'est le lecteur que je veux dire) pourra attribuer onze ou donze pieds, selon qu'il est d'humeur plus ou moins chiche :
' Pareils aux cherubins qui louent le
Seigneur. '
Mais les autres vers ont bien tons douze syllabes ; les rimes sont riches sans difficulte ni recherche (incline et decline, concorde et misericorde, Dieu et adieu). Malherbe. il est vrai, ne les cut gnere goutees, mais c'etait un vieux grinchu, et nous ne sommes pas des Malherbes. Rimes mas- culines et feminines alternent de la maniere la plus reguliere ; oui, malgre quelques defaillances nous avbus la une piece de facture parnassienne.
Mais laissons la versification ; ne nous embarrassons point de la pensee un pen incertaine du poete qui semble faire ses vers comme les aeronautes de naguere faisaient leurs voyages, partant avec le matin frais tout perlf de roste, mais ne sachant pas trop ou ni quand Us pourront descendre. Sans nous arreter davantage a la fadeur de quelques me'taphores (essaim d'enfants, riants bosquets, voile de la nuit, etc.) deja vieilles au temps de Fenelon, considerons seulement ces deux vers comme specimen de I'expression poetique de votre auteur :
' Un pretre . . .
Benit le petit bourg au nom de 1'^Iternel Des chants que Ton entonne a sa miseri- corde.'
J'en ai assez longtemps pese le sens avec quelques amis a qui rien de ce qui veut etre fra^ais ne saurait etre etranger, et voici ce que nous avons trouve : Un pretre, au nom de Dieu, benit le bourg par les chants que d'autres (Von, les fideles sans doute) entonnent en viie d'obtenir la misericorde de Dieu.
Charmant pathos ! Non, monsieur, de telles chosea ne devraient point se trouver
dans une revue de langues vivantes. Que Monsieur Tibaudier fasse des vers, mais, s'il vous plait, ne lui donnez pas 1'hospi- talite!
A moins — et alors je vous ferai toutes mes excuses — a moins que le morceau ne vous ait ete communique par un professeur trop facilement enthousiasme des exercices prosodiques de ses eleves . . . mais alors il aurait fallu nous en avertir ; et la premiere page etait tout de meme trop d'honneur rendu et au maitre et a 1'eleve. UN FRAN<JAIS.
The author of the poem sends us the following ' Reponse a une Critique ':
1 Parce que, de propos delibere, j'ai, pour 1'oreille, pour la musique du vers, a tort ou a raison, transgresse deux fois les " regies," n'est-il pas etonnant que meme un inconnu se soit oublie jusqu'a ecrire une critique telle que la sienne ?
' Sans doute aucun, le veritable motif d'un Franqais est de me donner, si possible, un coup de jarnac, tout en cachant sa honte.
'Si, "a cette heure, ou la prosodie fransaise est si controversee " — ce sont ses propres paroles — ce prosodiste anonyme n'avait eu vraiment rien tant a cceur que de courir a la defense de Malherbe, il eut agi tout autrement,
4 Et puis, qu'aurait ditle "grammairien a lunettes " d'un defenseur qui corrompt le francais ?
'On ne dit pas "grinchu," mais bien " grincheux. " A ce compte-la, en effet, " la langue elle-meme estmenacee du peril le plus grave."
'Enfin, selon le mot de Montaigne, I'expression de mon critique fait corps avec sa pensee.
•VICTOR E. KA.STNER.'
LOAN COLLECTION OF LANTERN
SLIDES.
You published an appeal for 1,000 shillings to increase the lantern slides possessed by the Association. May I say — what the author of the article couldn't say for himself— that the Curator of the
REVIEWS
215
lantern slides has spent a very great amount of time, trouble, and money on making the collection more useful ? A large Association is sure to contain a number of members who are keen photo- graphers— members who are interested in letting others less fortunate than them- selves see pictures of the many fascinating things they have seen during their travels. Many teachers already make lantern slides
a regular part of their teaching. Surely the Modern Language Association should back up Mr. Atkinson's efforts, and help him to make the collection still more valuable. I met him last Saturday, and gave him my shilling contribution ; he had then received four others. Where are the 995 ? Every shilling means another slide.
W. OSBORNB BRIGSTOCKE.
REVIEWS.
PHONETICS.
Daniel Jones : Intonation Cu/rves. Teub-
ner, Leipzig.
Every phonetician has reason to be thankful to Mr. Jones for the laborious care he has devote! to this collection of phonetic texts (English, French, and Ger- man), in which the intonation is marked throughout by means of curved lines on a musical stave. For this purpose Mr. Jones has made use of a number of gramo- phone records. On the right-hand pages of the book the intonation curves are given, with the phonetic transcription below. On the opposite pages the text in the ordinary spelling and in the ' normal average pronunciation,' the style of tran- scription being more elaborate than is thought necessary for ordinary work. No student of the subject should fail to get this little book and study it.
First Principles of French Pronunciation.
By EMILE SAILLENS and E. R. HOLME.
With an Introduction on the Organs of
Speech by T. P. ANDERSON-STUART.
Blackie and Son, Ltd. Price 2s. 6d.
net.
This book is for English-speaking people. It has a threefold object. First, it should serve those general readers or speakers of French whose feeling for the language is such that they will not rest content with a mere rough and-ready approximation to the way in which it is pronounced by Frenchmen. Secondly, its concern is with teachers and their pupils already devoted to the ' direct ' method of Modern Language study, as also with those who are liberal enough to give that
method a trial. Thirdly, it may furnish a handy epitome of its subject for aca- demic students of French, whose needs must be met more in detail by the advanced investigations of the recognized specialists, and particularly those native to the language.' The volume will no doubt be useful to the first two classes mentioned by the authors, and will, we hope, be consulted by them. We do not suppose that ' academic students ' will be able to make much use of ' a handy epitome ' which contains nothing that they ought not to know. The only ' handy epitome ' we know of is a students- own notebook. For beginners who mean business there is much to be gained from this book of ' first principles. '
ENGLISH.
Cambridge History of English Literature. Edited by A. W. WARD and A. R. WALLER. Vol. v., pp. xiii+508; vol. vi. , pp. x 4- 533. Cambridge Univer- sity Press. Price 9s. net each. These two important volumes deal with the history of English drama from the beginnings down to the year 1642. They provide not only scholarly investigation of fact, and balanced judgments on many difficult points, but are also likely to prove intensely interesting to the general reader, who is anxious to gain some in- formation on one of the most attractive branches of literary history. It is true that the number of authors who col- laborate in the work adds difficulties by introducing a variety of opinion on some debatable questions. On the other hand, it
216
MODERN LANGUAGE TEACHING
makes it possible to secure the result of the latest research in many different direc- tions. For example, Professor Creizenach, whose own still unfinished ' Geschichte des neueren Dramas ' is likely, for many years, to be the authoritative work on the sub- ject, contributes the chapter on ' The Early Religious Drama ' ; Professor Robert- son deals with ' Shakespeare on the Con- tinent,' Mr. Child with 'The Elizabethan Theatre,' and Professor Manly with ' The Children of the Chapel Royal.' It is, ot course, out of the question, within the limits of such a review as the present, to deal fully with the many interesting problems which are discussed. Professor Gregory Smith's chapter on Marlowe and Kyd struck the reviewer as being singularly independent and convincing. Mr. Macau- lay summarizes most admirably the knotty points arising in connexion with Beau- mont and Fletcher ; Professor Vaughan is equally good in what he has to say of Tourneur and Webster.
In short, the high standard of the Cam- bridge literature is fully maintained ; the text is as a rule all that can be desired, and the bibliographies are excellent. It is superfluous at this stage of the under- taking to say that the History should be in every school and college library.
English Literature. By F. J. RAHTZ, M.A., B.Sc. Pp. x + 244. Methuen. Price 2s. 6d.— Selections from English Literature, 1350-1700. A companion volume, by the same author and pub- lisher. Pp. xi+212. Price 2s. These books are intended for pupils in the upper forms of secondary schools. The aim of the one is ' to review in a general but critical manner the ground- work [sic] of English Literature ' ; of the other, to illustrate the history. ' The kind of information imparted in a concentrated essence of literary history does not seem to us ever to be worth retailing. Numbered paragraphs, each dealing with one aspect of Shakespeare or Milton, Scott or Dickens, three or four lines about Hobbes or George Eliot, a quarter of a page dealing with ' Minor Poets of the Age of Pope ' — in the nature of things, these cannot be made
anything but dryasdust and dogmatically instructive. When, in addition to in- herent defects of method, examination questions are added t > each chapter, we fear that both pupils and teacher will feel that the resemblance to a cram -book is complete. It is next to useless to tell us in the preface to the Selections that 'a first-hand acquaintance with the great works of English Literature is all-im- portant,'and then to put us off with these tit-bits of general information. The ideal in the author's mind is a wrong one : boys and girls cannot be taught literature from a textbook ; they must be brought into contact with the living reality. The historical skeleton that is essential had better be learned from charts and tables than from an ambitious and laborious attempt to achieve the impossible.
FRENCH.
La Comete : Pourquoi Hunebourg ne fut pas rendu. ERCKMANN - CHATRIAN. Edited by T. H. BERTENSHAW. Long- mans, Green and Co. Price 6d.; Teachers' Edition, 8d.
The plan of this series is known : 24 pp. of text, 9 pp. of notes in English, 5 pp. of exercises on the text, of which the following is a specimen :
Learn by heart p. 10, 1. 1 to 1. 4.
1. Everybody ; large ; to grow large ;
lift up your head. . . .
2. (a) Is it wise to (de) look [at] the
comet ? . . .
(c) The chain is quite rusty ; take it [down]. ... ,
Finally, ' recapitulatory exercises ' (2 pp.), in which the English is given for retranslation from the text ; and a vo- cabulary. The Teachers' Supplement (2d. extra) gives the solutions to the exercises.
The plan seems carefully worked out ; the only fault that calls for special men- tion is the system of printing silent letters in italics and pronounced letters in thick type. Even if we recognize the impossi- bility of being consistent, it does seem a pity to admit such inconsistencies as ' vers
REVIEWS
217
plusieurs ' and ' boeu/s ' ; and it is difficult to understand why in ' dix-huit blessures ' a pupil is sure to know that t is silent, and yet not know that x is pronounced in so common a combination. The system seems justifiable only in the case of proper names or foreign words.
Les Feuilles d'Automne. VICTOR HUGO. Dent's Modern Language Series. Edited by H. C. NORMAN. Price Is. 6d.
Students who have had to face a French examination, for which Les Feuilles d'Automne was a set book, and others who are engaged in the study of Victor Hugo's verse, will welcome the appearance of this edition, ' annotee a 1'usage des etudiants.' The book contains a brief biography of Victor Hugo drawn from Lanson, and a short ' Tableau Historique, ' which, as the editor points out, is a necessity, if one is to understand the political allusions con- tained in Les Feuilles d'Automne. In addition, there is a collection of criticisms of the author and his work from various well-known authors, both English and French, a bibliography, and the preface to the poems themselves.
The notes have the supreme merit of being written in French. It must, how- ever, be confessed that in some cases they are disappointing. To readers sufficiently advanced to be studying such difficult verse many of the notes given seem out of place — e.g., Maint = beaucoup de ; maint employe partitivement n'est jamais trouve avec la preposition de. Cf. diffe- rents, divers (p. 130). Compare also pp. 134 and 135, etc. This strikes us as vocabulaire, and often unnecessary.
On the other hand, some of the notes are very good — e.g., those in which quota- tions from Lanson, Faguet, etc., suggest the point of view which Victor Hugo has taken. These, however, might well be supplemented by paraphrases of some of the more involved and difficult thought and its form of expression. The notes on scansion could with advantage be increased. The book will be very useful, but it could be more so.
Les Maitres Sonneurs. By GEORGE SAND.
Ed. STEPHANE BAKLET. Oxford Higher
French Series.
Mr. Leon Delbos must be very proud of his series. This volume contains, besides George Sand's text (which is, perhaps, the most interesting example of her ideal- realistic style, if we may so call it), a Preface in French by M. Barlet (he likes and appreciates George Sand — some Frenchmen pretend they do not) ; a short ' Notice sur George Sand ' ; a bibliography ; and a very useful and carefully compiled glossary.
Dom Gar tie de Navarre. MOLIERE. J. M.
Dent and Co. Preface and Glossary,
etc., by FREDERIC SPENCER.
We welcome another dainty volume in the series of the Temple Moliere, uniform with the Temple Shakespeare.
Le Ch^ne Parlant. GEORGE SAND.
Adapted by POOLE AND LASSIMONNE.
Murray. Is. Les Voisins de Campagne. H. MONNIER.
Adapted by POOLE AND LASSIMONNE.
Murray. Is.
These two volumes are the first of a new series entitled Lectures Scolaires Elemen- taires. The first is a charmingly told story, suitable in every way for a class in its second or third year of French. The second is a play. It strikes us as being rather more difficult than the story. If this series does not find its way to the class-room, it will be for no other reason than that the price is too high.
Monsieur de Beaufort a Vincennes.
DUMAS. Adapted by P. B. BINGHAM. Edmond Dantes. DUMAS. Adapted by
MARC CEPPI. Le Conscrit. ERCKMANN - CHATRIAN.
Adapted by H. RIEU. (Methuen's Simplified French Texts. Is.)
As pointed out in an earlier review, the volumes published in this series should not fail to secure readers. Without the vocabulary, they might well find their way to the shelves of the French lending library for the use of pupils out of school hours. For the purpose suggested in the notes, the price strikes us as high, since two or three of these short readers would be required in a single term.
218
MODERN LANGUAGE TEACHING
GERMAN.
Buddenbrook : Ein Schultag eines ReaZ- untersekundan*rs. Extracted from THOMAS MANN'S Huddenbrooks, and adapted for school use, by J. E. MALLIN. George Bell and Sons. Price 2s. 6d.
German textbooks are not too numerous : the good ones are rare. This volume de- serves careful attention from those who teach German on ' reform ' lines. It is impossible to criticize a work of this kind in detail in a short review ; a few lines from the preface will indicate the scope of it. The text describes a day spent at school by a boy, in the course of which he has lessons in Scripture, Latin, chemistry, English, geography, and draw- ing. The language of the book is modern, and seems very suitable for the purposes of a school classbook. It is meant for pupils who have been learning German for at least two years. Easy words are excluded from the vocabulary. The text has been divided up into sections, and each section is followed — (1) By numerous questions in German, framed to give practice in conversation on the text, and to draw attention to important usages connected with those in the text ; (2) by grammatical exercises in German. English exercises based on the text are appended for translation. A few footnotes in German have been added. The volume is well printed.
Auswahl deutscher Prosa der Gegemcart (mit Lebensbeschreibungen der Verfasser und- Anmerkungen). Herausgegeben von Gustav Hein. Oxford : Univer- sitatsverlag. Price 3s. 6d. About 170 pp. of very interesting se- ections and about 30 pp. of notes — just
the notes the intelligent pupil requires. Printed by the University Press. This speaks for itself. We commend this very useful book to all teachers of German.
Der Mailer am Rhein. C. BRENTANO.
Edited by A. FLORENCE RYAN. Die Nothelfer. W. H. RIEHL. Edited
by P. B. INGHAM. Die GeschicMe von Peter Schlemthl.
CHAMISSO. Edited by R. C. PERRY.
(Methuen's Simplified German Texts. Cloth. Is.)
Well-known texts for young pupils who have been learning the language for about two or three years ; for the most part retold in simple German. No formal notes, but a vocabulary in which diffi- culties of idiom are explained in English. There are about 30 to 40 pp. of text, well printed and, on the whole, accu- rately edited.
Easy Free Composition in German. By W. RIPPMANN. Dent's Modern Lan- guage Series. Is. 4d. ' Before the learner can attempt to translate from English into the foreign tongue with profit and success, he needs a training in free composition ' (see Preface). The training here mentioned is essentially a part of the Reform Method of Modern Language teaching, and, as the author of this valuable little book, in his helpful suggestions for its use, points out : ' Free composition of a very simple kind can be introduced with advantage into the early teaching of a foreign language.'
We warmly recommend this book to the notice of the all too few masters and mistresses who are engaged in the teach- ing of German.
FEOM HEBE AND THEEE.
ABERYSTWYTH. — Professor Ker, Univer- sity College, London, has given £150 to carry on Welsh research work, and the Council of the Welsh College has decided to offer the money to Miss Mary Williams, a native of Aberystwyth and Doctor of
Literature of Paris University, to enable her to remain in the French capital to con- tinue her researches at the National Library. Miss Williams now holds a Fellowship in Celtic studies in connexion with the University of Wales.
FROM HERE AND THERE
219
BELFAST, QUEEN'S UNIVERSITY. — The following scholarships have been awarded for French and German :
Entrance Scholarship. — William Sto- thers, Grammar School, Lurgan, £60 per annum for three years for highly distin- guished answering.
Second - Year Scholarship. — Susan Adrain, Queen's University, Belfast.
Third-Year Scholarship.— S. Whitfield and E. Heron, equal : both from Queen's University, Belfast.
ft * *
BELFAST, QUEEN'S UNIVERSITY. — We notice with pleasure that Professor Savory- is delivering a course of lectures on French pronunciation this term. At the opening lecture on October 26, Professor Henry, who was in the chair, referred with much appreciation to Professor Savory's zealous work in the cause of phonetics. ft ft ft
BRISTOL UNIVERSITY. — Mr. J. W. Eaton, B.A. (T.C.D.) has been ap- pointed Assistant Lecturer in French and German.
ft ft ft
CAMBRIDGE UNIVERSITY. — The Charles Oldham Shakespeare Scholarship has been awarded to Richard Farrar Patterson, B. A., of St. John's College, proxime accessit, Francis Frederick Locker Birrell, of King's College. Honourable mention, Stanley Grocock, B.A., of Queen's College, and William Edward Womersley, of St. Catharine's College.
ft ft ft
CAMBRIDGE UNIVERSITY. — Sir Harold Harmsworth has made a gift of £10,000 to endow a chair of English Literature ; and so at last a grave reproach to Cambridge University will be removed. ft ft ft
EXETER UNIVERSITY COLLEGE. — Mr. A. E. Morgan, Bristol University, has been appointed Assistant Lecturer in English. A * *
GLASGOW UNIVERSITY. — Signer Ernesto Grille, of Perugia, has been appointed to the Lectureship in Italian, vacant by the resignation of Dr. Agnoletti.
LONDON UNIVERSITY. — In consequence of the aid of a generous benefactor, arrange- ments have now been completed under which Professor Kuno Meyer, of the Uni- versity of Liverpool, will conduct classes in Old Irish for beginners, and in Irish manuscripts, at University College during the first and second terms of the current session. The classes are held on Thurs- day and Friday afternoons at half-past five o'clock. Further particulars may be obtained from the secretary of the college.
ft ft ft
LONDON UNIVERSITY. — Mr. A. G. Haltenhoff has been appointed Assistant in the Department of German.
