V
,s
UNITED STATES BUREAU OF EDUCATION
BULLETIN. 1913, NO. 3 WHOLE NUMBER 510
THE TEACHING OF MODERN
LANGUAGES IN THE UNITED
STATES
By CHARLES HART HANDSCHIN
PROFESSOR OF GERMAN IN MIAMI UNIVERSITY
WASHINGTON
GOVERNMENT PRINTING OFFICE
1913
OOE"TE]^TS.
Page.
Introduction 5
PART I.
Chapter I. — First instruction in French in America 9
French in Michigan 11
Chapter II. — French in private schools in colonial times and later 13
French in the early West 14
French influence in early American education 15
Chapter III. — Introduction of French in colleges and universities 17
Brief chronology of early instruction in French 21
Chapter IV. — French in the public secondary and in public and private ele-
mentary schools 26
Chronology of the introduction of French in public secondary schools 28
French in public and in private elementary schools 28
French schools and parochial schools which teach French in the United
States 30
Chapter V. — Fii'st instruction in German in America, and the German influence
on American education 31
Chapter VI. — First introduction of German in colleges and universities 35
Chronology of the earliest introduction of German in colleges 39
Chapter VII. — The development of French and German in higher education. . 40
Statistics of German and French in colleges and universities in 1910 50
Chapter VIII. — Early introduction of German in academies and public high
schools 51
German in public high schools 53
Brief chronology of early instruction in German in high schools 54
Chapter IX. — German in the elementary schools 67
Introduction of German into the public elementary schools 71
Chronology of the introduction of German in additional public elementary
schools 73
Chapter X. — German private, parochial, and denominational schools 75
Private schools 75
Parochial schools 78
Denominational schools 80
Chapter XI. — Spanish and Italian in the United States 82
Spanish 82
Spanish in the secondary schools 83
Spanish in colleges and universities 84
Italian , 85
Chapter XII. — ^Modern languages in normal schools, summer schools, schools of
languages, and university extension 87
Normal schools 87
Summer schools, schools cf languages, and university extension 88
3
4 CONTENTS.
Page.
Chapter XIII. — The growth of modern languages as a school subject 90 '
Chapter XIV. — Methods of teaching modern languages 94
The grammar-translation method 94
The natural method 96
Modern direct methods 97
Chapter XV. — Development of the literature on the methods of teaching modern
languages 102
French books published before 1826 105
German books 106
PART II.
List of works on the teaching of modern languages 107
List of modern language texts for the teacher 134
Methods 134
Periodicals 135
General bibliography and translation from the German 135
Copy books (in foreign modern languages) 135
Commercial correspondence 136
Conversation and composition books 136
Dictionaries 138
Grammars and beginners' books 140
Idioms 146
Literature 146
Musical helps 146
Readers 146
Orthography 148
Phonetics 148
Reading charts 149
Rhymes 149
Slang 149
Songs 149
Index 151
INTRODUCTION.
In this study it is proposed to give an historical account of the
teaching of modern languages — German, French, Spanish, and
Italian — in the United States, The hope is entertained that the
record of past achievement and present needs may inspire teachers
of modern languages to greater effort and still greater achievement.
The work of investigation was begun in 1909. A number ®f the
largest libraries in the United States, including the Library of Con-
gress, have been searched for material. Much has been obtained
also by questionnaires, by a voluminous personal correspondence,
and by personal visits to schools.
It is impossible to list all of the books used. A select bibliography
will be found appended to the various chapters, and a list of helps for
the teacher is also added at the end of the book.
It is to be expected that a pioneer study of this sort will show
defects and omissions. Much historical material will, no doubt, be
brought to light which now lies hidden and unknown in college
archives.
To the teacher of modern languages it must be a matter of deep
interest to know how liis branch of learning has stood, and stands,
in the estimation of educators and of the general public. Tliis
question the following pages seek to answer. The fine record of a
branch of study wliich was taken up in the United States only about
a centuiy ago is worth recording. The roll of teachers boasts many
proud names besides Longfellow, Lowell, Ticknor, and Boyesen
Since as an historical treatise this work should be free from bias,
it may be permitted to advance a personal view here in the intro-
duction, a view, however, which is based upon an intimate study of
the literature and the conditions of modern language teaching.
The modern languages were often poorly taught — in common
with some other subjects — in the past. Indeed, there are large
numbers of inefficient teachers still. But with the better training
of teachers, wdth the introduction of the direct method in a good
number of schools, with a slight advance in the books and helps in
instruction, modern language teaching has improved wonderfully
within recent years; so much so, in fact, that it has been shown by
statistics of the College Entrance Examination Board that French
and German are to-day taught better than Latin and Greek ^
I School review, 16: 258-264.
6 INTRODUCTION.
However, the training of teacliers is still very inadequate. The
difficulty is to equip teachers with a commensurate command, prac-
tical and scientific, of the foreign language in our training schools.
Indeed, there are, properly speaking, no training schools for the
teacher of German and French, excepting one for German.^
Our universities and colleges have not trained and are not training
properly for this service, although several schools are doing excellent
work in this line. (Cf. Columbia University Teachers College, in its
Announcement, 1910-11, pp. 69-70, 73-74, and University of Chi-
cago Register, 1909-10, pp. 316-17.) Here is a line of work which
must eventually be taken up in various parts of the country'', if our
modern language teaching is to be of a high grade. Foreign residence
is not possible for thousands of secondary, and even college teachers.
For this class there must be created an adequate substitute for the
foreign sojourn which the European modern language teacher
invariably obtains as part of his equipment.
College and university graduates will, of course, continue to go out
to teach foreign languages. Up to the present their training has
been very uneven. At best they have been given a course in methods,
in most cases purely theoretical Practice teaching and observation,
such as the German Prohelcandidat undergoes for a year or two, is,
even to-day, almost altogether wanting It is to be hoped that there
will soon be a demand for a better equipment for modern language
teachers, and that the universities and colleges will meet it.
As to the materials of instruction, there is stOl much to be desired.
Our readers, texts, and for the most part, our grammars are not
adapted to the direct method of teaching ^ How far our books are
stOl removed from the direct method may be seen by comparing
them with the German publications for teaching English and French,
or the British readers and texts, say those of Savory.
While much has lately been written on the Realien ^ in the United
States, they are not yet available for the less informed teacher.
What is needed in this matter is a house that will take up German,
French, Spanish, and Italian Realien as a special department and
advertise them as widely as readers and texts are now advertised.
Modern languages have been taught remarkably well in the East,
especially in secondar}'' schools; in the "German belt" in the Cen-
tral West we might naturally expect a beneficial influence in the
teaching of German in high schools. This conclusion has been
reached not only by personal contact but by the quality of the litera-
1 Dasnationale deutsch-amorikiinische lehrerseminar, Milwaukee, Wis. Cf. on this institution: Monats-
hefte fur deutsche sprachc und piidagogik, 8: 137-141, May, 1907.
2 Very recently a few books on the plan of the direct method have appeared.
' Realien means real things or realities, and includes everything that illustrates or helps to interpret the
Hfe and history of a nation, its institutions, manners, customs, etc. In pedagogy it means specifically
baoks, maps, charts, pictures, models, etc.
INTEODUCTION. 7
ture on the subject, east and west. For instance, in its publications
the New England Modern Language Association stands almost with-
out a peer among sectional organizations.
There has been in recent years, and is to-day, a loud call from all
parts of the country that the Report of the Committee of Twelve be
revised to meet present needs; not because this report was not an
excellent piece of work, but because the 15 years intervening have
brought changed conditions. It is desirable, say these many voices,
that the Modern Language Association of America and the National
Education Association should at an early date give their attention
to the matter.
This study contemplates the presentation of a brief for the modern
languages as a prominent branch of our educational curriculum in the
United States. The great body of literature both on the languages
and literatures of Germany, France, Italy, and Spain, as well as on the
theory of teaching them, brought together here for the first time,
should demonstrate as never before what modern language instruction
has meant and now means to education in the United States. This
stud)'- should demonstrate also that there is sufficient material for
thorough mental discipline, and that the teachers as a body stand
on a par with the teachers of other branches in the curriculum.
The importance of the modern languages in our modern education
has been, and is, often underestimated, Latin and Greek have in
the past played a most important part in our educational scheme^
and it is to be hoped that they may never fall into desuetude
But we must recognize that, as a matter of fact, only a ver)'- small
proportion of our youth study either of the classic languages. Unless
the part formerly played by Latin and Greek — namely, the intro-
duction of the learner to another great civilization — is taken over
by some other- branch of the curriculum, there must occur a woeful
breach in our training.
The study of the modern languages constitutes the new humanism.
In them is incorporated the culture of the race since the fall of the
Roman Empire. Moreover, the modern civilization, standing as it
does so much nearer to the learner than the classical civilizations,
is the more important to him, and he is better able to imbibe it, a fact
which has redounded powerfully to our culture and civilization
within the last century, and is destined, in the very nature of things,
to do so increasingly in the future.
C. H. H.
Miami University, April 15, 1912.
THE TEACHING OF MODERN LANGUAGES IN THE
UNITED STATES.
PART I.
CHAPTER I.
FIRST INSTRUCTION IN FRENCH IN AMERICA.
French was first taught in America by CathoHc missionaries to
the Indians. The first French mission was begun on Boon Island,
Me , in 1608. Another was founded in 1611, by Jesuits, among the
Micmacs in NoA^a Scotia and among the Abnakis on the coast of
Maine.
In 1615 four friars of the Recollect order came to Canada. They
were later reenforced by others. In 1618 Pope Paul IV gave to the
order the charge of missions in Canada. In 1620 they founded a
seminar}^, Notre Dame des Anges, for the instruction of the Indians
on the St. Charles, and even sent an Indian j'outh to be educated in
France.
The Jesuits were now invited to aid in Christianizing Canada.
They came with men and money from France in 1625. With Quebec
as a starting point, they embarked on what proved to be the most
wonderful missionary'' work of the western world. Within 60 years
they extended their missions tliroughout eastern Canada, along the
Great Lakes — Superior, Michigan, and Erie — and down the Mississippi
almost to the Gulf.
In 1633 Pope Urban VIII gave entire charge of tliis work to the
order of Jesuits. As the country developed and attracted increasing
numbers of Europeans, several seminaries were founded for the
instruction of youths, while the fii-st female seminary in America
was founded in connection with the Ursuline convent, New Orleans,
in 1639.
In 1645 the Seminaiy of St. Sulpitius was founded at Montreal,
and in 1682 the Little Seminaiy at Quebec was called into being.
In 1728 the Jesuits founded a colk^ge in Montreal, and in the same
year the Charon friars began to establish rural schools in the region
about Montreal. They were seconded in this work by the Brother-
hood of the Christian Schools in 1737.
9
10 THE TEACHING OF MODERN LANGUAGES.
WMle French missionaries may be found throughout all the
French territory in the North and West, as, for instance, in Wis-
consin and Michigan, the most noteworthy spot educationally is in
the Kaskaskia and Cahokia settlements in the Illinois country in the
first half of the eighteenth century.
In the first quarter of the eighteenth century a school for the
instruction of j'ouths, Indian as well as white, was founded in con-
nection with the Jesuit college of priests at Kaskaskia and liberally
endowed from Europe.
At Cahokia there was a French school, conducted by Sulpitian
monks, in the first half of the eighteenth century. These schools
seem to have done work in elementary and secondary branches^
and to have done very good work, at the time when the French
Fort Chartres in the same region was known as "the center of life
and fashion in the West."
In Louisiana French was first taught by the Ursuline nuns, who
arrived from Rouen, France, in 1727, under charter with The Com-
pany of the Indies to take care of the hospital at New Orleans and
to educate young girls.
The convent school which they undertook upon theu' arrival soon
achieved a great reputation for efficiency in the territory, which it
has retained until to-day. The nuns were especially noted for their
excellent instruction in Engfish and French, which they taught not
only "by theory but in practice, the pupfis being required to con-
verse daily in both languages."
With the Ursulines came two Jesuit fathers, who undertook mis-
sions among the Indians in the territory.
The state of education for boys was very deplorable. Wliat few
schools there were were cared for by monks. However, by the
tlfii'd quarter of the eighteenth century schools for children of both
sexes had sprung up, eight of w^hich were in the territory. They
taught principally reading and writing French, and had an attend-
ance of 400 children previous to 1788
This sort of school was continued until the countr}'" was ceded
back to France, after having been under Spanish rule for 40 years,
and until Louisiana was sold to the United States in 1803.
The proposition of Wfiliam Claibourne, the first United States
governor of the Tcrritorv', for a system of public schools (1806) came
to naught. The country was not advanced enough to take up with
this modern idea.
However, the Government made provision for parish academies,
which it put into operation about 1811. AU of these, without doubt,
gave instruction in French, as did many, if not all, of the private
academies^
' Fay, History of education in Louisiana, pp. 56-57.
FIRST INSTRUCTION IN FRENCH IN AMERICA. 11
The custom of having governesses in the families of the rich, and
the considerable numbers of private schools/ tended to keep up the
knowledge and love of the French language and customs.
The State Seminary of Learning, at Alexandria, planned in 1847
but not opened until 1860, had French in its curriculum,^ as well as
the preparatory school of the University of Louisiana, in New Orleans.
Other famous institutions for the cultivation of the French lan-
guage are the academies of the Sacred Heart, founded in 1818 at
St. Louis, Mo., then known as Upper Louisiana; at Grand Couteau,
La , in 1821; one in the parish of St. James in Louisiana in 1825;
one at Nachitoches in 1847; and one at Baton Rouge in 1851.
Private schools for girls also have always had a great vogue in
Louisiana, in which as a rule French has been the modern foreign
language taught.
In 1811 the College of Orleans, in New Orleans, was established.
In this institution, which after a few years was reduced to an academy,
French had a prominent place in the curriculum. The school was
not large — in 1823 its students numbered only 79 — but it sent forth
some of the best men of Louisiana. It was discontinued in 1826,
evidently because of friction between the French and the Americans,
the school being too French in spirit to suit the latter. In the place
of the College of Orleans a central and two primary public schools
were instituted, which were less French in spirit but wliich mcluded
French among the branches taught.
The rival of the CoUege of Orleans, and the one which no doubt
had delivered the death blow to the old college, was the CoUege of
Louisiana, established in 1825 and opened in 1826 in Jackson, East
Feliciana Parish. However, French was also taught in the new
school,^ a professor of French and Spanish bemg employed from the
first.
The College of Jefferson, which superseded the above College of
Louisiana in 1831, continued to teach French, as did also the Col-
lege of Baton Rouge, founded in 1820.
It is but natural that all the institutions of secondary and higher
learning founded since that day should teach French, as they do,
almost to the exclusion of any other modern foreign language.
In Alabama, where the French held sway since 1702, conditions
were the same as in Louisiana at the time — i. e., there were no
schools except the parish school conducted by the cur6.
FRENCH IN MICHIGAN.
When Michigan was settled in the latter half of the seventeenth
century by the French from Canada, schools were practically
unknown. Even after the Americans had taken possession in 1796,
1 Fay, History of Education in Louisiana, p. 40. ^ ibid., p. 76. ^ ibid., pp. 46-47.
12 THE TEACHING 01'^ ]MODERN LANGUAGES.
schools were slow to appear. A^liat schools there were had been
cared for by Catholic monies and priests.
Detroit was a French village where the town crier performed the
function of the newspaper of to-day.^ The first English newspaper
in Micliigan appeared in 1817, but a few sporadic French papers
vrere published as late as the second or third decade of the centur3^
The rich French -occasionally sent their youth to Quebec or Mon-
treal for an education, while early vlmerican settlers sent their boys
and gu'ls back East for the same purpose. Michigan had the stamp
of French nationality markedly until the middle of the nineteenth
century.
There were a few scattered church schools before Father Richard,
a Roman Catholic priest, established a ladies' academy in Detroit
in 1804. The free common-school system was introduced late in the
State. The French sentiment had had time to die out, and conse-
quently there was no provision whatsoever for French instruction,
such, for instance, as we find in the common schools of Louisiana.
However, the branch schools of the University of Michigan, ]iro-
vided for by the act of 1817 (an act to estahUsh tJie Catholepistemiad or
University of Michigania) but not realized for two decades, embraced
French in their curricula.
BIBLIOGRAPHY.
Gayarre. History of Louisiana. 3d ed. 4 vols. New Orleans, 1885.
Thwaites. France in America.
Idem. Early western travels.
Idem. History of the Jesuit relations.
Parkman. The Jesiiits in North America.
Sheardman. System of public instruction and the primary school law of Michigan,
etc. Lansing, 1832.
Cooley. ^lichigan. (A history of governments. American commonwealth series.)
Ten Brook. American State universities. Cincinnati, 1875.
Farmer. History of Detroit and Michigan.
Campbell. History of Michigan.
McLaughlin. History of higher education in Michigan.
' The first French newspaper was published in Detroit in 1809. <?f. also Farmer. The history of Detroit
and Michigan, etc. Detroit, 1884. p. 670 f.
CHAPTER II.
FRENCH IN PRIVATE SCHOOLS IN COLONIAL TIMES
AND LATER.
French was taught early in private schools in the Colonies. Thomas
Jefferson learned French in the fifties of the eighteenth century,
in the school of Mr. Douglass. In the Academy of Philadelphia,
later named the University of Pennsylvania, founded in 1749 by
Benjamin Franklin, French was taught as an extramural study, or
by private lessons in the school until 1754, when WilHam Creamer
was made professor of French and German. In 1766 Paul Fooks
was made professor of French and Spanish. Franklin had plaimed
for teaching French, Italian, Spanish, and German.
The Wilmington Academy, Delaware, in 1786 made the following
announcement: ''The French language will be taught by one of the
professors of the academy, if parents or guardians require it. " ^
In 1790 "The Boarding School in Bethlehem (Pa.) for the Educa-
tion of Young Misses" includes the following in its announcement:
As many parents and guardians have signified their desire that their cliildren might
also be tauglit the French language, we have now the pleasure to inform them that a
lady, well versed in this language, has arrived from Europe with the intention to give
lessons in the same. As the maintenance of said lady, as well as the expenses of her
voyage and journey from Europe, will fall upon the school, we trust it will not be
deemed unreasonable that an extra charge of five Spanish dollars per annum should
be made for instruction in French. ^
In New England the early academies also taught French ^ in the
eighteenth century, and certain it is that after 1830 it became typical
to offer instruction in this subject even if only as an incidental study
to which was attached a special fee.^
There were several private schools in Boston in 1792 giving, among
other subjects, instruction in English, Latin, and French.'^ Indeed,
this was the fairly general practice in schools for young ladies both
1 Powell. The history of education in Delaware. Washington, 1893, p. 46. (U. S. Bureau of Educ.
Circ. Inf. No. 3, 1893.)
2 Barnard's Am. Jour, of Educ, 25: 166-67.
3 It is asserted by an eighteenth century writer that French was taught in New England academies, as, for
instance: Dummers Academy , founded 1763, incorporated 1782; Phillips Exeter, founded 177S, incorporated
1780; the Academy of Leicester, incorporated 1784; the academy at Hingham, founded 1784; Dearborn's
Academy, Boston, 1790; the academy at Marblehead, 1790; the academy at Hallowell, Me., 1791. See
Ebeling, C. D. Erdbeschreibung und geschichte von Amerika. Hamburg, 1793, p. 302f.
* Cf. the Catalogue of the officers and studentsof PhillipsExeter Academy, 1832, p. 11; Instruction in the
French and Spanish languages to those who desire it. See also Barnard's Am. Jour, of Educ, 27: 299, on
The Brandon Select School, Brandon, Vt.
6 Barnard's Am. Jour, of Educ, 24: 141. American annals of education and instruction, 37: 186. Also
ibid., 36: 101.
13
14 THE TEACHING OF MODERN LANGUAGES.
north and south, as we know from the correspondence of private
individuals. French, often taught by a native Frenchman, is found,
for instance, in Cotes Classical School, at Charleston, S. C, in 1820,
in Carre and Sanderson's Seminary, Philadelphia, in 1816, and in a
number of schools for young ladies in North Carolina. These North
Carolina schools were celebrated as being equal to the best in America,
and were attended by young ladies from various Southern States.
There were more than 1,000 pupils at these schools within a compass
of 40 miles in the central part of North Carolina in 1816, All the
useful and ornamental branches of knowledge were taught in most
of these institutions.^
French had become a standard study in girls' schools, and, to some
extent, in academies for boys as well.
FRENCH IN THE EARLY WEST.
In the West French first came to be taught at an early day in the
academies of Kentucky, which State received its impetus in educa-
tion from Virginia. Upward of 30 academies and seminaries were
incorporated in Kentucky between 1783 and 1798.^
John Filson proposed, about the year 1783, to organize a seminary
in Lexington, in which should be taught the "French language, with
all the arts and sciences used in the academies. " This school,
"Transylvania Seminary," was established in Danville in 1785,
and was moved to Lexington in 1788.^ French was taught in Tran-
sylvania University as early as 1799 by a native Frenchman, but it
was many years, and only after repeated failures, before this in-
struction became permanent and efficient.
In Cincinnati, Francis Menessier advertised in The Western Spy
on September 10, 1799, that at his coffeehouse at the foot of the
hill on Main Street, at the sign of Pegasus the had poet fallen to the
ground, he would teach the French language, and that his school
would begin the following Monday, to continue every evenmg except
Saturdays and Sundays.
Soon we find French taught also in the academies in Ohio. In
1826 French was taught in the Cincinnati Female College, in The
Female Boarding School, and in The Cincinnati Female School, all
in Cincinnati, at a time when German had not been introduced in
any school in this region.
As we shall see in the chapter on French in Colleges and Universi-
ties, Mami University introduced French in 1827, whUe Vincennes
University in Indiana, established on paper in 1806, and opened in
1810, with "a president and not over four professors for the instruc-
> North Am. Rev., Jan., 1821, p. 34.
s Barnard's Am. Jour, of Educ, 24: 2.53.
8 Venable. Beginnings of literary culture in the Olilo Valley, p. 163.
FRENCH IN" PRIVATE SCHOOLS IN COLONIAL TIMES. 15
tion of youth in Latin, Greek, French, " etc., taught French from
1810 on. But Dr. Scott, the president of Vmcennes University, had
taught French in his private school in Vincennes since 1808. Thus
Vincennes University is the first college in the West, north of the
Ohio, to teach French.
The Lancaster Institute (for young ladies), Lancaster, Ohio,
offered French in 1838; Hillsboro Female Seminary in 1839; Nor-
walk Academy, Norwalk, Ohio, advertised French, Spanish, and
Italian in 1839, tuition $5 per quarter; the Female Seminary, Nor-
walk, taught French about 1840, fee S8 for Latin and French per
quarter; the Twinsburg Institute, Twinsburg, Ohio, taught German
and French as early as 1843. From these schools the study spread
until we find it in most of the better academies, especially those for
girls, in Ohio — as, for instance, in the Salem Academy, South Salem,
Ohio; the Ohio Female College, College Hill, Ohio, 1849; and Mrs.
Mason's Home School for Girls in Middletown, Ohio, 1865-1870. In
all of these schools it was an optional study and, like music and
drawing, usually required a special fee.^
French in this early day enjoyed its greatest popularity in schools
for girls, where it was taught mostly by women. The influence of the
study in the country generally was as a polite accomplishment. It
never competed with the German as to practical results. Since it
was never advocated so hotly as was the German, it never raised up
so many enemies as did the latter. ( For statistics on numbers study-
ing French in private schools, see Chapter IV.)
FRENCH INFLUENCE IN EARLY AMERICAN EDUCATION.
During the Revolution, and more particularly immediately follow-
ing it, the American Colonies began to cast about for some country
to occupy the place in their friendship formerly held by England;
and since France, the traditional enemy of England, had proven
herself so friendly, the United States were disposed to follow her and
look to her for guidance in estabUshing institutions.