* * *
LONDON UNIVERSITY. — The Gilchrist Studentship in Modern Languages for 1910 has been awarded to Miss L. D. Sawyer, B.A., of University College.
ft ft ft
LONDONDERRY, MAGEE COLLEGE. — The Rev. R. J. Temple, M.A. (R.U.I.), has been appointed Professor of English and History.
* * A
READING UNIVERSITY COLLEGE. — Mile Salmon, daughter of Professor Salmon, has been appointed Assistant in Conversational French.
ft ft ft
READING UNIVERSITY COLLEGE. — Miss M. D. Belgrave, M.A., has been appointed Sessional Lecturer in English Literature.
ft ft ft
Some recent changes in the curriculum of ETON COLLEGE deserve attention, as they indicate what most Modern Language teachers will regard as a move in the right direction. As late as 1904 no specializing was allowed ; the only exception to the rule was that a boy on reaching the Fifth Form might take German as an alternative to Greek. Now a boy in the lower part of the school may, with special leave, give up Greek, and take up handicraft instead ; whilst, on reaching Middle Division he may
220
MODERN LANGUAGE TEACHING
specialize in science, or take German for Greek. But a boy in Upper Division and First Hundred may specialize in Modern Languages, science, history, and mathe- matics, or he can combine two of them. Last half two hours' Latin was compulsory for all, but now the specialist need not do any, but he has to take five hours' English, of which one hour is divinity and another civics, English literature or geography, according to his division.
A boy who wishes to go into the Army ' may enter the school now without any knowledge of Greek, but he must have sufficient knowledge of other subjects to
enable him to take Middle Fourth ; other- wise he cannot enter the school.
* & *
In our last issue there was an announce- ment (on the page opposite p. 3 of the cover) of French lessons by correspondence offered by Mile L. Richardet, Avenue d'Ouchy 12 F, Lausanne. Miss M. Kath- leen Ware, of St. Peter's School, Weston- super-Mare, writes : ' I can confidently re- commend Mile Richardet to your readers, having myself profited greatly by the in- struction in French which I have received from her, and I shall be pleased to answer any further inquiries.'
EDITOKIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 1st of February, March, April and June, and the 1 5th of July, October, November and Decem- ber. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs.
R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somerville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers wishing to study abroad. The addresses of houses where an English guest is not likely to meet any other English people are speci- ally desired. Names of families should not be sent unless the mem- ber can recommend them from per- sonal knowledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHELOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View, Eastbury Avenue, North- wood, Middlesex.
Residence Abroad (Women) : Miss Sandys, 30, East St. Helen's, Abingdon ; (Men) : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
MODERN LANGUAGE TEACHING
THE OFFICIAL ORGAN OF THE MODERN LANGUAGE ASSOCIATION
EDITED BY WALTER RIPPMANN
WITH THE ASSISTANCE OF
R. H. ALLPRESS, F. B. KIRKMAN, MISS PURDIE, AND A. A. SOMERVILLE
VOLUME VI. No. 8 December, 1910
MODERN LANGUAGE ASSOCIATION.
REPORT OF GENERAL COMMITTEE ON EXTERNAL EXAMINATIONS FOR SCHOOLS.
The Report was drawn up by a Sub-Committee, consisting of Messrs. Atkinson, Bridge, Draper, Hallifax, W. G. Hartog, Miss Hentsch, Messrs. Hutton, KirTcman, Kittson, Longsdon, and Siepmann, and was adopted by the General Committee at its meeting on October 29, when various changes were made. It is published for the information of Members, and must not be taken as the final opinion of the Association till it has been submitted to the General Meeting.
I. This examination should consist
PRELIMINARY EXAMINATIONS. of the following tests, all com-
THESE are designed for candidates Pu below the age of fifteen. Not being A. ORAL.
required for the purposes of a Jt is desirable that for the reading leavmg-school certificate, they im- and conversation testg t ther J
pose an unnecessary strain on young .-> • j«j A i. ui_
; , , , more than six candidates should be
pupils, and should therefore be , i • ^ i. • ^ -r
taken in the hour, or eight if two abolished. , , ,,
are taken together.
(a) Dictation, which might with
JUNIOR EXAMINATIONS. advantage be given by the teacher
These are designed for candi- in the presence of the examiner, dates from fifteen to sixteen years (b) Heading aloud, selected from of age. a book that has been read by the
15
222
MODERN LANGUAGE TEACHING
candidate. This should be a test, not only of pronunciation, but of intelligent comprehension.
Pronunciation can further be tested by written questions which may require the use of phonetic symbols, but which should not render a knowledge of any par- ticular set of symbols compulsory.
(c) Conversation in the foreign lan- guage, testing both the candidate's ability to understand the foreign lan- guage and to express himself in it.
This test usually takes one of three forms:
1. Conversation on general
topics — e.g., the weather, meals, the theatre, garden, and the like.
This should not be the sole form of conversation test, as it gives to conversation a false value as an end, and also obscures its value as method, many schools being content to make it a special ex- amination subject divorced from the rest of the teaching in the lan- guage concerned. There is, how- ever, no objection to such questions forming some part of the conversa- tion.
The other two forms are —
2. Conversation on a short
story in the foreign language previously read silently by the candidate in the presence of the examiner.
3. Conversation on the content
and vocabulary of a book previously prepared by the candidate.
The second form is defective, in that it supplies the candidate with a vocabulary which may be picked up at the moment, so that it is difficult even for an experienced examiner to decide how much of it is part of the candidate's permanent mental content. The third form has no such defect, and, moreover, insures that the conversational exercises of the class-room shall be based on subject-matter of educa- tional value. While, therefore, the second form may be regarded as a useful alternative in cases where there is an objection to offering set books, the third is on the whole to be preferred.
The text chosen should contain not less than 6,000 words, and should be approved by the examining body. The questions should be such as to test whether the candi- date has an intelligent grasp of what he has read. His answers should not be merely parrot-like repetitions of passages learnt by heart.
B. WRITTEN.
(d) Translation into English of un- prepared prose or verse. This, together with (c), suffices to test the candi- date's ability to understand the language. In choosing the passages, stress should be laid rather on diffi- culties of construction than on those of vocabulary. Setting disconnec- ted idiomatic sentences for trans- lation is best avoided, as it leads to the cramming of books specially prepared for the purpose.
(e) Grammar, Vocabulary and Word-formation. The questions in
REPORT ON EXTERNAL EXAMINATIONS FOR SCHOOLS 223
grammar at this stage should bear on the grammar necessary for prac- tical purposes, and should for the most part require the application rather than the mere statement of grammatical knowledge. Ques- tions involving nothing but the mechanical reproduction of what has been learnt by heart are of little value. Grammar may be tested without requiring transla- tion, in the manner suggested below. In setting grammar ques- tions, especially those relating to syntax, examiners should observe the principles that candidates should be required to state their systematized knowledge in the forms in which it is practically useful to possess it, and that the questions should test intelligence. The following are examples of types of questions that should be avoided :
1. Asking for rules or lists of
grammatical forms — e.g. : f What are the conjunctive and disjunctive personal pronouns, and when are they respectively used ? Explain the use of du, etc., in the following sen- tences : " Je mange du pain. . . ."'
2. Asking the candidate to
form sentences to illus- trate rules.
3. Requiring the candidate
to correct mistakes in sentences given — e.g., ' Correct the following sentences : " Je les ai vu dans la rue. . . ." '
4. On metre, these being too ' advanced for the Junior
stage.
5. Asking for the gender of
lists of nouns, the answers being often mere guess- work.
The following list indicates some of the possible methods by which acquaintance with the grammar may be tested without requiring translation :
Substitution of pronouns for
nouns, and vice versa. Transformation of affirmative
statements into negative. Transformation of statements into questions, the words that are to be changed being underlined.
Conversion of direct into in- direct speech. Changing person, number, or
tense, of verb forms. Changing bracketed or italicized infinitives in a narrative into the proper verb form. Changing active sentences into
passive, and vice versa. Supplying suitable words — e.g., prepositions, verb-forms, noun-cases, etc. — in sen- tences where there are blanks.
A few questions on vocabulary and word-formation may be added (excluding such as require transla- tion into the foreign language) — e.g. :
1. Questions asking for cate- gories or series of things or actions — e.g., articles of furniture, dress, getting up 15—2
224
MODERN LANGUAGE TEACHING
in the morning, going to school, etc. The answers should be in sentence form, and should be of such a nature as to show that the candidate under- stands the terms used. 2. Such questions as — Give the nouns and verbs corresponding to blanc, vert. Mention adjectives derived from Voter, leben, and nouns formed from wahrhaft, mischen. Explain the formation of the words unabhdngig, Hoflich- Jceit. Form sentences to illustrate the difference between un livre, une lime; repondre, rdpandre; marcher, se promener ; fahren, fuhren ; add Uhr, acht Uhren, ackt Stunden.
NOTE 1. — It is a good practice to base some of the questions referred to in (e) on the passages set for translation from the foreign language.
NOTE 2. — Questions of this class may in some cases be asked by means of pictures printed on the examination papers.
(/) Composition. Ability to write the language should be tested solely by free composition. Translation from English should form no part of the examination at the Junior stage.
There are several forms of free composition which may be recom- mended :
1. A story is read twice to the candidates in the foreign language, who then write the substance of it, having
for reference the bare heads of the story.
2. A subject is given to the
candidates. In this case heads should be given (in the foreign language, and not in English), and not less than three alterna- tives should be set. Some suggested subjects are : Historical events and per- sonages, legends, fairy tales, animals, common scenes and occupations, and other familiar topics. Subjects involving a dis- tinctively English vocabu- lary should be avoided.
3. The headings of a story are
given to the candidates on paper in the foreign lan- guage.
4. The abstract of a story is
given in the foreign lan- guage, and the candidates are told to write it as told by a certain character in the story, or to write a conversation between two of the characters. The principle that at this stage the candidate should be provided with the necessary subject-matter underlies the above recommenda- tions.
In estimating free composition, account should be taken of arrange- ment, syntax, idiom, and vocabulary — that is, it should be judged on the same principles as a piece of elementary English composition. About 200 to 300 words should be required, and a high standard of
REPORT ON EXTERNAL EXAMINATIONS FOR SCHOOLS 225
accuracy demanded. The foreign equivalents of a few necessary diffi- cult words may be given.
III. SENIOR EXAMINATIONS.
These are designed for candidates of not less than sixteen nor more than eighteen years of age.
The nature of the tests and the principles on which questions should be set being in general the same for both stages, it is only necessary to add here the special suggestions made for the Senior stage.
(b) Reading aloud. Add, 'Sight- reading should be permitted.'
(c) Conversation in the foreign tongue. Add, 'The conversation may well extend beyond the limits of the content and vocabulary of the book.'
(e) Grammar, etc. In the Senior examination the special grammar test should be eliminated.
(/) Composition. Free composi- tion and translation should both be obligatory.
For the translation two or more pieces should be set, the vocabu- laries of which should differ as widely as possible.
Care should be taken that the pieces set afford an adequate test in common syntax and ordinary idiom.
(g) Approved book. While the compulsory subjects for an external school examination should consist of the oral and written tests already described, there is a risk that the humanistic influence of the study of
foreign literature may be lost sight of. The following recommendations are therefore made :
1. An approved book may be
offered as an optional subject. The marks ob- tained on the paper should count solely for distinc- tion, and that only if the candidate has passed on the compulsory subjects.
2. The book offered should
be of genuine educational value. The books most favoured by examining bodies should be : History, biography, drama of the higher kinds, poetry, and fiction which illustrates some historical epoch, preference being given to books dealing with the nation whose language is being taught. Of fiction other than that referred to, only the very best should be allowed, and that sparingly. Some nineteenth-century or con- temporary prose should always be required. Sub- ject to these considera- tions, liberty of choice should be left to the teachers.
3. Questions should be asked
on some or all of the following subjects:
(a) The matter of the
book.
(b) Prosody.
(c) Historical and other
allusions.
226
MODEKN LANGUAGE TEACHING
(d) Knowledge of the
history or of the social and political condition of the foreign nation re- quired for the understanding of the book, or which may be derived from the book.
(e) The author's life and
times, so far as these bear upon the book.
(/) Interpretation of the text, by transla- tion or otherwise.
4. Questions involving literary
appreciation should only be sparingly asked, as candidates at this age are hardly capable of forming independent literary judg- ments or estimating liter- ary values.
5. The questions and answers
should both be in the foreign tongue, except where actual translation of a passage is asked for.
IV.
SCALE OF MARKS.
Maximum 100.
Oral test (conversation and reading) 25
Dictation ... ... ... 15
Unprepared translation into English 20
Grammar and vocabulary questions ... 10
Composition ... 30
At the Senior stage the marks assigned to composition should be divided equally between the two kinds, and the marks assigned to grammar in the above scale should be added to those for composition, making a total of 40 for this paper.
V.
STANDARD TO BE REQUIRED FOR A PASS.
The Committee are of opinion that the low percentage usually re- quired for a pass is a serious defect in the present system of external examinations. They consider that it would encourage thoroughness in teaching if the papers set were somewhat easier, and a higher per- centage of marks demanded for success. They recommend, there- fore, that the percentage for a pass should be 50 per cent., and that the papers should be such that a well- taught candidate of average abilities should be able to attain a higher mark.
The following resolutions indicate the principal changes made by the General Committee in the Report of the Sub- Committee, and the decisions of the former on points on which the Sub- Committee made no recommendations.
1. That the text chosen [for the Oral Test] should contain not less than 6,000 words [instead of 'not less than 12,000 words ']. Carried nem. con.
2. Junior Examination, section (e). The first paragraph was inserted. Carried by 12 to 4.
3. Junior Examination, section (/). That Translation from English should form no part of the Examination at the Junior stage. Carried by 13 to 6.
LA NOUVELLE NOMENCLATURE GRAMMATICALE 227
4. Senior Examinations, section (e). All the qualifications to the words ' That in the Senior Examination the Special Grammar test be eliminated ' were deleted. Carried by 14 to 3.
5. Senior Examinations, section (/). That free composition and translation should both be obligatory. Carried nem. con., after resolutions in favour of free composition only, and free composition and translation being alternatives, had been rejected by 12 to 4 and 6 to 5 respectively.
6. Senior Examinations, section (g). That the answers to the questions on the
Approved Book should be in the foreign tongue. Carried by 6 to 3.
7. The scale of marks was altered as follows :
Sub- General
CcfinmUtee. Committee.
Oral Test (conversa- tion and reading) 20 25
Dictation 10 15
Unprepared transla- tion into English 20 or 25 20
Grammar and voca- bulary questions 15 10
Composition ... 35 or 30 30 Carried by 4 to 2.
ARRETE RELATIF 1 LA NOUVELLE NOMENCLATURE GRAMMATICALE.*
LE MINISTRE DE L'INSTBUCTION PUBLIQUE ET DBS BEAUX- ARTS, vu L'AVIS DU CONSE1L SUPERIEUR DE L'lNSTRUCTION PUBLIQUE ARRETE :
Art. 1. — Dans ies examens et concours relevant du Ministers de 1'Instruction publique, et correspondant a 1'enseigne- ment primaire jusqu'au brevet superieur inclusivement & 1'enseignement secondaire des garcons et des jeunes filles jusqu'au baccalaureat ou au dip!6me de fin d'etudes inclusivement, la nomenclature gram- maticale dont la connaissance est exigible ne pourra depasser Ies indications con- tenues dans le tableau ci-joint.
Art. — 2. Le present arrete sera applicable des Ies examens de 1'annee 1911.
GASTON DOUMERGUE.
NOMENCLATURE GRAMMATICALE.
PREMIERE PARTIE : LES FORMES. Le Nom.
Division des noms : Nonas propres, noms communs (simples et composes).
* The subject of grammatical termin- ology will be discussed at the Annual Meeting, and this Arret6 will therefore be of some use. It should, however, be borne in mind that it applies only to French grammar, although this is not explicitly stated.
Nombres des noms : Singulier, pluriel. Genres des noms : Masculin, feminin.
L' Article.
Division des articles : Artcle defiini, article indefini, article partitif.
Le Pronom.
Division des pronoms : Personnels ou reflechis, possessifs, demonstratifs, relatifs, interrogatifs, indefinis.
Personne et nombre des pronoms : Singulier, pluriel.
Genres des pronoms : Masculin, fe'minin, neutre.
Cas des pronoms : Cas sujet, cas com- plement.
N.B. — On entend par cas Ies formes que prennent certains pronoms selon qu'ils sont sujets ou complements.
L'Adjectif.
Nombres : Singulier, pluriel.
Genres : Masculin, fe'minin.
Adjectifs qualificatifs (simples et com- poses): Comparatif d'egalite, coiaparatif de superiorite, comparatif d'infe"riorite, superlatif relatif, superlatif absolu.
Adjectifs nume'raux : Ordinaux, car- dinaux.
Adjectifs possessifs.
Adjectifs demonstratifs.
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MODERN LANGUAGE TEACHING
Adjectifs interrogatifs. Adjectifs indefinis.
Le Verbe.
Verbes et locutions verbales.
Nombres et personnes.
Radical et terminaison.
filaments du verbe.
Verbes auxiliaires (avoir, etre, etc.).
Formes du verbe : Active, passive, pro- nominale.
Modes du verbe : Modes personnels — Indicatif, conditionnel, itnpe'ratif, sub- jonctif. Modes impersonnels — Infinitif, participe.
Temps du verbe — Le present. Le passe : Le passe simple, le passe' compose, 1'impar- fait, le passe ante"rieur, le plus-que-parfait. Le futur : Futur simple, fntur anterieur.
Verbes impersonnels.
La Conjugaison —
Les verbes de forme active sont ranges en trois groupes :
1°. Verbes du type aimer (present en e).
2°. Verbes du type finir (present en is, participe en issant).
3 °. Tous les autres verbes.
Mots Invariables.
1°. Ad verbes et locutions adverbiales.
2°. Prepositions et locutions preposi- tives.
3°. Conjonctions et locutions coujonc- tives. Conjonctions de co-ordination ; con- jonctions de subordination.
DEUXIEME PARTIE: LA SYXTAXE. La, Proposition.
Termes de la proposition : Sujet, verbe, attribut, complement.
Emploi du nom: Sujet, apposition, attribut, complement.
Emploi de 1'adjectif : Epithete, attribut.
Les Compliments.
Presque tous les mots peuvent avoir des complements. II y a —
1°. Des complements du nom.
2°. Des complements de 1'adjectif.
3°. Des complements du verbe (com- plement direct et complement indirect).
Division des Propositions.
1°. Propositions independantes.
2°. Propositions principales.
3°. Propositions subordonnees.
N.B. — Les propositions principales ou subordonnees peuvent etre co-ordonnees.
Les propositions peuvent avoir des fonctions analogues aux fonctions des uoms. Elles peuvent etre : Proposition sujet, proposition apposition, - proposition attribut, proposition complement.