Some of the French patriots who, like La Fayette and Quesnay de
Beaurepaire, had come to help fight the English remained to insure
the hegemony of French ideas and ideals, and to promote friendship
between France and the new nation. Many, too, began now to come
for commercial or scientific purposes.
Quesnay, who proposed "connecting the United States with mj
fatherland by new motives of gratitude, of conformity in taste,
and of more close communications between the individuals of the
two countries," purposed to establish a "French Academy of Arts
* In 1876 31 academies were reporting to the State autliorities and 161 others were Icnown to har*
flourished in the State. A history of education in Ohio. Columhus, 1876. Pp. 148.
53440°— 13 2
16 THE TEACHING OF MODERN LANGUAGES.
and Sciences of the United States of America" at Richmond, which
was to have branches at Baltimore, Philadelphia, and New York,
and to be affiliated with similar European societies.
The project was never realized, but Jefferson, who was deeply inter-
ested in it, incorporated some of the ideas suggested in the University
of Virginia, which he founded — not before, however, he had supported
a plan to remove the entire College of Geneva ( Switzerland) , wliich
was French, bodily to Virginia. It is but natural that these and sim-
ilar movements should have aroused interest in the French language
and literature.
However, Harvard had made an attempt to establish instruction
in French even before tliis. In 1735 a Frenchman, Langloisserie,
was employed to teach the French language. But he was soon
impeached for disseminating dangerous ideas in rehgion ^ and was
dropped from the faculty.
In 1780 the American Academy of Arts and Sciences was estab-
Hshed at Boston on French models. An instructor in French was
engaged to teach here, and this instruction was given until 1800,
when it was suspended in favor of private, or ''extramural," instruc-
tion.
William and Mary College, Jefferson's alma mater, next founded a
professorship of modern languages in 1779-80. Thus the love and
knowledge of the French language and literature continued to grow,
the instruction spreading also to the public high schools and, sporad-
ically, to the elementary schools. Indeed, the French influence in
American education was once so powerful, especially in the Carolinas
and Virginia, as to color not only the educational system, but the
social and home life as well. However, this influence was destined
to decline. In the second, but more especially in the third quarter
of the nineteenth century, we find it almost entirely replaced by the
German influence. What French influence has endured in our edu-
cational system is to be found in our high schools, girls' seminaries,
and certain departments of our scientific schools.
BIBLIOGRAPHY.
Drake. Survey of the Miami country. Cincinnati, 1815.
Drake and Mansliold. Survey of education in Cincinnati in 1826. Cincinnati, 1826.
Hinsdale, B. A. Notes on the foreign influence upon education in the United States.
U. S. Bureau of Educ, Rep. of the Commissioner, 1899. Pp. 591-629.
Thwing. American universities. Ibid., 1903. Pp. 293-317.
> His "dangerous ideas " consisted not in atheism but in the belief in the divine inspiration of certain
dreams of his.
CHAPTER III.
INTRODUCTION OF FRENCH IN COLLEGES AND
UNIVERSITIES.
Very probably the vicissitudes experienced by modern language
teaching, and the long duration of time in which the modern lan-
guages were on trial before they received a full welcome into the
college curriculum, have never been adequately recognized. The
very dates are eloquent of tedious delay. As early as 1735 Harvard,
the oldest of our great universities of the present, taught French, but
for the next 45 years it did so only intermittently. It was not till
the eighties of the eighteenth century that any marked interest in
the introduction of the modern languages in American colleges was
manifested.
Even when they were established as a recognized part of the
college course, the instructors had to wait as long to see their sub-
jects raised from tutorial to professorial rank as their predecessors
had waited to see it advanced from an extra-mural study to an
integi'al part of the curriculum. Amlierst was the first institution
of learnmg in America to introduce a thoroughgoing modern lan-
guage course, instruction m French and German there dating from
1824, and in Spanish from 1827. Nevertheless, even at Amherst,
there was no professorship of the Romance languages till 1864. Again,
the comparatively recent admission of the modern languages to full
recognition as a branch of scholarship worthy of special work may
be inferred from the fact that Yale University did not organize a
course ui the Romance languages and literature leading to the doctor-
ate of philosophy till 1892.
In all this slow movement of the modern languages into the college
curriculum, it is worthy of mention that, although the first serious
introduction of French preceded that of German by nearly half a
century, the former language was soon overtaken by the new comer,
once the German had secured a foothold.
To Thomas Jefferson belongs the honor of giving modern language
teaching its first considerable impetus. At his suggestion, in 1779-
80, William and Mary established a professorship of modern languages,
thereby becoming the first American college so to do. At the time,
Jefferson, who was an alumnus, was one of the visitors of the college.
17
18 THE TEACHING OF MODERN LANGUAGES.
\\V know that Jetrerson was one of the first advocates of modern
stuilies bi America. Of the changes at WilHam and Mary, he writes:
On Ihe first of June, 1779, I was appointed governor of the Commonwealth and
retired from the legislature. Being elected also one of the visitors of William and
Mary College, a self-electing body, I effected, during my residence in Williamsburg
that year, a change in the organization of that institution, by abolishing the grammar
8ch(K>l and two professorships of divinity and oriental languages and substituting a
professorship of law and police, one of anatomy, medicine, and chemistry, and one
of the modern languages.'
Owing possibly to the patronage of distinguished men Hke Jeffer-
son and Franklm, modern languages soon became a point of educa-
tional interest. In 1780 French for the first time became a regidar
branch of instruction at Harvard, which two years later even allowed
its substitution for freshmen and sophomore Hebrew. In 1784
Cblumbia's first professor of French was appointed and the first
French grammar — that of John Mary— was issued at Boston. In
this same 3"ear, also, Brown University — then, and until 1804, known
as Rhode Island College — solicited the aid of Louis XVI of Franco
to procure for it a professor of French. The memorial ran thus:
Ignorant of the French language, and separated as we were by more than mere
distance of countries, we too readily imbibed the prejudices of the English — preju-
dices which we liave renounced since we have had a nearer view of the brave army
of France, who actually inhabited this college edifice; since which time our youth
seek with avidity whatever can give them information respecting the character,
genius, and influence of a people they have such reason to admire — a nation so emi-
nently distinguished for polished humanity.
To satisfy this laudable thirst of knowledge, nothing was wanting but to encourage
and diffuse the French language and that not merely as the principal means of ren-
dering an intercourse with our brethren of France more easy and beneficial, but als«
for spreading far and wide the history of the so celebrated race of kings, statesmen,
philosophers, poets, and benefactors of mankind which France has produced.'*
Tlie communication was entrusted to Thomas Jefferson for forward-
ing, but notwithstanding that statesman's marked friendliness to
all movements intended to establish the modern languages in the
colleges, he considered it useless to send on the document, and it
never reached the monarch. At the same time, the spirit manifested
by the autiiorities of the Rhode Island College was in marked
contrast to that displayed only six years previously by the Yale
corjmration, which voted to decline the offer of an endowment for a
profe.ssorship in French and for the establishment of a French
library that had been made by the Hon. Silas Deane, 1858.
' Adams, n. n. The Collcgo of William and Mary . . . Washington, 1S87, p. 39. A contribution t«
tho hl.story of highor education , with .suggestions for its national promotion. (U.S. Bureau of Educ. Circ.
Inf. No. 1, 1H.S7.)
' (f. fiuild, )l. A. I-:arly liistory of Brort-n University, including the life, times, and correspondence Of
MuuDinK. I'rovidence, ]H<)7.
Cf. also Tolman, W. H. History of higher education in Khode Island. (U. S. Bureau of Educ. Circ
liif. No. 1, IX'JJ, p. 109.)
FRENCH IN COLLEGES AND UNIVEESITIES. 19
The movement for modern language teaching in the colleges,
nevertheless, went on with ever-increasing strength. In 1792
Williams accepted French for entrance as a substitute for Greek
and Latin, and the next year William and Mary made it requi-
site for entrance, while the University of North Carolina required
a grammatical laiowledge of the French language as an entrance
requirement from its very foundation, in 1795. In this same year,
also, Williams established its first professorship — a professorship in
French.
In 1799 college instruction in French crossed the Alleghenies,
when Transylvania University, of Kentucky, established a tutorship
in the subject. In the East, also, the gains continued. The Uni-
versity of North Carolina announced that after February, 1802, no
one would be graduated without Greek or French, and that either
language would be accepted for entrance, while in 1804 South Caro-
lina College made French a required subject in the sophomore and
junior years.
However, the modern languages enjoyed only a few years of
good fortune before the reaction came. This reaction was not
chronologic all}" simultaneous among all institutions , of the country,
but after a period of trial, of greater or less duration, nearly every
institution seems to have reached the conclusion that the new sub-
jects were not successful. Thus, Harvard dropped its French courses
at about the beginning of the nineteenth century and did not resume
them again till 1816, when Abiel Smith, of Boston, left an endow-
ment of S20,000 for the Smith professorship of French and Spanish
literatures and languages and of belles lettres. Yale, and apparently
Columbia also, were among the better known colleges which also
dropped the modern languages after a few years' trial, while Brown,
which was pleading for a professor of French in 1784, actually did
not install even an instructor of modern languages till 1844.
There must have been a variety of reasons for this sudden halt.
The traditionalists objected to the invasion of the new subject;
doubtless, also, the teaching was often inefficient. Local condi-
tions likewise may have been potent. Thus, when the Univer-
sity of North Carolina, which had taught and required French
ever since its foundation, suddenly dropped the entire subject in
1817, we may legitimately suspect that the measure was directly
or indirectly due to a reaction against the influx of French infidelity
wliich flooded the State as a result of the teachings of Voltaire,
Paine, and Volney. Again, there were doubtere who, though pos-
sibly welcoming the new subjects as such, at the same time in
whole or in part distrusted their susceptibility to classroom treat-
ment. The attitude of these persons is tersely expressed by President
20 THE TEACHING OF MODERN LANGUAGES.
Bishop, of Miami University, who dropped French from the cur-
riculum after a trial of eight years, explaining his action thus:
I have no doubts of the capacity and fidelity of Mr. Eckhert (the teacher). He
did, I am persuaded, his best, but he failed from the single fact that an interest in
the study of a modem language can not be kept up with any class more than three or
four months at one time. A single individual who has some definite object of a prac-
tical nature immediately in view may study a modern language \vith vigor till he is
completely master of it. But to make a class in college do so is, I believe, both a nat-
ural and a moral impossibility.
President Bishop came to this view from his experience at Miami,
as well as at Transylvania University, Kentucky, where he had wit-
nessed many attempts to teach modern languages.
However, it was inevitable that the modern languages would
eventually come back into their own. And, in spite of all setbacks,
the best schools of the country at large regarded the modern lan-
guages as a recognized study even as early as the first third of the
century. The better schools taught them, and schools that could
not teach them at least stated in their chartere that thej" would be
included as soon as the funds would allow This statement, for
instance, was contained in the charters of Vincennes University,
1806; Indiana University, 1839; and Lafayette College, Easton, Pa.
As time passed, teacliing improved; such men as Ticknor, Long-
fellow, and Lowell steadily raised the prestige of the profession; the
practical utility of the subjects came more and more to be recognized,
while gradually their educative value was conceded; and finally
chairs of the modern languages came into an increasing number of
endowments. Thus it is not surprising that eventually — though
within the memory of men still living — the modern languages, once
unwelcomed upstarts in the college curriculum, attained such a
standing that the graduate schools began organizing the scientific
study of these subjects on a parity with the other research studies
leading to the doctor's degree. In tliis final recognition of the
dignity of modern language work, two agencies have had an important
part. French as a branch of instruction in higher schools was given
a considerable impetus by the founding of L' Alliance Franpaise in
1883, a national organization established for the i)urpose of extending
the French language in the colonies of France and in foreign lands,
as well as for the estabhshment of more intimate social and commercial
relations with French colonies and dependencies, and of developing
in peaceful ways the French culture in all lands.
To achieve these ends, courses of instruction have been estab-
lished in various countries. Subsidies are given to schools for teaching
French; lecturere and literature are sent out, etc. At the Cours de
Vacance held eveiy summer since 1894 in Paris and in a dozen other
French cities foreignei-s and othei"s preparing tliemselves to teach
French are given thorough training in the language, literature, and
FEENCH IN COLLEGES AND UNIVERSITIES. 21
institutions of France. There were 50 students at the first session;
in 1896 the number had increased to 326, and in 1910 there was an
attendance of 962, representing almost all civilized countries.* There
are very few Frenchmen among those attending
In the United States there are 40 groups, mostly in college or
university towns, 17 of them with 100 to 900 members each. Courses
of lectures are given annually by French scholars, who reach in this
way many dozens of American communities.
An important agency in the advancement of modern-language
teaching is the Modern Language Association of America, the
most representative body of modern-language teachers in the
United States. This organization, which was founded in 1883, pub-
Ushes proceedings of its annual meetings quarterly. It promulgated
the first official and authoritative report on the state of modern-
language teaching in America. The first data on the prevalence of
French in the higher institutions of learning were also gathered by the
Modern Language Association Uniform entrance requirements in
French were standardized by six universities in 1896.^ These re-
quirements are retained practically in the report of the Committee
of Twelve of the Modern Language Association in 1898 For a
fuller account of the association, as well as for a list of journals
devoted to French, see Chapter VII.
The following brief digest contains supplementary information
upon instruction in French in institutions of higher learning:
BRIEF CHRONOLOGY OF EARLY INSTRUCTION IN FRENCH.
HARVARD UNIVERSITY.
1735. Permission is given by the immediate government to teach French. M. Lang-
loisserie, appointed instructor, is soon dismissed on religious grounds.
1769. On application Mr. Curtis receives permission to teach French, upon avowing
himself a Protestant.
1769-1780. Three men are licensed to teach French.
1780. French for the first time becomes a regular branch of instruction. Simon
PouUin is the instructor. Course optional; quarterly fee.
1782-1797. Albert Gallatin is appointed in addition to Poullin.
French is required as a substitute for Hebrew for freshmen and sophomores.
1784. John Mary, instructor, publishes the first French grammar in America (Boston,
140 p.).
1816. "Smith Professorship of Belles Lettres" established with $20,000, bequeathed
by Abiel Smith, of Boston. Francis Sales, assistant, 1816.
1819. George Ticknor, professor.
1825-1827. Elective plan introduced; under it modem languages have larger place.
1830. Modern languages postponed to sophomore year.
1847^8. The president reports French to be a required study in freshman and sopho-
more years.
1874. French or German made requisite for freshmen.
I Of. Bulletin de 1' Alliance Francaise, quarterly, Paris. Address: Sec'y de 1' Alliance Fran9aisc, 45 Rue
de Grenelle, Paris.
' Educational review, 1 : 497 ff.
22 THE TEACHING OF MODERN LANGUAGES.
UNIVERSITY OF PENNSYLVANIA.
1754. Professor, W. Creamer, French and German, 1754-1775. Other teachers: Pro-
fessor, Paul Fooks, French and Spanish, 1766 ; instructor, J. F. Grillet,
1823-1829; instructor, A. de Valville, 1829-1844; professor, Charles Picot,
1846-1852; professor, Felix Drouin, 1852-1856; professor, J. A. Deloutte,
1856-57; professor, G. A. Matile, 1857-58; professor. Desire Guillemet, 1861-
1866. The last five had the title of professor, but were not members of the
faculty.
WILLIAM AND MARY COLLEGE.
1779-80. The first professorship of modern languages established; Charles Bellini
incumbent.
1793. French is made requisite for entrance to the college.
COLUMBIA UNIVERSITY.
1784-1787. John P. Petard served as professor of French.
1792-1795(?). Yillette de Marcellin served as professor of French.
1828-1856. Professors of French: Rev. Antoine Verren (1828-1839) and Felix G.
Berteau (1839-1856).
1836. A grammatical knowledge of French is required for entrance.
WILLIAMS COLLEGE.
1792. French accepted for entrance in place of Greek and Latin.
1795. A professorship in French — the first professorship in the institution — is founded.
UNIVERSITY OF NORTH CAROLINA.
1795. Institution founded. French taught in preparatory school and a knowledge of
the grammar required for entrance to the university.
1801. After February, 1802, no students to be graduated without Greek or French.
Either to be accepted for entrance.
1818. French dropped ; probably a reaction against French infidelity in the State.^
1875. Work in modern language resumed.
UNION COLLEGE, NEW YORK,
1797. French may be substituted for Greek "in certain cases."
TRANSYLVANIA UNIVERSITY, KENTUCKY.
1799. A tutor in French is appointed.
SOUTH CAROLINA COLLEGE.
1804. French required in sophomore and junior years. Instructor, 1804-1806; pro-
fassor, Paul H. Perrault, 1806-1811; tutor, 1807-1818; vacancy, 1819-1828;
instructor, 1829-.
FKENCH IN COLLEGES AND UNIVERSITIES. 2B
PRINCETON UNIVERSITY.
1806. Various instructors, 1806-1830.
1829. At a meeting of the alumni association held September 26 S. J. Bayard intro-
duced the following resolution: "Resolved, That each member of this asso-
ciation will esteem himself pledged to provide, if he can, at least ten dollars
to be paid to the treasurer before the next annual meeting, to be applied to
the endowment ol a professorship of the living languages in Nassau Hall. "
Although the sum thus realized was small, this action of the association had
no slight influence in effecting the arrangement made in 1829 to introduce
the study of one or more of the modern languages of Europe as a part of the
regular college course, an arrangement which, with modifications, has been
continued ever since.
Early teachers at Princeton. — Louis Hargous, professor of French and Ger-
man, 1830-1836; Benedict Jaeger, professor of German and Italian, 1832-1836
(1836-1841, professor of modern languages and lecturer on zoology); A. Cor-
don de Sandrans, teacher of modern languages, 1842-1849; Mr. Perrin, teacher
"or ixn^J^rn languages, 1849-1852; Edward Du Buque, teacher of French,
1852-53; Isador Loewenthal, teacher of German and French, 1852-1854.
VINCENNES UNIVERSITY.
1810. French introduced.
DICKINSON COLLEGE.
1814. Claudius Berard, A. M., professor of French, Spanish, Italian, and German,
1814-1816; vacancy until 1824; professor, Louis Mayer, S. T. D., 1825-26.
BOWDOIN COLLEGE.
1820. French taught by a native Frenchman.
1825-1854. A professorship in modem languages, especially French and Spanish, for
juniors and seniors, is founded. Joseph Hale Abbott appointed temporarily.
Henry W. Longfellow, professor, 1829-1835; Daniel Raynes Goodwin, 1835-
1854.
AMHERST COLLEGE.
1824. Instruction in French and German is offered "to such as wish it, for a reasonable
compensation. "
1827. A new course, parallel to the classical, requiring French the first two years.
Modern language optional in senior year. 1829-1831, French curtailed to
third term of sophomore and first and second terms of junior years.
1832. College drops all modern language except one term of French (junior year).
1834. This one term of French required in sophomore year.
1835. Subject moved to freshman year.
1836. Subject moved back to sophomore year.
1846-47. German made optional with the French.
1858-59. (Serman or French required in two additional terms (junior year).
1866. The modern language requirement is changed to two terms in sophomore and
one term in junior year, and made optional in one additional term in junior
year.
1867. Additional term of French required (freshman).
1868. Four terms of French, two terms of German, and one term of Italian required,
and two terms more of modern language are optional.
1872. French dropped in freshman year.
1876. French in second term of sophomore year made optional.
24 THE TEACHING OF MODERN LANGUAGES.
1878. Requirement curtailed to two terms of French, with three terms of modern lan-
guage optional.
Teachers of modern languages at Amherst to 1850. — Moller, 1827-28; Rovel,
two years; Hebard, one year; Deloutte, one year; various tutors, five years;
Manget, two years; Prohon, two years; Coleman, first instructor in German,
one year; Ayres, one year; Green, one year.
1864. "William L. Montague appointed professor of Romance languages.
UNIVERSITY OP VIRGINIA.
1825. Jefferson obtains the establishment of a professorship of modem languages at
the foundation of the institution. Dr. Georg Blaettermann, a native Ger-
man, appointed professor of German and French. He taught also Anglo-
Saxon and comparative philology. He was dismissed in 1840.
YALE UNIVERSITY.
1825-1832. French is included (optional, third term junior year) at expense of stu-
dents.
1834. French reinstated.
1845. Second senior term assigned as additional period for modern language electives.
1864. Street professorship of modern languages established.
1867. French becomes a required study for first term of sophomore year and (1868)
for last term of freshman year.
1875. French becomes optional with German and is moved to second and third terms
of junior year.
1876. Limited elective system for juniors and seniors adopted; French included.
1885. French or German required for entrance; also prescribed for sophomores and
(1887) for freshmen as well.'
1892. Scientific study of Romance languages and literatures, leading to degree of
Ph. D., is organized.
Teachers of modem languages at Yale. — M. Charles Roux, French and
Spanish, 1826; Franfois Turner, French (also Spanish, 1834-1849); Luigi
Roberti, Italian, 1842 (also 1847-1856); Guiseppe Artoni, Italian, 1845-1847;
Edward Benton Coe, first Street professor of modern languages, 1867-1879;
C. L. Speranza, Italian, 1879-1882; William Ireland Knapp, Street pro-
fessor, 1879-1892; George Bendelari, modern languages, 1882-1888; Eugene
Bergeron, French, 1888-1892; Jacques Luquiens, 1892-1900.
MIAMI UNIVERSITY.
1827-1830. Robert W. Schenck taught French.
1835. French discontinued.
1841. French resumed; the teaching is sporadic and ineffectual, in part extramural.
1885. First professor of modern languages appointed.
Note. — By the year 1832 the following institutions have professors of
French: Middlebury College, Vermont; University of the City of New York;
Wesleyan University; Hartford College, Connecticut; La Grange Methodist
College, Georgia; Columbian College, Washington, D. C; University of Ala-
bama; University of Georgia; Center College, Danville, Ky.; Geneva College,
New York.
iNow (1912) French and German are among the 12 subjects offered sophomores and among the 8
offered freshmen.
FRENCH IN COLLEGES AND UNIVERSITIES. 25
RUTGERS COLLEGE.
1841. Professor, T. L. Hombral, 1841^2.
1842-1846. Professor, P. I. G. Hodenpyl.
CINCINNATI WESLEYAN COLLEGE.
1842. French, German, Spanish, and Italian are offered as electives.
BROWN UNIVERSITY.
1844. First instructor in modern languages appointed — Robinson Potter Dunn, French,
1844-1846.
1860. Separate instructors for French and German.
1876. Alonzo Williams first professor of modern languages.
ANTIOCH COLLEGE.
1853. Professorship of modern languages established. French required two terms
and optional two terms.
CHAPTER IV.
FRENCH IN THE PUBLIC SECONDARY AND IN PUBLIC
AND PRIVATE ELEMENTARY SCHOOLS.
The introduction of French in a number of the most prominent
colleges and universities in the East early in the nineteenth century
paved the way for French into the high schools. Even as far west
as California the school law under which the high schools of the State
were established in 1851 required these to teach French and Spanish.
After the fifties the growth of French as a high-school study was
rapid. The United States Commissioner of Education began col-
lecting statistics on the prevalence of French in the high schools in
1886-87, and from that year on lists of schools offering French, and
divers data on the subject, appear in the annual reports of the
commissioner.
It is interesting to compare the percentage of students studying
French in the various kinds of secondary schools. In 1886-87
11 per cent of the students in public secondary schools in the United
States studied French; in public secondary schools, parti}'' supported
by the State, 3 per cent; in private secondary schools for girls, 24
per cent; in private secondary schools for boys, 15 per cent; in private
secondary schools for both sexes, 4 per cent. The total number of
students in the secondary schools for the year was 181,116, of whom
9 per cent, or 17,121, studied French.^
For the five geogiuiphical divisions of States the percentage of
students studying French in 1886-87 was as follows: North Atlantic,
18f per cent; South Atlantic, 11^ per cent; Western, 8|- per cent;
South Central, 6 per cent; North Central, 5f per cent.^
In 1887-88, of the 62,261 students in private secondary schools,
10.03 per cent studied French;^ the highest per cent, 30.63, being
found in the private schools for girls; the next highest, 16.17 per cent,
in private schools for boys; while oidy 5.6 per cent are found studying
French in private schools for both sexes. In the public high schools
an average of 7.71 per cent of the total enrollment (64,584) studied
French in 1887-88."