DISCUSSION COLUMN. THE TEACHING OF COMPOSITION.
THE term ' composition ' is held, for the purposes of this discussion, to include :
1. Free composition in the foreign language.
2. Translation into the foreign language.
The questions concerning each which call for discussion are —
1. The stage at which each should be introduced.
2. Subject-matter of composition.
3. Method, including the correction of errors.
Members are urged to insure the success of this discussion by making contribution to it, however small. Our object is to gather opinions and
DISCUSSION COLUMN
229
experiences from all sources. Anyone desiring to take part should send his or her communication, not later than two weeks after the issue of any given number of MODERN LANGUAGE TEACHING, to
F. B. KIRKMAN,
The Three Gables,
Letchworth,
Herts.
in answer to the question ' Why ?' or ' What did so-and-so do ?' without feeling in any way tied to the words of the question or anxious to bring them into her answer regardless of the sense. In short, she must be able to handle easy French or German questions as she would English ones ; and though still making the words of the reader her model, she would be allowed some licence and encouraged to use, wherever possible, phrases or words learnt earlier or in different connections.
When this stage has been reached, some- thing may be attempted of the nature of composition or continuous narrative. The work is first done in lesson with the co- operation of the whole form. A certain number of questions are set as before, and the answers to the first three or four are given and written up on the board. Then comes the transformation of these answers into a 'composition.' The children are called on to link them together and give them meaning in themselves independ- ently of the question. This may be done by the substitution of pronouns for nouns that recur too often, the creation of a subordinate sentence or participial clause to avoid the cumbrousness of two principal sentences, even simply the insertion of adverbs or conjunctions. Once the children catch the spirit of it, the}7 are able to use the questions simply as guides to the con- struction of the narrative, and to make the changes they consider necessary without
IV.— Miss 0. R. ASH (St. Paul's Girls' School, Haminersmith).
AFTER reading the inspiring article on the subject of Free Composition in the October number of MODERN LANGUAGE TEACHING, I feel diffident of offering an account of the method of teaching it of which I myself make the most use. My plea must be that, where only a limited number of lessons are allotted to Modern Lan- guages, I find the practice of free com- position independently of the rest of the form work an unattainable ideal, though fully recognizing its value in adding to the learner's vocabulary and introducing a welcome element of variety. My plan has therefore been to link all free com- position more or less closely to the reader in use, and to look for its interest and variety to the working up of its form and style and to its gradual advance in difficulty.
The initial steps consist, as I suppose is the case everywhere, in the straightforward use of the questionnaire, or, in its absence, of questions set by the teacher, after the reading and oral discussion of the text. The answers are either prepared in form and written at home, the use of the text being then forbidden, or, more often with the younger children, prepared at home and written in lesson, when one can go round and give hints, if need be, to the more backward. At first the answer required would be as nearly as possible a reproduction of the question, demanding nothing more difficult than the substitu- tion of a new subject or object for the interrogative pronoun. Then, little by little, more is expected ; the child must be able to change the person, tense, or number of the verb, create a new sentence
the preliminary step of writing up the mere bald answers first. An appeal, how- ever slight, is made to their judgment and their power of invention, and they are quick to respond. And when the actual substance of the story is completed, they are made to see that it needs, to round it off, both a beginning and an ending. The
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MODERN LANGUAGE TEACHING
hero has to be introduced, the position of the house or town indicated, or the circum- stances given, to bring us into touch with what is to follow, and the end requires the drawing of some conclusion or the briefest possible summary of the events described. Anything more elaborate is apt at this stage to lead to an over-indul- gence of the inventive genius latent in most children, which may, it is true, add much to the interest of the work produced, but also adds enormously to the mistakes. They have had no time or thought to spare for mere grammar.
When the questionnaire is found to give an unnecessary amount of help in the writing of free composition, or the form has been promoted to books without ques- tionnaires, an advance is made to the use of short headings, supplied either by the teacher or the pupils, and copied into their note-books to act both as a plan of the composition and as assistance in the writing of it. The essay is then worked up as before, and gradually the preparation in form becomes largely oral, only diflicult spellings or complicated constructions being written on the board for discussion. All work of this kind demands, obviously, great care in the choice of the reader, not only for its vocabulary and style, but just as much for its character, a series of inci- dents being best suited to the purpose. Where the composition means simply the reproduction of a few pages of text without any natural cohesion in the narrative, it may easily become wearisome, whereas a clearly-marked incident, making a whole in itself, awakens interest and conduces to an intelligent treatment of the subject.
Not till the children are approaching the stage where I begin the teaching of translation from English into French do I attempt anything more ambitious in free composition. As the beginnings of ' prose ' consist of retranslation exercises founded on the reader, its vocabulary and style are being studied with some thorough- ness by this means, and one may safely diverge from it in setting other varieties of written work. But even so I base the
essays set on the reader, drawing from it suggestions for subjects, and even to some extent the material. Descriptions of scenery, sea, forest, or mountain, of build- ings, streets, or towns, lead to the working up of similar descriptions of places or scenes known to the form ; while criticisms or comparisons of characters, the narration of parallel incidents, the rewriting of dia- logues in narrative form, or the breaking up of a narrative into dialogue, all furnish opportunity for some original work, though it is not yet entirely independent of sup- port. If the reader seems to supply sufficient vocabulary, and the subject does not demand much thinking out, it is enough to discuss it in form after the usual oral work has been done on the text, propose a method of treatment, invite suggestions for arrangement and for in- troducing and closing the subject, and then set it at once to be written. More often the vocabulary, as applying to only one individual or scene, is inadequate for adaptation to a variety of ideas ; in that case a preparation and a lesson may with advantage be given to the finding and use of new words such as each child may need to express its thoughts. This both en- larges the vocabulary and definitely groups together the words so learnt, while at the same time giving a good opportunity for a conversation lesson where material and words are already provided. Where it is a question of criticism of character or the transformatiori of a passage into dialogue, reference may be allowed to the reader, if only to discourage the writing of composi- tions with no bottom, which is so often the weakness of the literary essay later on. Descriptions or narrative are generally done independently of the text, so that the pupils may describe something known to them as they have seen it, trusting rather more to their own powers and accumulated knowledge of idiom.
I may claim for essays of this kind that they lead on by an easy transition to critical work on literature read as such, as practice has already been given in forming the plan of the composition, in
HOLIDAY COURSE IMPRESSIONS
231
independent narration, and, to a certain extent, in criticism itself. Moreover, such literary work hardly presents the diffi- culties of the earlier stages, for much help may, and indeed must, be given by dis- cussion and reading ; and there is every grade of composition to be set, according to the capacities of the form, from sum- maries of the plot of play or novel to the criticism of a situation or character. Then, too, the interest has now been transferred from the language and form, in which at first it almost wholly lay, to the subject- matter, of which these now serve simply as more or less perfect vehicles.
This interest is undoubtedly the one
that appeals most directly, as well as most permanently, to the learner ; and the more it can be introduced into the work in all its stages, the greater will be the keen- ness aroused. But, on the one hand, I have found that as long as the command of the language is limited there is real danger in giving too much scope to the inventive powers of the children, as it leads almost inevitably to inaccuracy in writing ; and, on the other hand, that the opportunities offered for the exercise of their judgment and power of arrangement, insignificant though they seem, do both arouse interest at the time and serve them in good stead in their later work.
HOLIDAY COURSE IMPRESSIONS.
BESANCOET.
IT is not my intention to give any detailed account of the holiday course held in the University of Besan9on during the months of July to October of this year. For, in the first place, I only attended them during the month of August, and can therefore only speak of that month ; and, in the second place, the general lines of the course were indicated in the articles contributed by Messrs. P. W. Cooke and Osmond J. Robert to MODERN LANGUAGE TEACHING in November and December of last year. As your readers will remember, these articles were very favourable to the course, and, indeed, spoke in high praise of them ; but the same gentlemen saw fit to add some remarks in one of the early numbers of the magazine this year (which were, however, qualified in a later number), condemning certain changes in the manage- ment and curriculum of the course, and practically advising British students not to attend it. These remarks, together with what I was given to understand the same gentlemen did privately to dissuade students from attending this year, are said to have done a great deal of harm to the course among English -speaking students ; and this, indeed, was only too evident from the small number of such
that attended this year. The object of these few lines, then, is to try and undo, to some extent at least, the injury thus caused to the course.
The Besangon Holiday Course is organ- ized by the Faculty of Letters of the University, with the help of the Comite de Patronage des Etvdiants Etrangers. The director of the course is M. Vernier, pro- fessor at the University, and the secretary and assistant director, M. Vuillaine, pro- fesseur agregt au lycte Victor Hugo. The lectures cover a wide range of subjects ; during August they included such as French Drama in the Seventeenth Cen- tury, French History from 1789 to 1870 (2nd part), French Phonetics, Elementary Education in France, Explication des auteurs franqais du programme B.A. (University de Londres), etc., and were uniformly good. Besides, there was a very useful and practical course on Ex- plication des morceaux choisis ; Style, dictees. All these and others were meant for all the students except the most elementary, and were attended by about a hundred students. There were, how- ever, other practical classes for translation and conversation, in which the students were divided into groups of about twelve or fifteen, and in which every student had plenty of opportunity of taking an active
232
MODERN LANGUAGE TEACHING
part. Pronunciation was taught chiefly by practical exercises, and lucid instruc- tions were given as to how to pronounce the different sounds. No special mode of transcription was used in the lectures on phonetics, and the lecturers did not seem to lay much stress on phonetics as a science. There was a special class for beginners, conducted largely by two Eng- lish ladies long resident in France (Miles Evershed, 4, Rue Charles Nodier). The social side was well cared for. Every Wednesday evening the students met at a cafe near the University, where conversa- tion, music, and dancing, were indulged in ; local artistes of repute would often come and entertain us with songs and recitations, while there was plenty of opportunity for conversation with French people. On Thursday afternoons walks were taken into the beautiful country around Besancon, and on Sundays longer excursions by rail were indulged in by the more adventurous spirits. On these we were always accompanied by young men and women from the town, as well, of course, as by some of the professeurs. Those who wished to sit for an examin- ation at the end of their course had the choice of two — the Certificat d' Etudes Fran$aises, a State examination which could only be taken by such as had followed the course for three months ; and the Certificat de Langue Fran^aise, which could be taken by anyone able to do so, and for which students could sit about once a month. The fee for the first examination is 20 francs, and for the other 10 francs.
The boarding accommodation was fully adequate, and, so far as I know, perfectly satisfactory. I heard no complaints from anyone on this score. The charge for board and lodging varies from 110 to 150 francs a month, and is thus rather cheaper than in most French University towns. For the course itself you have to pay 40 francs for one month, 50 for two mouths, 60 for three months, and 65 for four months.
No praise is too great, for all concerned,
for the admirable way in which they carried out their duties. The people of the town as well as the professors and lecturers at the University all did their best to make our stay in Besan£on a pleasant one, and to make us feel at home in a foreign land. And especially should I like to mention in this connection the name of M. Vuillame, the secretary and deputy director of the course, who worked so hard to make it a success, who arranged everything so well and made everything run so smoothly, and who sacrificed prac- tically all his holidays for our sakes. Indeed a high reward is his !
D. J. DAVIES. County School,
Aberystwyth.
* * *
TOUES.
THE Committee of the Teachers' Guild decided at the beginning of the year to discontinue the Course at Tours — at any rate for a time. With commendable enterprise the ' professeurs ' at the Lycee, who had previously been engaged in the teaching, determined to take the organiza- tion up for themselves, and in August a body of about twenty-five students gathered for the Course. The number was certainly small, but the time for advertising the new arrangements had not been long, and they look forward to a much larger as- sembly next year. M. Sourdillon, the representative of the Alliance Fran9aise at Tours, acted as ' directeur,' and the teach- ing was given by M. Papot, ' professeur ' of history (who has worked for years with the Teachers' Guild Courses), and M. Let- zelter, ' professeur ' of French.
As regards the advantages offered to students, the enterprise of the ' profes- seurs ' was abundantly justified. All of them did the utmost in their power to assist everyone. They spoke with remark- able clearness ; their lectures were simply and clearly phrased, and yet conveyed a large amount of information. The time- table was much as usual. First came a
HOLIDAY COURSE IMPRESSIONS
233
lecture by M. Papot on some literary or historical subject, the titles ranging from Vercingetorix to Napoleon, from Gregory of Tours to Victor Hugo, followed by reading of French plays, the two together slightly exceeding the hour. Then we separated into two groups (advanced and elementary) for conversation, and much skill was displayed in making them real ' conversation' classes. My own experience in previous years has been that such a class tends to become a lecture by the teacher, with a few questions from the audience thrown in. After a few minutes' 1 recreation, ' M. Letzelter took us in hand with a lecture on literature, history, or archaeology, followed by a lesson in gram- mar, reading, or dictation. The whole meant about three hours' steady, and quite sufficiently exhausting, work.
Our relations with our masters were none the less happy outside the class-room. They accompanied us on automobile excursions to the Chateaux, to Villandry, Azay-le- Rideau and Langeais, to Chenonceau and Amboise, to Ghinon. They arranged a visit for us to the town-hall with the
architect, M. Sourdillon entertained us at his home, attached to the Ecole Normale, of which Mme Sourdillon is principal.
Tours itself is a fascinating town ; situated in the valley of the Loire, it combines the charm of wonderful natural beauty with the flavour of antiquity and the advantages of modern civilization. The roads are level and well made, the only drawback being the sharpness of the little stones on their surface, which tend to cause punctures. In some of the narrow streets one could well imagine the gay courtiers of Dumas bursting out of doors on some wild adventure, or scheming some affair of gallantry, while at the end could be seen the stream of modern traffic.
Whatever success it may meet with under its independent organization, the Course'at Tours deserves the highest ; the town, the district, the ' professeurs, ' and the hosts, are worthy of every support. R. L. AGER.
Tettenhall College, Staffs.
MODEEN LANGUAGE ASSOCIATION.
A MEETING of the Executive Committee was held at the College of Preceptors on Saturday, November 26.
Present : Messrs. Pollard (chair), Breul, Draper, Fiedler, Button, Miss Johnson, Mr. O'Grady, Miss Purdie, Messrs. Ripp- mann, Somerville, Twentyman, and the Hon. Secretary.
Letters of apology for absence were received from Messrs. Andrews, Atkinson, Brigstocke, von Glehn, and Miss Shearson.
The minutes of the last meeting were read and confirmed.
A Sub-Committee, consisting of Miss Purdie, Mr. Twentyman, and the Hon. Secretary, was appointed to consider how a Report on Holiday Courses could be obtained.
The Chairman reported the meeting at Oxford between a Committee of the Heb-
domadal Council and representatives ot the Association to discuss the question of Teachers' Certificates.
The programme of the Annual General Meeting was settled.
The following nineteen new members were elected :
Miss W. Alison, Girls' High School, Chapel Allerton, Leeds.
F. A. Bahns, B.A., Raine's Foundation School. E.
Mme de Boyes, Netting Hill High School, W.
Miss Cotton, West Leeds High School, Armley, Leeds.
Miss E. M. Crake, St. Cyr, Eastbourne.
C. E. Delbos, Downside School, Bath.
Miss A. B. Edwards, Intermediate School, Forth, Glamorganshire.
Miss K. Fitzgerald B.A., Keighley.
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MODERN LANGUAGE TEACHING
H.E. Hale, B.A.,L.-es-L., Royal Masonic School, Bushey.
N. L. Hallows, Merchant Taylors' School, E.C.
Miss Hunter, Perse Girls' School, Cam- bridge.
A. C. F. Luke, Raine's Foundation School, E.
K. G. Macleod, B.A., Elstree, Herts.
T. H. Pritchard, Polytechnic Secondary School, Regent St., W.
Miss H. Ridler, B.A., High School, Pendleton, Manchester.
Miss M. J. Ryan, B.A., 10, Hercules Road, Lambeth, S.E.
Miss H. 0. Thompson, B.A., 40, Devon- shire Street, Keighley.
Miss J. Waltenberg, Girls' Modern School, Leeds.
H. E. G. Wylie, Downside School, Bath.
The scrutiny of the votes for the election of eleven members of the General Com- mittee will take place at the College of Preceptors on Saturday, January 7, at 2.30 p.m.
ft * *
The ANNUAL GENERAL MEETING of the Modern Language Association will be held on January 10 and 11, 1911, at Queen's College, 43. Harley Street, W., Cavendish Square, by kind permission of the Council.
PROGRAMME.
On Monday, January 9, from 8.30 to 1 0.30 p.m., there will be a conversazione at (Jueen's College. Members who intend to be present are requested to apply for cards to Mr. F. W. M. Draper, City of London School, Victoria Embankment, E. C. Tuesday, January 10.
9.45 a.m. — Meeting of General Com- mittee.
10.30 a.m. — General Meeting, Report of General Committee, Hon. Treasurer's Re- port, Reports of Editors of Publications, Report of Hon. Custodian of Lantern Slides, Report of Hon. Librarian.
12 noon. — Presidential Address : Pro- fessor Breul, University of Cambridge.
2.15 p.m. — Report of General Com- mittee on External School Examinations. Introduced by Mr. H. W. Atkinson.
The following resolutions, which em- body the most controversial points, will be submitted :
1. That at the Junior stage ability to write the foreign language should be tested solely by Free Composition.
2. That there should be no Grammar paper at the Senior stage.
3. That at the Senior stage Translation from English and Free Composition should both be obligatory.
4. That at the Senior stage examina- tion in an Approved Book should be optional, and the marks obtained should count solely for Distinction, and that only if the candidate has passed in the compulsory subjects.
If time permits, amendments may be moved to the other parts of the Report.
It will be moved that the General Committee be empowered to complete the revision of the Report as amended by the Meeting, and to issue it, indicating any points on which there is a considerable divergence of opinion.
7.30 p.m.— Annual Dinner at the Hoi- born Restaurant.
Wednesday, January 11.
10 a.m. — ' Means of Training available for Modern Language Teachers in Pho- netics,' Miss Althaus.
11 a.m. — Address by Professor Brunot (University of Paris), on ' Comment la Langue Fran9aise Classique a ete 1'Image de la Societe du xviie Siecle. '
12 to 1 p.m. — Report of Conference on Grammatical Terminology. Introduced by Professor Rippmann.
2.15 p.m. — Report on Grammatical Terminology. (Discussion continued. )
3.15 p.m. — 'The Use of Phonetics in the Class-room.' Mr. M. P. Andrews (Lancing College) ; Mr. L. von Glehn (Perse School).
Members wishing to move amendments to the resolutions, or to raise any other point in connection with either of the
MODERN LANGUAGE ASSOCIATION
235
Reports, are urgently requested to send their motions to the Hon. Secretary before January 3, in order that they may be printed for the meeting. Discussion of motions of which notice is not given cannot be guaranteed.
In the discussions, movers of resolutions will be allowed five to ten minutes at the discretion of the Chair ; other speakers, five minutes.