1 U. S. Bureau of Educ. Hep. of the Commissioner, 1880-87, p. 512 ff.
s These percentages may be taken to bo too low, because of the "not distrilmd'd" column in the Rep.
of the Commissioner of Educ, 1880-87, pp. 515-10. Interesting figures on the time allotted to French
In secondary schools may bo found in Rep. of the Commissioner of Educ, 1887-88, pp. 480-489, 491-493,
505.
8 Rep. of the Commissioner of Educ, 1887-88, p. 482.
« Ibid., p. 490.
26
FRENCH IN SECONDARY AND ELEMENTARY SCHOOLS.
27
For the years 1886 to 1906 the percentage of students studying
French in secondary schools was as follows:^
Per cent.
1886-87 9.00
1887-88 9.37
1888-89 No data.
1889-90 9.41
1890-91 9.06
1891-92 8.59
1892-93 9.94
Per cent.
1893-94 10.31
1894-95 9.77
1895-9G 10.13
1896-97 9. 98
1897-98 10.48
1898-99 10.68
1899-1900 10.43
Per cent.
1900-1901 10.75
1901-2 IL 13
1902-3 10.91
1903-4 1L15
1904-5 1L40
1905-6 11.12
In 1904-5 there were 62,120 students of French in public liigh
schools in the United States, over 72 per cent of whom were in the
North Atlantic States, while in private secondary schools there were
27,657 pupils studying French, of whom over 63 i3er cent were in the
North Atlantic States.^
The latest statistics of the Bureau of Education give 73,161 stu-
dents of French in the public high schools of the United States, and
22,510 in private secondary schools.^
In 1894, of 80 public high schools distributed throughout the prin-
cipal cities of the United States, 40 per cent offered a two years'
course, 32 per cent offered a three years' course, and 28 per cent a
four years' course in French. And a decade later, in 1904, out of 160
pubhc liigh schools in the principal cities of the United States, 40
per cent offered a two years' course, 40 per cent a three years'
course, and 20 per cent a four years' course in French.*
Data collected in 1910 show that of 50 high schools in the principal
cities of the United States, 72 per cent offer French, 30 per cent
have two-year courses, 18 per cent have three-year courses, and
24 per cent have four-year courses.^ The methods of instruction in
these schools are : Grammar, reading, and composition, 14; grammar,
translation, and composition, 8; direct, 3; granmiar and translation,
3; grammar and reading, 2.
The Committee of Ten of the National Education Association in
1893 recommended three years of German or French for the classical
and Latin scientific courses, and four years of French and three of
German, or vice versa, for the modern language course, and four years
of Latin, German, or French in the English course of high schools;
and this may be taken roughly to be the norm observed in our second-
ary schools to-day. (On the teaching of French in high schools see
also Chapter VIII.)
1 U. S. Bureau of Educ. Rep. of the Commissioner, 1907. p. 10.52. For percentages in private schools
only and public high schools only, see Rep. of the Commissioner of Educ, 1907, pp. 1050-51.
2 Ibid. , 1905, pp. 825, 841. The per cent for 1887-88 is found by taking the average of the per cent in private
schools (Rep. of the Commissioner of Educ, 1887-88, p. 482) and that of public high schools (Rep. of the
Commissioner of Educ, 1887-88, p. 490).
3 U. S. Bureau of Educ. Rep. of the Commissioner^ 1910, pp. 1135-36.
4 School review (1906), p. 254 ff.
* Data collected by the writer.
28 THE TEACHING OF MODERN LANGUAGES.
In 1910 the proportion of those studying French and German in
New England secondary schools was 3 to 1 in favor of French
(Nat. Ediic. Assoc, 1910, p. 519). For statistics on French in sec-
ondary schools of the Central West in 1910 see Modern Language
Association. Pubhcations, 26: LXXXIV f.
CHRONOLOGY OF THE INTRODUCTION OF FRENCH IN PUBLIC SECOND-
ARY SCHOOLS.
1832. English High School, Boston.
1838. The College of the City of New York.
1839. Central High School, Philadelphia. French was dropped in 1867.
1845. Newburyport Female High School, Mass.
1846. Sandusky High School, Ohio.
1848. Massillon High School, Ohio.
1851 . Xenia High School, Ohio.
1852. Boston Latin School.
1852. The Normal School for Female Teachers, Boston.
1853. Cincinnati High Schools.
1856. Chicago High Schools. French or German required in English course.
1864. St. Louis High Schools. Latin, French, or German required.
Note. — From this on the study spread rapidly, and by 1869 was found in the high
schools of the following cities: Springfield, Mass.; New Haven, Mass.; The Free
Academy, Norwich, Conn.; Female High School, Louisville, Ky.; Male High School,
Louisville, Ky.; Baltimore; Cambridge; Dubuque; Hartford; Lewiston, Me.; Madi-
son, N. J.; Newark; Niles, Mich.; Portland, Me.; Providence; Terre Haute, Ind.:
Worcester, Mass.
The course is in general two years, and with a few exceptions the study is elective.
FRENCH IN PUBLIC AND IN PRIVATE ELEMENTARY SCHOOLS.
A great number of French people came under our flag with the
purchase of Louisiana in 1803. With them came the question of
French in the public schools; with them came also the French
parochial schools, of which more later. French was the language of
the schools for many years before the Civil War in the fii-st munici-
pality in New Orleans and in many schools of the parishes of southern
Ijouisiana. However, the war and the years of reconstruction did
away with that quite completely. But efforts to have instruction
in French put back into the public elementary schools were success-
ful in so far at least as to have it provided for in the constitution of
the State in 1879.
The provision legulating the instruction in French in Louisiana as
found in the constitution of the State reads in part:
The general exercises in the public schools shall be conducted in the English
language and the elementary branches taught therein * * * and it is provided
(hat the elementary branches may also be taught in the French language in those
parishes in the State, or localities in said parishes, where the French language pre-
dominates, if no added expense is incurred.
FKENCH IN SECONDARY AND ELEMENTARY SCHOOLS. 29
This was reenacted in the statutes of 1906, and reads as follows:
Sec. 212. In addition to these, such other branches shall be taught as the State
Board of Education and the parish school boards may require: Provided, That these
elementary branches may also be taught in the French language in those localities
where the French language is spoken; but no additional expense shall be incurred
for this cause.
This is the only regulation of the sort in the United States, except
that there is a similar paragraph in the school law of Maine which
provides that "ancient and modern foreign languages can not be
taught at the expense of the State fund, unless the school in which
they are taught was established before March 8, 1880."
Notwithstanding this legislative sanction, there is no instruction
in French to-day in the public elementary schools of the State
except in New Orleans, where it is taught after school hours in 15
public elementary schools, to about 1,000 pupils. The expectation is
that within another year* 2,000 pupils will be under this instruction.
This work is prosecuted by the L' Alliance Franco-Louisiarmise,
founded in 1908 for this express purpose. The society receives an
annual subsidy for this work from the French Government through
the Alliance Fran^aise.
Outside of Louisiana, New York and Boston stand alone in the
matter of French in the elementary grades. In the seventies of the
past century French was made optional with German in the sev-
enth and eighth grades in New York City. In 1873 there were
1,609 pupils enrolled in these classes. In Boston French was intro-
duced in the elementary grades in the nineties, but was discontinued
after a few years, owing mostly to a lack of competent teachers.
In the Boston Latin grammar school French was taught in 1852,
and had been for years. In San Francisco French was taught in
1889 in the elementary classes of the four "cosmopolitan schools." ^
To-day French is taught, excepting New Orleans as noticed above,
in the public elementary schools only in New York City, where it is
elective with German and Spanish in the 8 A and 8 B grades. But
French is not taught in all the schools. "The study — French, Ger-
man, or Spanish — to be pursued in any one school shall be determined
by the board of superintendents."^
The course of study for elementary schools recommended by the
Committee of Fifteen of the National Education Association in 1894
contains one year of foreign language (Latin, French, or German) —
five recitations per week — in the eighth grade. It is interesting to
note in passing that the United States Commissioner of Education
1 From 19U.
2 Cf. on this question in California: Priestley. H. I. Which language for the grades? Sierra educa-
tional news, 7:32-36 (1911).
' Course of study for the elementary schools of the city of New York, 1907. p. 34.
30 THE TEACHING OF MODERN LANGUAGES.
made a similar recommendation as early as 1868, and that he included
Spanish in his options.^
However, the foreign language in the grades is not making much
headway. In spite of vigorous agitation for it, extending over
many years, it seems not to be wanted, excepting German.
FRENCH SCHOOLS AND PAROCHL^L SCHOOLS WHICH TEACH FRENCH
IN THE UNITED STATES.
French schools, except as mentioned in Cliapter I, are found only
sporadically outside of Louisiana. The most noteworthy — and
these did not devote themselves entirely to French — were: The
English-French and Music School, in Philadelphia, a nonsectarian
school, founded in 1818, and totaling an attendance of 73 in 1889;
the French Home School, of the same city, a Protestant Episcopal
institution, founded in 1881, and showing an enrollment of 21 in
1889; and the French and English School for Young Ladies, Wash-
ington, D. C, established 1867, with an average attendance of 21,
ranging from 7 to 17 years of age.^
In New Orleans there are a half dozen private schools, such as the
Guillot Institute for Girls, which give excellent instruction in French.
U Union Fran^aise conducts a school for girls which has 180 pupils
and La Societe du Quatorze Juillet has a French school for boys with
about 100 pupils.
The parochial schools of the Roman Catholic Church in Louisiana
have long ago ceased to be French schools, but instruction in the
French language is still given in 20 of the 81 parochial and quasi-
parochial schools in the diocese of New Orleans, and in 50 per cent
of the parochial schools of the diocese of Alexandria. These two
dioceses, which embrace the entire territory of the State, had an
enrollment of 15,000 children in the schools in 1898, which number
is no doubt much greater to-day.^
1 Barnard's Am. Jour, of Educ, 19 : 138.
* The French Protestant College was founded at LoweU, Mass., in 1885, with a view to educating preach-
ers, teachers, and missionaries for the then large immigration of French from Canada. In 1894 the college,
having broadened its scope, changed its name to French-American College. To-day it is called American
International College. The work has become broader and more diversified than originally plaimed, but
French is still prominent in the school.
3 Data supplied by his Excellency James H. Blenk, the archbishop of Louisiana, and the Right Rev.
C. Vandever, the bishop of Alexandria.
CHAPTER V.
FIRST INSTRUCTION IN GERMAN IN AMERICA, AND
THE GERMAN INFLUENCE ON AMERICAN EDU-
CATION.
The first instruction in the German language in America was given
in the denominational schools of early German colonists, especially
in North Carolina, Pennsylvania, Virgmia, and Maryland, at the be-
ginning of the eighteenth century, the first school being founded in
Germantown, Pa., in 1702.
As soon as a church was founded — and that was prevalently the
first public enterprise — the mstruction in catechism and the religious
tenets began. The object was to enable the young to understand the
German sermons, and to keep certam ideas before them in the home
and school. The English language was often entirely excluded from
these schools. The preachers were the teachers. They were as
much interested in this instruction as were the parents.
But the eighteenth century preachers of the divers sects repre-
sented in the colonies were as a class not highly educated, although
there were shining exceptions, and the instruction they gave was
not of the highest order. And as time passed, the low salaries did
not serve to attract abler men. The influence of these schools,
however great on the lives of the boys and girls, was not lasting on
the status of education generally.^ A rather adverse estimate of
these schools js given by Dr. A. Douai, a German, a reputable school-
man and educator, a leader in the German movement m the United
States, who reported to the United States Commissioner of Education
on these schools m 1868 as follows r^
During the last two or three decades, it is true, a sufficient number of able German
teachers came over from the mother country, so that the character of these denomina-
tional schools might have been extensively improved. But there being little intelli-
gence among these congregations and their clergy, they could not understand the
requirements of a good school, and that able teachers can not be expected to thrive
on so low salaries as from .$200 to $400 a year, and to perform, into the bargain, the
menial work of sextons and attendants to their ministers. Thus it is that hardly half
• Mr. L. Viereck, a Prussian, in his monograph, German instruction in the United States (In U. S.
Bureau of Education, Report oft he Commissioner for the year 1900-1901, pp. 5-31-70S), hasraade out a very
good case for these schools. In his review of Viereck's work in the PMucational review, 26:194f., Prof.
Grumman has censured this writer's viewpoint as being biased. The work contains much valuable infor-
mation, and did much to advance the cause of instruction in German in the United States. See also a review
of the German original of this work (Educational rev., 30;314ff.) in which the estimate expressed above is
confirmed. "
2 Special Report of the Commissioner of Education on the .Schools of the District of Columbia, 1868, p. 584
53440°— 13 3 31
32 THE TEACHING OF MODERN LANGUAGES.
a dozen of the several hundred schools of this kind ever have been worthy of the name
of schools (among which two deserve honorable mention — the St. Matthaeus Church
School, in Walker Street, New York, as it was under Director Hardter's leadership,
and the "Zion's Schule" in Baltimore, since it came under Dr. Herzog's care), and
that from 2,000,000 to 3,000,000 descendants of Germans now in the country have
wholly, or almost wholly, lost the understanding and use of their native language.
It is well to remember that although German educational ideas
had a great influence in the de\relopment of our educational system,
and although tlie private German schools at times were very excellent,
the mass of the German immigrants were poor. And thus we find,
especially in the early days of the century, efforts to improve the
German immigrants by the institution of Anglo-German schools.
In Cincinnati ^ two such schools were founded by German Protes-
tants in 1836. They were under the patronage of the Lane Seminary.
The Public Academy of the City of Philadelphia, which later
became the University of Pennsylvania, and the curriculum of which
was planned by Benjamin Franklin, was the first purely American
school in which German and French were taught. From 1754 to
1775 William Creamer was professor of German and French here, and
he made the study higUy popular in the school.
The first purely German school of academic rank was the German
Seminary of Philadelphia, founded in 1773, which flourished untU it
was swept away by the Revolution. Another short-lived school
was the German Institute of the University of Pennsylvania in which
a German professor of philosophy was employed, "whose duty it
shall be to teach Latin and Greek by means of the German lan-
guage." (1780.) 2
Franklin College, now Franklin and Marshall College, was also
founded by Germans in 1786, with a view })rincipally to givmg
instruction in German.^ However, this new project decentralized
the German forces in Pennsylvania, with the result that the German
work at the University of Pennsylvania had to be discontinued
(1787), whUo Franklin College also cast off its German tegument,
both schools thus discarding their intended function of dissemmat-
ing German culture and education.
The last quarter of the century brought the Revolution, in which
the unfortunate Hessian and Brunswickian soldier-slaves played a
part. These poor victims of tyrannical German prmces whose sympa-
thies— had but the truth been known to the Colonists — were against
monarchy still served thoroughly to discredit the Germans and set the
tide agamst them and in favor of France and French ideas. How-
ever, in 1 785 Cokesbury College,^ which was fountled at Abingdon,
1 Of. American annals of education and instruction, 18,36, p. 92. Ibid., 18,35, p. 424, where the writer gives
the erroneous impression that these schools were maintained by Americans.
2 Cf., on the early Gcniian schools of I'ennsylvania, Learned. In Americana-Germanica, II, no. 2.
3 Barnard's Am. Jour, of Educ, 24: 150.
4 Ihid., 152.
FIRST INSTRUCTION IN GERMAN IN AMERICA. 33
Md., by the Methodists, provided for instruction in French and
German "when the finances of the college Avill permit."
New England was next to take up the study of German. The
Round Hill School at Northampton, Mass., founded in 1823 by
Bancroft, the historian, and by Dr. Cogswell, was modeled strictly
after German educational ideals. It flourished till 1839. All the
students received instruction in German. The German system of
gymnastics was also introduced. There was a good deal of interest
in German educational institutions in New England at this time.
Cotton Mather's part in paving the way for this by his correspondence
with Hermann Francke, the educational reformer of Halle, Germany,
in the eighteenth century, is well known. ^ Other prominent men
connected with this movement are George Ticknor and Edward
Everett, who had been students at Gottingen, and the brothers
Dwight, who conducted a gymnasium on German models at New
Haven, 1828-1831.- The book most influential in turnmg attention
to Prussian schools was Sarah Austin's translation of V. Cousins's
Report on the State of Public Instruction in Prussia.^
There were many efforts from time to time on the part of Germans
to found educational institutions, with but little success. Their
efforts were natural and were met with sympathy. The German,
especially the Prussian, system of schools was acknowledged to be
the best, and their desire to perpetuate their excellent schools on the
new soil can readily be understood. The Germans got less sym-
pathy, however, vrhen they planned German States withm the
American States, as they did in the early days.*
Mention should be made also of the German lyceums which flour-
ished in Pennsylvania in the first half of the nineteenth century,
and which were noted and especially valuable and influential m the
education of farmers, mechanics, and other laboring classes.^
The second and third quarters of the century show a great influence
of German educational ideas on the incoming educational institutions
of the United States.® In the East divers schools, e. g., Clark and
Cornell Universities, and in the West the Universities of Michigan
(1837) and Wisconsin (1853), were founded, and planned upon German
models.
1 Cotton Mather and Francke. In Americana-Gennanica, I, no. 4.
2 On the German influence upon our education, of. Hinsdale. In U. S. Bureau of Educ. Rep. of the
Commissioner, 1S97-9S, pp. 603-629; cf. also Griscom, John, A Year in Europe, etc. 2 vols., 1823; Baches,
A. D. Report to the trustees of Girard College on education in r:urope. Philadelphia, 1839.
3 Report on the State of Public Instruction in Prussia, etc., translated by Sarah Austin. London, 1834,
333 pp.
* On the German Utopias, cf. Faust. The German element in the United States, etc., v. II, p. 184f., and
Baker. In Americana-Germanica, I, no. 2.
'^ Cf. Barnard's Am. Jour, of Educ; also American aimals of education and instruction, 36: 476.
6 Cf. Thwiiig, American universities. In U. S. Bureau of Educ. Rep. of the Commissioner, 1903, pp. 293-
317; also Hmsdale, ibid., 1897-98, pp. 603-629.
34 THE TEACHING OF MODERN LANGUAGES.
The first normal schools — modeled upon the German seminar —
founded in Massachusetts in 1839, were rapidly followed by similar
institutions in other States. The technical schools, especially those
of forestry, were also in great part formed under German influences,
as well as, of course, the kindergarten.
Space permits nothing more than a passing mention of the general
knowledge of Germany and German institutions which continued to
grow apace and of the prominent part which Longfellow and the
New England transcendentalists — Emerson, Margaret Fuller, and
others — played in this German conquest of America. Longfellow
began his famous lectures on Goethe's Faust at Harvard in 1838.
Mention should be made also of Carlyle's part in transmitting
a knowledge of German literature to the New England school and
to Madame de Stael's "Germany" and its widespread influence in
America.
BIBLIOGRAPHY.
Bosse. Das deutsche element in den Vereinigten Staaten.
Davis. German literature m American magazines. In Americana-Germanica, III,
no. 4.
Deiler. Zur geschichte der deutschen kirchengemeinschaften im Staate Louisiana, etc.
Faust. The German element in the United States, etc., vol. 2, p. 249.
Goebel, J. Das deutschtum in den Vereinigten Staaten von Nord-Amerika. In
Der Kampf um das Deutschtum. Miinchen, 1904. Heft, 16.
Goodnight. German literature in American magazines prior to 1846. Bulletin of the
University of Wisconsin, no. 188.
Haertel. German literature in American magazines, 1846 to 1880. Ibid., no. 263.
Knortz, K. Das deutschtum in den Vereinigten Staaten. Heft 281-82 der Sammlung
gemeinverstandlicher vortrage von Virchow und Holtzendorf.
Wilkens. The early influence of German literature in America. In Americana-
Germanica, III, no. 2.
CHAPTER VI.
FIRST INTRODUCTION OF GERMAN IN COLLEGES
AND UNIVERSITIES.
Instruction in German at the University of Pennsylvania and the
schools out of which it grew began in pre-Revolutionary times, and,
with the exception of two periods when there was no regular instruc-
tion, it has had a splendid career. Creamer, Kunze, Helmuth,
Varin, Bokum were well-known names among the German teachers
of America. Haldemann in the nineteenth century brought new
glory to his institution, notably by his researches on Pennsylvania
Dutch; wliile still later Schaefer and Seidensticker stand out promi-
nently among professors of German.^
At William and Mary College, Jefferson had succeeded in intro-
ducing modern languages as early as 1779, and Prof. Bellini was
chosen to teach them. However, the college fell into decay during
the Revolution and this professorship was not permanent.
Jefferson's part in the introduction of German and Germanic
studies in this country is considerable. He was the first in America to
advocate the study of Anglo-Saxon. He brought about its introduc-
tion at the University of Virginia in 1825 and himself wrote a book
upon Anglo-Saxon which was reprinted as late as 1851.^
A professorship for the German language was established upon
the initiative of Thomas Jefferson at the University of Virginia,
when that institution opened its doors, in 1825. The study was not
compulsory. Dr. Georg Blaettermann was chosen to fill the chair,
wliich he occupied until 1840. He taught also Anglo-Saxon and
comparative philolog}^ and succeeded in making his entire field
higlily popular in the university, as well as imparting impetus to
other institutions. The University of Virginia was the first univer-
sity in America to teach the modern languages as carefully as the
classical.
In 1825 instruction in German was also begun in Harvard College.
A German, Dr. Charles FoUen, was that year appointed professor
of church history and ethics, and it was arranged that he should try
forming a class in German.
1 Of. also Montgomery, T. II., A history of the University of Pennsylvania, etc., 566 p., Philadelphia,
1900.
= Of. Thomas Jefierson as a philologist. Amer. Jour, of philology, 3 : 211-214.
35
36 THE TEACHING OF MODEEN LANGUAGES.
Knowledge of German was very rare in New England at that time.
It is asserted that not more than two or tliree persons there could
read German. But under Dr. Follen's care there must have been
rapid progress, and indeed there must have been great simultaneous
progress throughout the country, for in 1831 FoUen, then made
professor of German in Harvard, says in his inaugural speech,^ ''there
are now German teachers and German books in all important cities
in this country."
German was thus made popular at Harvard, and it is well known
how thorouglily also the German university ideals and practices
were embraced and embodied in the organization of Harvard Uni-
Tersity. Witliin a few years Dr. Follen came out as an abolitionist,
and his office was discontinued in 1836.
In 1825 Bowdoin College appointed Henry Longfellow professor of
modern languages — German, French, Spanish, and Italian — but the
office was temporarily filled by J. H. Abbott until Longfellow re-
turned from abroad in 1830.
Modern languages were taught somehow before 1768 in King's Col-
lege, now Columbia University. The details are wanting, however.^
See also the table appended to this chapter.
In Amherst, German was oft'ered extramurally in 1824, but was not
required until 1846, when it was made optional with the one term of
French. In 1858 two additional terms of German or French were
made requisite, and 10 years later two terms of German were re-
quired and two additional were optional. A decade later this
required German was dropped.^ See also Chapter III, Chronology.
A detailed account of the instruction in German in Yale and
Princeton may be adduced here as typical of the better and larger in-
stitutions. German was recognized officially for the first time in
1831 in Yale University but was discontinued after one year. In
1834 another instructor was appointed, from which time the instruc-
tion seems to have been continuous. German, as weU as French,
Spanish, and Italian, was optional, but only for one term, the spring
term of the junior year. In 1845 the option was extended to include
another term, the winter term of the senior year. In 1856 Prof.