There will be a Publishers' Exhibition at the Meeting, and part of the Travelling Exhibition of the Modern Language Asso- ciation will be on view.
Tea will be provided at the Meeting on both days.
The price of tickets for the Dinner will be 6s. (not including wine).
Application for these must be made to Mr. F. W. M. Draper, 1, Elgin Road, Alex- andra Park, N., to whom cheques and postal orders should be made payable. Early application will greatly facilitate the arrangements.
The dates of the meetings of other Associations are — Historical Association, January 6 and 7 ; Assistant Masters' Asso- ciation, January 11,12, and 13 ; Assistant Mistresses' Association, January 13 and 14 ; Geographical Association, January 14.
NORTH LONDON BRANCH.
ON November 18, the North London Branch was kindly entertained at South- wood Hall, Highgate, by Miss Rowe, and a discussion was held on the subject of ' Modern Languages and Mental Training.' The question was opened by a paper read by Mr. Fuller, in which he supported the claims of Modern Languages to be con- sidered as capable of affording a training and culture of the same kind as that afforded by the study of the classical lan- guages. The means by which this end was secured in Modern Language teaching were indicated and the possibilities of more advanced and scholarly work in the later stages. The discussion which followed dealt in particular with methods of teach-
ing grammar, the proper use of translation, suitable work for third and fourth year courses, and the value of Latin as an aid in the teaching of French.
Sympathy was expressed with the Hon. Secretary, Miss Stent, on account of her temporary absence through ill-health, and it is hoped that she will soon be able to resume her duties.
WEST LONDON BRANCH. THE second meeting of the West London Branch was held an Friday, November 11, at St. Paul's Girls' School. Professor Rippmann took the chair.
A discussion on ' My Text-Books and Why I Choose Them,' was opened by Miss Partington. She emphasized the necessity for careful selection of text-books. Many books seem, on a cursory examination, to be most valuable, but are found later to be unsuitable ; the editor has attempted too much, or has not made good use of his material, or the questionnaire is merely a series of disconnected questions on the text— therefore almost useless. An ideal text-book would contain many exercises illustrative of elementary grammatical rules, and much drill in verbs, agreement of noun or adjective, etc. Many exercises on the use of the subjunctive are out of place in a text-book for junior forms, and lead to many faults in style.
All members present took part in the discussion and exchanged views with regard to books they had used or are using.
The meeting ended with an expression of thanks to Miss Gray for kindly per- mitting the use of the school.
The next meeting will be held on Friday, February 10, at the Netting Hill High School, by the kind invitation of Miss Paul.
YORKSHIRE BRANCH. THE winter programme was opened on November 2 in the Refectory of the Leeds University, when Dr. Karl Breul, Schroder Professor of German at the Cambridge
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University, delivered an interesting lecture on German ballad poetry. Professor Schiid- dekopf presided over a satisfactory attend- ance. Dr. Brenl traced the development of the German ballad during the last 150 years, showing how much it owed to English ballad poetry, and also to the old German popular songs. He quoted a curiously mistaken observation of Mr. Gladstone's made in The Speaker, that there had been no German literature since Goethe, and he showed by reference to one branch of literature — the ballad — that Mr. Gladstone was completely wrong. On the contrary, there had been con- tinuous growth and development from the last third of the eighteenth century down to the present day, much of its early impetus being derived from Percy's ' Reliques of Ancient English Poetry.' Dr. Breul characterized the early German
ballads without reading them, and then gave a sketch of the ballads of the last fifty years, and read extracts from the following poets— Strachwitz, Geibel, Fon- tane, Scheffel, C. F. Meyer, and Miinch- hausen. He added that he thought this subject was well worth the study of the members of the Modern Language Asso- ciation, because the German ballads which he had cited were instinct with the same feeling, spirit, and style as English ballad poetry. It was a department of literature in which the two languages went hand in hand, and, properly considered, there- fore, it could be made an agency for a more thorough understanding between the English and German nations. Modern German poets, he added, deserved to be much better known in this country. Dr. Breul was heartily thanked for his in- structive lecture.
LOAN LANTERN SLIDES COLLECTION.
MEMBERS are reminded of the advice in Rule 1 to 'book in advance.' Two mem- bers have recently been disappointed, owing to the slides they required being already booked for dates which made it impossible for them to have them . More- over, orders sent only a few days before the intended lecture may not be able to be executed owing to the Curator being away from home, as has happened in one case. During October and November five
sets have been issued, and the three mem- bers above mentioned disappointed. The sets issued have gone to London, Scar- borough, Salisbury, Exeter, and Dublin.
The ' 1,000 Shillings Fund ' has reached 15s.
New members can obtain the rules and list of slides from the Hon. Custodian. HAROLD W. ATKINSON.
Wejt View, Eastbury Avenue, Northwood, Middlesex.
LECTURES ON THE TEACHING OF MODERN LANGUAGES.
MR. W. 0. BRIGSTOCKE, B.A., Senior Modern Language Master at Berkhamsted School, will deliver five lectures on Tues- day, January 3, 1911, and four following
Gower Street, London, W.C. The fee is 5s. for members of the Association and 10s. 6d. for others. The syllabus appeared in the November issue of MODERN LAN-
days, at 10.30 a.m., at University College, GUAGE TEACHING, p. 206.
OBITUARY
237
OBITUAEY.
WINIFRED BRYERS.
ON November 10, Miss Winifred Bryers, one of our most promising Modern Lan- guage scholars, died suddenly, at Girton College, Cambridge.
Miss Bryers had taken the French and German sections of the Medieval and Modern Languages Tripos at Girton Col- lege, Cambridge, in 1904, and had been placed in the First Class ; she had taken the English section in her fourth year and completed her course of study by a year's training at St. Mary's College, Paddington. In her University and training work alike she had shown unusual ability and real enthusiasm. She was appointed Assistant Resident Lecturer in Medieval and Modern Languages at Girton College in 1906, and eventually specialized in English literature, in which subject she lectured both at Girton and at Newnham Colleges. In spite of the many and increased claims
upon her time, her thirst for wider know- ledge led her to work for a German doctor's degree. She had latterly devoted all her spare time to a thesis on Landor, which was accepted by the University of Wiirz- burg, where she had worked under Pro- fessor Jiriczek, and obtained the doctor's degree magna cum laude, in July, 1910.
Miss Bryers took a deep and lively interest in the cause of Modern Languages, which she did not a little to forward by her work at Girton College. Her teaching was of that inspiring character which calls forth in pupils a real love of work and a desire to study further after the College course is over. The Modern Language Association loses in Miss Bryers one of its staunchest supporters ; her colleagues and pupils alike feel that they have lost one of the best of friends.
CORRESPONDENCE.
THE AIMS OF THE REFORMERS.
All reformers have at times to cry out, ' Save us from our friends. ' B. 's attack upon M. Hovelaque's doctrines in MODERN LANGUAGE TEACHING of October seizes upon some very dangerous phrases in the French Minister's lecture, and is to that extent welcome ; but the further assump- tions made and conclusions drawn by B. may not pass unchallenged . Will you allow me to review his letter in detail ? For convenience of reference I number his paragraphs, and deal with each in turn.
1 . Agreed. M. Hovelaque's theories are by no means unexceptionable, if we are to take every word said in its literal sense.
2. Here B. rightly pillories what I can only regard as a Gallic exaggeration, thrown out by H. in order to attract the attention of his audience. Rewrite B.'s first quotation thus, ' II ne faut jamais demander a 1'eleve uu effort qui le pousse
a 1'erreur,' and the second, ' Toute possi- bilite" de faute doit lui etre evitable,' and I think you have the sane theory adopted by most ' advanced reformers.' H.'s com- plete article is not in my hands ; but does he really refuse to allow the pupil any use of books ? If so, he surely goes beyond all other reformers. Still, his words contrast remarkably with those of Professor G. Dumenil (Pour la Pedagogic, Libr. A. Colin), who, I think, lays down the sound doctrine : ' Pour le reste, que le professeur fasse faire^jar Veleve . . . une bonne partie du travail qu'il s'efforce maintenant de lui indiquer tout mache ! II n'y a de besogne profitable que celle ou on s'emploie soi-meme.' Yet D. is also a reformer and is here protesting against too many ' redactions ' ; ' je ne demande pas qu'on cesse d'ecrire, mais d'ecrivasser.' Our object is, above all, to make the pupils work, to which end we provide straw and clay for their bricks. What M. Guyau 16
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has said of the sciences is just as true of language : ' On ne pretend pas lui (i.e. , a 1'enfant) laisser decouvrir (en supposant qu'il en fut capable )leslois fondamen tales de la science . . . (Education et Hertditt, F. Alcan). In fact the heuristic method may be carried much too far. And when B. seriously denies H.'s contention that ' 1'effort qui lui (i.e., a 1'eleve) reste main- tenant a fournir, chez lui ou en etude, est un effort suffisant a eprouver toutes ses forces, s'il ne les depasse . . .' we part company at once. All our experience proves the truth of this assertion, and, further, that the old ' classical ' method of setting translation, sentences or 'prose,' often without any previous class prepara- tion, to beginners and unripe learners, was merely courting disaster. As for the value of the ' mind-training ' involved, cf. Sweet, Practical Study of Languages, p. 275 (on the frequent irrationality of ancient languages) ; for some glorious results of this antiquated method, see Victor's Einfuhrung in das Studium der englischen Philologie (Elwert, Marburg, 1903s). * I quote but one example (from cap. iii., p. 50) : ' Die Betriebsamkeit des Augapfels (the industry of the pupil !) ist die Freude des Lehrers.' It certainly does at times give him food for laughter, and also qualms of conscience.
Probably a retentive memory achieves its best results in the earlier stages of our method. But, then, memory is a species of mind-activity not to be despised, but to be cultivated. I shall show later that the Reform Method calls upon the imagination and the ' intellect ' with ever-increasing insistence. On the old system of teach- ing Latin and Greek I have too often found, with junior and middle boys, that the majority realized most keenly the irrationality of ' la lutte solitaire ' against difficulties to them insurmountable.
B.'s fourth paragraph contradicts itself, since he admits that ' pupils and teacher work together,' yet denies that the pupil is called upon to think. Manifestly B.
* Fourth edition, 1910.
travesties the whole spirit of H. 's instruc- tions, and in particular the last passage quoted by W. R. The pupil, says H., is to be brought 'face a face avec la person- nel-tie, de Fecrivain Stranger.' How effect this result — e.g., in the case of those studying Heine, Goethe, Keats, or Words- worth, without making them think, and think much more deeply than the average boy does over his translation ? The real intellectual effort is implied in H.'s phrase, ' ce qu'ilaparfaitement compris.' Imagine the process of perfectly understanding Goethe's Faust without intellectual exer- cise ! The task left for translation, ' de rendre [ceci] en bon franfais,' is in short, as Mr. F. B. Kirkman writes (in The Teaching of Foreign Languages, Clive, 1909), mainly ' an exercise in construc- tion.'
At paragraph f» we reach B.'s master criticism : ' What are the aims which, according to the more advanced reformers, teachers of language should set before themselves ? They have never, so far as I know, been distinctly formulated. ..." Astounding ! Rip van Winkle is awake again ! Or whom does B. mean by ' the more advanced reformers ' ? Clearly Pro- fessor Breul is out of the category ; or has B. never seen the Schroder Professor's scheme of aims laid down in The Teaching of Modern Languages^ etc., pp. 12-15 ? (Cambridge University Press, 19063). Is Mr. F. B. Kirkman also not sufficiently advanced? K.'s work, cited above, has for subtitle the words Principles and Methods, and opens with a chapter on ' The Objects of Instruction,' subdivided under the heads : (1) A Means of Literary Culture ; (2) A Source of Information ; (3) A Means of Communication ; (4) A Means of promoting International Good- will ; (5) A Means of Literary Discipline through Translation as a Fine Art. In the last section K. denies the assertion that translation ' gives an unsurpassed mental discipline in a wider sense, ' and holds that ' it does not demand the kind of thinking required in original composi- tion.' Does this criticism, whether correct
CORRESPONDENCE
239
or no, show a disregard for intellectual training ? To the rest of K. 's lucid ex- position I cannot do justice here, but suggest that critics might buy, or at least borrow and read, the little work, which is cheap and good. The valuable bibliog- raphy given by Professor Breul (op. cit.) mentions many famous and many less renowned works on both sides of the question, among others those of H. Brey- niaini on the Reform- Liter utur (Leipzig, 1895-1905).
In Germany, Professor Vietor and Direktor Max Walter are usually ac- counted tolerably advanced even yet. W.'s statement of aims is clearly set forth in his pamphlet on Die Reform des neu- sprachlichen Unterrichts, etc. (Elwert, Marburg, 1901). I have already quoted them in MODERN LANGUAGE TEACHING (February, 1910). Vie tor's views are equally well known, but I translate a passage from the work cited above (Ein- fuhrung, etc. ), which is, perhaps, not very familiar in England. Chapter v. (on the pedagogical requirements of the teaching profession) ends thus : ' Whoever has read more out of the history of pedagogy than names, dates, and high-sounding phrases ; whoever has obtained by earnest study an insight into the inward connection of this science with ethics, psychology, and all the deepest questions and the highest problems of existence, will . . . enter upon his profession with pride as well as with modesty. His task is not to cram in rules, hear paradigms, and correct exercise- books, but in keen, cheerful, united activity to introduce the youth entrusted to him to a share in the possession of one of the richest and mightiest of all literatures ; to open up to them a world new and strange, yet very closely related to the one they know at home ; to educate them, so far as he has opportunity, to be men and women of independent judgment, firm of character, and large of heart — educated men and women in the true sense of the word.' That is an ideal, moral, social (in the widest sense), and intellectual, vastly different from those imputed by B. to the ' advanced reformers.'
The fact is, as Kirkman points out (op. cit.), translation is not the best means of attaining these ends, or even (to quote B. 's elegant metaphor, since he is par- ticular about such figures of speech) of ' getting inside our author's skin.'
I leave those reformers who are now actively at work in English schools to deal with the passage on ' drawing-room litera- ture,' and refer also to M. Chouville's article in MODERN LANGUAGE TEACHING (July, 1909) for an account of what his pupils read, since the Perse School is probably the most ' advanced ' in England. In Germany the literature chosen is still much as described by Direktor Dorr in MODERN LANGUAGE TEACHING for June, 1907 ; Shakespeare, Macaulay, and Dickens, still predominate in the schools.
Paragraph 6 has in part been traversed already. The case against too much and too early translation is that, not merely aesthetically, but also intellectually, it does far more harm than good. We teach our pupils to reason, not to guess. The modern teacher is shocked at the idea of turning his great opportunity for mental, moral, and aesthetic culture into a soul- destroying, mind - paralyzing puzzle or treadmill exercise. For the same reason, to avoid waste of spiritual energy, he keeps the highest and most difficult literary studies for the dessert of his banquet, and denies them to those whose mental diges- tions are too weak to deal with them§
In paragraph 7, B. displays a curious psychological theory, implying that beauty tickles the sensory nerves, but makes no appeal to the spirit. Shall we never get free of our debased English form of puritanical Philistinism, and realize that ' Beauty, Truth, and Goodness are three sisters,' all equally desirable by the complete human being ? Even the French, it appears, are not always free from the taint of this Philistinism. At least, M. C. ~Ba.yet (Revue p&Jagogique, 1901) believes they are not, and writes :
' Enfin, je desirerais qu'on habitudt V enfant a aimer et a respecter la vie plus qulon ne le fait generalement. Ufaut le faire pour bie»i des raisons
16—2
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— je ne parlc id de celles qui sont d'ordre scientifique et d'ordre moral — mais ^expression de la vie est la con- dition essentielle de I' art.' Again, M. Jules Payot (Aux Instituteurs et aux Institutrices, Labr. A. Colin) re- minds us :
' La beaute nous environne de toutes parts. Elle est aussi commune au- tour de nous que 1'air que nous respirons : malheureusement il faut une education speciale pour etre amene a preter attention aux choses que nous voyons chaque jour. On n'entend que si on a laborieusement appris a ecouter ; on ne voit que si on a appris a regarder, et c'est un sentiment douloureux pour le penseur que de songer a la somme des joies profondes et durables perdues par 1'humanite, faute de savoir gouter la beaute re- pandue a profusion dans les choses les plus humbles !'
Which of us does not at times echo M. Rayot (Bulletin dtpartemental de I' 'Instruction primaire des Hautes-Alpes, 1905) .
'J'ai souvent encore la sensation que notre ecole est triste, morne, monotone, sans mouvement, sans vie, sans le moindre rayon de poesie. Trop frequemment je la trouve froide, peu imprcssionnante, peu envelop- pante, peu educatrice, incapable de prendre 1'enfant par tout le fond de son etre, de faire vibrer, si 1'on peut dire, toutes les fibres de son ame ... on rapporte presque tout a la preparation des examens . . . qui . . . fait que 1'enseigne- ment se rapetisse en prenant un caractere trop pratique, tfop utilitaire, et qu'on oublie ainsi le but essentiel a 1'education qui ne doit viser qu'aux choses du dedans, a 1'ame, a sa forma- tion, a sa culture."
Once more I cite M. Guyau's Education et Her^ditt/ for an account of the true ' rdle de la poesie dans I' Education ' :
1 Avant de parler a 1'intelligence, surtout a 1'intelligence des enfants,
des jeunes gens meme, il est necessaire de parler au cceur, a 1'imagination, aux sens ; et pour que 1'imagination voie, il faut que tout revete forme et couleur. Le cceur meme a besoin d'etre eclaire par les yeux. ... Le propre de la poesie est d'etre debor- dante comme la tendresse mime, de depasser les formes visibles ou elle se manifeste, de laisser pressentir au dela quelque chose d'infini. . . . Comme elle dit beaucoup et laisse deviner plus encore, elle se trouve a la portee de tous les esprits, des plus jeunes comme des plus murs, qui la comprennent selon leur mesure. . . . Enseignons done a nos enfants a con- naitre, a comprendre, surtout cette poesie vers laquelle, a tous les ages de la vie, nous revenons tant de fois, pour lui demander tantot d'oublier, tantot d'esperer.'
What, then, are our aims ? Briefly they may be summed up thus : To teach those whom we have to educate, not merely to reason logically, but, further, to act nobly, to imagine finely, and to enjoy boldly that which is worthy to be enjoyed. Let us be Puritans of the higher, the Miltonic type, neither too utilitarian nor even over-rational ; let us attain, if we can, to the high sestheticism of those old Puritans who began their Shorter Cate- chism with the profound question, ' What is man's chief end ?' and answered with triumphant assurance : ' Man's chief end is to glorify God, and to enjoy Him for ever.' ' Auch in unserm Geniessen des Hochslen betatigt sich der Weltgeist, ' says Goethe.
Let me close with an apology for the length of my letter.
MARSHALL MONTGOMERY (Oiessen University).
Note. — All my French quotations are extracted from an invaluable book which some readers of MODERN LANGUAGE TEACHING may like to know of: Les meilleures Pages des £crivains peda- gogiques de Rabelais au XX" Siecle.