William D. AMiitney added the instructorship of German to his
profcssorshii) of Sanskrit. Beginning with this 3^ear the college
bore the expense of the instruction in modern languages. Thus the
situation remained in regard to German until 1872, when Franklin
Carter was elected to a professorship in German, created that year,
and German was made a required study in the junior year. French
> Cambridge, 1831.
» Mooro. An historical sketch of Columbia College in the City of New York. New York, 1846. pp.
54-55.
» See also Hitchcock, Reminiscences of Amherst College. Northampton, Mass., 1863.
GERMAN IN COLLEGES AND UNIVEESITIES. 37
and German were made junior and senior electives in 1876. This
was changed in 1885, when French or German was made requisite
for admission to college, and one modern language was required to
be taken during the sophomore year. Two years later tliis latter
requu'ement was extended to include the freshman year, and, with
the subject elective in the junior and senior, it became possible for
a student to take German throughout his four yeai"s' course.^
A Princeton man of the class of 1853 writes of modern languages
in Princeton in his time:
There is another defect in our college course which should not be passed by without
mentioning; this is the utter neglect into which the modern languages have fallen.
This is partly on account of the students and is partly the fault of the faculty. An
accomplished scholar of a Em-opean university would have a poor opinion of a man
boasting of a collegiate education yet who could not understand or converse in any-
thing but his mother tongue. Besides, from the nature of our population, these lan-
guages are no longer a mere accomplishment, but have become an absolute necessity.
The lawyer in any of our large cities, the visitor in the mixed society of Washington,
or the traveler in Europe, alike find them all important. 'Tis true the Faculty hires a
second-rate teacher at a low salary, who will give lessons in two or three different
languages twice a week to all that choose to attend! The idea of a Dutchman lisping
the smooth, sweet accents of the Italian or French! But all this aside; if the faculty
do not take it in hand seriously, make attendance obligatory, and allow it to enter
into the regular grades, it will continue to be neglected and to be looked upon as of no
importance.^ * * *
The modern languages seem to have been taught even in Revolu-
tionary days in Princeton University, but in. the curriculum of that
period no mention of the modern languages appears except in the
statement that "there is no extra charge for instruction in the French
language," or in the notice that ''instruction in the French, Spanisli,
German, and Italian languages is given at the option of the student
without extra charge." Class instruction in the modern languages
was first begun in the renaissance period of 1868-69. The catalogue
for that year states that "the sophomore class ^\'ill have one weekly
exercise in natural histoiy and one in modern languages (French or
German)." In the junior and senior years the languages were to be
electives. Four years later French was taught in the second term of
freshman year for the first time, and the textbook "Otto's Conver-
sation Grammar" is mentioned. German appeal's in the course of
studies as a junior elective, and the textbooks used were "Otto's
German Grammar" and "Wliitney's German Reader." In the senior
year the student could also elect lectures on the history of French and
German literature.
Two years later (1874-75) French was taught ia freshman 3^ear,
while German was not touched until junior year. In the following
year, however, the school of science offered French as an elective,
> Of. also Report of the president of Yale University, etc., 1903-4, pp. 66-7.3.
* Princeton alumni weekly, 9: 280 fE.
38 THE TEACHING OF MODEKN LANGUAGES.
while German was made a required study. In 1877 German was
included in the required studies of the academic department, and at
this time there was a ''rigid biemiial examination in the studies
pursued for the first two years." Postgraduate studies were also
instituted at this time. In 1882 the students m the school of science
had five hours a week of freshman German. In 1894 they had only
three, while the C. E. men had none at aU. The first mention of an
entrance requirement in modern languages is found in the catalogue
for 1884-85: "Candidates for the degree of bachelor of science enter-
ing in June, 1886, and thereafter will be examined in French, includ-
mg the elements of grammar and the translation of 50 pages of
simple French prose." Strange to say, it was not until 10 years
later that German was made an entrance requirement. In tliis year
(1894) a senior elective was ofi'ered entitled "Ueber Bakterien, die
kleinsten lebenden Wesen." ^
A considerable impetus was given to modern language study in the
fifties by its introduction into scientific schools. The Sheffield
Scientific School of Yale College (1846) discouraged the teaching of
modern languages in the preparatory schools and stated that the
thorough study of them was a part of the course at Sheffield Scientific
School. The idea back of this was that students in scientific schools
must be taught to read foreign languages for professional purposes,
but that tliis instruction as it was then given in the preparatory schools
was unsatisfactory.
German had now established itself in the curriculum of the Amer-
ican college and university. The instruction was after the method
of teaching Latin and Greek, and the study was linguistic rather than
literary. By 1850 the pliilological tendency had made itself felt in
the introduction of Gothic in several institutions.^
German was then making giant strides, in keeping with the spread
of German ideas in our educational institutions. In 1870, the United
States Commissioner of Education quotes as follows: ''The German
language has actually become the second language ^ of our Repubhc
and a knowledge of German is now considered essential to a finished
education." * In sections of the country thickly settled by Germans
this was certainly true. In Pennsylvania, e. g., the message of the
governor of the State was translated into German and published,
down to 1879.
1 See also Chap. Ill, Chronology, for more specific details of this instruction.
2 U. S. Bureau of Educ. Kcp. of the Commissioner, 1903.
8 The school reports of various States were printed in German, e. g., in Pennsylvania and Indiana as late
as 1S57, and in New Jersey as late as 1S88.
* U. S. Bureau of Educ. Rep. of the Commissioner, 1870, p. 55.
GERMAN IN COLLEGES AND UNIVERSITIES. 39
CHRONOLOGY OF THE EARLIEST INTRODUCTION OF GERMAN IN
COLLEGES.
1754. University of Pennsylvania. Prof. W. Creamer, 1754-1775 (French and Ger-
man); Prof. J. C. Kunze, 1780-1784; Prof. J. H. C. Helmuth, 1784-1791;
vacancy, 1791-1823; Rev. F. Varin, 1823-1829; H. Bokum, 1829-183(5;
vacancy, 1836-1857; S. S. Haldeman, 18G9-1880 (comparative phQology);
C. C. Schaefer, 1857-1867; Prof. O. Seidensticker, 1867-1894.
1784. Columbia College (King's College). Rev. J. I). Gross, S. T. D., 1784-1795,
professor of German and geography; Rev. F. C. Schaeffer, 1830-31; Rev. W.
Ernenpeutsch, 1832; instructors, 1832-1843; Prof. J. L. Tellkampf, J. U. D.,
1843-1847; Prof. H. I. Schmidt, S. T. D., 1847.
1805. College of Charleston, S. C.
1814. Dickinson College. Prof. Claudius Berard (French, Spanish, Italian, and Ger-
man) 1814-1816; vacancy, 1817-1825; Louis Mayer, S. T. D., 1825-26;
vacancy, 1826-1841.
1830. Princeton University ^ (College of New Jersey). Prof. Lewis Hargous, 1830-1836
(French and German); Prof. Jaeger, 1832- (German and Italian).
1831. Wesleyan University (Connecticut). Prof. J. F. Huber (modern languages),
1831-.
1832. Waterville College (Maine). Prof. T. J. Conant, 1832-.
1832. Geneva College (New York). Prof. M. D. Holstein, 1832-.
1832. University of Georgia. Rev. Wm. Shannon, professor of modern languages.
1832. University of Alabama. Prof. S. F. Bonfils, 1832-.
1832. Center College. Rev. Jos. Huber, 1832-.
1833. Miami University. Seniors or graduate students or one of the regular professors,
1833-34; vacancy, 1836-1841; sporadic till 1868.
The catalogue of 1833 says: "French, Spanish, German, and Italian are
regularly taught, and two of them at least must be studied to obtain a diploma. ' '
BIBLIOGRAPHY.
Cutler. A history of Western Reserve College, etc. Cleveland, 1876.
Eliot, S. A. A sketch of the history of Harvard College, etc. Boston, 1848.
Fahchild. Oberlin, the colony and the college, 1833-1883.
Quincy. A history of Harvard University.
Thorpe. Benjamin Franklin and the University of Pennsylvania. Washington, 1893.
(U. S. Bureau of Education. Circular of information, no. 2, 1892.)
' For particular data on Princeton see p. 37, above. Also McClean, History of the College of New Jei-sey
vol. 2, p. 287, passim and Chap III above.
CHAPTER VII. t
THE DEVELOPMENT OF FRENCH AND GERMAN IN
HIGHER EDUCATION.
The scientific, or philological, study of German was first taken up
in 1876 in Johns Hopkins University, founded in that year, although
courses in Gothic had been given elsewhere since 1850. Johns
Hopkins, where German was called "the court language of the
university," did much for Germanic studies.
But the modern languages had never been put on an equality
with the Latin and Greek; ^ often only tutors taught the modern
languages, although the University of Virginia claimed long since
to teach them as well as Latin and Greek. In 1876 it was advocated
by Prof. Joynes, in a paper on "The Position of Modern Languages
in the Higher Education" —
that the modern languages be elevated from the merely tutorial position, which they
have so often occupied, to a rank and dignity in our higher institutions of learning
commensurate with their disciplinary value, with their literary importance, and with
their intimate relations to our own language, history, and nation.-
The need of an organization for teachers of the modern languages
in secondary and higher schools began to be felt in the seventies.
We shall note later the organization of the Nationaler Deutsch-
Amerikanischer Lehrerhund in 1870. Up to 1883, when the Modern
Language Association of America was organized, many of the teachers
of modern languages had been members of the American Philological
Association. However, there was a growing feeling that this organ-
ization did not meet their needs.
There were several signs of the times which encouraged the modern
language men, among them Prof. Joynes's paper read before the
National Education Association, and quoted above, and the cele-
brated Phi Beta Kaj)pa address of Charles Francis Adams at the
Harvard commencement in 1883, in which he protested against the
fetich of Greek in our schools.
1 Although Harvard University required an extrance examination in French and German, beginning in
1870.
^National Education Association, 187G,p.lllfl. This paper, entitled "The position of modern languages
In the higher education," was reprinted by the Modern Language Association of America, and widely dis-
tributed, and no doubt had considerable influence in tlie matter. I can not refrain here from mentioning,
especially, one whose devotion to the cause of modern languages has earned him the gratitude of all teachers,
Edward S. Joynes, professor emeritus of the modern languages in South Carolina College.
40
/
FRENCH AND GERMAN IN HIGHER EDUCATION. 41
At the instance of certain professors of Johns Hopkins University,
a call for a meeting of the teachers of modern languages was issued,
to be held at Columbia University at the Christmas season 1883.
Thirty-two men attended the meeting, organized the Modern Language
Association of America, read papers, and appointed a committee
to investigate the condition of instruction of modern languages
m American colleges. The object of this organization is, as the
constitution states, "the advancement of the study of modern
languages and their literatures." The historian of the association
recounts the various dangers and tests which the organization passed
through in its early years, ^ as follows: The foreign fencing master
and dancing master (i. e., the ubiquitous, unscholarly native teacher
who taught the languages merely as an accomplishment) ; the
natural scientists, who wished to make of modern language a hand-
maid to natural science; the advocates of catchy methods of instruc-
tion; and the extreme philological tendency.
However, the association flourished and became a powerful influ-
ence in American education. If it is true that "the chief change in
the last 40 years in our educational system has been the ever-growing
importance of modern language teaching," ^ then the importance of
the Modern Language Association is inestimable. And if the state-
ment must needs be modified, the association nevertheless is of
national importance and one of the great factors educationally in the
United States.
In 1895 the central division of the association was organized at
Chicago upon the initiative of representatives of the Universities of
Kansas, Nebraska, and Iowa. At least as often as once in four years
a joint meeting of the two divisions is held. In 1911 it was held in
Cliicago. At present the membership of the association numbers 950.
The first notable labor of the association was to collect in two
comprehensive reports data on "The present condition of instruction
in modern languages in American colleges" in 1884. This investiga-
tion, which extended to the whole country, excepting the South,
was the first of its kind. Some of the most important passages follow:
We purpose to present briefly the results obtained by this examination.
First. What is shown to be the prevailing usage in requiring one or more of the
modem languages for admission?
We find that half a dozen colleges require only one of these languages, and the
requisition is extremely meager, not embracing scientific grammar or any definite
knowledge of the literature, but an elementary knowledge of forms and the translation
of easy phrases. * * *
1 Modern Language Association. Proceedings, 1903, p. xii ff.
2 Ibid., 1901, p. 77 fl.
An address by Prof. Joynes on " The study of German " was reprinted by E. Sleigcr & co. in an edition
of 20,000 copies, and distributed gratis as an advertisement tlirougliout the United States, and was
reprinted by a number of German newspapers. It laid stress on the importance of the study of German
for Americans, and no doubt was very influential in spreading tlie study of German.
42 THE TEACHING OF MODERN LANGUAGES.
The considerations which in our judgment demand that the elements of French and
German shall be required of all students before entering college are: That language is
acquired with greatest facility when the student is young, and modern languages have
a special claim, since their practical use is essential to so many students. If the
instruction in French and German is postponed until late in the course a mastery of
the language, as well as a comprehensive study of the literature, is impossible. * * *
The second question presented by an examination of this table of courses and study
is: What place is assigned to the modem languages?
Out of 50 colleges confen-ing the degree of bachelor of arts 18, or 36 per cent, offer
instruction in French or German in the freshman year, while 22, or 44 per cent, begin
the study in the sophomore year; 8, or 16 per cent, in the junior year; and 2, or 4 per
cent, in the senior year. In 23 colleges, or nearly one-half of the whole number, the
study of one language is not begun until the junior year. * * *
The third question, to which an answer is given in this table, is: What position do
French and German occupy in modern college education?
Out of 50 colleges 29, or 58 pei" cent, require one foreign language; 18, or 36 per cent,
require no foreign language for graduation in the arts; and 18, or 36 per cent, require
both French and German.
There is a marked difference in the different colleges in the amount of instruction
afforded in the modern languages. * * * The minimum is 8 per cent of all the
studies of the curriculum, while the maximum of elective hours possible in modem
languages reaches 56 per cent of the entire curriculum for the degree of B. A.
Another question which is answered by the table is: What is the order of precedence
of these two languages in the judgment of the majority of educators?
The former prominence given to French and the comparatively late introduction of
German as an essential part of the college course give French still the precedence in
the arrangement of studies. French is studied in three-fourths of our colleges in the
first two years. German is begun in a little more than half the colleges during the same
period, while in the remainder it belongs to the last half of the course. * * *
Few colleges have a modern language requirement for admission to the course in
arts. Of the 50 reported, 3 require French, 2 offer an election between French and
German, and 2 require both French and German.
The position assumed at the opening of this paper, that the modern languages should
be studied before entering college, receives support from the position of these studies
in the German gymnasia.
We find established in the numerous colleges a course sometimes called the Latin-
scientific course, but which in a majority of cases is designated as the course in philoso-
phy. This does not require Greek, either for admission or after entering. The place
of Greek is supplied usually by an entrance requirement in modern languages. In this
course mure opportunity is presented for the study of modern languages than in the
course in arts which we have just considered. The requirements for admission are
considerable, and large opportunity for the study of French and German is afforded.
Nearly one-half of the colleges reported contain this course in philosophy, or one in
letters of the same general character.
Another important report ' was read at the meeting of the associa-
tion in 1884. It shows that the modern hmguages received but
scant attention in tlie colleges of the South before the Civil War.
Data on only 15 colleges of the South enter into the table which was
submitted, but as these schools were typical the writer felt sure that
the table represented the situation correctly. The table is as follows:
I Prepared by Prof. E. S. Joyncs.
FKENCH AND GERMAN IN HIGHER EDUCATION.
43
Summary of instruction in modern langicages in 15 colleges and universities in the laie
Confederate States.
Number of professors of modern languages
Number of other teachers of modern languages
Number of students of modern languages
Total hours weekly in modern languages
Number of courses of studj- for degrees, including modern languages
Total years in any modern language required for degrees
1860
1884
Gain.
3
15
12
4
15
11
255
1,210
955
30
268
238
5
47
42
6
36
30
Gain
per
cent.
400
275
371)
790
840
500
The report proceeds as follows:
The institutions from which returns are presented are the following: The University
of Virginia; Washington and Lee University, Virginia; Roanoke College, Virginia:
Virginia Military Institute; Virginia Agricultural College; West Virginia University;
Vanderbilt University, Tennessee; University of Arkansas; South Carolina College;
Wofford College, South Carolina; South Carolina Military Academy; University of
Louisiana; University of Texas; Southwestern University, Texas; and Austin College,
Texas. Many of the institutions from which the most important returns might have
been expected are, I regret to say, not reported, notably, the University of North
Carolina, the ITniversity of Tennessee, the LTniversity of Georgia, the University of
Alabama, the University of Mississippi, etc.
In many, if not all, of these institutions the work done in modern languages would
doubtless fall far below the highest standard. But this is due not so much to short-
comings in the colleges themselves as to the want of good preparatory schools in the
South, and applies to modern languages only in common with all other departments
in southern colleges. The professors and teachers of modern languages in these col-
leges are, so far as I know them, men of high qualifications and of earnest purpose.
The foundation at least is securely laid, and there is no reason to doubt that the work
in this department will be advanced as rapidly as the condition of our southern people
may require or permit.
The labors of the association, and they were manifold, are recorded
in the volumes of the Publications.^ They include discussions of
pedagogical subjects as well as scholarly treatises. As a supplement
to the work of the association, Modern Language Notes was founded
by Prof. Eniott.2
The next great step in the matter of methods of teaching was the
appointment of the Committee of Twelve in 1896 —
to consider the position of modern languages in secondary education; to examine into
and make recommendations on the methods of instruction, the training of teachers,
and such other questions connected with the teaching of the modern languages in the
secondary schools and colleges as in the judgment of the committee may require
consideration.
The report of this committee was foreshadowed and in part antici-
pated by the report of a commission appomted in 1886 by 15 New
England colleges. This report on college entrance requirements in
French and German became the basis of the practice m New England.
> Quarterly, Cambridge, 1884 to date.
« Baltimore, 1886 to date. Nine issues a year.
44 THE TEACHING OF MODEEN LANGUAGES.
Further, the requirements in elementary and intermediate coiu'ses
demanded by the Committee of Twelve are almost identical with
those adopted in New York Cityin 1896 by representatives of Harvard,
Yale, Princeton, Columbia, Cornell, and the University of Pennsyl-
vania, who met in conference mth representatives of a number of
prominent eastern preparatory schools to formidate a scheme of
miiform requirements in modern languages. The plan they pro-
posed became the basis of practice in the schools they represented. i
The Committee of Twelve reported in 1898 to both the Modern
Language Association and the National Education Association,
which had indorsed the committee.^ The main principles and ju'opo-
sitions of the report are as follows: After a statement of the aims of
the investigation and the means and methods employed in con-
ducting it, there follows an exposition of the various methods of
instruction in use in the teaching of modern languages.
The report contends that ''if a foreign language is taken up m the
primaiy grades, it should always be optional"; further, it is not
worth wliile, as a iiile, to take up the study of a foreign language in
the primaiy gi'ades unless the beginner intends to continue it thi'ough
the secondary school, and when foreign language is taught in the
primary grades it should be taught by teachers who handle the
language easily and idiomatically.
The committee proposed three national grades of prejjaratory
instruction in modern languages, viz, elementary, intermediate, and
advanced courses of two, three and four years' duration, respectively.
The work being supposed to begin in the first year of a four-year high-school course,
and to proceed at the uniform rate of four recitations per week. The elementary
course is designed to furnish the minimum of preparation required by a number of
colleges, in addition to the Latin and Greek of the classical preparatory course. The
intermediate course is designed to furnish the preparation required by many colleges
which permit the substitution of a modern language for Greek. The advanced course
is designed to furnish the highest grade of preparation of which the secondary school
will ordinarily be capable in a four-year course.
In the elementary course in French (two years) the pupil should be
taught to pronounce French accurately and to read at sight easy French
prose, to put into French simple English sentences taken from the
language of everyday life, or the text read, and the rudiments of
elementary grammar, and should read from 350 to 575 iluodecimo
pages of French. In the intermediate course (third year) he should
be taught to read at sight ordinary French prose or simple poetry,
to translate into French connected passages based on texts read,
should obtain a knowledge of syntax, and should read from 400 to
f>00 pages of French of ordinarj^ difficulty.
' For the text of the resolutions see Educational rev., 11 : 497-499.
2 For the full rppoit , sor- V. S. Bureau of Educ, Rcpt. of 1 ho Commissioner, 1897-98, pp. 1391-1433; or Nat.
Educ. Assoc., 1899, pp. 707-755.
FRENCH AND GERMAN IN HIGHER EDUCATION. 45
In the advanced course (fourth year) the pupil should be taught
to read difficult prose, and, with the help of a vocabulary of the special
terms, to carry on a simple conversation in French. He should read
from 600 to 1,000 pages'of French, and write short themes frequently.
In the elementary course in German (two years) the pupil should
be taught pronunciation, etymology, the chief rules of syntax, collo-
quial phrases, translation of easy prose into German, and should read
from 225 to 300 pages of easy German.
The intermediate course (tliird year) should enable liim to read at
sight German prose of ordinary difficulty, and to translate into German
a connected passage of simple English. The third year's work should
include the reading of 400 pages of moderately difficult prose or
poetry and continued drill on grammar.
In the advanced course (fourth year) 500 pages of good literature,
reference reading, etc., should be done, together with translation of
English mto German, and frequent writing of short themes.
Suggestions to the teacher are added, together with bibliography
and specimen examination papers for admission to college. "
This is a most valuable report and has become the basis of all of
our practice throughout the country, although of late years there
have been many suggestions of a revision to bring the report up to
meet the changed and improved conditions.
The second great organization of modern language teachers in
America is the Nationaler Deutsch-ATnerikanischer Lelirerbund, an
association of teachers of German, founded in 1870 at Louisville,
Kj^., which has aimed at "the introduction of German educational
ideals and practice into our schools," e. g., the kindergarten, manual
training, atliletics, and normal training for teachers.
The organ of the Lehrerbund, Die Amerikanisclie Schulzeitung, was
founded in 1870, but was replaced by Erzieliungsbldtter fur Schule
und Haus,^ in 1874. This was in turn displaced by Die Pddago-
gisclien Monatshefte in 1899, and since then renamed Monatshefte
fur deutsche Sprache und Pddagogik ^ under the editorsliip of Max
Griebsch and Edwin C. Roedder.
All of these publications have been very influential in gi\ang
standmg to the teachers of German, especially those in the elemen-
tary schools, and in advancing the cause of instruction in German in
our public schools.
An excellent statement of the guiding ideas and aims of the Lelirer-
bund is given by a one-time president of the organization as follows : '
The organization of German-American teachers known as "Nationaler Deutsch-
amerikanischer Lehrerbund " has not received hitherto the cooperation of academic
teachers of German which it deserves and invites, but now the time seems ripe for a
closer affiliation between the "Lehrerbund " and the professors of German in American
colleges and universities. * * *
1 Americana-Germanica, I: 3, 104.
2 Milwaukee, Wi.s., monthly (10 numbers a year).
3 Learned, in Padagogische monatshefte, 6 (1899).
46 THE TEACHING OF MODERN LANGUAGES.
The first organization of German teachers in America, the "Lehrerbund," now in
the thirtieth year of its existence, directed its attention for years to the exclusive
interests of the lower and secondary schools, which formed in themselves, so to speak,
a system of German instruction cuhninating in that center for German teachers in
America, the "Lehrerseminar," in ]\Iilwaukee. Within the past few years the Ger-
mans have awakened to the fact that they have made a great contribution to American
culture, but that, while Americans have been appropriating German culture, going
by hundreds to study at German universities, the German youths in this country have
been discarding and even despising the Mutter sprache, thus imi)eriling the future of
the German language and life in America. Accordingly these Germans have organ-
ized the American-German League. Every possible effort is being made by them
to improve the teaching of German in both German and English schools, not to the
exclusion of English, but simultaneously with it. All these forces — the "Lehrer-
bund,"" the associations of teachers of German in. the various States, and the American-
German League — have mobilized and lined up with the associations of academic
professors in the cause of modern language instruction — in this case in the cause of
German in the schools. * * *
This, then, is the work which clamors for the cooperation of all academic and second-
ary teachers of German — that the language, wherever it is taught, should be taught
correctly and intelligently by trained teachers who are willing to make it their life
work.