CORRESPONDENCE
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Extra! ts avec un Avant-propos et des Notes
par Edmond Parisot et Felix Henry (Libr.
A. Colin, 1908). Preface de Jules Payot,
who writes with truth :
' Tres mod erne, ires complet, le nouvel " instrument de travail" , . . permettra aux Audiants en ptdagogie d'avoir a leur disposition, dans un volume de prh de 400 pages, une bibliothJgue contenant I'essentiel des richesses ptdagogiques. '
The remarks on M. Hovelaque in M. L.T. for October contain a criticism of the aims of the supporters of the Reform Method which seems to me rather unfair. I am not concerned with the attack on M. Hovelaque, who most likely will be well able to defend himself, but I should like to say something about the more general question discussed.
The aims of the Reform Method have, it is perhaps true, not been distinctly formulated as a matter of doctrine to which all Reformers have verbally agreed. On the other hand, I think they stand out fairly clearly for anyone who takes a candid review of the Modern Language question as a whole. I think also they will then be seen to be quite different from those which . M. Hovelaque's critic attributes to the Reform.
If I attempt in the following to outline a notion of these aims, it is to be under- stood that I have no intention of speaking as an authoritative representative of the Reform Method . I wish only to contrast with the unsympathetic and exaggerated picture already given by our critic one which, however lacking in authority, is at any rate sympathetic, and, I firmly believe, more in harmony with the actual position of affairs.
It would, in my opinion, be wrong to regard the Reform Method as the policy of a limited number, having among its other aims that of organizing a party of language teachers with a view to con- trolling educational administration in their own department.
It is just as well to remark this at the outset, because there is, I think, some tendency among the unsympathetic to take this too narrow view of the Reform Method as a whole. It certainly has that appearance when Reformers are warned to be careful of their utterance lest they give offence in Oxford ! Of course it may be a matter of practical necessity, that among the Reformers individuals or groups of individuals may be forced, under various circumstances, to form a party of some such sort, with a definite policy ; but it would be wrong to regard such a party as the sole representative of the ideas and aims of the Reform Method, or its pro- gramme as the final word in the reform of Modern Language Teaching. The Reform Method does not represent such a policy ; it represents, rather, the distinctly modern tendency to examine the true nature of the problems presented by the teaching of languages, and to deal with those problems in a rational manner based on our modern knowledge of the nature of language, and the psychological activity of man. One of the first things we must have for this purpose is absolute freedom of discussion for all ; it must not be thought that the search for truth in this domain is to be subordinated in any way whatsoever to the interests of party policy.
The Reform Method has at least one clearly outstanding and immediate aim as its principal feature — namely, the acquisition by the learner of the power of self-expression in a foreign language. No one who takes into consideration the nature of modern languages, and the history of their study can doubt that this aim is not merely justifiable, but also that its conception was inevitable. Its his- torical inevitability might, indeed, be a sufficient plea in itself, but I will add some considerations for its further justifi- cation.
The Reform Method is, then, at once characterized by the singleness of its linguistic aim ; it is a method of learning languages, not a method of studying literature, or anything else but languages
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for the time being. The question at present is — how can this be justified ?
My attempt at such justification renders it necessary for me to say something about the value of language study. There is, I fear, a considerable confusion in the ideas of many people who have tried to form a notion of this value. This chiefly arises from the fact that attempts in this direction are generally made from a purely individual standpoint.
But the whole value of Modern Lan- guage study can only be realized by doing justice to two points of view. The first and chief is the national. Under modern conditions it is obvious that no nation can, without serious danger to its well- being, neglect to keep in contact with the culture of other nations. England must, for example, know what is going on in France and Germany in every field of human activity, and must realize the nature and the forces of the national culture of these countries. That is nowa- days not merely a matter of interest but of necessity. It is therefore of supreme national importance that all English people who have the necessary gifts should have the broadest opportunities for acquiring foreign languages, since on these people England depends to keep in contact with the life of foreign nations. The present growing position of modern languages in education seems to me to be based on a perhaps as yet almost unconscious sense of this national impor- tance of their study. And it must be remembered that from this point of view the value of modern language study hardly calls for discussion, since we are in face of an imperative national necessity. Let us therefore remember that the impor- tance of modern languages in modern education is not so much a consequence of their value to the individual as of a national need. It is not merely indi- vidual culture which is concerned ; to a very large extent the culture of the nation is involved, in thousands of more or less hidden, and by many unsuspected, ways.
The second standpoint for fixing the value of modern languages is that of the individual. Here the task is much more difficult, because it must be borne in mind that this value varies almost in- finitely from one individual to another. At one extreme we have the man who is content if he can just make out the drift of a scientific or technical article in a journal; at the other we have the man who must commune with the greatest minds in their own language ; and between these an incalculable number of grada- tions, all these representing not one value but a scale of different values. The value of a foreign language for an individual accordingly depends altogether on the external conditions of his individual life, and also on the varying internal factors of interest, and will, and stimulus ; all of which things are more or less outside the direct control of educational authority. We roust not forget as teachers that we cannot insure that an individual will learn a foreign language, nor can we insure that if he does so he will put his knowledge to its best use. The chief value of a language, from the individual standpoint, in an edu- cational system is consequently not so much an actual as a possible one. The power of converting this possible value into an actual one does not rest with the educa- tional system, it rests with the individual.
Now, if modern languages have won a place in the general education, it is not because the final actual value for the individual can be that of mere utility. It is because the final actual value, which can arise through the exertions of the individual himself, is a very high ideal one. It is because the individual who knows a modern language, like French or German, has in his possession an impor- tant means of self-culture as well as a fruitful opportunity to act, in however humble a capacity, in the service of the community, as an intermediary between the national culture of a foreign nation and the national culture of his own. Every man who knows French or German thoroughly may profit thereby not only
243
for himself, but for the community. As regards the latter point, it is easy to see how much more acute the present position between England and Germany might be, if there were no people on either side to appreciate all the ties that bind England and Germany together in spite of many vexatious differences ; such appreciation presupposes, however, a sufficiently large number of individuals who know both languages.
In accordance with the value of modern languages as I have tried to lay it down above, the aim of our educational system must be first to provide the State with people who are well qualified to act as interpreters of foreign national culture and intellectual life ; and, secondly, to provide the individual with the oppor- tunity of gaining such knowledge of these things as admits of being employed by him with the highest ideal advantage to himself. The first and the main difficulty in the way of this is the foreign language : the first educational problem which must be faced is the linguistic problem, and this can only be thoroughly solved by teaching foreign languages in such a way that it is, so far as possible, obliterated. The aim must be, therefore, that which I defined above, of enabling the individual, so far as any teaching method can do, to acquire a thorough command over the foreign language, one of the same order, if not so intense, as that over his mother- tongue. The claim of the Reform Method is that for this purpose it is the best which has yet been evolved, and, so far as I see, this claim has never been refuted.
Intercourse with a foreign nation, whether of the individual or of the State through the individual, must be the more fruitful the more direct it is. Such direct intercourse, however, can only take place on the basis of a thorough command of the foreign language by the individual.
Perfect direct comprehension and thorough practical command of a lan- guage go together ; the first is not possible without the second.
When an author expresses his thoughts
he does so on the assumption that his language will be directly clear to his readers. He assumes that they will be able to understand his thought without the aid of linguistic interpretation. This assumption is, of course, not always ful- filled, but it is very approximately so in the case of his own countrymen. The aim of the Reform Method is, then, that the student shall, in regard to a foreign author, be on approximately the same footing as that author's fellow-country- men. It is not its aim to turn out people in possession of a pretty drawing-room accomplishment, but rather people who will be able to hold direct personal com- munion with the best spirits of a foreign nation in any or every intellectual field.
Does the Reform Method give sufficient exercise to the ' intellectual faculty ' of the learner ? Our friend B. seems ex- tremely doubtful on this point. And yet I must ask if his doubts are reasonable. To me, who believe that learning a foreign language by any method whatsoever is a very difficult task, that it calls for the exercise of many important qualities of patience, perseverance, observation, self- reliance, and self-criticism, there is only one answer to this question. If there is little or no intellectual effort, and, conse- quently, no intellectual ' strengthening ' involved in learning modern languages by the Reform Method, then modern lan- guages should disappear entirely out of the educational programme. I see no suffi- cient excuse for making them artificially strengthening by means of translation exercises. An attempt to do so would certainly fail in the long run. So soon as parents found out that their children did not require to exercise their intelligence in learning languages by a particular method they would cease paying money to have them taught by any method ; for wnatever does not call for intellectual exertion can scarcely be supposed to require teachers. The old idea that translation is an ' in- tellectual exercise ' may be quite right ; it does not follow from that that it is a good means of teaching the practical em-
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ployment of foreign languages. And the modern objection to such exercises is based not on any aversion to intellectual effort as such, but on the recognition of the fact that if you want to teach people the practical use of a foreign language it is best to avoid translation. When one has a clearly de- nned aim the means adopted to attain it must be adequate, and their value is to be measured by their adequacy. For the aim of the Reform Method translation is more than inadequate. It would not therefore be intellectual, it would be stupid to retain it. That is the real reason why transla- tion is going— not the ugliness of dull or lazy boys' translations.
' At bottom it is a question of educa- tional values,' says B. Herein I quite agree; but this question of educational values does not hinge on the question of translation. The educational values in- volved in Modern Language Teaching are such as I have outlined above, and on those values depend the acceptability of the Reform Method, as I have tried to show. If there is, as I believe, an inti- mate connection between those values and the aims of the Reform Method, we need not vex ourselves by a search for the ' intellectual ideal ' which we are suspected of having lost
It may be useful to point out, in con- clusion, that the final aim of the Reform Method— viz., direct personal intercourse with a foreign nation and foreign culture, in which the linguistic obstacle is reduced to a minimum— is as natural to modern languages as it would be unnatural to the Classic tongues. This sort of direct intercourse can only be acquired in living languages. In the case of dead languages it is impossible— at least, for all but a few geniuses here and there. On that account the aim of teaching methods in Classics and modern languages must be quite different: in the first case, inter- pretation ; in the second case, direct comprehension. Hence the different posi- tions which translation has in the two methods ; it is a very necessary part of interpretative method, but it has nothing
to do with the power of direct compre- hension and its acquisition.
R. A. WILLIAMS.
Je viens de lire dans votre Revue la lettre de B.
J'ai pense a un dicton de mon village : ' Quand les chiens aboient, c'est qu'il passe un homme.'
En France aussi on a aboye depuis que M. Hovelaque fait son ceuvre de reforma- teur.
Les attaques de M. B. me semblent con- tenir quelques erreurs. Ainsi il reproche a M. H. d'avoir dit, ' II ne faut jamais demander a 1'eleve un effort qui puisse le conduire a 1'erreur,' et il traduit : 'The pupil must not make mental effort, lest he should fall into error ' !
La methode directe ne permet pas de traduire avant d'avoir compris, mais M. B. traduit sans comprendre !
Cette phrase signitie que nous devons demander a 1'eleve tout 1'effort dont il est capable, mais pas davantage, et ne pas lui faire faire des fautes qu'il faudra corriger a grande perte de temps. II y a la un sub- jonctif et une proposition determinative, un ' that,' et non un ' which.'
Puis M. B. reproche a la Methode Directe et au premier de ses promoteurs de ne pas mettre assez haut la joie de la difficulte vaincue et la valeur de 1'effort : ' The more strictly intellectual faculties are left out in the cold, brain development does not appear to have a very large place, mental and moral self-reliance are not much con- sidered ;' alors que d'un bout a 1'autre de la conference de M. H. on trouve cette idee sous toutes ses formes. S'il s'agit de la version grecque et latine, il parle justement du ' plaisir de la difficulte vaincue,' du moment ou ' 1'eleve est seul devant son adversaire, livre a lui-mSme,' et nous voyons qu'il doit apprendre ' a analyser, a comparer, a deviner, et a reconstruire. '
A qui a vu M. Hovelaque devant une classe, 1'idee ne viendrait pas qu'on puisse 1'accuser de favoriser le psittacisme aux depens du developpement intellectuel.
REVIEWS
245
A propos des langues vivantes, et non plus du grec ou du latin, il dit: 'Toute syn these doit etre 1'ceuvre de re"leve lui- meme, au lieu de lui etre presentee toute faite par son professeur ; c'est moins le resultat final qui importe que les processus qui y conduisent, 1'activite d'esprit raise en oeuvre pour y aboutir ; et 1' effort d'intelligence exige de 1'eleve est plus pre- cieux quece qu'il depose dans la memoire.'
Je ne veux pas accuser M. B. d'etre de mauvaise foi, mais je le crois de mauvaise humeur. II y a encore en France des partisans de 1'ancienne methode, la methode de tout repos, qui n'ont pas pu se remettre de ce brusque reveil, et qui n'arrivent pas a se rasserener. J'ai, de plus, 1'impression que M. B. meprise ' la frivolite franchise ' ; mais c'est gratuite- ment qu'il accuse la Methode Directe et
M. H. de ne voir a 1'etude des langues vivantes d'autre but que la possibilite de causer dans un salon, de comprendre des pieces de theatre, de lire des romans ou des poetes, tout au plus. Tout cela n'est pas a dedaigner au point de vue du developpe- ment intellectual, mais il y a autre chose.
J'espere que M. B. relira cette confe- rence.
Je n'ose pas continuer a defendre de ma mauvaise prose les grandes idees que ces attaques laissent intactes dans leur hauteur sereine ; mais je n'ai pu voir attaquer sans un geste de defense une position conquise avecpeine, comme Test pour moi la Methode Directe, et je demande a faire nombre parmi ceux qui la defendent.
M- G. Marseille,
3 nov,, 1910.
REVIEWS.
ENGLISH.
History of English Prosody. Vol. III. From Blake to Svvinburne. By GEORGE SAINTSBURY, LL.D., etc. Macmillan and Co., 1910. Pp. xiii + 562. Price 15s. net.
With this volume Professor Saintsbury concludes the stupendous task he has set himself — a task for which he is admirably equipped by virtue of his wide reading and of his genuine enthusiasm for his subject. To him there is nothing dull in prosody and in theories of versification ; just the contrary. This is natural, for he realizes always, that the history of form is one aspect of the history of poetry, and that the story of English literature, with its unbroken continuity, is incomprehen- sible unless we understand the gradual development of poetic structure. The form cannot be separated from the spirit.
Professor Saintsbury is so thoroughly convinced of the truth of this proposition that he is inclined to forget that the con- verse is at least equally true. He even goes so far as to say ' that the mighty change which came upon English poetry about the meeting of the eighteenth and
nineteenth centuries was very mainly a prosodic change.' This is, as it stands, a mis-statement. The change in form is the outcome of a change in matter and in spirit ; the particular type of verse is the only possible clothing for the poetry of which it is an essential part ; but it is the spirit which controls the form, not the form which controls the spirit. No understanding of versification, however complete, will by itself enable its possessor to write poetry.
This criticism is not mere quibbling. Professor Saintsbury's enthusiasm for prosody does, curiously enough, appear to unfit him for just appreciation, since it leads him at times to overestimate the importance of what is, after all, at best the mechanism of poetry. The fault is not unduly prominent in the History of Prosody, which is extraordinarily thorough and exhaustive. If the author does not convert all his readers to his theories of versification, he will, at any rate, con- vince most of them of their inability to argue on anything approaching equal terms with so great a scholar. To para- phrase the words of au earlier critic,
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MODERN LANGUAGE TEACHING
Professor Saintebury knew very well how great a task he was undertaking, and he has done it very well.
Essays of Poets and Poetry. By T. HERBERT WARREN, D.C.L., Vice-Chancellor of Oxford University and President of Magdalen. Pp. vi+328. John Murray, 1909. Price 10s. 6d. This volume of essays on poets ancient and modern ranges in subject-matter from Sophocles to Tennyson and Matthew Arnold ; it deals with ' The Art of Trans- lation ' and ' Ancient and Modern Classics as Instruments of Education ' — an address originally delivered to the Modern Lan- guage Association. All the papers are reprinted from the reviews, and there is no attempt to construct an homogeneous volume. Yet the reader will be grateful to Dr. Warren for an opportunity to possess his collected opinions — all of them distinguished by scholarly breadth and independence of judgment. There are many things that are suggestive and refreshing in this treatment of themes by no means new, and the general im- pression left on the mind is that of sound knowledge combined with lightness of touch and appropriateness of language to thought — the secret of a successful style, whether in Dante, according to the writer's dictum, or in lesser men. The volume, as was to be expected, well repays perusal.
Byron's Chttde Harold. Cantos I. and II.
Edited, with Introduction and Notes, by
H. F. TOZER. Third Edition. Pp. 255.
Oxford University Press. Price 2s.
This book, in an earlier edition, has already been reviewed in these columns, and there are few changes to note. The introduction is the same as that prefixed to Cantos III. and IV. (MODERN LANGUAGE TEACHING, June, 1910), and requires no fresh criticism. The notes give all that is necessary, and doubtless the book is fulfilling a useful purpose.
Macaulay's Essay on Olive. Edited, with Introduction, Notes, etc., by W. H. HUDSON. Pp. xxxiv + 144. G. Har- rap and Co. Price Is.
This is an excellent edition of Mac- aulay's Essay, containing just what is
necessary by way of introduction and explanation. Perhaps the criticism of ' Macaulay as an Essayist ' is too detailed and too dogmatic for the schoolroom ; the present reviewer has no faith in cut-and- dried verdicts for babes and sucklings. But if we are to have them at all, at any rate they are least obnoxious when prefaced to an actual text and written by one whose judgment is worth having.
We should like to enter a protest against the hideous binding in which the book is clothed. If literature is to train the aesthetic qualities by bringing us in contact with the beautiful, it is a pity to render the task more difficult by a cover which makes us take so jaundiced a view of life.
Milton's Minor Poems. Edited by 0.
ELTON, with Notes and Introductions.
Oxford University Press. Price 2s.
This is a reissue in one convenient volume of various Oxford editions of Milton's minor poems. The fact that a re- issue is called for, sufficiently attests the value of the edition, which will be wel- comed in its new form.
Tennyson's Princess. Edited by HENRY ALLSOPP, Vice - Principal of Ruskin College. Oxford University Press. Pp. xii + 116. Price 2s. This is a quite satisfactory school edition of a poem which is, perhaps, better left for home consumption, especially at a time when much of its subject-matter is likely to lead to acrimonious discussion. Mr. Allsopp himself steers clear of partisan- ship, but even he cannot avoid cryptic remarks, which reveal his point of view. His notes are clear and sensible, and we are glad to note the Appendix, which con- tains a list of the most important changes made by Tennyson in the successive editions of The Princess.
Selected English Essays. Chosen and ar- ranged by W. PEACOCK, with notes by C. B. WHEELER. Pp. xii + 668. Henry Frowde : Oxford University Press. Price Is. 6d.