Toward the accomplishment of this result the "Lehrerbund " offers:
1. The advantages of a thoroughly organized association, with the experience of 30
years, during which time it has accumulated a vast amount of valuable material,
which has been published in the official organ, recorded in the "ProtokoU," or trans-
muted into improved methods. It has a creditable standing in America, and is in
close touch with European education.
2. An opportunity, especially at the annual meeting (Lehrertag), to promote mutual
acquaintance between German teachers and teachers of German of all grades and to
discuss questions of vital interest.
3. A definite plan for the improvement of the teaching of German in the schools
by advocating (a) a thorough speaking knowledge of German on the part of all teachers
of the language; {h) the introduction of a full course of four years of German in the
high schools; (c) the teaching of German in the lower grades as far as it is advisable;
{d) the use of German as the medium of instruction w'here the conditions will permit;
(e) the emphasizing of a careful use of German in the German home, in order to pre-
serve the purity of the idiom in America, and to secure to the youth of German extrac-
tion the bilingual advantages to which the accident of birth entitles them.
4. A well-equipped "Lehrerseminar," which devotes itself to the training of primary
and secondary German teachers, eliciting the attention of academic men by the thor-
oughness of its work. There are in this institution greater possibilities, which might
result in the development of a national German-American normal school in the higher
and ideal sense of the term (such as none of our normal schools has yet been or bids
fair to become), a "Piidagogium," supplementing the work of the colleges and uni-
versities, and forming a recruiting station for teachers who already hold the degree of
A. M. or Ph. D., and aspire to permanent careers in the high schools and secondary
schools of the land .
5. A medium of publication, through its official organ, open to all teachers of German,
for the interchange of views touching methods, books, administration, and other vital
subjects. * * *
6. The greatest thing the "Lehrerbund" offers is the opportunity of cooperation
between the hitherto rather exclusive German teachers and their altogether too indif-
ferent English-speaking colleagues, thus opening the way to a harmonious union of
educational forces which must lead to a better understanding and to a well-organized
system of national education. It is, after all, the teachers of America who are the
medium of cultural intercourse and of friendly feeling between Germany and America.
FRENCH AND GERMAN IN HIGHER EDUCATION, 47
The Lehrerbund holds an annual Lefirertag for the reading of }>apers,
for discussions, etc. The present president of the Lehrerbund is Dr.
H. H. Fick, of Cincinnati.
It is not possible to mention here all the numerous organizations
devoted wholly or in part to instruction in modern languages.
Reference should be made, however, to Association of German
Teachers of California, the Association of German Teachers of Penn-
sylvania, the Association of French Teachers of New Oi-leans, the
Modern Language Teachers' Association of New York, with several
sections, and the New England Modern Language Association. In
addition, most of the State teachers' associations have a modern-lan-
guage section.
Of the journals which devote themselves to the work of the study
and propagation of modern languages in x4.merica the following must
be mentioned: Monatshefte fiir deutsclie sprache unci Pddagogik and
the Publications of the Modern Language Association, including Modern
Language Notes. This latter journal was founded in 1885 by the
Modern Language Association of America for the reception of short
articles and notes of a scholarly character on the modern languages,
and was edited under the direction of Prof. A. Marshall Elliott until
his death, in 1911.^
In 1897 Americana Germanica, a quarterly, was founded by Prof.
M. D. Learned at the University of Pennsylvania with the design to
give expression to the literary, linguistic, and cultural relations of
Germany and America. The journal changetl its name to German-
American Annals in 1903, and is now issued monthly.- It is the
organ of the German- American Historical Society, the Union of Old
German Students in America, the National German-American iVlli-
ance, and the Deutscher Pioneer Verein.
The Journal of Germanic Philology^ was founded in 1897 at the
University of Indiana by Gustav Karsten. This scholarly journal,
since 1905 called Journal of English and Germanic Philology, and
since the death of Prof. Karsten under the management of Prof.
Julius Goebel, is devoted to Germanic philology in the broad sense.
Modern Philology,^ founded at the University of Chicago in 1903,
with Prof. Philip Allen as managing editor, is academic in character,
and receives articles on the philology of the modern languages. The
managing editor is now Prof. John M. Manly.
The Romanic Review, founded in 1910 by Profs. H. A. Todd and
Raymond Weeks, seeks to do for the Romance languages what the
Journal of English and Germanic Philology does for the Germanic.'^
1 Baltimore, monthly, except July, August, aud September, 1886, to date.
2 Philadelphia.
3 Now, Journal of English and Germanic Philology, University of Illinois. (Quarterly.)
* University of Chicago Press. (Quarterly.)
6 Columbia University Press. (Quarterly.)
53440°— 13 4
48 THE TEACHING OF MODEEN LANGUAGES.
The international correspondence of school children and teachers
must be mentioned as an agency in the work in modern-language
instruction. Space forbids giving a full account of the movement.
The work, started in 1896 in France and England, has spread to
include Germany and Italy as well as the United States.
Prof. Magill's paper upon the subject before the Modern Language
Association in 1899 led to the appointment of a committee by the
association to study the matter and its possibilities and report at the
next meeting.^ The report, which gives a history of the movement,
was accepted and published.^ In 1901 the work was organized with
a bureau at Swarthmore College, Pennsylvania, where 595 applica-
tions for foreign correspondence were received. In 1903 there were
549 applications, but in 1904 the number of applications fell off , and,
great difficulties in getting foreign correspondents being encountered,
the committee begged to be dismissed, and recommended that the
work be abandoned.^ Accordingly it was given up, and has since not
been taken up systematically.
Viereck's book, "German Instruction in the United States" (1900),
mentioned above, seeks to give an account of German instruction
since the beginning of the eighteenth century. He takes up first the
parochial schools of the early German colonists, the early visits of
American schoolmen to Germany, and the first efforts to introduce
German in American colleges. In the beginning of the nineteenth
century the first p.rofessorshii)s of German were established and
German private scho(ds began to spring up. The public schools now
took up German, and the private German schools died. Viereck
also calls attention to American students at German universities.
The third epoch extends from 1876 to 1900, the beginning being
marked by the founding of Johns Hopkins University. The German
language and literature are now treated as a scientific study in our
universities and colleges. The growth of the study of German in all
classes of schools is dwelt on, and tJic hope entertained that it may
become obligatory on all who wish to enter college; 40 pages are
devoted to lists of courses and statistics of attendance at tlie leading
colleges and universities, and 16 pages to biographies of Germanists
of the United States. The book had a powerful influence in the cause
of German instruction.
For want of space, university and graduate instruction in modern
languages can not be taken up here. Viereck, in the work quoted,
has given a good prospectus of this work in 1900. Since then the
work has grown in magnitude and improved in quality.
The New England Modern Language Association was founded at
Boston in 1903, with the intention to bridge over tlie ga]) in the
1 Mock'rn Language Association. Publications, 1899. XXH.
2 Ibid., 1900. XlVff. Cf. also Magill, Sixty-five years in the life of a teacher. Boston and New York,
1907.
'Ibid., 1902, XXXnff; 1903, XXIIIf; 1904, XHIf; 1905, VIHf.
FRENCH AND GERMAN IN HIGHER EDUCATION. 49
teaching of modern languages between the colleges and secondaiy
schools. Its objects are stated more explicitly as follows:
I. Objects of the association: To promote friendly relations among teachers of
modem languages; to conduct investigations and answer questions in the field of
modern language teaching.
II. Business of the association: (a) To ask questions; (b) to study and answer themj
(c) to tabulate, record, and file results.
(a) Asking questions: Every member of the association is requested to propose
topics for investigation. * * * Such topics may be: (1) Information that will
help members going abroad to study; summer courses, teachers, schools, boarding
places, etc. (2) Provision for leave of absence and stipends to enable teachers to go
abroad for study. (3) Would the colleges piefer intensive rather than extensive
teaching in the secondary schools? * * * (4) Do the technical schools wish the
secondary schools to read science in their modern language courses? (5) Modem
language texts. (6) Modern language teaching in Germany, France, and England.
(6) Studying and answering the questions. For geographical reasons it will be
found advantageous for the members to be organized into groups * * *. Each
gioup shall provide the place for its own meeting at its own expense. Periodicals and
books desired for the work of any group are to be ordered by the leader of the group,
of the treasurer, who on the approval of the board will procure them. Such publica-
tions are to be the property of the association. They are to be properly labeled by the
librarian of the group first receiving them, and to be circulated from group to group
as the board may direct.
(c) Recording results: The results of all investigations are to be recorded on cards
of convenient and uniform size, arranged and kept in suitable cases by the librarian.
These files will, it is hoped, furnish members with: (1) A bibliography of books and
articles treating of any question of interest to teachers of modern languages, each card
bearing a brief signed resume of the book or article in question. (Cf . the treatment in
Breyman's Reformliteratur.) (2) A treasury of information concerning residence
and study abroad. (3) A synopsis of the proceedings of the association and the results
of its discussions and investigation.^
The transactions of the association are recorded in one volume.^
The work of the association in bettering teaching in New England
and, indirectly, throughout the whole country, is incalculable.
In 1904 the Germanistic Society of America was founded in New
York City. The second article of its constitution tells its object
as follows :
The object of the society is to promote the knowledge and study of German civiliza-
tion in America and of American civilization in Germanj^ by supporting university
instruction on these subjects, by arranging public lectures, by publishing and dis-
tributing documents, and by other means adapted to the ends for which the society is
established.
The society has maintained a lectureship on the history of German
civilization at Columbia Universitj^ since 1905, and every year since
this time one or more eminent German professors or authors were
brought to the United States and gave series of lectures on toure
throughout the country. The most recent among these visitors are
Ernst von Wolzogen and Max Herzog, novelists.^
1 Geddes, New England modern language association, an historical sketch. Boston, D. C. Heath, 1907.
2 Published by Ginn & Co., Boston, 1905 to date, containing 7 parts.
3 The activities of the Germanistic society of America, New York. (Address: Prof. R. Tombo, Columbia
University, New York City.)
50 THE TEACHING OF MODERN LANGUAGES.
STATISTICS OF GERMAN AND FRENCH IN COLLEGES AND UNIVERSITIES
IN 1910.^
Data collected by questionnaire and from catalogues in 1910 afford
the following summaries: Of 340 colleges and universities of the
United States, 101 required French or German, or both, one to four
years, for entrance. In all other cases with rare, if any, exceptions
modern language will be accepted for entrance.^ Of these schools,
210 required French or German in varying amounts for graduation,
in one or more courses. Where no modern language was required, it
was optional in varying amounts.
Of the 340 schools, 328 taught French; 112 taught it more than
four years, 50 taught it four years, 90 three years, 68 two years, and
8 only one year.
Of these 340 schools, all but 3 taught German; 149 taught it more
than four years, 74 four years, 73 three years, 35 two years, and 4
only one year.^
German I was taught 4 hours per week on an average (297 courses
investigated) ; German II was taught 3.4 hours per week (294 courses
investigated); German III was taught 3.5 hours per week (261
courses investigated) ; and German IV was taught 2.9 hours per week
(188 courses investigated).
French I was taught 3.9 hours per week on an average (290 courses
investigated); French II was taught 3.5 hours per week (286 courses
investigated); French III was taught 3.3 hours per week (228 courses
investigated); and French IV was taught 2.8 hours per week (149
courses investigated).
In modern languages full professors taught 15.8 hours per week on
an average (162 schools reporting), assistant professors taught 15
hours per week (68 schools reporting), and instructors taught 15.2
hours per week (76 schools reporting).
Of the teachers of German, 70.8 per cent have resided in Germany
(174 schools reporting), and 68.5 per cent of the teachers of French
have resided in France (174 schools reporting). Of the teachers of
German, 23.8 per cent are natives of Germany (174 schools reporting),
and 11.4 per cent of the teachers of French are natives of France (1 74
schools reporting).
1 Summarized from detailed tabulations in the possession of the author.
2 For purposes of comparison, entrance requirements in modern languages of a number of colleges in
1886 may bo seen in Rep. ot Conunissioner of Kuuc, lS8G-vS7, pp. G35-641.
* These conditions may he compared with those of 1888 as shown in Roj). of Commissioner of Kduc,
1888-89, pp. 1224-1293.
CHAPTER VIII.
EARLY INTRODUCTION OF GERMAN IN ACADEMIES
AND PUBLIC HIGH SCHOOLS.
New England pioneered in the matter of modern languages in
academies.^ Most of the early academies taught modern languages,
prevalently French, but some German.^
The English Quaker School, in Philadelphia, had the first real
German teacher, Franz Daniel Pastorius, who taught there from
1698 to 1700, when he went to take charge of the first German school
in America, the one at Germantown, Pa., in 1702.
The Moravian schools in Pennsylvania were open to young ladies
and gentlemen of the Moravian denomination. These schools taught
German since 1742, when the first boarding school for girls was
opened in Germantown. It was in charge of Benign a, the daughter
of Count Zinsendorf, the founder of the Moravian, or United Breth-
ren Church, who had followed her father to America. A number of
similar institutions for girls and others for boys were founded and
successfully carried on for 20 years, until the communistic economy
of the Moravians was dissolved, when they were closed. German
was the language of the schools at first, but the English soon took
first place.
During the stirring times of the French and Indian War, when
Bethlehem was a frontier post, and again in the War of the Revo-
lution, after the defeat of Washington at Brandywine, thousands
of wounded Federal soldiers were quartered upon the Moravian
towns. The Americans — among them Gens. Washington, La Fay-
ette, and Woodward; Col. Armstrong, John Hancock, Samuel Adams,
and many others — had an opportunity of observing the Moravian
manner of life and the efficiency of their schools.
Thus it came that the Moravians were urged to open their schools
to the sons and daughters of others than their own denomination.
Accordingly, in 1782, the General Synod passed a resolution, em-
powering the American executive board to undertake a more public
1 As early as 1763 Dummer's Academy was opened at Newbury, although not incorporated until 1782;
Phillips Exeter was founded in 1778 and incorporated in 17S0: the Academy of Leicester was incorporated
in 1784; the academy at Hingham was established in 17S4; Dearborn's Academy, in Boston, and the acad-
emy at Marblehead were established in 1790; Washington Academy, Machias, Me., was founded in 1792;
and the academy at Hallowell, Me., in 1791. Mention should be made also of Taunton Academy, incor-
porated 1792; Williamstown Academy, founded 1790; and Westford, founded 1792.
2 C. D. EbeUng. Erdbeschreibung und gcschichte von Amerika. 1. Band. Hamburg, 1793, p. 302 f.
Cf. also Barnard's Am. Jour of Educ.,30:777ff. Also Hammond, New England academies and classical
schools, etc., Boston, 1877.
51
52 THE TEACHING OF MODERN LANGUAGES.
system of education, and authorized Bishop John de Wattevillo,
then in this country, to undertake the organization.^
There had been a school for girls at Bethlehem since 1749. This
was now reorganized and remodeled, and opened in the fall of 1785
in the interests of the American public as a boarding school for girls,
under the care of the Moravian Church. German was taught here
from the beginning. The school exists to-day under the name
"Moravian Seminary and College for Women."
The "Pedagogium or Boarding School" of the Moravians, at
Nazareth, Pa., which was opened October 3, 1785, employed at fu'st
only the German language in the instruction, and as a colloquial
language in the school it persisted until past the middle of the nine-
teenth century. There were two teachers, both German, at the
opening, and the principal, C. G. Reichel, was also a German.
Reichel had received a good training as an assistant in a Moravian
school at Niesky, Germany.
For some years only Moravian youths were instructed, but later
American and Indian youths were also accepted. The boys were
required to use English and German tlu-ee days of the week alter-
nately in their intercourse.
The enrollment numbered fi'om 63 at the opening to 295 in 1810.^
In 1790 the seminary building had become too small; there were
then 88 pupils and the number was rapidly growing. Among the
pupils we fiiid the names of many distinguished families of colonial
and later times. ^ /
Private academies in this section were also early to introduce the
study of German; as, e. g., the Academy of Philadelphia in 1749 and
the Salem Female Academy in 1804; and, following the lead of the
colleges, the practice became typical after 1830,
The Kentucky academies, upward of 30 of which, including
Transylvania Seminary, were incorporated between 1783 and 1798,*
did not teach German but inclined to French, which they took up
about the year 1799.
North of the Ohio, where with the second quarter of the century
the Germans began to flock in, we find as early as 1831 the German
private elementar}^ schools in the city of Cincinnati quite over-
shadowing the public schools; 400 children attended the latter, while
1,500 were found in the private and denominational German schools.
To attract more children of Germans to the public schools, instruc-
tion in German was introduced in the schools in 1840.
1 Reichel. A history of the rise, progress, and present condition of the Bethlehem Female Seminary, etc.
Philadelphia, 1858.
2 Reichel. A history of Nazareth Hall.
» Hamilton, J. Taylor. The early Moravian contribution to liberal education in eastern Pennsylvania.
Easton, 1901. (An address.)
* Barnard's Am. Jour, of Educ, 24 :253.
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 53
We fiiid German now fast entering the academies of the region.
Woodward College, Cincinnati, gave a course in German in 1837,
taught by Dr. W. Nast, who became the founder of German Meth-
odism in America.
The oldest and most typical college of this region, Miami Univer-
sity, had likewise taken up instruction in German about 1830, a step
which tended to make the study more frequent in the tributary schools
round about.
The value of modern languages as a study was soon recognized by
the secondary schools. They, "from their importance and high
literary merit, can no longer be omitted in any scheme of liberal edu-
cation."^ By the middle of the century German may be considered
a typical study in the better academies of this regiou.
GERMAN IN PUBLIC HIGH SCHOOLS.
In 1858, Dr. Wimmer, a German educator, writes concerning the
instruction in modern languages in the high schools of the United
States as follows:
I come now to a weak point, it seems to me, in your English high school. I mean
the want of good instruction in modern languages. You may point to the English,
but as the mother tongue of the pupils it wants that which is so instructive in Latin
and any other foreign language, and then, beautiful as it is, it is too simple in struc-
ture to be a sufficient groundwork for grammatical discipline.
But the modern languages, i. e., German and French, were taught
in the principal cities, although, it seems, not well. Such instruc-
tion grew rapidly after 1850, upon the influx of educated Germans in
1848, and because of the growing influence of certain colleges and
universities which had given sanction to the study of German and
French.
The typical high-school course in Ohio included four years of Ger-
man (optional) in 1876.^ A typical table showing number of students
pursuing various studies in Ohio high schools in 1874-75 ^ gives 89
students in German, 63 in French, 42 in Latin, 38 in English litera-
ture.
The feeling of teachers on the matter of German in the public
schools is aptly characterized by U. T. Curran, president of the Ohio
Teachers' Association, in his inaugural address before that body in
1873.'^
Without doubt, the English will be the language of this country. But the law
authorizes the teaching of German in our schools, and it is highly proper that it should
be taught. The memories of fatherland are sweet, and the sound of the mother
tongue on the lips of the child makes the father feel that his child is not separated
' Annual catalogue of Pleasant Hill Academy, Ohio, 1839, p. 12.
2 A history of education in the State of Ohio. Columbus, Ohio, 1876, p. 131.
8 Ibid., p. 175 f.
Ohio Teachers' Association. Proceedings of the 25th annual meeting, p. 9 f.
54 THE TEACHING OF MODEKN LANGUAGES.
from him. The vast storehouse of the German needs but this key to place its riches
at the command of him who can use it. There are difficulties presented in the man-
agement of our schools where two languages are taught at once. The best experience
has taught us that the lines of instruction should be parallel.
The power of thinking in two languages will counterbalance any supposed deficiency
in either, and the two languages will give, in their reciprocal influence upon each
other, linguistic culture, and will render pupils better trained than those who have
drawled through the abstract formulae of so-called English grammar.
BRIEF CHRONOLOGY OF EARLY INSTRUCTION IN GERMAN IN HIGH
SCHOOLS.
1838. Free Academy. (College of the City of New York.)
1849. Massillon, Ohio.
1853. Cincinnati, Ohio. Professorship of German. Three years. Optional with
Frencli .
1856. Lancaster, Ohio.
1864. Newark, N. J.
1866. Toledo, Ohio.
1867. Terre Haute, Ind.
1867. Central High School, Philadelphia. Taught probably since 1839. Three
years. '
1867. St. Louis. Optional with Latin in first and second and with Latin or French
in third and fourth years of general course.
1868. Defiance, Ohio. Two years.
1869. New Haven, Conn. Optional with Latin, Greek, or French. Two years.
1869. Louisville (Ky.) Male High School. Required two years.
1869. Louisville (Ky.) Female High School. Optional with French; two years.^
1873. Sandusky, Ohio.
1874. Columbus, Ohio.
1875. Hillsboro, Ohio.^
From the seventies on, the growth of German as a high-school
branch is rapid. The first statistics on the numbers studying German
in high schools show that 14 per cent of the students in the pubhc
secondary schools studied German; in public secondary schools,
partly supported by the State, 3 per cent; in private secondary
schools for girls, 9 per cent; in private secondary schools for boys,
20 per cent; in private secondary schools for both sexes, 8 per cent.
The total number of students in all secondary schools was 181,116,
of whom 11 per cent, or 19,938, studied German.*
The percentages for the five geographical divisions of States for
1886-87 are as follows: North Atlantic, 10 per cent; South Atlantic,
10 per cent; South Central, 5 per cent; North Central, 18 per cent;
Western, 5 per cent.^
1 See Edmonds, F. S. History of the Central High School of Philadelphia, Phila., 1902. In 1859, when
an Italian named Romain Lujeane was elected professor of German for the high school of Philadelphia, the
German citizens launched a remonstrance against his being allowed to occupy the ofTice.
2 German was taught also in 1869 in llio high schools at Baltimore, Dubuque, Hartford, Madison, N. J.,
and Worcester, Ma.ss.
3 German was taught also in 1876 in the liigh schools at Newark, Portsmouth, Canton, Ripley, Steuben-
ville, Cirelcville, Dayton, and Voungstown, all in Ohio.
* U. S. Bureau of liduc. Rep. of the Commissioner, 1886-87, p. 512 ff.
!■ These averages may be taken to be too low because of the "not distributed " column. Ibid., pp. 515-16.
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS.
55
In 1887-88, 13.06 per cent of the 63,261 students in private sec-
ondary schools of all classes studied German, the highest per cent,
22.29 per cent, being found in schools for boys; in schools for girls
15.34 per cent and in schools for both sexes 9.95 per cent studied
German.
Of the 64,584 students in public high schools, 14.82 per cent
studied German in the same year.^
Proportion of pupils in secondary schools ivho studied German at the dates named."^
Year.
Public
high
schools.
Private
acade-
mies, etc.
All sec-
ondary
schools.
Year.
Public
high
schools.
Private
acade-
mies, etc.
All sec-
ondary
schools.
1886-87
Per cent.
Per cent.
Per cent.
11.00
13.94
1896-97
Per cent.
12.42
13.25
14.01
14.33
15. 45
16.25
17.63
18.69
20.25
20.96
Per cent.
18.84
18.45
19.04
18.47
19.31
20.33
20.74
20.74
. 20.89
21.64
Per cent.
13.76
1887-88.
14.00
13.06
1897-98
14.24
1888-89
1898-99. . . .
14.91
1889-90.