This is an admirable selection of the English essayists, ranging from Bacon to Stevenson, and including some of the best-beloved writers in literature. The
examples are by no means hackneyed, and are varied in scope and contents, as well as in authorship. The editor professes to cater mainly for examination students ; the general reader will, however, find the volume a pleasant companion for leisure hours. The notes are unobtrusive and mostly useful, though some of them seem to elucidate the obvious.
The paper and the cloth cover are both rather thin, but. in spite of these defects, the volume is well worth purchasing.
The Poetry of the Age of Shakespeare.
Chosen and arranged by W. T. YOUNG,
M.A. Cambridge University Press.
Pp. 307. Price 2s. 6d. net.
This volume is the first of a series — The Cambridge Anthologies — of whi,;h it is the aim to provide the general reader ' with first-hand knowledge of the literary atmosphere and social conditions in which these masterpieces were created. ... It is the object of this series to let each age speak for itself, and to give coherence and prominence to what seem to be its significant features.' The plan is well conceived, and, as far as this volume is concerned, well carried out. Mr. Young has made his selections with scholarly care, and has done all that is possible to set the reader on the right path. We wish the series all success.
Select English Classics. Edited by Q. Seventeenth Century Characters. Old Ballads. Clarendon Press. 4d. cloth, 3d. paper.
Oxford Plain Texts. MACAULAY: Essay on Warren Hastings. Is. cloth, 9d. paper. — Essay on Addison. 8d. cloth, 6d. paper. — Essay on Johnson. 6d. cloth, 4d. paper. — Essay on Milton. 6d. cloth, 4d. paper. Useful additions to these excellent
series.
FRENCH.
Pour la Patrie : et autres Contes d'Enfants.
By JETTA S. WOLFF. J. M. Dent and
Sons, Ltd. Price Is. 4d.
This is a delightful book. If com- parisons were not odious, it would be interesting to compare the value of this charming volume with that of the average shilling or eighteenpenny textbook. Here
we have 100 (odd) pages of text (28 by Mile Fromeur, Directrice de 1'Institut Jeanne d'Arc a Brive ; 10 by Mile Blanche Vals ; 6 from M. Lichtenberger's Mon Petit Trott ; the remainder, 7 tales, by Miss Wolff herself), and about 30 pages of annotations — explanations in French. We all know the kind of work that is likely to be produced by Miss Wolff in a series edited by Professor Rippmann. Equally well known is the publishers' care in producing even their cheapest school books. Everyone ought to have a look at this book, especially teachers who have the requisite number of hours each week, for they will most fully appreciate such work as this.
Un Heritage. By JULES SANDEATJ. Edited by PAULINE K. LEVESON. 2s. Le Tailleur de Pierres de Saint-Point. By A. DE LAMARTINE. Edited by WILLIAM ROBERTSON. Oxford, at the Clarendon Press. Price 2s. 6d. If anything could make us forget the very ugly binding of these books, it would be the excellent contents of the volumes. This series, for which Mr. Delbos is re- sponsible, is now so well known that we need only say that the last two volumes are well up to the standard of the former ones. Mr. Robertson's volume is espe- cially interesting.
Choix de Fables de La Fontaine. Edited by H. B. DAWES. Blackie's Modern Language Series.
This volume includes M. Taine's essay on La Fontaine's Fables. The notes are in French, and there is no vocabulary, points of special value to those teachers anxious to preserve the use of French in the classroom.
Yvon et Finette. LABOULAYE.
Le Dodeur Bousseau. FEVAL.
Le Bourreau de Charles Premier. DUMAS.
Anne des lies. FEVAL.
Le Serf. SOUVESTRE.
(Blackie's Longer French Texts. 8d.)
A useful series of readers, supplied with questionnaire, phrase list, and vocabulary, and, in some cases, passages for retransla- tion. The phrase list is curiously arranged under headings. These headings are sometimes French, sometimes English —
248
MODERN LANGUAGE TEACHING
e.g. (pp. 62 and 63), Anne des lies : Double Negative, Venir, Peine, Pluperfect Sub- junctive, Dont, Than, End, Place, Where, Servir. This appears to us confusing and undesirable.
Deux Contes : La Justice Sommaire, Bois d'ebene. Adapted from PROSPER MERIMEE'S Mateo Falcone and Ta- mango by J. F. RHOADES. Methuen and Co. Price Is.
This is one of the old-fashioned text- books. ' The aim has been to supply for young pupils who have been learning for about a year or eighteen months a simple translation book.' For those who still give their pupils ' translation books ' which can be ' understood ' with the help of the vocabulary, this volume con- tains attractive matter well adapted and carefully printed.
Textes et Questions. By W. MANSFIELD POOLE and E. L. LASSIMOXNE. Classes avancees, price 2s. 6d. ; ele"mentaires, price Is. 6d. John Murray. These are very useful books, especially for revision. They contain a number of short passages, varying from about half a dozen lines to a page. The editors supply a number of questions bearing on each text. It is, of course, easy enough to pick holes in work of this kind. Thus we find the editors taking this passage : ' Cette menace m'attira un second, coup non mains bien applique'; and this is the question : ' Exprimez au moyen d'un com- paratif d'egaliti; non moins bien appli- que? This is examining and not teach- ing. Some editors take the view that the sounder plan is to let the text be ab- sorbed, and then ask questions on what may be learnt from the text, not on what has to be 'looked up,' if not known. Thus the following ' question ' :
13. Le professeur me mit a la porte.
Refaites cette phrase ainsi que suit : Synonyme feminin de ' le professeur ' ;
1 me mit ' au passe indefini ; adverbe au
lieu de ' a la porte '
has no relation with the text, except that the words in italics occur in the text. Some teachers would expect to find all the
required data in the text also. For those who prefer the method adopted in these textbooks, no better ones could be ob- tained.
Histoires Courtes et Longues. By L.
CHOUVILLE. Price 2s. 6d. Oxford
University Press.
How are these textbooks of ' selections ' made ? Are they the result of judicious use of scissors on other textbooks, or are they the result of years of loving collec- tion of admired fragments of French literature ? If the latter — and we think M. Chouville's little book is so — how is it that editors can part from them so soon ? Surely a good collection of stories and admirable examples of thought fitly expressed is worth as good a setting as possible. And yet the notes in this book are nothing out of the common. They are good enough — in some cases ingenious — though there are editors who still doubt the soundness of explaining everything in French (the editor has surrendered his principles to the word ' avoue ' — not with- out reason). Is it not possible that such notes as ' Entamer la parole = commencer k parler,' and ' Trancher le mot, dire le mot franchement, brutalement,' may save the pupil the trouble in the first place of look- ing up the verb, and in the second of thinking out the metaphorical meaning ? And is it hypercritical to say that this is no definition: ' Nageur = qui sait nager, c'est a dire, rester dans 1'eau sans se noyer. ' Does it matter being inaccurate in your definition of nageur and of nager ? Again, on p. 75, Saint-Foix calls on a gentleman by appointment to fight a duel : ' Son adversaire le reijut tres poliment et lui offrit a dejeuner. " II est bien question de cela," dit Saint-Foix.' The note on bien says : ' Bien est ici ironique.' That is on p. 75. Another editor might have preferred to write a note on bien the first time it occurred— in the sixth paragraph :
' Ton sommeil etait done bien profond ?' and call attention to all the other ex- amples worth quoting in the book. How
does a Frenchman learn to understand the
shades of meaning of bien ? By constant
REVIEWS
249
use in contexts that he understands. The methode directe claims to do much the same. And yet here is a book in which bien occurs twelve times in the first eleven pages, and so, presumably, more than fifty times before p. 75, and the editor thinks it still necessary to warn the pupil that it is used ironically. This is not helping the teacher, who has not time to look up all the examples he wants to illustrate his teaching. No wonder we hear complaints that under the new method the textbooks have no method. At least there was method in the folly of the old ones. Here are the examples of bien from the first few pages : ' Je gagerais bien que jamais ' ; ' Savoir bien chanter ' ; 'Us sont bien rares ' ; ' Gardez-vous-en bien ' ; ' Que 1'impatience empeche de biens ' ; ' II est bien a plaindre ' ; ' Voila qui est bien ' ; ' Ce pauvre homme a eu bien de 1' inquie- tude ' ; ' Ses camarades qui ont si bien parle de lui ' ; ' Eh ! bien ' ; ' Je ferai bien jouer le soufflet moi-meme.' And if re- ferences were given to others in the book (not all, but just the right ones), in quite a short time any intelligent pupil would feel what bien means in all its shapes and shades. This kind of work might be expected from struggling pedagogues, obliged to scribble for a penny a line. But for apostles of the new method, who work for a cause-* !
Lemons de Frangais. By Professor Dr.
OTTO BOEKNER. Pp. viii + 256. Teub-
ner. Price M. 2.40.
This book is a good representative of the vermittelnde Methode, and was well received on its first appearance in 1903. In this, the second edition, only matters of detail have been changed. In addition to translation exercises there are useful conversations. The grammatical material is judiciously introduced and clearly ex- pressed. It is to be regretted that the transcription of the International Phonetic Association has not been adopted. Useful additions are a plate of French coins and a map of France. On the whole the book is well adapted for those Germans who wish to acquire a knowledge of French for
commerce or for travel ; and English teachers will be able to derive from it useful hints and materials.
Progressive French Idioms. By R. DK
BLANCHAUD. Harrap and Co. Price
Is.
This little book of idioms is much more attractive than are usually such collec- tions, and should prove popular with all who study French idioms as such. Its 119 pages are divided into six sections, an Appendix consisting of two parts, and at the end of the book are a few good notes. Its sections comprise : Grammatical Idioms ; Elementary Idioms ; Advanced Idioms ; Some Common Proverbs ; Some Common Similes ; Common Idioms.
Appendix A. contains examples of the construction of some common verbs ; Appendix B. gives sentences to illustrate some important paronyms.
Grammaire Fran^aise £lementaire. By A. A. SOMERVILLE. Rivington. Price Is. 6d.
The book will serve admirably as a book of reference for looking up and memorizing grammatical phenomena met with in the reader. A study of its contents under such conditions should secure facility in the use of correct French, oral and written. In treating ' Accents Grammaticaux,' might not the following sentence be less ambiguously expressed ? ' L'accent aigu et 1" accent grave peuvent se placer sur Ye pour montrer qu'il est forme" ou ouvert . . .' (p. 4). A few more examples should be given of some of the rules stated. None are given of the important rule dealing with the past participle of reflexive verbs (p. 107). Section 123 might with advan- tage follow section 119. One last point : The book evidently does not intend to deal with the subject of pronunciation. "We would suggest, therefore, that the mark indicating liaison between subject and predicate in some of the verbs be omitted (pp. 36-46), together with the footnote on p. 36. The book is written in French throughout, and we heartily recommend it to the notice of all engaged in teaching this language.
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MODERN LANGUAGE TEACHING
Petite Grammaire Franchise. By E. REX- AULT. Arnold. Price Is. 6d. A considerable amount of matter is con- tained in the pages of this useful little book, and all of it is clearly set forth. The preface states : ' Nous sommes heureux de constater que. dans la plupart des ecoles, 1'enseignement des langues vivantes se fait maintenant dans ces langues memes. Nul besoin done d'expliquer pourquoi nous avons ecrit ce petit traite en francais. Rules and explanations are certainly given in French, but why should so large a number of the examples illustrating these rules be translated into English ? E.g., Quel age avez-vous ? = How old are you ? J'ai dix-huit ans = I am eighteen, eighteen years, eighteen years old ' (p. 35).
Again, we read in the preface : ' Nous nous sommes le plus souvent abstenu de noter des termes comme : travails ; coi (m.), coite (/). ... Pourquoi . . . dans un livre elementaire farcir la tete des eleves de pareils vocables ) . . . Nous avou- ons sans aucune honte qu'avant de venir enseigner notre langue en Angleterre, nous ne savions point que travails etait frangais.' Thus far excellent. But what are we to think when we note the inclusion of other words almost equally little used, and M. Renault's explanation of their inclusion :
' Helas, il faut Men saciifier un peu au culte des examens et au genre de questions que 1'on y pose' ? Then, after all, it is the examinations that matter more than the French of France. With the general plan of the work we are in hearty agreement. ' Nous ne nous sommes pas conforme a 1'habitude, parfois tres arbitraire, de diviser la grammaire en accidence et en syntaxe . . . mieux vaudrait, selon nous, diviser une . etude grammatical en regies d'une importance secondaire, et en regies d'une importance capitale. ..."
OTHER LANGUAGES.
A Dutch Grammar for Schools. By J.
ENDENDIJK. Pp. viii + 152. Sonnen-
schein. Price 2s. 6d.
To his Parallel Grammar Series, Pro- fessor Sonnenschein has now added this Dutch Grammar, which has been skilfully written by the Dutch master in St. Andrew's College, Grahamstown. It shows the familiar features of the well known series, to which it is a worthy addition. It will doubtless be of service particularly in South Africa ; but it may also be recommended to the growing number of our countrymen who take a lively interest in Holland and its literature.
FROM HERE AND THERE.
ON December 25 PROFESSOR VIKTOR celebrates his sixtieth birthday. We assured him, on the occasion of his academic jubilee, of our sincere admiration and gratitude, and we gladly, take this opportunity of thanking him for the cordial reply he sent to the congratulatory address of the Modern Language Associa- tion, and of wishing him many years of happy and fruitful work.
ft * *
The death is announced from New York of PROFESSOR MARSHALL ELLIOTT, a well- known American philologist and authority
on the Romance languages. He was born in 1844, and studied at Harvard, Paris, Florence, Madrid, Munich, Tubingen, and Vienna. He had been Professor in the Romance Languages at the Johns Hopkins University since 1892, and was the editor of 'Modern Language Notes.' Professor Elliott was a delegate to the Paris Exhi- bition in 1900, and received the distinction of the Legion of Honour in 1907. He was a member of a number of literary and philological societies in the United States.
ft ft ft
BELFAST UNIVERSITY. —At the Matricu- lation Examination there is now an oral
FROM HERE AND THERE
251
test in French and German, and it has been provided that translation of a pas- sage of English prose and free composition in the foreign language on an easy subject shall be alternatives for the present, but khat from 1913 onwards only free com- position will be set. As regards the other examinations, the following regulation now appears in the syllabus of the Arts Faculty under French : ' All examinations will include unseen translation, free com- position, questions on the lives and works of prescribed authors, and an oral exami- nation. A knowledge of French phonetics will be required for all examinations, and all candidates are expected to make them- selves acquainted with the transcription of the International Phonetic Association.'
* * * BIRMINGHAM UNIVERSITY. — Mile B.
Pienez has been appointed Assistant to the Professor of French.
* * *
BRISTOL UNIVERSITY. — Mr. A. R. Hkemp, Ph.D., Strassburg, has been ap- pointed Winterstoke Professor of English.
A A A
BRISTOL UNIVERSITY. — Mr. J. W. Eaton, B.A. has been appointed Assistant Lecturer in French and German.
A A A
CALCUTTA UNIVERSITY. — Mr. R. N. Gilchrist, M.A., Aberdeen, has been ap- pointed Professor of English and Philo- sophy in one of the Bengal Colleges of this University.
A A A
LONDON UNIVERSITY. — The Gilchrist medal for literature and the Churtou Collins memorial prize have been awarded to Mise Kathleen E. Royds. A A A
CAMBRIDGE UNIVERSITY. — On Novem- ber 24, the Senate approved the recom- mendation of the Council on an offer to endow a professorship of English Litera- ture, namely : ' That the generous offer of Sir Harold Harmsworth of the sum of £20,000 for the endowment in the Univer- sity of a professorship of English Litera-
ture, to be called the King Edward VII. Professorship of English Literature, be gratefully accepted, and that the thanks of the University be conveyed to the donor.'
A A A
CAMBRIDGE UNIVERSITY. — The stipend of Dr. E. G. W. Braunholtz, Reader in Romance, has been increased to £400 a year. We are glad to record this recog- nition of the very valuable work which Dr. Braunholtz has done during the last twenty-six years at Cambridge.
* * *
CAMBRIDGE UNIVERSITY.— The General Board of Studies have been empowered to appoint a University Lecturer in German at an annual stipend of £100, and have been authorized to appoint Mr. H. M. Chad- wick, of Clare College, as University Lecturer in Scandinavian for five years at an annual stipend of £100. A A A
CAMBRIDGE UNIVERSITY. — The Tiarks German Scholarship has been awarded to Mr. G. Waterhouse, B.A., St. John's College.
* * A
CORK, UNIVERSITY COLLEGE. — Miss Wally Swertz, M.A., has been appointed Lecturer in German.
* * *
An UniversiW des Lettres Franfaises has been established at 1, Connaught Place, London, W. ; Mile Marie Orliac is the Secretary. The University will hold con- ffrences by eminent French men and women.
A A A
HERR WALTER HENTZE, son of Herr Rektor Hentze, and a student of Marburg University in his second year, would be glad to take a post as Modern Language Assistant in some English school for a year from next Easter. He passed his Abiturienten examen with the highest dis- tinction, and speaks German without any trace of dialect. He has also a thoroughly good knowledge of French. Professor D. L. Savory, 25, Eglantine Avenue, Bel- fast, will forward letters.
252
MODERN LANGUAGE TEACHING
GOOD ARTICLES.
THE JOURNAL OF EDUCATION, Novem- ber, 1910 : The Training of Secondary Teachers (Geraldine E. Hodgson) ; Choice of Subjects for Essays (Amy Barter). December, 1910 : Experimental Education (R. R. Rusk).
THE SCHOOL WORLD, October, 1910 : The Examination of Intelligence in Chil- dren (0. Lippmann). November, 1910 : The Teaching of Free Composition in Modern Foreign Languages (H. O'Grady) ; French Holidays for English Boys (F. Smith).
THE EDUCATIONAL TIMES, November, 1910 : The Dullness of Schoolmasters (J. Adams). December, 1910 : The Dullness of Schoolmasters (J. J. Findlay).
THE A.M. A., November, 1910: London University.
REVUE DE L'ENSEIGNEMENT DBS LANGUES VIVANTES, November, 1910: A travers le Congres. Les divers Aspects du Probleme de 1'Enseignement des Langues (H. Laudenbach).
LES LANGUES MODERNES, October, 1910 : L'Enseignement des Langues Vivantes par la Lecture Directe (L. Marchand).
DIB NEUEREN SPRACHEN, October, 1910 : La Lecture Analytique (B. Bouvier). November, 1910: Uber die Vermittelung eines praktischen Wortvorrats im neu- sprachlichen Elementarunterricht (B. Herlet).
EDITORIAL NOTE.
MODERN LANGUAGE TEACHING appears eight times yearly, viz., on the 15th of February, March, April, June, July, October, Novem- ber, and December. The price of single numbers is 6d. ; the annual subscription is 4s. The Journal is sent free to all Members of the Modern Language Association who have paid their subscription for the current year.
Applications for membership should be addressed to the Hon. Secretary, Mr. G. F. Bridge, 45, South Hill Park, London, N.W.
All subscriptions to be sent to the Hon. Treasurer, Mr. F. W. M. Draper, City of London School, Victoria Embankment, London, E.G.
Members wishing to receive or to discontinue receiving the MODERN LANGUAGE REVIEW are particularly requested to communicate with the Hon. Secretary. The subscription (7s. 6d. per annum) should be sent to the Hon. Treasurer at the same time as the annual membership sub- scription.
Contributions and review copies should be sent to the Editor of MODERN LANGUAGE TEACHING, 45, Ladbroke Grove, London, W. The Editor is assisted by an Advisory Committee, consisting of Messrs.
R. H. Allpress, F. B. Kirkman, Miss Purdie, and Mr. A. A. Somerville.
The Hon. Secretary will be glad to receive from members the ad- dresses of well-educated families on the Continent willing to receive English guests, which can be recom- mended to students and teachers wishing to study abroad. The addresses of houses where an English guest is not likely to meet any other English people are speci- ally desired. Names of families should not be sent unless the mem- ber can recommend them from per- sonal knowledge. Full particulars should be given.
Communications on the under- mentioned subjects should be ad- dressed to the persons named : —
Exchange of Children : Miss BATCHELOR, Grassendale, Southbourne - on - Sea, Hants.
Loan Library: A. E. TWENTYMAN, Board of Education, Whitehall, S.W.
Magic Lantern Slides : H. W. ATKINSON, West View. Eastbury Avenue, North- wood, Middlesex.
Residence Abroad (Women): Miss Sandys, 30, East St. Helen's, Abingdon ; (Men) : The Hon. Secretary.
Correspondence on all other sub- jects should be addressed to the Hon. Secretary.
SUPPLEMENT TO MODERN LANGUAGE TEACHING
NOVEMBER, 1910
LOAN LANTEEN SLIDES COLLECTION.
The list of slides below includes those previously published. Members are re- ferred for the rules to MODERN LANGUAGE TEACHING for October, but are specially requested to observe Nos. 2 and 4 — i.e., to send order-list, by reference letters and numbers, in duplicate, and to send re- mittance with order (halfpenny per slide).
The present list includes 27 views in Germany, presented by J. R. White, Esq., of Rossall School ; 39 on Phonetics and some others, presented by the Hon. Custodian ; 20 presented by a member of the Committee ; a set of 30 slides (with reading) on ' Tours et ses Environs,' pre- sented by the Chemin de Fer de Paris k Orleans ; and a set of 17 on Bremen and their steamers, presented by the Nord- deutcher-Lloyd Steamship Company. The Custodian was able to purchase nearly 250 at about half-price. But in order to amass at once a good useful collection, he has, at his own risk, considerably exceeded the Committee's vote of funds ; and as this overdraft is not expected to be repaid for about two years, it is unlikely that many additions will be made for some time. At the time of correction of proofs the '1,000 shillings' appeal had brought in eight shillings.
c= coloured slide (painted).
FRANCE.
PARIS.
Buildings, etc. F.P.A.
1. Map of Paris. 2.
3. Gare St. Lazare.
4. Opera : Front View.
F.P.A.
5. Opera: Side View.
6. Grand H6tel.
7. Senat : Entrance.
8. Tuileries : Ruins.
9. ,, Gardens and Part ot Louvre.
10. Louvre : Galerie d'Apollon.
11. Arc de Triomphe de 1'Etoile.
12. Theatre Fran9ais.
13. ,, ,, Another View.
14. Mairie : First Arrondissement.
15. Tour St. Jacques, Opera Comique,
Colonne de Victoire, and Seine (c).
16. H6tel des Invalides.
17. Bourse.
18. Sorbonne Church.
19. Palais de Justice and Pont au Change.
20. Prefecture de Police.
21. HdtelDieu.
22. Hotel de Ville.
23. Porte St. Martin.
24. Bastille, 16th Cent. : Bird's-eye View.
25. Louvre and Pont des Arts.
26. ,, Grand Entrance.
27. ,, Salle des Cariatides.
28. ,, Salle de Venus de Milo.
29. Pantheon.
30. Palais Royal : Exterior.
31. Trocadero.
Churches, etc. F.P.B.
1. Notre Dame from North-East.
2. ,, ,, Central West Door.
3. ,, ,, Grotesque Figure. 3a. ,, ,, Interior.
4. St. Germain 1'Auxerrois (c).
5. Tour St. Jacques (c).
6. Madeleine and Rue Royale. 6a. ,, Interior.
7. Ste. Chapelle and Palais de Justice.
8. St. Augustine.
9. St. Sulpiee.
SUPPLEMENT TO MODERN LANGUAGE TEACHING
F. P. B.
10. St. Roch : Interior (c).
11. St. Etienne du Mont : Interior (c).
12. Pere la Chaise : Entrance.
Streets. F.P.C.
1. Boulevard des Capucines.
2. ,, de la Madeleine.
3. ,, Poissonniere.
4. Ditto (c).
5. Rue Castiglione and Colonne Ven-
dome (c).
6. ., de la Paix (c).
7. ,, de Rivoli, Arcades.
8. Passage Henri IV. : A Bit of Old Paris.
9. Place de la Concorde.
Statues, Monuments, etc. F.P.D.
1. Jeanne d'Arc : Place de Rivoli.
2. Gambetta.
8. Place de la Re"publique.
4. Louis XIV. : Versailles.
5. A. Daudet : Pare Monceau.
6. Obelisque de Louqsor.
7. Lioness and Crocodile : Tuileries.
8. „ „ Side View.
9. Place de la Bastille.
10. Column of Austerlitz : Pulling down
by Communists.
11. Colonne Vendome.
12. Statue of Henri IV. : Pont Neuf.
13. Fontaine de Medicis : Luxembourg.
Gardens, Parks, etc. Champs Elysies.
F.P.E.
1. Folies Marigny and Family Group.
2. The Circus (c).
3. Cafe des Ambassadeurs.
4. Children and Nurses.
5. Toy-Shop.
Jardin du Luxembourg.
6. Cascade and Pond.
7. Auditoire du Guignol : Children.
8. Lady feeding Sparrows.
9. Jeu de Paume.
Jardin des Tuileries.
10. General View.
11. A Corner.
12. Arc du Carrousel (c)
13. Ditto.
Bois de Boulogtie. F.P.E.
14. Une Allee.
15. The Cascade.
16. Grand Lac.
17. Ch&let des Cyclistes.
18. Pare Monceau.
Markets, Shops, Traffic, etc. F.P.F.
1. Halles Centrales : Flower Market
2. Flower Market : Notre Dame.
3. "Woman with Fruit-Barrow.
4. Street Boot-black.
5. Shop: ' Broche de la Luue ' on Grands
Boulevards.
6. Shop : ' Epicene de Choix.'
7. ,, 'Escargots.'
8. Bouquinistes au Quai.
9. Stall at Fair : ' Clou de la Foire.'
10. At Fair : Chevaux de Bois.
11. Newspaper Kiosque.
12. ,, „ The Same.
13. Colonne de Spectacles.
14. Balayeur washing Streets.
15. Group of Gardes Repub. : Back View.
16. Gardes Repub. and Sergents de Ville.
17. Sergent de Ville regulating Traffic.
18. Bus in R. de Rivoli.
19. Getting into a Bus : Ticket System.
20. Busses : Porte St. Martin.
21. ,, The Same.
22. Long Cart with Wine Casks.
23. Charrette : Place St. Martin.
24. Remorqueur and Bateau de Mouche.
25. Embarcadere.
26. Bateau de Mouche (c).
27. Bains de Natation on Seine.
28. Lavoir on Seine.
29. Stone Carts on Quai Henri IV.
Schools, etc. F.P.G.
1. Student's Bed - Sitting - Room, Fifth
Floor, Hotel CorneUle.
2. Cour des Petits : Lycee Montaigne.
3. Cour : Lycee Henri IV.
4. Dortoir : Lycee Henri IV., with
Curtained Space for ' Pion.'
5. Premieres Communiantes on their
Way to Church.
LOAN LANTERN SLIDES COLLECTION
111
Suburbs of Paris.
Versailles.
F.P.S.
1. Entrance to Palace, and Statue of
Louis XIV. (c).
2. Carriage built for Baptism of Prince
Imperial.
3. Galerie des Batailles.
4. ,, des Glaces.
5. Lake and Gardens from Terrace.
6. Grandes Eaux : Bassin d'Apollon.
7. ,, ,, ,, de Neptune. la. Orangeries.
St Cloud.
8. Ruins of Palace.
9. The Cascade.
St Den-is.
10. The Cathedral : Interior.
11. ,, ,, Monument of Louis
XII. and his Queen.
12. Sevres. View of Town from Train.
13. St. Germain. Chapel and South Front.
14. Vincennes. Keep.
National Fete, July 14.
Longchamps Racecourse. F.P.N.F.
1. Mounted Garde clearing Road for the
President.
2. Ambassadors arriving at President's
Pavilion.
3. St. Cyriens passing at Review.
4. Cavalry ,,
5. Chinese Ambassador's Suite leaving
President's Pavilion.
6. Chambre des Deputes : Evening Illu-
minations.
REPRODUCTIONS OF PICTURES.
F.K.P.
1. Escalade d'un Mur. (Soldats).
2. Le Lavabo des Reservistes.
3. Le Cafe : Apres la Manoeuvre.
4. Le Reve (Detaille).
5. Les Invalides.
6. Ecole primaire en Bretagne.
7. La Soupe des Laboureurs (with oxen
ploughing).
8. Le Berceau du Mousse (fishwife and
baby).
F.R.P.
9. Depart pour la Peche (pushing oft boat from shore).
10. Levee des Filets.
11. Retour d'Islande (Crowd on quai wel-
coming vessel).
12. Napoleon at Jena, with Generals Ber-
thier and Murat.
13. Attack on Tuileries, August 10, 1792.
14. Execution of Marie Antoinette, Octo-
ber 16, 1793.
15. Robespierre, Couthon, and St. Just
declared Traitors, H6tel de Ville, July 28, 1794.
16. Buonaparte at St. Cloud, November 10,
1800.
17. Battle of Marengo.
18. Talleyrand.
19. Napoleon crowning Josephine.
20. March of the Women, 1870.
THE LAND OF WILLIAM THE
CONQUEROR.
(Printed reading for this set.)
Havre.
F.L.W.C.
1. The Harbour (c).
2. Ste. Adresse (c).
ffonfleur.
3. Fishermen (c).
4. The Fishing Fleet (c).
5. Street leading to Shore (c).
6. Old Clock Tower.
Rouen.
7. Cathedral, etc., from across Seine.
8. ,, West Fa9ade (c).
9. Monument to Napoleon (c).
10. Doors of St. Maclou (c).
11. Monument to Bouilhet (c).
12. St. Vincent (c).
Falaise.
13. Boulevards.
14. Valley and Castle (c).
15. Chamber where William the Conqueror
was born (c).
16. Market Place (c).
17. Portal, Church of the Trinity (c).
Vire.
18. Clock Tower and Street (c).
19. Notre Dame (c).
iv SUPPLEMENT TO MODERN LANGUAGE TEACHING
Avranches. F.L.W.C.
20. Part of Town from above (c).
21. View from Public Gardens (c).
22. Stone on spot where Henry II. of Eng-
land did Penance.
23. Notre Dame des Champs.
Mont St. Michel.
24. Cloisters (c).
25. ,, Details of Carving (c).
26. Court (c).
27. Salle des Chevaliers (c).
28. The Crypt (c).
29. General View from East (c).
AN ARCHITECTURAL TOUR IN NORMANDY.
(Printed reading for this set. )
Rouen. F.A.T.N.
1. Cathedral, etc., from across Seine.
2. Holiday Crowd (c).
3. Cathedral : West Front (c).
4. ,, South Aisle (c).
5. „ South Portal.
6. St. Maclon (c).
7. St. Ouen and Place de la Republique.
8. „ Interior.
9. ,, Portail des Marmousets.
10. Fontaine Ste. Marie.
11. Palais de Justice.
12. Jeanne d'Arc, Place de la Pucelle.
13. View up Seine.
14. Notre Dame de Bonsecours (c).
15. „ ,, Memorial, Jeanne d'A re (c).
Caen.
16. Abbaye aux Honimes, East (c).
17. ,, ,, Choir, Interior. 18- » ,, St. ^tienne,
West.
19. Bird's-eye View of Town (c).
20. Abbaye aux Dames.
21. St. Pierre from Boulevard (<•).
22. ,, Interior.
23. Rue St. Pierre : Old Houses.
24. Rue Froide with St. Sauveur (c).
25. Abbaye d'Ardennes (c).
26. ,. „ Tithe Barn (c).
F.A.T.N.
27. St. Gervais (c).
28. William the Conqueror's Castle :
Talbot Tower (c).
29. William the Conqueror's Statue (c).
Bayeux.
30. Cathedral from East (c).
31. „ St. Portal and Central
Tower (c).
32. ,, Interior, looking East (c).
33. „ ,, „ West.
Coutances.
34. From Station (c).
35. Cathedral : West Front (c).
36. „ from South- West, with
Lantern (c).
37. ,, Interior (c).
Mont St. Michel.
38. From the Digue.
39. Inner Gate of Fortifications (c).
Le Mans.
40. From Banks of Sarthe (c).
41. Cathedral from South-East (c).
42. „ Interior of Choir.
43. Statue of General Chanzy (c).
Chartres.
44. Cathedral from Bridge.
45. „ from West.
46. ,, North Portal.
47. Old Baths.
TOUR ET SES ENVIRONS.
(Printed reading (in French) for
this set.) F.T.E.
1. Panorama de Tours.
2. La Cathedrale.
3. ,, ,, Interieur.
4. Tombeau des Enfants de Charles VIII.
5. L' Abbaye de Marmoutiers.
6. Les Grottes.
7. Portail de la Crosse. Tour du XIIe
Sifecle.
8. Candes : Confluent de la Loire et de la
Vienne.
9. Tour Charlemagne. 10. Tour de 1'Horloge.
LOAN LANTEKN SLIDES COLLECTION
F.T.E.
11. La Basilique de Saint Martin.
12. Eglise Saint Julien.
13. Ancienne Eglise des Jacobins.
14. Notre Dame la Riche.
15. ,, ,, ,, Portail.
16. Maison de Tristan 1'Herraite.
17. ,, d'Anne de Bretagne.
18. Fontaine de Beaune de Semblan9ais.
19. Portail Gothique. 2C. Hdtel Gouin.
21. Maison de Jehan le Galand.
22. Pont sur la Loire.
23. Le Theatre.
24. Saint- Symphorien : Vue sur la Loire.
25. Panorama vers Vouvray.
26. Saint-Cyr et Pont sur la Loire.
27. Cinq- Mars: Le Chateau.
28. Montresor : Le Chateau.
29. „ 1'Eglise.
30. Les Tombeaux des Bastarnoy.
VARIOUS TOWNS, ETC.
(Arranged Alphabetically.)
See also F.L.W.O., F.A.T.N., and F.T.E.
F.A.
1. Amiens: Cathedral: West Front.
2. ,, Market Women in Boat.
3. „ Milking Goats at House.
4. Andely, Le Petit : et Chateau Gail-
lard.
5. Abbeville : St. Wolfram's West Front
(cf. Ruskin's description of sunset on this).
6. Abbeville: St. Wolfram's, from North
(cf. Ruskin's description of the ' Hen and Chickens ').
7. Amiens : Rue Alsace et Lorraine, a
typical main French road.
8. Amiens : On the Somme, Early Mar-
ket and Vegetable Boats.
9. Amiens: Cathedral, East End. Flying
Buttresses, etc.
10. Amiens : Cathedral, Interior from Or-
gan.
11. Arras : Hdtel de Ville. Main Front.
12. Angouleme: Cathedral, Exterior, look-
ing North-East.
13. Angouleme : Cathedral, Interior.
14. Aries : Roman Coliseum, Exterior.
15. , „ Interior.
F.A.
16. Aries : Roman Amphitheatre, with
Medieval Tower.
17. ,, A Glimpse of the Arena.
18. Avignon : Fourteenth-Century Wall.
19. ,, A Gate in the Ramparts.
20. ,, Distant View of Papal
Palace across Rhone.
F.B.
1. Bouchet : Lac du.
2. Boulogne : Quai, Church, Boat, etc.
3. ,, Smacks at Quai.
4. ,, Smack leaving Harbour.
5. ,, Pecheurs et Pecheuses.
6. ,, Boys leaving School.
7. ,, Pecheuses with Nets on
Rocks.
7a. ,, Fishmarket, Sale of Day's
Catch.
8. Breton Fisherman and Wife.
F.C, 1. 2. 3. 4. 5. 6. 7.
8.
F.D 1. 2.
3. 4. 5. 6. 7. 8.
F.O. 1.
2.
F.L. 1. 2.
3.
F.M. 1.
2.
Cancale : La Houle with Chantiers.
,, Main Street to Bay.
,, Making Hay.
,, Hotel Staff.
,, Gendarme. Chamounix and Mont Blanc. Chartres : Chamonix Cathedral, In- terior, looking East. Combourg : the Chateau.
Dieppe: Harbour.
,, Market and Church. Douarnenez : Un Menage. Dinan : The Bridge. ,, Rue Jersual. Dinard : from the Sea.
,, Women washing in a Pool. Dol: Cathedral.
Grenoble : Le Mont Aiguille. Guery, Lacde: Cratere.
Landes : Echassiers landais.
,, ,, „ Th.fi Same.
Lyon : Jonction du Rh6ne et de la Saone.
Marseilles : P. and 0. Quai.
,, Wine waiting Shipment, Cathedral in Back- ground.
vi SUPPLEMENT TO MODERN LANGUAGE TEACHING
F.M.
3. Moutpellier: the Greatest Aqueduct in the World.
F.N.
1. Nimes : Coliseum, Interior.
2. ,, Roman Bath.
F.O.
1. Orleans Cathedral : West Front.
2. ,, ,, Interior.
F.P.
1. Vieille Femme du Pollet.
2. Le Puy : vue gen. prise d'Espaly.
3. Le Puy de D6me.
F.R.
1. Rouen : Cathedral, etc., and Seine.
2. ,, Palais de Justice.
3. ,, Tour Jeanne d' Arc, belonging
to Former Castle.
4. ,, Cathedral : Nave looking
East, Whitsuntide Festival, showing Tapestries only shown on Principal Festi- vals.
5. ,, Cathedral, Interior, look-
ing East.
6. „ College, with Statue of Cor-
neille.
7. ,, Statue of Rollo (Founder of
Town) in St. Ouen Church- yard.
8. ,, Rue de la Grosse Horloge. F.T.
1 . Tarn, Gorges du : Defile des Ddtroits.
2. Tours : Cathedral. West Front.
3. ,, ,, North Transept. F.V.
1 . Vire : Jour de Foire, Street Market.
2. ,, Old Man and Old Saleswoman.