10.51
15.92
10.43
11.92
11.77
11.40
12.00
13.55
15.10
14.45
15.63
15.25
16.07
17.46
11.48
15.68
11.61
13.00
12.78
12.58
13.20
1899-1900
15.06
1890-91
1900-1901
16.09
1891-92
1901-2
16.94
1892-93
1902-3 . .
18.09
1893-94
1903-4
18.98
1894-95. . .
1904-5
20.34
1895-96
1905-6
21.04
The secondary schools for boys show the highest jjercentages in
all languages, except French, in which the schools for girls take
precedence.^
In 1886-87, 61 per cent of the public and partly public schools;
of private schools for girls, 75 per cent; of private schools for boys,
74 per cent; and of private schools for both sexes, 52 per cent report
students in German or French.*
In 1904-5 there were 137,661 pupils in German in the public
high schools of the United States, of whom 60,389 were in the North
Atlantic States and 61,303 in the North Central Division. In
private secondary schools there were 22,405 pupils studying Ger-
man, 12,242 of whom were in the North Atlantic States.^
The latest figures collected by the Commissioner of Education
give 151,454 students of German in the public liigh schools and
22,0!?0 in private secondary schools in the United States.*'
In 1894, of 80 public high schools distributed throughout the
principal cities of the United States, 34 per cent offered a two
years' course, 33 per cent a three years' course, and 33 per cent a'
four years' course.
' On the allotment of time to the modern language, see U. S. Bureau of Educ, Rep. of the Commissioner,
1887-88, pp. 486-9, 491-3, 505.
" From Rep. of U. S. Commissioner of Education, 1907, vol. 2, pp. 1050-52.
3 Ibid., 1886-87, p. 509.
4 Ibid., 1886-87, p. 567. On the ratio of students studying modem languages in public and private
secondary schools, cf. Report of the Commissioner of Education, 1890-91, p. 807. On nimiljors studying
German and French in individual schools, also proportion of girls and boys in these studies, cf. Report
of the Commissioner of Education, 1890-91, pp. 1202-1301; see also ibid., 18£6-S7, pp. 5A<.-i9.
6 Ibid., 1905, pp. 826, 842.
6 Il)id., 1906, pp. 699, 701.
56 THE TEACHING OF MODERN LANGUAGES.
In 1904, of 160 high schools in the principal cities of the United
States, 25 per cent offered a two years' course, 36 per cent a three
years' course, and 23 per cent a four years' course/
Data collected by the writer in 1910 show that of 50 liigh schools
in the principal cities of the United States, 66 per cent offer four
years of German, 22 per cent offer three-year courses, and 12 per
cent offer two-year courses — i. e., German is taught in 100 per cent
of these schools.^
The method of teaching in these schools is as follows: Grammar,
translation, and composition, 13; grammar, reading, and composi-
tion, 12; grammar and translation, 3; grammar and reading, 10;
direct, 6. The methods in the remaining schools could not be ascer-
tained.
Remarkable growth is reported also from several sections of the
country where special studies of the matter have been made. In
California the growth has been mostly in German. In 1900, 38
per cent of the accredited high schools taught two years of German;
in 1908 the per cent had risen to 98, and in 35 schools the courses
had been lengthened to three or four years. About 72 per cent of
all high schools teach German.^
Similar studies have been made for New England,^ the North-
west,^ and Ohio." They have been generalized in the data on the
United States as a whole above.
In 1893 the Committee of Ten of the National Education Asso-
ciation reconmiended tlii-ee years of French or German for the
classical and Latin-scientific courses; four years of French and
three of German (or vice versa) for the modern language course,
and four years of Latm, French, or German in the English course of
high schools.
This course has been repeatedly indorsed, as, e. g., by the Bureau
of Education in its exliibit at the World's Fair, at St. Louis,^ and
may be taken to be the norm observed in our secondary schools
to-day.*
As to liigh-school instruction in m.odern languages, there is much
room for improvement. In only a small per cent of the schools is
it excellent. In the early years it was entirely under the influence
1 School review (1906), 2.54 IT.
2 The facts which Kerren, Amoricaiia-Germanica, 2: 83f, gives should have Ijeen supplemented by refer-
ring to the Reports of the Commissioner of Educ, 188C-87, 1887-88, 1890-91.
a Data supplied by Prof. If. K. Schilling from manuscript.
< Publications N. Eng. Mod. Lang. Assn., Vol. I, No. 5a.
'- Fossler. Publications Mod. Lang. Assn., Vol. XXVI, pp. Ixxiv-xcvi.
c Ilandschin. Instruction in French and Gmnan in Ohio. In Mianu Bulletin, February, 1911. 18 p.
^ U. S. Bureau of Educ. Rep. of the Commissioner, 1903, p. 1183. See also ibid., 1907, p. 1049. For
statistics on German in secondary schools of the Central West in 1910 see Modern language association.
Publications, 20. Ixxxiv f.
8 For typical courses in French and German in the United States see John F. Brown. The American
high school, pp. 415-424.
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 57
of collegiate instnictioii. College professors wTote almost all of the
textbooks that were used, and they were written from the college
teacher's point of %aew. While they were well adapted to college
instruction, they were very poor as high-school texts. Thus, the
grammars were too full and too technical; the reading texts made
up of a grade or species of literature little adapted to adolescents,
being either too difficult or containing too mature thought, or too
much of the erotic, etc.
Tliis condition has not entirely passed; it prevails to-day, and at
an early date should be taken up by the educational societies. It
is not that there are not suitable texts for secondary instruction
to-day (although their number is still not large enough and their
quality and arrangement are not always the best); but since the
choice of texts lies either with inexj^ert boards of education or offi-
cers of administration, or, what is equally bad, with poorly qualified
and inexperienced teachers, the proper choice is often not made.
Wliat we need is a Leselcanon, which should be set up (allomng
some latitude to the individual teacher) by the National Education
Association and the Modern Language Association, and which should
then be indorsed by the various State organizations and educational
departments.
Again, not only did the college professor vrnte the high-school
texts, but his students became the high-school teachers, thus still
further fixing the college methods upon high-school instruction.
There is, of course, no reason why college graduates should not
teach in high schools — in fact, there is every reason for it — but
on only one condition can it be productive of good secondary instruc-
tion, namely, on condition that the college and universit}^ professor
continue to pay increasing attention to high-school pedagogy and to
pedagogy in general, as he has begun to do in recent years.
Another defect of high-school instruction has been and is the
general unpreparedness of the teachers. Anyone — thus the com-
mon opinion seems to run — who has had a year or two of German
or French is capable of teaching these subjects. More than once
in the past few years have students of the WTiter been employed
to teach German after having had a course of two years, or even
one year, in German. If administrative officers and boards only
knew it, they could get those who are better prepared for the work
at the same price. Why hire a man to teach German or French
who has been trained to teach mathematics or English? A little
more discrimination, a little wider outlook upon available candi-
dates, a liigher conception of the training necessary for this work,
and we shall be much better off.
Not all colleges — and, naturally, not all normal schools — are ])re-
pared to train teachers of modern languages. If modern-language
58 THE TEACHING OF MODERN LANGUAGES.
teachers were drawn prevalently from schools specializing in this
branch, better service would be obtained.
Again, teachers may have the necessary reading and grammatical
knowledge, and may be very deficient in the spoken language. But
all those who have followed the trend of events in the teaching of
modern languages Imow that, at the least, a considerable proficiency
in speaking is a sine qua non in the efficient modern-language teacher.
Some training schools pay no attention whatsoever to this side of the
instruction.
Often, also, high-school teachers have not the necessary knowl-
edge of the materials of instruction, and often not even the knowledge
of sources whence these materials are to be derived. Unless the teacher
has had a thorough course in the materials and the bibliography of
his subject, he is not fit to plan and to conduct a high-school course.
The preparation of high-school teachers of modern languages must
be improved not only by providing better training in the colleges,
universities, and training schools, but by encouraging foreign travel
for the teacher. In those European countries which have the best
instruction in modern languages the importance of foreign sojourn
is fully appreciated; sd thoroughly, in fact, that the Government
subsidizes young and promising teachers for the purpose of foreign
travel and residence. We have not yet arrived at this stage in the
United States; but we shall, no doubt, and soon. Without this our
progress will be slow indeed. The recently established interchange
of secondary teachers between the United States and Prussia has
done and is doing a great work in this way; but, according to a late
report, there are not enough American teachers applying for the
exchange. According to the terms of this agreement, any male per-
son holding a college degree and having taught one year or more in
a high school in the United States is eligible to an exchange with a
secondary Prussian teacher, the American to receive the Prussian
salary and to teach in English at a German gymnasium. While a
knowledge of German is highly desirable, fluency in speaking is not
demanded. Ample time and opportunity will also be given for
European travel.^
There are several other means to enrich his knowledge of the for-
eign tongue at the command of the secondary teacher of which he has
made little use heretofore; for instance, the local group of the Alli-
ance fran(iaise, if there be one, as well as the German clubs and socie-
ties, of which hardly any section of the country is destitute. He
should not fail, also, to hear the German exchange professors and
authors when on their American itineraries.^ Trips to the German
1 Full information on this exchange may be obtained from the Carnegie Foundation for the Advance-
ment of Teaching, .'j76 Fifth Avenue, New Yorlj City.
^ I'"ull mformation concerning such itineraries may ))e obtained by addressing Prof. Rudolf Tombo, sec-
retarx- of the Germanistic society of America, 311 East Hall, Columbia University, New York City.
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 59
theaters, such as those in New York, Chicago, Milwaukee, St. Louis,
Cincinnati, and Pittsburgh, will bring great profit.
Attention may be called, also, to the numerous agencies now con-
ducting parties of modern-language teachers to Germany and France.
This year (1912) Der nationale deutsch-amerilcanische LeJirerhund is
undertaking a trip to Germany. There will probably be several
hundred in the party. The object is to study Germany and German
life. Any teacher of German is eligible, and the advantages in the
way of receptions by cities, permission to visit schools, etc., are
considerable.
It is unnecessary to call attention to the ordinary commercial
agencies that are conducting trips of this sort. Generally they do
not oifer what the teacher most wants, namely, actual contact and
intercourse with the foreign people. In any case the teacher needs
to be very circumspect about this matter. It is better and gener-
ally cheaper to go by oneself or with a friend; but in this case it is
well to prepare oneself with proper addresses of German families, etc.
In this connection mention must be made of the most reliable and
extensive sources of information, both for Germany and France,
namely, the publications of the New England Modern Language
Association, which every teacher should consult before attempting
his first foreign trip.
Incidentally it may be suggested that while the publication just
mentioned gives this information, the publication is not known, or is
scarcely known, to teachers outside of New England, and the infor-
mation (the more the better) should be published and placed at the
disposal of modern-language teachers throughout the country.
Before dismissing this subject of the teacher's preparation, the writer
desires to express the view that the teachers of German and French
should be exponents and representatives of German and French cul-
ture. The American who goes to Germany and lives in the American
colony of a great cosmopolitan city and looks upon German life \\ath
an air of aloofness will hardly make a good high-school teacher of
German. He must identify himself with German life.
Likewise, the person who attempts to teach German in the Ameri-
can high school, but speaks only English and holds himself apart
from the German movements in this country — for instance, the
Nationaler deutsch-amerikanisclier LeJirerhund and its organ, the
Monatshefte fur deutsche SpracJie und Pddagogik, and the German
theaters, etc. — is not impro^ang his opportunities to learn German.^
1 There are summer courses for foreigners also at several German universities, notably at Jena and Mar-
burg. Circulars concerning the latter can he had by addressing: Marburger Ferien kurso, Deutschhaus
str. 34/, I Marburg, atd Lahn. Especial attention is culled, also, to the German courses for foreigners at
the Biittinger Studienhaus. Address: Berlin NW. 7, Universitiits str. S, Germany. This institute is
under the care of the University of Berlin and is fully trustworthy. Americans will find numbers of their
countrymen there.
60 THE TEACHING OF MODERN LANGUAGES.
More than this, the person who does not keej) up his knowledge of
current haj^penings in Germany by reading German books, magazines,
etc., as well as by reading the American modern-language organs and
supporting the organizations devoted to modern-language teaching,
can not give efficient instruction. As it is to-day, only a very small
per cent of high-school teachers support these periodicals or the
modern-language organizations. All this applies, mutatis mutandis,
equally to French and Spanish. ,
Turning now to the instruction itself, more systematic use should
be made of French and German societies in the school, in which the
play spirit should be utilized to spread a knowledge of the language.
This does not refer primarily to dramatics, but to systematized coi>-
versation, free-will offerings of readings, recitations, etc., and the use
of foreign games. There should be given, also, opportunity to study
and observe French and German manners and customs, to celebrate
French and German holidays, the natal days of the great men, and
the great national anniversaries, with an instructive and entertain-
ing program on each. In addition, it should be possible for the pupils
to hear German music and see German art. All of these activities
can be carried out with a minimum of expenditure of time and
energy and with great profit and pleasure after the teacher has once
accumulated the necessary helps and knowledge.^ Opportunity may
be given, also, to hear professors of German and French and other
representatives of German and French culture in addresses, with
lanterns and otherwise.
The matter of the length and nature of the course in modern lan-
guages in secondary schools is now to be considered. The Commit-
tee of Twelve found that the courses were so uneven and, for the
most part, so short that no uniform method of teaching could be
recommended for high schools, and they came to the conclusion that
a one-year course was not worth while. Presumably this opinion is
held generally by educators to-day.
As a rule colleges do not give credit for a single year of modern
language, and in general it is evident that one year in German or
French is neither flesh, fish, nor fowl, and should be discouraged.
However, due weight is given to the arguments advanced in favor of
a one-year course where it is impossible, as in small or three-year high
schools, to give more. It is e%adent that for those who will not go on
in college the slight reading Imowledge which one year's study gives
is of real value. Teachers recommend a year's course in Latin or
Greek "just to learn the roots" wliich will be needed in professional
study. Wiry not one year of German for the same reason ?
1 Kspccial attention is called here to a valua})le monthly magazine, Aus nah und fern, published at
tUe Francis Parker Uigh School, Chicago, which every teacher of German should know.
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 61
Moreover, for those who do continue in college it will serve to pave
the way, even if the student is obliged to enter German I. Then,
again, modern language men will do well to remember that it is the
one-year course which, when the ground is broken, becomes the two,
three, or four years' course; for which reason there may be cases
where half a loaf is better than no bread.
All elementary courses should be given at least five times a week;
at least five hours, because all who are expert in the matter know that
to give much time to a modern language at the beginning is the only
way to get a thorough grip upon it. The second five hours which a
beginner puts on his German or French a week are far more produc-
tive than the first five, and if the time can be found, this time should
be given it in the schedule. There is no doubt, as students and
teachers who have tried it will attest, that 25 hours a week for 6
weeks in the study of a modern language are more productive than
30 weeks with 5 recitations a week. This is not a theory, but has
been carried out repeatedly with excellent results. To conduct an
elementary course two or three hours a week, however,* is not only
poor pedagogy, but is relatively a waste of energy. It requires a
great portion of the next hour to overcome the dead inertia, sounds
forgotten, and the attitude of mind unlearned, in the interim. For
modern language study is so much a matter of atmosphere, of atti-
tude of mind, and fluency of the linguistic faculty and the vocal and
aural apparatus that the results are multiplied by an intensification
of the receptive state.
The nature of the course which is here to be proposed, and which is
now in use in the best high schools, will become evident from the dis-
cussion of the texts to be used. The high-school texts of the future
should take on, and are taking on, more of the nature of those in use
in German g^nnnasia. That is, the grammars should be rich on the
practical side, with a modicum of theory, and the grammar, while
never allowed to usurp the principal place in the instruction, should
be taught througJiout the course. The study of grammar should never
be finislied until the last day of the course. Moreover, the grammar
should take more cognizance of English, French, and Latin. Nothing
has been done toward correlating language instruction, a practice in
which lies a great secret of power of the German teaching.
Next, the reading texts should not be isolated storiettes. Consider
a typical two-year high-school course as we find it to-day. It con-
sists (besides the grammar and a reader, and there are several excel-
lent readers now) let us say of Immensee, wliich, however fine as a
piece of romantic literature for adults, is hardly adapted to adolescents.
Moreover, it is an anemic tale, entirely lacking in the^^riIity of modern
Germany. Next follows L'arahhiata, a gem of literature, but an
erotic story of Italian life that has nothing German about it but the
62 THE TEACHING OF MODEKN LANGUAGES.
language. Then follows a long prose tale, or, at best, a short modern
comedy, and Wilhelm Tell, and the course is finished.
Now these books represent what the average student learns about
Germany, for the average student does not take more than two years
of a modern language in high school. How much of an outlook upon
German life has he received from a love story that might have happened
anjrwhere, an Italian erotic, an indifferent prose tale, and a drama
of rare beauty but which is beyond liis powers, and which contains
poetic and archaic forms which he had better not see ?
Instead of this course a better one, and one which cor^responds to
the best European practice, would be (allowing the reader, if it be
easy and idiomatic, to remain) as follows: 75 to 100 pages of easy,
diversified reading, a second reader (there is none of the sort yet in
the United States) containing real German anecdotes, written by
Germans, about historic persons, places, and events as well as descrip-
tions of the Germany of to-day, its forests, mountains, the love of its
people for out-door life; its customs, geography, people; its amuse-
ments, music, festivals; its schools, churches, and government.
This reader should be supplemented in the second year by a book
of modern prose of real German flavor, sketches and short stories by
25 or more of the best living writers, or, if not aU li^ang, then none
further back than 1830. This — and there is such a book — will serve
to introduce the reader to practically all the districts of Germany,
with their various nationalities, classes, and conditions of men.
Wlien this has been done, intermingling a good deal of writing,
speaking, and live grammar, if any time remains, a modern comedy
may very well be attempted. There are grave doubts as to the
desirability of the classic text in the second year of the liigh-school
course. It is better to stick to the modern language which one is
trying to teach; better, also, to do a great deal of easy reading than
only a modicum of very difficult texts.
The collections of isolated stories have their place, but in elemen-
tary courses they must soon give way to collections such as have
been outlined above. High-school instruction has been greatly
improved in recent years. What has been said above applies only
to the more poorly equipped. The best liigh schools — in general
these are in the larger cities — are giving not only good but superior
instruction in modern languages. The writer has visited dozens of
these, and not a few in which the instruction put a great deal of our
college instruction to shame. Still, the unevenness of the instruction,
sometimes even within the same school, is patent . A contrast between
two schools which the writer visited may make this evident. In the
one the classes were conducted on the grammar-translation method.
Scarcely a word of the foreign language was used, except in pronounc-
ing the reading lesson. The program was, in short, this: "Mr. A.,
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 63
will you begin?" Mr. A. reads in German (French or Spanish) a pas-
sage, is stopped and asked to translate, which ho does. Several
questions are then put to him in English (all the directions and dis-
cussions are given in English) and the recitation is finished. The
same process was followed all the way around the class. The work
on the grammar was not much better. Throughout there was hardly
a thrill of interest. .
In the other school the work was conducted almost entirely in
French and German. Translation was employed only for the most
difficult passages. A synopsis of the reading lesson was given care-
fully and in detail in the foreign language, with the aid of interpolated
questions by the teacher. The bulk of the speaking on the part of
both students and teacher was in the foreign language. There was
considerable \\Titing at the blackboard. The grammar work, too,
was conducted in good part in the foreign language. The appended
examinations, which were taken by the classes indicated, testify to
the high quality of the work.
THIRD-YEAR GERMAN.
1. State rule foi' use of tenses when changing from direct to indirect discourse.
2. Change to the indirect discourse: Sie fragten: "Wem gehort der Knabe?"
Der Kuckuck sagte zu Frieder: "Nein, ich kann dir nicht helien, so leid es mir tut."
"Das war niemand anders als Frau Berchta^, " erkliirte der Schafer. "Friiher hat sie
im FraueuHtein gewohnt." "Ich werde mich unsichtbar machen," sagte Zirbel.
"Kennst du mich?" fragte Zirbel den Pechmann.
3. Translate: How can you expect that he will obey you if you do not treat him
more kindly? He saves and does not spend much, so that he may have something
in his old age. Would that 1 had learned more when I was young or that I could go
to school once more. It may be very cold there now. Who would have thought of
it, if you had not mentioned it!
4. Change to the passive voice: Da sah er zu seinen Fiissen den Fiedelbogen.
Seinen Scheerbeutelhatte erliingegeben. Habt Ilirsiegesehen? Sie malt die Berge
und die Biiume.
5. Translate: Then he called them around him and they all sat down in the shade.
The children did not know who the strange gentleman was, but they liked his kind
face and gentle manners. Then he stood up and said: "Tell me, little folks, to what
kingdom do I belong?"
6. Erziihlen Sie, was Frau AValpurga nachts im Walde sah. Wie zeigte Fran Wal-
purga ilu-en Dank? Erziihlen Sie von Frieders Gesellenstiick. Warum gab Neck
dem Frieder seinen Fiedelbogen? Warum wollte Zirbel die schone Lisi nicht
heiraten? Beschreiben Sie die Hohle, in welche Zirbel den Pechmann gefuhrt hat.
First-Year German in High School.
[Instruction in elementary grades has preceded.]
1. Fiillen Sie die Liicken aus: Die Sonne scheint walirend und die
Sterne schimmern wahrend . Wir treiben das Pferd mit . Wir
trinken das Wasser aus . Wir konneu durch sehen. Der Apfel
ist fiir — . Wir konnen ohne nichts kaufen. Die Ivinder gehen
trotz in- . Der Vogel flog iiber . Ersitztjetztauf .
53440° -13 5
64 THE TEACHING OF MODERN LANGUADES,
2. Setzen Sie ins Perfekt: Icli rieche den Duft der Rosen. Er geht am Sonntag
in die Kirche. Der Kuabe offnet die Tiir. Der Mond gelit auf. ^^'ir kommen aus
der Schule. Ich ziehe den Rock aus.
3. Setzen Sie folgende Satze in das Futur: Die Ilhr zeigt die Zeit. Das Madclien
fiilirt das Kind. . Pferde iind Maultiere ziehen die Kanalboote. Das Holz des
Baumes warmt uns im "Winter.
4. Setzen Sie dieselben Satze in das Passiv.
5. Sclireiben Sie passende Nebensatze zu den folgenden Hauptsatzen: Diese Figur
ist ein Dreieck, weil . Das Wort isteinsilbig,wenn , und dreisilbig,
wenn . Der Scliatten zeigt nach Osten, weil . Fine Frucht,
ist eine Kernfrucht, wenn , iind eine Steinfrucht, wenn^ .
6. Verwandeln Sie die Attribute in folgenden Siitzen in Relalivsatze: Ein bellender
Hund beisst niclit. Eiue wohlriecliende 151ume gefallt alien. Ein goldener Ring
kostet viel. Der Specht ist ein Klettervogel.
7. Erweitern Sie folgende Satze durch direkte und indirekte Qbjekte: Der Knabe
echreibt. Das Kind sagt. Der Vater scliickt. Der Mann leilit.
8. Wiihlen Sie a, b, oder c. (a) Erziihlen Sie, wie der Knabe seinen Freund Lipp
wieder fahd. (b) Wie der Forster sein Leben verlor. (c) Wie viele und welche
jVrbeiten Heinz verricliten musste.
9. Uebersetzen Sie: The Indians wanted the bear's oil, wMch is of great use to
them. As many as could stand about the tree worked at a time. When one rested,
another chopper took his place. When the sun went down they had chopped about
half-way through the tree. The next morning they began again. At 2 o'clock the
tree fell among the other trees with a crash and lay at last upon the ground.
Select six out of the first seven.
Second-Year German in High School.
1. Gebrauchen Sie die Infinitive — singen und liirmen — als Dingworter in Satzen.
2. Schreiben Sie folgende Satze mit oder ohne zu vor dem Infinitiv: Der Knecht
konnte nicht schwimmen; er musste ertriuken. Das Kind gibt sich MiHie, die Auf-
gabe schon schreiben. Trudchen g ng in den Wald, um den Osterhasen suchen.