MISCELLANEOUS.
F.ML
1. Washerwomen.
2. Peasants going to Market on Stilts.
FRENCH COLONIES. Village des Indigenes, Paris, 1896.
F.CO.
1. Senegalese Men dancing.
2. ,, at Work in Hut. 8. Malagasy Woman.
4. Another one. 5- „ ., 6.
GERMANY.
BERLIN. G.BC.
1. Schloss and Schlossplatz.
2. ,, and Schlossbriicke.
3. Palace of William I.
4. Emperor's Palace, Unter den Linden,
and Crowd, with Military Band.
5. ,, ,, Interior, White
Hall.
6. ,, ,, Interior, Dining-
Room.
7. Palace of Crown Prince (c).
8. National Gallery (c).
9. ,, ,, Closer View.
10. Old Museum (c).
11. ,, Closer View of Centre
Front (c).
12. ,, Side View of Steps and
Statuary (c).
13. Royal Theatre (c).
14. „ ,, and Schillers-Platz.
15. Royal Opera House (c).
16. Arsenal (Zeughaus) from South-West.
17. ,, ,, Another View.
18. ,, ,, Centre of Front,
Close View (c).
19. ,, ,, Side on to Spree (c).
20. Exchange : Side on to Spree (c).
21. The Mint : Side on to Spree (c).
22. Cathedral, with Platz, as it used to
be (c).
23. ,, ,, as it is, Closer
View.
24. The French Church (c).
25. St. Hedwig.
26. Konigsstrasse (c).
27. Friedrichstrasse.
28. Kaiser Wilhelm Strasse.
29. Statue of Frederick the Great.
30. Siegessaule (c).
31. Statue of Konigin Luise (c).
32. Schiller Monument (c).
33. Unter den Linden.
34. Lowenbriicke (c).
35. Market : Alexanderplatz.
36. Old Berlin and Spree (c).
37. ,, ,, Another Part (c).
LOAN LANTERN SLIDES COLLECTION
vn
G.ue.
38. Barges and Factories on the Spree (c).
89. Oldest House in Berlin (c).
Suburbs of Berlin. G.BC.S.
1. Charlottenburg : Royal Palace (c).
2. ,, Part of Polytech-
nic (c).
3. Potsdam : General View.
4. .. New Palace.
5. ,, Sans Souci, Palace and Park.
THE RHINE (alphabetically).
(Printed reading covering most of this
set.)
G.Rh.
1. Amsterdam : Grand Canal.
2. ,, Royal Palace.
3. Andernach : General View.
4. ,, Castle.
5. Baden-Baden : General View.
6. Bale : The Upper Bridge.
7. „ The Cathedral (c).
8. ,, St. Paul's Gate (c).
9. Bingen : Church and Castle.
10. Bonn : Cathedral, Exterior.
11. ;, Town from Ferry.
12. ,, Beethoven Monument.
13. Boppart.
14. ,, Old Houses.
15. Coblenz : From above Rhine Bridge.
16. „ Ehrenbreitstein and Br dge
Of Boats (c).
17. , , Bhrenbreitstein.
18. Cologne and Bridge of Boats.
19. „ Cathedral, Exterior. 19a. ,, Cathedral, Interior.
20. „ Market Place (c).
21. Constance from Cathedral Tower.
22. Drachenfels and Seven Mountains.
23. Freiburg : Cathedral and Town from
above.
24. Godesberg and Seven Mountains.
25. Heidelberg : Bridge and Castle.
26. „ Castle, Frederick's Build-
ings (c).
27. „ Castle, Otto Heinrich's
Buildings.
28. Lorelei Rock.
29. Mayence Cathedral from Market.
30. Mausturm.
G.Rh.
31. Neuhausen : Rhine Falls.
32. Nonnewerth and Rolandseck.
33. Oberlahnstein and Stolzenfels.
34. Rotterdam : Bridge of Delft.
35. „ Hotel de Ville.
36. ,, Quai des Espagnols.
37. Schaffhausen : Bridge and Falls.
38. Soeneck Castle.
39. Stein (Switzerland) : Old Houses, with
Carvings and Paintings.
40. Stolzenfels Castle.
41. Strassburg : General View.
42. ,, Cathedral.
43. „ Cathedral, Central Porch.
44. Wiesbaden : Greek Church.
45. „ Kursaal and Gardens.
46. Worms: Cathedral.
47. „ Luther's Monument.
48. „ Luther's Tree.
49. Rhine Fishermen at work.
50. Travelling Tinkers.
VARIOUS PLACES.
(See also under ' Rhine,' G.Rh.) G.A.
1. Aschaffenburg : Castle.
2. ,, Country Cart.
3. ,, Pompeianum.
G.B.
1. Bastei Rocks.
2. ,, ,, Fruit Barge near. 3 (c).
4. Bebenhausen : Old House and Wehr-
5. ,, Monastery, now Royal
Jagdschloss.
6. , , Monastery and Village.
7. Besigheim (on Neckar) : River and
Houses.
8. ,, Another View.
9. Brocken : Distant View. 10. Bremen, see G.N.D.L.
G.c.
1. Cassel : War Monument.
2. Cochem (on Moselle) : Vineyards near.
3. ,, Castle: Path through Vine-
yards. G.D.
1. Donaustauf: Stations of the Cross.
2. Dresden : Old Market and Church
viii SUPPLEMENT TO MODERN LANGUAGE TEACHING
G.D.
3. Dresden : Schloss-strasse.
4. ,, Hofkirche.
5. „ View up Elbe.
6. ,, Augustusbriicke, Hofkirche,
etc. ,, Hauptstrasse from Bridge.
7.
O.K.
1. Eisenach
2.
3.
4. Eisleben
6. Erfurt:
Entrance Gateway (c).
Market Place.
Wartburg, Hitter Haus. : Statue of Luther — Luther's
Birthplace and Deathplace. Relief — Luther with Bible ;
Cajetan with Papal Bull. Door of Augustinian Convent,
where Luther, as a Monk,
first found the Bible. Cathedral.
7.
8. Esslingen : Wolfstor.
G.F.
1. Frankfort a. M. : Old Houses.
2. Frankfort : Gutenberg Monument.
O.G.
1. Goslar: General View.
2. ,, Kaiserworth and Market.
3. Gotha : Town Hall and Market.
G.H. 1.
2.
G.L. 1.
2. 3.
4. 5. 6. 7.
G.M 1.
Halberstadt : Old Houses.
Halle: Statue of Handel (Handel's
Birthplace). Town Hall and Statue. ,, House in which Handel was
Born. Hartzburg from East.
., and the Burgberg. Hirsau : Ruins of Monastery, With Elm (ef. Uhland's Poem, ' Die Ulme zu Hirsau ').
Lauffen (on Neckar) : Gateway and
Tower.
Old House, with Oriel Win- dow. Leipzig : Augustusplatz and Post
Office.
,, Monumental Fountain. ,, Old Market Place. ,, Bruhlstrasse (c). Linz : View on Danube.
Magdeburg : Tetzel's Money Chest in Cathedral.
G.M, 2. 3.
4.
G.N. 1.
2. 3. 4. 5. 6. 7. 8. 9.
Maulbronn : Coart of Monastery. Mayence : House in which First Print- ing Press was set up. ,, Statue of Gutenberg, in Town.
Nuremberg : St. Lorenz, West Door.
,, Henkersteg und-turm.
,, Oriel Window.
,, A. Diirer's House.
,, Castle Courtyard.
, , Vestnerturm.
,, On the Pegnitz.
,, Pegnitztal. Hans Sachs Statue.
G.O. 1. Ochsenfurt : A Street.
G.P.
1. Passau : Cathedral.
2. „ Ferry.
3. ,, Oberhaus.
4. ,, A Street, with Gateway.
O.K.
1. Regensburg: Bridge, Belfry, Church,
etc.
2. ,, Walhalla.
3. Richtenstein (on Danube): River,
Church, etc.
4. Rippoldsau (Black Forest) : Farm-
house near.
5. Rothenburg : Walls, Tower and Gate.
6. „ Rathaus, Old Doorway.
G.s.
1. Schandau on Elbe.
2. Stuttgart: Stiftskirche.
3. ,, Schiller Monument by
Thorwaldsen.
4. ,, Mbrike Monument.
5. Swabian Village : Group on Sunday
Afternoon.
Cathedral.
Old Roman Gateway. Ruins of Roman Palace. Ruins of Coliseum.
G.T.
1. Treves ; 2- „
3. „
4. „ G.V.
1. Vaihingen (on Enz), River, Tower, and Houses.
G.W.
1. Waiblingen : The Tower, ' Stadtturm.'
2. Wehlen (on Elbe)]: River with Wood
Raft, Village, etc.
LOAN LANTERN SLIDES COLLECTION
IX
3. Weimar : Goethe-Schiller Monument.
4. Wildbad : Stable and Barn in Village
near.
5. Wildberg (on Nagold, Black Forest) :
Old House.
6. Wittenberg: Castle Church, Luther's
Tomb.
7. ,, Castle Church, Melan-
chthon's Tomb.
8. , , Castle Church, Door on
which Luther nailed his Theses.
9. ., Castle Church, Market
Square, showing Statues of Luther and Melanchthon. c.z.
1. Zavelstein (Black Forest, Wiirttem- berg) : Countrywomen.
NORDDEUTSCHER LLOYD
1. Bremen: Marktplatz mit Rathaus, Dom
und Bo'rse.
2. ,, Freihafen I.
3. ,, Panorama.
4. Dampfer im Hafen : Von Bordgehen
der Passagiere.
Schnelldampfer 'Kaiser Wilhelm II'
5. Im Trockendock : Hinterteil mit Dop-
pelschrauben.
6. Speisesaal I., Kl.
7. Wiener Cafe fur Raucher.
8. ,, ,, ,, Nichtraucher.
9. Rauchsalon I., Kl.
10. Kaiserzimmer, Speisezimmer.
11. ,, Schlafzimmer.
12. Schotttiirenverschluss : offen.
13. (Watertight Doors) halb geschlossen.
14. ,, ,, ganz geschlosseh.
Verschiedene Dampfer.
15. Kais. Wilh. d. Gr. : Im Vorhafen.
16. Kronpr. Wilh. : Promeuadendeck.
17. Barbarossa: Kommandobriicke.
AUSTEIA.
A. P.
1. Prag: Church.
2. ,, Bridge and Hradsch in.
3. ,, ,, ,, Distant
View.
SWITZERLAND.
Grand Manoeuvres, Fribourg, September, 1907.
(Attended by a Committee of Delegates of M.P.'s, Labour Leaders, and National Service League, sent out to study the Swiss Militia System.)
S.G.M.
1. Swiss Cavalry, well mounted,
plenty of dash. Horses supplied by the State, maintained by the men, and gradually become the men's property.
2. Ditto.
3. Recruits firing Ball Cartridge at
Dummy Targets on Mount Pilatus. Packs weigh sixty pounds.
4. Field Kitchen, similar to English.
5. German Attaches, very prominent,
gorgeous uniforms.
6. German Attache watching Firing of
Quick-firing Guns.
7. Artillery : Same gun as in 6, good
artillerymen, poor tacticians.
8. Artillery trotting past at Review.
9. Cadets at Exercise: Climbing 6-foot
palisade, rifles slung. Cadet Corps are voluntary ; joined freely to insure fitness for service.
10. Cadet Battalion halted. Cap and
service jacket form the only uni- form.
11. Recruit Company Resting. Pack re-
moved at halt; all slung in one mass ; more comfortable than Eng- lish equipment.
12. Village welcoming English Committee.
Swiss National Anthem sung ; same tune as English ; village patriarch in centre.
PHONETICS.
The source of each slide is indicated in most cases by a letter showing the work from which it is taken, and in the case of Ganot's Physics the number of the figure is given.
gp= Ganot's Physics (Ninth Edition.) /= Foster's Physiology, g — Gray's Anatomy.
SUPPLEMENT TO .MODERN LANGUAGE TEACHING
h = Huxley's Physiology. fc=Kirke's Handbook of Physiology. <7 = Quain's Anatomy.
The slides are intended to illustrate : General Theory of Sound, the Organs of Speech, Speech Centre in Brain, the Ear as Receiver and Analyser of Sounds, Methods of Analysis of Speech Sounds, and of Positions of Organs of Speech.
Ph.
1. gp 248-249, Nodes and loops of vibra-
ting strings.
2. Vibrating tuning-forks in a state of
coincidence and interference.
3. gp 232. Savart's wheel.
4. gp 233-235. Helmholtz's siren.
5. gp 244, Human larynx.
6. gp 250-251, Mouthpieces of organ
pipe and flageolet.
7. gp 252-254, Details of reed-pipe : free
and beating reeds.
8. Forms of pipes of different stops in an
organ, to illustrate effect of varying forms of resonance-chamber.
9. gp 551, Laryngoscope.
10. gp 286, Apparatus for showing Konig's
manometric flames.
11. gp 287-288, Forms of flames when
sounding the fundamental and the octave.
12. gp 289-290, Forms of flames when
fundamental and octave and when fundamental and third are sounded together.
13. gp 291-292, Forms of flames when
singing C and C'.
14. Human lung : section showing elastic
tissue x 30.
15. g, Front view of heart and lungs.
16. g, Larynx, trachea, and bronclii : front
view.
17. q, Intercostal muscles.
18. k, Axes of rotation of ribs.
19. ,, „ ,, diagram-
matic apparatus.
20. Tongue and Papillae : upper surface.
21. k, Motor and Speech Centres of brain.
22. k, Monkey's Brain, showing different
centres.
23. General view of Internal Ear.
24. h, Diagram to illustrate positions of
various parts of the Ear.
25. Bony labyrinth of Ear : interior.
26. g, Cochlea : interior in section.
27. kt „ section through one coil,
showing position of Organ of Corti.
28. k. Organ of Corti, x 800.
29. g, Larynx, anatomy of : side and
back views.
30. „ 'positions of vocal chords in
respiration, speech, etc.
31. „ diagram of action of muscles
in speaking.
32. ,, in speaking, and showing the
cartilages, etc.
33. General view of analysis apparatus
used by Dr. Ernst Meyer at Mar- burg.
34. Some results obtained with above.
For Nos. 33 and 34, see Beitrage zur Deutschen Metrik, by Dr. E. A. Meyer, Universitats Buchdruckerei, Marburg.
35. Recording and reproducing dia-
phragms of Edison- Bell phono- graph.
36. Microphotograph of markings on
phonograph cylinder.
37. Another ditto.
38. Another ditto, higher magnification.
39. Tongue positions of vowel sounds
obtained by Atkinson's Mouth Measurer.
EXTKA SETS.
The following sets of slides may be borrowed by members of the Modern Language Association on making applica- tion to the owners, and paying all costs of carriage, but no hire.
1. The Touring Club de France will lend to members of the Modern Language Asso- ciation slides illustrating the following Conferences : La Protection des Sites et Monuments de France (No. 40) ; Le De- boisement, la Restauration et Mise en Valeur des Terrains et des Montagnes (No. 41) ; L'OEuvre du Touring Club de France et le Tourisme Scolaire (No. 47) ;
LOAN LANTERN SLIDES COLLECTION
XI
Le Tourisme Nautique et Rivieres de la France (No. 45).
Apply : Service des Conferences, Tour- ing Club de France, 65, Avenue de la Grande Armee, Paris.
The texts of the above Conferences, with subjects of slides, can be borrowed from the Hon. Custodian.
2. The London offices of the Belgian State Railways will lend a set of slides on Belgium, provided they are disengaged on the date required.
Apply : Coml. Representative, Bel- gian State Railways, 47, Cannon Street, London, E.C.
3. Professor E. L. Milner-Barry will lend : (a) A set of slides on Nuremberg, dealing partly with the history of the town, and containing some slides made from old woodcuts ; (b) a set of slides on Tyrol, many of them from his own photo- graphs.
Apply : Professor E. L. Milner-Barry, Wellfield, Bangor, North Wales.
The lists of Professor Milner-Barry's slides are as follows :
TYROL AND EASTERN ALPS.
The route illustrated is : Munich, Par- tenkirchen, Pass of Scharnitz, Landeck, Trafoi, Meran, Bozen, Dolomites, Cortina, Brenner, Innsbruck.
1. Map of Eastern Alps (relief) ; physical.
2. „
3. Route Map of Tyrol.
4. Starnberg.
5. Garmisch.
6. Zugspitze.
7. Partnachklamm.
8. Scharnitz.
10. Seefeld.
11. Zirl.
12. Landeck.
15. Pass of Finstermiinz.
16. „ 17-
18. River Inn.
19. Nauders.
20. Reschen Lakes. 21.
22.
23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55.
10.
11.
13. 14.
15. 16.
Mais.
Trafoi.
Maclatsch Glacier.
Stelvio Pass.
Ortler.
Kastelbell.
Meran.
, , Castle. Tirol Castle. Bozen.
,, Market Place.
, , Fruit Market. Runkelstein. Schlern. Tyrolese Costumes.
Grasleitenhiitte. Dolomites. Falzarego Pass. Cinque Torre. Inn near Cortina. Misurina Lake. Drei Zinnen. Diirrenstein. Austrian Soldiers. Brenner Railway. Innsbruck.
,, Municipal Buildings.
,, Memorial of Maximilian I.
, , Statue of Theodoric.
,, ' Das Gold ene Dachl.'
,, Inn ' Goldner Adler.'
MEDIEVAL NUREMBERG.
Town : Woodcut after Wolgemuth. St. Anthony : After Diirer's Etching. Town : Old Woodcut. Plan of Town. Entrance of Pegnitz. General View.
,, Old Houses.
,, with Castle.
Weisserturm. Mannerschuldturm. Hospital of the Holy Ghost. Henkersturm.
Lauferturm. Fleischbriicke.
xii SUPPLEMENT TO MODERN LANGUAGE TEACHING
17. Frauentor.
18. Vestnertor.
19. Castle.
Walls and Moat.
Fiinfeckiger Turm.
Heidenturm.
Vestnerturm.
Courtyard.
Chapel.
20. 21.
22.
23.
24.
25.
26. Frauenkirche.
27.
28. Gausemannchen.
29. Tugendbrunnen.
30. Lorenzkirche. 31.
32.
33. Schemer Erker.
34. Tomb of St. Sebaldus.
3.". 36.
37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49.
Memorial of Emp. Maximilian I.
Statue of Theodoric.
35 and 36 are both at Innsbruck, but 35 is partly, and 36 wholly, the work of Vischer of Nuremberg.
Peter Vischer (portrait).
Diirer's House, i)
Diirer (portrait).
Rathaus.
Pellerhaus:
Hof.
' Heilsbronner Hof (Old Inu). ' Golden Swan.' Bratwurstglbcklein.
it
Hans Sachs (portrait).
PB 1
M68 v.6
Modern language teaching
PLEASE DO NOT REMOVE SLIPS FROM THIS POCKET
UNIVERSITY OF TORONTO LIBRARY