Jetzt beginnen die Vogel wieder singen.
3. Gebrauchen Sie das Particip des Priisens von fallen und laufen als Dingwort, und
gebrauchen Sie jedes in einem Satze.
4. Setzen Sie statt des Relativsatzes das passende Particip als Attribut: Ein Feind,
welcher flieht. Das Blatt, das fallt. Die Farbe des Schnees, der gliinzt. Die
Bibel, die geoffnet war, lag auf dem Tische.
5. Setzen Sie statt des Infinitivs das richtige Particip als Eigenschaftswort in:
Einige Vogel fliegen iiber das (wogen) Meer. Der Mann lief in das (brennen) Haua
und rettete ein (schreien) Kind. Die Leute verliessen das (verbrennen) Dorf.
6. Verwandeln Sie:
(a) in die Moglichkeitsform: Nimm einen Schirm mit, es wuxl gegen Abend regnen,
(b) in die Wunschform: Mein Freund war angekommen.
(c) in die Bedingungsform: Ich habe Papier, ich werde einen Brief schreiben.
(d) in die indirekte Rede: Der Lehrer fragte Karl: "Has du deinen Aufsatz ge-
echrieben?" Ein Fremder fragte mich: "Wie viel Uhr ist es?" Das Miidchen sagte:
" Ich habe mein Buch gefunden."
7. Verbinden Sie folgende Siltze durch Konjunktionen: Ein Diener wurde fort-
gesandt. Die Kinder kamen am andern Morgen nicht heim. (als). Der Kahn sinkt.
Der Schiffer sieht die Felsenriffe nicht. (weil). Die Eiche ist ein Waldbaum. Sie
wachst im Walde. (denn). Die Sanger traten in den Saal. Der Greis schlug die
Saiten. (dann).
GERMAN IN ACADEMIES AND PUBLIC HIGH SCHOOLS. 65
8. Erganzen Sie: Der Ilerr droht d — Diener, aber er folgt (er) nicht. Fritz nannte
d — Knaben ein — Liigner. Der Knabe bietet d — Apfelhiindler kein — Cent fiir
ein — Apfel. Der Mann war d — Weg — nicht kundig. Die Frau dankte d — Madchen
fiir d — schon — Bliime.
9. (a) Wie kam Martin, der Geissbub, nach Berlin? Wen wollte er besuchen, und
wie wurde er aufgenommen?
(b) Wie wurde der Student Lauschmann mit Fraulein Elisabeth Gerhard bekannt,
und welchen Einflu s hatte diese Bekanntschaft?
10. Translate: He stepped on a piece of glass and slipped. According to the opin-
ion of Alexander these bachelor's homes were quite elegant, but extremely uncom-
fortable. They say a person who has cold hands has usually a warm heart. The
little Skye terrier which Leo chased on the highway had a blue ribbon around his
neck. I heard a loud cry of alarm on the turnpike near the little river. We could
see that Elizabeth was very much attached to her Pollie.
Second-Year German.
1. Use the following subordinate connectives in sentences: als, wenn, weil, nach-
dem, obwohl.
2. Put into the perfect tense: Teh begegne der Mutter. Wir ziehen nach Deutsch-
land. Er steigt auf den Baum. Sie gehen in die Schule. Du -wjachst gar nicht.
Die Fische sterben ausserhalb des Wassers. Gestern geschah ein grosses ITngluck.
?). Give the principal parts of: stehlen, ge\vinnen, verlieren, lesen, schlagen, streiten,
bleiben, laufen, stehen, heissen.
4. Decline the demonstrative pronouns: der, diejenige, solches, singular and plural.
5. Translate: After her husband had died, my sister and her sons followed (perf.)
me to America. In the hospitals there are more than one thousand beds and almost
as many patients. Are these peasants not very poor? Yes, their income is small,
but they do not need much; they buy very little and live principally on milk and
potatoes. Did you lock the door of the house? No, I could not; I have lost the
house key. What is the matter with your dog? I do not know; he does not eat to-day;
I believe somebody has struck him. Did you know him when you met him one day
last week? I knew him, but I did not know he had been sick. This is my mother.
Those are my parents.
6. Answer in German: Beschreiben Sie den alten Koffer. Was war alles in dem
Koffer? Warum sagte die Frau, dass der Vogel ein Spatz sei? Wo sass der Vogel im
Garten? Erzahlen Sie, wie die Frau den Vogel wieder gefangen hat. Beschreiben
Sie die Miihle. Was mussten die Weiber tun, bevor sie durch die Miihle gingen?
Iligli-sehool teaching must be improved and brought to a uniform
standard before the elementary work in modern languages can be
handed entirely over to these schools. Nothing is more certain than
that this relegation must take place in the central and western sec-
tions of the United States; and in the East, where it has been partially
done, it must be perfected. The colleges, and especially the uni-
versities, are hoping lor this; not only because it is good pedagogy,
but because many college and university teachers find it diffii-ult
to keep up a live interest in elementary teaching. They wish to do
more advanced work.
As every teacher will recognize, the earh'' years are far more val-
uable for linguistic stud}^ than for most other branches. The greater
receptivity of the mind and the ear for speech forms, the pliability
66 THE TEACHING OF MODERN LANGUAGES.
of the vocal organs, the tenaciousness of the memory, all combine to
make the time before the child gets out of his teens the golden period
of language study. This was long ago recognized in European
countries, and years have shown the wisdom of this course. The
wonder is that teachers in the United States have been so slow to
grasp its importance. If the modern tongues are to be taught at
some time in the course of study, why condemn the collegian to learn
French and German vocables and to grapple with the elusive into-
nation and idiom of these languages, and then, by way of making the
course completely absurd, try to teach him civics and geometry in
the grades ?
The difficulties in the way are recognized, but plans for fixing
the place of this instruction are now under way and mil more than
likely be settled very soon by the National Education Association.
At this time, therefore, it behooves all who are interested in modern
language study to see to it that these studies are placed in the proper
place and are given the necessary emphasis in the high-school cur-
riculum.
The future of elementary modern language study lies in the
secondary schools. There is every reason for paying large attention
to the subject. Americans are poor linguists, almost as poor as
their English cousins, who are the most inefficient linguists in Europe.
But the time is coming when better linguistic talent will be developed.
Already our colonial and international relations are driving us to it
on the side of Spanish. Hitherto America has not felt the need of
learning foreign languages, just as England did not in the past.
But England is now awakening to the value of modern languages in
trade and commerce, and in this America will follow her. Taking all
into consideration, modern languages will continue to play an in-
creasingly important role in our education.
And for this we must prepare. One or two-year courses conducted
by poorly equipped teachers will no longer do. There must be better
teachers, broader recognition of the subject, and better equipment for
the library and the classroom. At present there is practically no
equipment in the high schools, few books, and less Realien} But
without thorough equipment there can be no thorough results.
1 On a plan for a collccUoa of Realien for high schools see Handschin. Education, 32 : 203-213, Decem-
ber, 19U.
CHAPTER IX.
GERMAN IN THE ELEMENTARY SCHOOLS.
The teaching of German in the elementary schools has been debated
a good deal, especially in the North and West. At times German lias
gained and at times lost ground. German schools as public schools
have been, of course, a thing of the past for some years, but the
numbers studj^ing German in the elementary schools are considerable.
Generally, German as a branch of study in the elementary schools
has been viewed favorably in the 'German belt," where it is mostly
found, although there have been recurrent times of opposition, and
the number of cities where it obtains fluctuates greatly from 3^ear to
year. The criticism that has been brought against it is not that it
tends to un-Americanize — that danger seems nowhere present — but
that it takes much time and money, and it has been' charged from
time to time in various cities that the instruction was inefficient.
Let us here survey the subject of a foreign language as the language
of elementary schools in its historical and educational aspects.
This matter has often been a real problem and has at times aroused
great animosity, as the following extract from the report of the Terri-
torial Board of Education of Dakota, 1886-1888, shows:
The law requires that the common branches shall be taught in English, but some
instances came to the attention of the board of education where the teacher was not
even able to speak the English language, and nothing could be done about it, as the
foreign element was so strong that they not only controlled the schools but the election
of the county superintendent also, and a strong public sentiment was created in support
of the schools taught in a foreign language. The board of education recommends that
it be authorized to remove any county superintendent who refuses to enforce the law
on this subject.
A similar complaint comes from the State superintendent of educa-
tion of Minnesota in 1886-1888, as follows:
Particular attention is called to the fact that in some of the schools of the State
which are supported by Americans the language used is un-American and carries
with it traditions and associations connected with different countries, and so the
schools fail to harmonize the feelings and ideas of foreign-born parents with those of
their adopted country. They do not require that knowledge of our patriots and
statesmen, of the formation of our Government and its subsequent history, which
inspires a worthy pride in American citizenship and a love for American institutions.
From the report of the State superintendent of schools of Missouri,
1887-88, we cull as follows:
In a large number of the districts of the State the German element of population
greatly preponderates, and as a consequence the schools are mainly taught in the
67
68 THE TEACHING OF MODERN LANGUAGES.
German language and sometimes entirely so. Hence, if an American family lives in
such a district the children must either be deprived of school privileges or else be
taught in the German language. In some districts the schools are taught in German
a certain number of months and then in English, while in others German is used part
of the day and English the rest.
Some of the teachers employed are scarcely able to speak the English language,
while the first question asked him is whether he reads and speaks German. -Many
letters were received by the State superintendent from school officers and patrons
asking if the schools should not be taught in the English language and complaining
that, although living in this country, their children are being taughl^in a foreign lan-
guage. In Gasconade County German is taught in about 27, or one-half, of the dis-
tricts. In St. Louis County there are 84 districts; 40 of them teach German. Many
of the more enlightened Germans prefer that the schools be taught in English, as they
are anxious for their children to be Americanized in principles, feeling, and language.*
Again, from the same superintendent in 1889:
The law should specify definitely in what language the instruction in our public
schools is to be given. It is a shame and a disgrace to American institutions to have
the English language ruled out of our public schools and German substituted, as is done
wholly or in part in many districts in this State. The average legislator appears to
quake when this matter is brought up for consideration. Right and justice are for-
gotten or smothered for the sake of the German vote. No reasonable argument can be
adduced why German should be taught in any primary school. Representatives and
senators admit that German can be put out of a public school by an injunction served
upon the board; but why shall a citizen be compelled to resort to the courts to secure
that which should be provided by legislative enactment? Men have said to me, ' 'You
should not agitate this question; it is impolitic to inaugurate a fight along that line."
My purpose in bringing this matter to the attention of the public and before our legis-
lature is that justice may be administered to the citizen and the children be taught
to speak, read, and write the English language. The same spirit that deprives the
children of any community of the benefit of instruction in the English language would,
if it dare, subvert the very foundations of this Government and subject our children
to a thraldom and a tyranny as despotic as that from which many of these innovators
emigrated, only to try to bind the shackles upon others that they themselves could
not endure.
This is not a fight against Germans, but against the introduction of German into our
primary schools. This ^\Tong will not much longer be tolerated; it should not be, for
where it now is practiced there is an alarming state of affairs; law is disregarded, our
institutions derided, and all that is held sacred ruthlessly trodden under foot, and
nothing else can be expected of such a community.
We must remember, too, in this connection, that the question of
the right to tax people for' free schools was in those days still an open
one. Free schools were liardly estabhshed. In 1846 Horace Mann,
in his report on the schools of Massachusetts, says:
There is not at the present time, with the exception of the States of New England and
a few small communities elsewhere, a country or a State in Christendom which main-
tains a system of free schools lor the education of its children. Even in the State of
New York, with all its noble endowments, the schools are not free.
The system of free public schools was not thoroughly established
in the South until after the Civil War.
I U. S. Bureau of Educ. Rep. of the Commissioner, 1887-88, p. 118.
GERMAN IN THE ELEMENTARY SCHOOLS. 69
Thus we find opposition sporadically to the public schools, e. g., as
late as 1887-88, when the State superintendent of North Carolina
reports a strong opposition to the public-school system in his State.
"It arises," says he, "from a belief that it is WTong to tax one man to
educate the children of another. Those who hold such opinions con-
sider education given b}- the public as a charity. Another cause is
the heavy burden of taxation imposed upon tlie poor white people of
the State, who pay nearly all of the taxes for the support of the
schools in which both whites and colored are educated. This antag-
onism is heightened by the belief, held by the whites, that education
impairs the Negro as a laborer."
In Spanish America Spanish was the competing language. Thus
in New Mexico, in 1889, 143 of the public elementary schools were
taught in English, 106 in Spanish, and 95 in both languages.* From
the report of Mr. Mills, United States Treasury expert, to the Bureau
of Statistics (1889) we read:
The introduction and establishment of a system of public education for the children
of New Mexico has been a rather slow and difficult process.
But lack of experience may ])e overcome by interested effort, and I am glad to
say that there is a large proportion of the population of New Mexico enthusiastic in
the support of public schools and popular education. * * * The English language
is also steadily growing in favor. Necessarily the instruction in the schools of New
Mexico has been largely in the Spanish language, but the English is now taught
wherever at all practicable. ^
In Louisiana the competing language was French, and the situa-
tion called for special legislation, as we shall see later.
However, German has, in general, had a good standing in the
elementary schools. It was shown repeatedly that the study of
German improved the ability of scholars in other studies. Such
testimony comes from St. Louis in 1879.^ A similar testimony comes
from Cleveland, in the report of L. R. Klemm, superintendent of
German instruction for the city of Cleveland, 1883. Of the 244
pupils of the ''A" grammar classes that were examined to enter the
high school, 135 had studied German one, two, or three years; 123
of these 135 — a little over 90 per cent — passed. Of the other 190,
who had not studied German, only 85 — not quite 78 per cent —
passed. Tliis seems to have been the prevalent experience in Ohio.*
Tliis testimony is reiterated and generalized by an eminent English
student of our schools.^
1 U. S. Bureau of Educ. Rep. of the Commissioner, 1888-89, p. 734.
2 Ibid., p. 734.
3 Ibid., 1879, p. 138.
* Cf. I'easlee. Instruction in German and its helpful influence, etc., Chicago, 18S9. See also Historical
sketches of Ohio: Common schools— sub Columbus, p. 15; sub Toledo, p. 12; also Education in Ohio, 1876,
p. 128.
s Adams. The free-school system of the United States, London, 1875, p. 212.
70 THE TEACHING OF MODERN LANGUAGES.
As the study of German grew in importance and German citizens
sent their cliildren to the pubhc schools in increasing numbers and
demanded that German be recognized in the curriculum, various
States found it necessary to legislate on the subject. In Pennsylvania
a law was passed in 1837 by which German schools were to be founded
on an equal basis with English schools, and some schools in which
all of the instruction was to be given in German.^
In Ohio we find the following in the school laws of ^1873:
It shall be the duty of school commissioners to see that the German language is
taught in all the public schools of the State where it is requested bona fide by 75 citizens,
residents of the district in question, who represent not fewer than 40 pupils, etc.
German has always had a good standing in the schools of Ohio
ever since 1836, when the legislature delegated Prof. Calvin Stowe, of
Cincinnati, to go to Europe to study the schools of various countries
and report to the legislature. Upon liis report, which was liighly
favorable to the Prussian system of education, the school law of
Ohio, passed in 1837, was largely based. ^
Prof. Stowe's report was influential even beyond the limits of the
State. For instance, we find in Pennsylvania that the legislature
had 5,000 English copies and 2,000 copies of a German translation
of it printed for distribution in the State.^
The English and German schools, so called, of Ohio had a longer
term than the common schools, and the teachers received considerably
higher salaries than those of the common schools.
The question of German in the schools was, however, discussed
pro and con a good deal. Contained in the same volume, we find
Prof. Stowe's report and a most antagonistic discussion of the subject.*
In 1842 the following statute was passed in Oliio:
A German youth may, if German is not taught in his school district, attend in
another district, and the school officers of his school shall be reimbursed therefor. (61,
Sec. XVIII.) ^
In Indiana we find a law in 1870 authorizing the township trustees
to introduce the study of German into any school where the parents
of 25 cMldren demand it."
The Oregon law of 1 882 on the subject provides that —
In districts containing 10,000 inhabitants, upon petition of 100 residents, one or
more of the common schools is to be taught in the German language.'
1 Cf. Koemer. Das dcutsche clement, 1818-1848, pp. 61fl and 197ff.
2 Stowe, C. The Prussian system of public instrnction and its applicability to the United States, 1836.
3 Barnard's Am. Jour, of Educ. G : 559. I'rof. Stowe's report was so enlluisiastieally received that it was
quoted in nearly all of the newspapers, and the legislature of Massachusetts ordered 2,500 copies of it printed.
American annals of education and instruct ion, 1S3S, p. 236. The report was discussed far and wide in educa-
tional meetings. Sec also ibid., p. 281.
■• The book is in tlic library of the Ohio philosophical and historical association, Cincinnati, Ohio, under
the catalogue lunnber 379, 431.
6 S. 892. School officers' guide for the State of Ohio [Columbus]. Printed by authority of the general
assembly, 1S42.
6 Smart. The Indiana schools, etc., Cincinnati, 187(1? p. 211.
'U.S. Bureau of Educ. Kep. of the Commissioner, 1882-83, p. 213.
GERMAN IN THE ELEMENTARY SCHOOLS. 71
In Colorado we find the following law enacted in 1887:
Whenever the parents or guardians of 20 or more children of school age of a district
shall so demand, the district board may procure efficient instructors to teach the
branches required by law in the German and Spanish languages, or in either.'
The law of Minnesota on this subject reads thus:
The books used and the instruction given in public schools shall be in the English
language, but any other language may be used by teachers in explaining to pupils
who understand such language the meaning of English words; and in high and graded
schools other languages may be taught, when made a part of a regular or optional
course of study. Instruction may also be given in such languages in common schools,
not to exceed one hour in each day, by unanimous vote of the trustees.
INTRODUCTION OF GERMAN INTO THE PUBLIC ELEMENTARY SCHOOLS.
Concerning German in the elementary schools of Cincinnati we
read:
In 1840, after much agitation of the subject, a German department was established
in the public school of a certain district, where pupils of German parentage were
taught the German language.an addition to the other studies; and thus that class of
the population was drawn into the public schools, instead of into schools restricted to
their own nationality. Gradually the system has been perfected until this depart-
ment has been divided into two grades. The junior grade comprises all who are in
the primary in English, and are under the joint charge of an English and a German
teacher, who usually occupy adjoining rooms and exchange j^laces each day. In the
senior grade are classed all pupils belonging to the higher grades in English, and
these attend each day in the German teacher's room, and for the rest of the time are in
the English department.^
German was taught in Cincinnati in all the grades (six) of district
schools and all the grades (two) of the intermediate school ''when
desired by parents or guardians."
The course of study, which was carefully and systematically
worked out in every detail, included object lessons, reading, spelling,
writing, grammar, composition, translation, singing, and drawing.
In addition it was provided that in grade C "six songs or other poems
shall be memorized."
In the intermediate school the course of study included^ reading,
declamation, orthography, penmanship, grammar, composition,
translation, and an abstract of the history of German literature.
From the accompanying directions to teachers, it is evident that
the course was thorough and painstaking.
The books prescribed were: Lihenthal's Manual, Germanus'
Reader, Pagenstecher's Reader, Lesebuch fiir amerikanische Volks-
schulen, Ahn's Method, Becker's Leitfaden (for teachers), and Plate's
1 U. S. Bureau of Educ. Rep. of the Commissioner, 1886-87, p. 113.
2 Cf. also Greve. History of Cincimiati, vol. 1, p. 784. Also Shotwell. A history of the schools of Cincin-
nati, 1902, p. 13f.
3 Barnard's Am. Jour, of Educ, 10 : 524f. The German teachers of Cincinnati have had their own
association since 1888, which is a part of the Ohio Teachers' Association, and is devoted to the intellectual,
sesthetic, and social improvement of its members. They have also had for 30 years a fraternal relief
association among themselves.
72 THE TEACHING OF MODEKN LANGUAGES.
Praktisclie Deutsche Sprachlehre. In 1850 there were 3 German-
Enghsh pubhc schools, with 24 teachers and 2,300 pupils, m Cin-
cinnati, for the special accommodation of children born of German
parents.^
This instruction in Cincinnati, perhaps the best and most thorough-
going of its kind now in the United States, deserves special notice.
The ''parallel-class" system is employed — that is, all the pupils who
elect German are instructed a half day alternately by an English and
by a German teacher up to and includmg the fourth grade.
The time given to German instruction in such classes does not exceed nine hours
a week, as the German teachers also teach music and drawing. A German supervising
assistant commonly teaches the higher grades, giving not more than one hour daily to
each class, besides supervising the work of the other teachers in general.
From the fourth to the eighth grades 45 minutes to 1 hour a day
are devoted to German. The instruction, as the writer knows from
personal inspection, is very good. Those pupils who elect the German
keep up their other work very satisfactorily and no change seems
to be desired. Tliis system is hardly equaled anywhere in the
United States.
In New York an optional course in German was introduced in the
highest grade of the grammar school in 1854. In 1870 the course
was lengthened to extend through the eight grades of the school.
In 1873 there were 19,396 pupils enrolled in these classes in New
York City .2
In St. Louis, German was introduced in the elementary grades in
1864. Nine classes with 1,446 pupils were in operation m 1866. In
1871-72, 35 per cent of the entire enrollment studied German. In
1872-73, this rose to 38.9 per cent and in 1885-86 to 21,990, or 40
per cent of the enrollment.
In 1889, 14 out of 82 of the principal cities of the United States
offered German in the elementar}^ grades. They are San Francisco,
Denver (districts 1 and 2), Belleville, 111., Chicago, Covington, Ky.,
Baltimore, East Saginaw, Mich., St. Paul, Buffalo, New York City,
Cincinnati, Cleveland, Toledo, and ]\Iilwaukee.^
In San Francisco German was taught only in the four "cosmopoli-
tan schools." In Denver, district No. 1, German was studied as an
optional study by 50 per cent of the pupils. In Baltimore, in the
English-German schools, the English branches received two-thirds of
the time and the German one-third. In East Saginaw German was
taught in one-fifth of the schools. In St. Paul and New York Ger-
» Barnard's Am. Jour, of Educ, 24 : 593.
2 Of. also Adams. Tho froc-sfhool syst'^m of the United States, London, 1875, p. 278f.
Goebel, L. WegwcLser f iir don orsten unterricht im deutschen mit eincm iiberblick iiber jetzige bestre-
bungen. New York [1885?].
Palmer. The New York public schools, etc. New York, 1905.
Wilson. The memorial history of the city of New York. New York, 1893.
» Barnard's Am. Jour, of Kduc. for the year quoted.
GERMAN IN THE ELEMENTARY SCHOOLS. 73
man was optional. In Cleveland children of Gorman parentage
received 289 hours more instruction per year than others. In
Toledo, in the first four grades of 30 schools, instruction was given
in reading, writing, and spelling in German for eight hours per week.^
In 1900 the number of pupils receiving German instruction in the
public elementary schools (143 schools) was given as 231, 673.^
In 1905 German was taught in the first grade in 4 out of 50 cities;
in the second in 5 ; in the third in 6 ; in the fourth in 6 ; in the fifth
in 7; in the sixth in 7; in the seventh in 7; in the eighth in 7.-''
In 1910, 13 of 56 of the principal cities had instruction in German
in the elementary grades, as follows: Seven cities in grades 1 to 8;
one city in grades 1 to 6 ; one city in grades 3 to 8 ; one city in grades
4 to 8 ; one city in grades 5 to 8 ; one city in grades 6 to 8 ; one city
in grade 8 only. In all of these cities the method of instruction is the
direct in the elementary classes.*
The outlook for German instruction in the elementary schools is
good in the sections of the country having a dense German popula-
tion, although the number of cities where such instruction is given
fluctuates from year to year. The Germans are very insistent in
their claims, and the instruction in German in the elementary schools
is indeed excellent in most of the cities, and from a pedagogical point
of view has fully justified itself.
The plan of teaching certain branches, e. g., geography, history,
arithmetic, and nature study, by the mediinn of the German lan-
guage has been tried successfully in some schools.'^ However,
in a number of the States there is a law prohibiting the teaching
of the common branches in any language except the English. Its
purpose, of course, is to insure the universal use of English." '
CHRONOLOGY OF THE INTRODUCTION OF GERMAN IN ADDITIONAL
PUBLIC ELEMENTARY SCHOOLS.
1844. Dayton, Ohio. One-half time to German.
In fifties. Toledo, Ohio. The German schools were reorganized in 1851-52. Optional
in fourth and fifth grades in 1858. Three primary German-English church
schools were adopted into the public-school system in 1860; in 1876 there were
18 German-English schools in which one-half of the time was given to German.
Enrollment in these schools in 1876 about 1,000.
1 U. S. Bureau of Educ, Rep. of the Commissioner, 1888-89, p. 388 ff.
2 Der gegenwartige stand des deutsehen unterrichts In den sehulen der Vereinigten Staaten, Milwaukee
[1900].
For number of pupils in German in public elementary schools in the various States, see ibid, p. 42. Cf.,
also, Handschin, Instruction in French and German in Ohio. Miami University Bulletin, Feb., 1911.
Busse's article Statistisches iiber den deutsclien unterricht (Monatshcfte fiii" deutschc sprache und
padagogik, 10:274-80, Oct., 1909) should have been checked up by referring to the ProtokoU der siebenten
konvention des deutsch-amerikani.schen staatsverbandes von Ohio, 1910.
s For list of these cities cf. Payne. Public elementary school curricula, 190.5, p. 19.
♦ Data direct from the schools.
» Cf. Educ. Rev., 26 : 197.
6 On the question of German in the elementary grades, see Report of a committee of nine, etc., prepared
by A. R. Hohlfeld (State office of education), Madison, Wis., 1905.
74 THE TEACHING OF MODERN LANGUAGES.
Early fifties. Middletown, Ohio. Colonies of Genuan primary pupils instructed
separately. A German department established 1860.
1864. Newark, N. J. "German may be taught in the primary schools only by way
of interpretation ; but no teacher shall be employed who is not fully competent
to give instruction in English."
1865. Chicago. German was introduced in 1 school and instruction was gradually
extended to more schools until, in 1870-71, 4,297 pupils were enrolled in
German. The numbers decreased for a time, but in 1884 there were 10,696
pupils studying German. This number increased to 29,440 in 1885; to 34,801
in 1890; to 44,270 in 1892-93.
1866. Waverly, Ohio.
1867. Louisville, Ky. Provision for teaching German in six schools was made and
the following course of study adopted: "GradesI,II, III: Reading, definitions,
and explanation; writing, composition, and declamation; grammar, trans-
lating and orthography. Grades IV, V, VI: Reading, spelling, and defining,
writing. Grades VII, VIII, IX: Exercises in reading and in language, and
writing on slates."
The texts prescribed were: Knofel's Gennan readers, Aim's New Practical
Method of Learning the Gennan Language, Benziger's penmanship, Plate's
Grammar, Charles Hebel's Primer, Schubert's reading tablets.
In 1870-71 there were 5,713 pupils enrolled in German; in 1871-72 there
were 6,216, and in 1872-73 there were 6,547 pupils studying German in all the
grades, or over two-thirds of the total enrollment.^
1867. Terre Haute, Ind. "A department in GeiTaan is had under a special teacher
in the ward grammar schools."
1868. Portsmouth, Ohio. S. P. Petrie, the teacher of German, received a higher
salary than other teachers, as was the rule in Ohio for those who taught both
English and German.
1869. Zanesville, Ohio. An enrollment of 209 in 1874, and four German teachers.
In sixties. Sandusky, Ohio. The German schools were not giving satisfaction in
Sandusky in 1871, and a committee was "authorized to go to Cincinnati to
examine the school system of the German-English school in that place." In
1876 it was stated "German is now taught in every school, and pupils can
receive an education in the elements of German .in our lower schools, which
lays the foundation for a more thorough acquaintance with the German
language and literature in our higher schools."
1870. Eaton, Ohio. "As this must necessarily be a miscellaneoiis department, it is
difficult to establish a permanent course of instruction. However, the pupils
who enter this department during the first term must remain there through-
out the term; and those who enter the second term must remain here the
remainder of the school year." The German department was discontinued
in 1873.
1872. Piqua, Ohio.
1872. Massillon, Ohio.
1873. Cleveland, Ohio. In 1873, 3,572 pupils out of a total enrollment of 10,362
studied German.
1876. Lancaster, Ohio. German taught in fourth to ninth grades.
1876. Canton, Ohio.
1876. Norwalk, Ohio.
1876. Ripley, Ohio. In high and gi-aded school.
1876. Troy, Ohio. "Pupils in the grammar departments are allowed to study Ger-
man in addition to other studies. A German teacher is provided for this
pmpose and given a room to which those studying the language repair at
stated times for recitation only."
1 Barnard's Amer. Jour, of Educ. for the years mentioned.
CHAPTER X.
GERMAN PRIVATE, PAROCHIAL, AND DENOMINA-
TIONAL SCHOOLS.
PRIVATE SCHOOLS.
The beginnings of German private schools were touched in Chapters
V and VIII. Secular German private schools flourished throughout
the nineteenth century in great numbers. Douai, reporting for the
German Teachers' Societ}?- of New York and Environs to the United
States Commissioner of Education in 1868, gives their number in the
United States at that time as "several hundreds." ^
These schools enjoyed in great part an enviable reputation. The
United States Commissioner of Education thus connnents "on Douai's
report mentioned above :
The German schools in the United States. A document submitted by the German
Teachers' Society of New York, to explain the reasons which induce so many of the
German population to sui^port special schools taught by "teachers trained in the
methods of the fatherland," in cities where the public schools offer a general and
gratuitous instruction to the children of parents of all nationalities.
The statements made in this document are eminently important; and the claims
put forth in it of the superiority of the best of these schools, founded on German
models and taught by men trained in the normal seminaries of Germany, to our best
public schools, in respect to infant training (kindergarten), the systematic develop-
ment of the mental faculties, scientific attainments of a directly useful character, the
universal practice of singing, drawing, and gymnastics, and the higher physical
hygienic condition of the pupils, should arrest the attention of American teachers
and school superintendents. If these claims are well founded, these superior methods
and soimder principles of organization and arrangement should be more generally and
at once introduced into our normal schools, and from them become the early posses-
sion of our teachers and public schools; and the necessity of separating the children
of a common country into schools distinguished by the nationality of their parents,
during the most impressible period of their lives, should be at once and forever done
away with.
So far as the withdrawal of any portion of this class of children from our public
schools arises from the absence of facilities for continuing or acquiring a knowledge
of the German language and literature, this necessity might be obviated at once by
the introduction of this language into the course of study in communities where there
already exists a demand for it, or where such demand can be created. This addition,
rightly adjusted, would not only not exclude other branches now taught, but might
facilitate their acquisition, as well as be a most valuable discipline and attainment
in itself.
1 U. S. Bureau of Ediic, Special report of the commissioner on the condition and improvement o(
public schools in the District of Columbia. Washington, 1871, p. 7.
76 THE TEACHING OF MODEEN LANGUAGES.
A word concerning the raison d'etre of these schools: After the
unsuccessful German revolutions of 1830 and 1848, a cultured class
of Germans emigrated to the United States. Their culture and their
influence in spreading a knowledge and a love of the German language,
ideas, and institutions soon became evident. It was this -class espe-
cially who founded and patronized the German private schools, the
first and best of which flourished in the great cities and in cities of
a strong German population, c. g.. New York, Philadelphia, Balti-
more, Cincinnati, St. Louis, Milwaukee, Boston, Newark (N. J.),
Detroit, Rochester (N. Y.), Brooklyn, and San Antonio (Tex.) . With
this class of Germans it was not so much the motive to perpetuate the
German language for family reasons which impelled them, as it was
their insight into the pedagogical value of an additional language for
the pupils, and above all, a desire to transplant to their new father-
land the excellent educational institutions of their own country.
The above-mentioned report says of these schools:
No doubt this second class of German schools was and is of a far higher order than
the denominational; but being made subservient to the private interests of their
founders and proprietors, and being based solely on their commercial utility, not on
an ideal conception of the compass, duties, and importance of the school, as it ought
to be, all these schools, with the exception of a few to be mentioned under the third
head, remained one-sided concerns, with underpaid teachers, a more or less aristo-
cratic tendency, a bad discipline, and much outward show, without a corresponding
interior value.
The third class of German schools, those founded by societies on shares, and a few
by private enterprise, owe their origin to the ideas which succumbed in the mother
country in the revolution of 1848, and stamped so different a character on emigrants
of that period. The generation of men of that time came from the most excellent
German schools; educated there at a time when these schools had reached their high-
est degree of excellence. For it must be noted that meanwhile the German govern-
ments, having found out what an enemy to monarchical institutions and established
(State) churches they had thus far fostered in these excellent schools, have since
1850 intentionally lowered the standard of popular education, so far as depended
on them. The generation of men just mentioned regarded the German model school
as the "palladium" of their ideas, their liberalism, their philosophical conception
of State, religion, and society; they almost revered it religiously. Every intelligent
man among them had an exalted notion of what the school is to be, and even the
great mass of the then immigrants seconded their efforts to transplant the German
model school to the hospitable soil of their adopted country. But having, most of
them, lost their property through the revolution and emigraticm, and being obliged
to struggle for many years with the hard-^hips of a new existence to be founded, their
new schools were doomed to be, still in part now, embarrassed by the insufficiency of
means allotted to them. A majority 'of these schools were established or, at least,
fostered into existence by the "Turner" (gymnastic) societies, spread all over the
country; but most of these societies consist of men of very moderate means, and their
schools therefore consist rarely of more than two classes. They charge very moderate
tuition fees, allow their teachers better salaries than the denominational and most
private schools, but yet rather scantily, and make both ends meet by picnics and
charitable collections. Of a still higher character are those society schools which
GERMAN PRIVATE AXD PAROCHIAL SCHOOLS. 77
were independent of any organization, the founders being chartered by the legisla-
tures of the several States as school (academical) societies, and the necessary capital
with which buildings were built and furnished being gathered by small shares.^
The private German schools experienced their best development
and success in the second and tliird quarters of the century. They
were so well attended and the personnel of the teaching staffs so
superior that they quite overshadowed our then struggling and oft-
times crude public schools. Thus in Cincinnati in 1831, only 400
children received instruction in the public schools, while 1,500
attended the German schools,^ and the children of American parents
often attended the latter. In the country generally it was only
when the German schools deteriorated and the public schools grew
in excellence that the bulk of the instruction in German was shifted
to the latter.
These schools had from 2 to 11 classes, i. e., many of them were
academies. They often enrolled great numbers of students, running
from 800 downward.^
To-day the German private schools have all but disappeared. We
have not far to look for the chief reasons. It is obvious that the
great improvement and popularization of the public schools and the
fact that they took up the teaching of German on the one hand, and
the passing of the generation of great Germans who founded the
German schools on the other hand, brought about the change.
Of the half dozen or so of private German schools wliich are in
operation to-day in the United States, the most noteworthy are the
German-English Academy, Milwaukee (established in 1851); The
German American School, Passaic, N. J.; German American School,
Jersey City Heights, N. J.; German-English School, Davenport,
Iowa; German School, Arcadia, Iowa.
The following, while they seem to have had the patronage of the
Ijutheran Church, are designated as private schools: Walther College,
St. Louis, Mo,; Evangelical Lutheran High School, Milwaukee, Wis.;
-Lutheran Academy, Wittenberg, Wis.
The figures given b}^ Viereck ^ on these private German schools
are far too high. His figures were taken from undifferentiated
statistics,^ i. e., there are included in them students in German
private schools, but also students studying German in all English
private schools. The work quoted^ also gives lists of private schools,
1 U. S. Bureau of F-duc. Special report of the commissioner on the condition and improvement of pul:)lic
schools in the District of Columbia. Washington, 1871, p. 582.
- This number, however, includes the pupils of the German parochial schools.
3 For considerable lists of these schools see Faust. The German element in the United States, II, 243ff,
Barnard's American Jour, of Educ, 19, 58.3, and Henoch, Ilandbuch des Deutschtums im Auslande,
Berlin, 1904.
< U. S. Bureau of Educ, Rep. of the Commissioner, 1900-1901, p. 654.
6 Der gegenwartige stand des deutschen unterrichts in den Vereinigten Staaten. Ilerausgegeben vom
Deutsch-Amerikanischeu Lehrerbund. Milwaukee [1900].
78 THE TEACHING OF MODERN LANGUAGES.
but they are not properly differentiated and give no satisfactory
data.
To train teachers for these private German schools was early
considered an important task. Native Germans, not acquainted
with the American ways, and using but poor English would not do.
But to teach according to the methods and principles of the German
education, and that is what these schools strove for, presupposed a
special training.^ Accordingly, a plan to found a seminar for the
training of teachers for German schools was early set on foot. The
Pennsylvania College, founded at Gettysburg in 1832, sought for a
short time to serve this purpose. The next attempt was made at
Phillipsburg, Pa., in 1841, but failed and was abandoned.
A final and successful attempt was made in the founding, in 1878,
of the German-American Teachers' Seminary at Milwaukee, a Ger-
man normal training school of high standards which is in a flour-
ishing condition to-day, under the able direction of Dr. Max Griebsch.
It has graduated hundreds of well-trained teachers, and as the official
school of the Nationaler Deutsch-amerikanischer Lehrerbund is the
most important educational institution in the German-American
movement in the United States.
PAROCHIAL SCHOOLS.
These schools have received some notice in Chapters V and VIII.
A parochial school is a school, generally elementary, supported
by a parish or congregation and must not be confused with the
denominational school, supported by a synod or a conference or a
whole denomination.
Such schools are supported in the United States principally by
Roman Catholic, I^utheran Evangelical, Protestant Episcopal, Ger-
man Presbyterian, and Mennonite Churches. While the sessions in
the larger and better schools approximate in length those of the
public schools, many parochial schools in country districts have
sessions of only a few months, or even weeks, of the year, and the
pupils attend but a year or two. In cities, many of the pupils who
attend the parochial schools do not attend the public schools at all.
The course of study is similar to that of the public elementary
schools. In the Lutheran schools, the course of study includes,
"besides instruction in religion, all the common-school branches:
German and English, reading, writing, grammar, composition, arith-
metic, geography. United States history, physiolog}-, zoology, botany,
singing, and drawing.'' In most of the schools, instruction in all the
branches, with the exception of religion and German, is given in
English.2
1 Cf. Barnard's American Jour, of Educ., 19 : 584 ff.
2 U. S. Bureau of Educ, Rep. of the Commissioner, 1904, p. 991.
GERMAN PRIVATE AXD PAROCHIAL SCHOOLS. 79
The course of study in C^itholic parochial schools extends over eight
years (i. e., in typical schools) and includes Christian doctrine, ])rac-
tical and mental arithmetic, language, geography, liistory, reading,
orthography, penmanship, and drawing.^
As to the teachers in parochial schools, about 97 per cent of the
Catholic schools are in charge of the various religious teaching orders
of the church.- For the Lutheran schools, the teachers are trained
in the higher schools of the church, and they, like the Catholic teach-
ers, are in the profession for life. In small congregations, as in
villages and country districts, the priest or pastor often performs the
duties of teacher.
It is difficult to give satisfactory figures on the numbers of pupils
attending the parochial schools before the closing years of the nine-
teenth century.
From official statistics the following data'' are gathered:
Statistics of parochial schools.
Denomination.
Evangelical Lutheran (1S96).
German Evangelical (1S96). .
German Presbvterian (1S90).
Menuonite (1890)
Parochial i Number
schools, of pupils.
3,079
410
147, 122
17,911
1,160
610
In 1898, the enrollment in German Catholic parocliial schools was
129,651,^ while in 1900 the figures are given at 193,627.^
The German Lutheran parochial schools of the United States
showed an enrollment in 1898 of 117,508 pupils in 2,800 schools.^ In
1911 they had 176,805 pupils reported in 3,785 schools, and quite a
number of German synods had not reported; so that 200,000 is not
too liigli an estimate for the total enrollment.*'
When we consider that these numbers graduate and are replaced
by a new generation probably every six years or less, the magnitude
of this parochial school work is impressive.
As to inspection of these schools by public officials, there never
has been much, and there is to-day but little. In Wisconsin and
Illinois, laws providing for it were passed in 1889, but after a bitter
pohtical campaign and election they were repealed.'
1 Sheedy. The Catholic parochial schools of the United States. In U. S. Biu^eau of Educ, P.ep. cf
the Commissioner, 1903, p. 1094.
2 Ibid., p. 1096.
3 Blodgett. Parochial schools. In U. S. Bureau of Educ, Rep. of Commissioner, 1894-95, pp. 1617-1071.
4 From tabulations made after Henoch. Handbuch des deutschtums im auslande. Berlui, 1906. pp.
482-523.
6 Der gegenwartige stand des deutschen unterrichts in den schulen der Vereinigten Staaten [Milwaukee],
p. 42.
« Evangelisch-lutherischer kalender, 1911. Columbus, Ohio.
' On the subject of the attitude of the State to the parochial schools, cf. U. S. Bureau of Educ, Rep. ol
the Commissioner, 1888-89, pp. 611fl. Ibid., 1889-90, pp. 1156-11581T. On transfer of parochial schools to
public school boards in Minnesota. Ibid., 1890-91, p. lOoOf.
53440°— 13 6
80
THE TEACHING OF MODERN LANGUAGES.
DENOMINATIONAL SCHOOLS.
As was noted in Chapter V, the first German schools in the United
States were the parochial schools of the various rehgioiis denomina-
tions. The Lutherans founded their first school in 1702, to be fol-
lowed by the Mennonites in 1706. Parochial schools were found in
the Colonies, principally in Pennsylvania, the CarMinas, Maryland,
and Virginia.
German denominational schools of secondary rank were early
supported by Lutherans, but the best known were no doubt the
Moravian schools. (See Chap. VIII.)
Many of these denominational academies, colleges, and seminaries
have enjoyed fine reputations for many years. To go into the history
of the individual schools here would lead us too far afield. The object
of these schools was and is to keep the rising youth in touch with the
church, to teach them something of the tenets of their particular
denomination, to train teachers for the church schools, and priests and
pastors for the parishes. To-day such schools are supported prin-
cipally by Roman Catholics, Lutherans of various denominations,
and by the Evangelical, German Reformed, and German Methodist
Churches.
A German seminary for the training of teachers for German schools
is supported at St. Francis, Wis., by the Roman Catholic Church.
The Lutheran churclies have 19 German colleges and seminaries as
follows :
Lutheran colleges and seminaries}
School.
College
course.
Prepara-
tory
Number
in
faculty.
Students.
Theological Seminary, Wauwatosa, Wis
Northwestern University, Watertown, Wis..
Teachers' Seminary, New Ulm, Minn
Theological Seminary, Columbus, Ohio
Capital University, Columbus, Ohio
Teachers' Seminary, Woodville, Ohio
German Practical Seminary, St. Paul, Minn.
Pacific Lutheran Seminary, Olympia, Wash.
Concordia Seminary, St. Louis, Mo
Concordia Seminary, Springfleld, 111
Teachers' Seminary, Addison, 111
Teachers' Seminary, Seward, Nebr
Concordia College, Fort Wayne, Ind
Concordia College, Milwaukee, Wis
Concordia College, St. Paul, Minn
St. Paul's College, Concordia, Mo
Concordia College, Bronxville, N. Y
St. John's College, Winfield, Kans
Concordia College, Couover, N. C
Years.
Years.
3
3
3
12
241
4
11
6
5
3
7
5
9
8
8
7
6
6
7
8
36
114
63
87
32
299
225
174
116
247
195
157
141
102
90
1 No data yet published.
The G(^rman Methodist Episcopal Church ranks next in the num-
ber of its colleges. It has six German colleges and academies, all of
fairly good standing.
' statistics from latest catalogues (1910) or the Evangelisch Lutherischer Kalender. Columbus, 1911.
GERMAN PRIVATE AND PAROCHIAL SCHOOLS. 81
Colleges of the German Methodist Episcopal Church}
School.
German Wallace College, Berea, Ohio
Central Wesleyan College, Warren ton, Mo
Charles City College, Charles City, Iowa
St. Paul's College (an academy), St. Paul Park, Minn ,
Blinn Memorial College (an academy), Brenham, Tex
Enterprise Normal Academy and Business College, Enterprise, Kans.
Students.
Teachers.
255
18
325
22
150
5
85
7
154
8
168
12
All, except the academies, have four-year courses and grant the
regular college degrees. German is the language of instruction, as
well as the language of intercourse. German Wallace College and
Central Wesleyan College have also theological courses in connection,
and here the German Methodist pastors are trained.
The German Evangelical Synod of North America has a pro-
semmary at Elmhurst, 111., and a theological seminary at St. Louis,
Mo., both for the training of teachers and pastors for tlieir schools
and churches.
The German Baptists have a seminary and an academy at Rochester
N. Y., which was founded in 1852 in connection with Rochester
Theological Seminary. There are 61 students and a faculty of 5.
There is a preparatory course and a theological course of three years
each. The German Congregationalists maintain the German-
Enghsh College at Wilton, Iowa. The German Presbyterians con-
trol the German Theological Presbyterian Seminary, Dubuque, Iowa.
Mention may be made here of the part the churches themselves play
in disseminating and keeping up a knowledge of the German language.
When we consider that there must be far more than half a milhon^
communicants in the German churches to-day, their influence is
evident.
1 Statistics from the latest catalogues (1910.)
2 Carroll. The religious forces of the United States, New York, 1903.
CHAPTER XI.
SPANISH AND ITALIAN IN THE UNITED STATES.
SPANISH.
Spanish was first tauglit on American soil in Mexico where the
Jeronomites arrived in 1516, organized a mission, and employed an
Indian as sacristan "who was to teach the children of the caciques
and principal men, and also endeavor to make the adults speak
Spanish." In 1528, Franciscans, who had a convent at Huexotzinco,
attempted the earliest Spanish mission in the United States, namely,
that in Florida.
The Florida missions had a long and checkered history, but as the
missionaries did not make it a point to teach Spanish, but rather
learned the Indian languages and taught their wards in them, we
need not concern ourselves with them.
The Spanish missions in New Mexico and Texas were conducted
on the plan of congregating the Indians in villages, there to teach
and civilize them. The state of education among the Spaniards in
those days was very low and schools few and far between, and we
need not go into the subject of the Spanish taught in them.
California was settled by the Spanish from Mexico in 1769 and
became United States territory in 1848. The early settlers had no
educational facilities but the mission schools. In the last quarter of
the eighteenth century private schools of low grade began to appear.
The provincial government first began to take an interest in schools
in 1793. There were six public schools in 1797. Even when Cali-
fornia was admitted as a State of the Union, in 1850, schools were
few and of the lowest grade, and educational facilities were the most
primitive.^
In 1772 a Spanish school was established in Louisiana, then under
Spanish rule (1761-1800), but owing to the aversion of the French
to the S])anish regime, the school was established only half-heartedly
and never flourished. There was only one public school in New
Orleans in 1801 in which the Spanish language was taught.
Spanish was taught in the College of Orleans, established in 1811,
but ceased to be taught there in 1817. The College of I^ouisiana,
Jackson, La., opened in 1826, had a professor of French and Spanish.
In the College of Jefferson, opened 1831, Spanish was likewise taught.^
1 Cf. Shinn. Spanish-Californian schools. Educational Review, 6 : 30-41.
2 Cf. also Chap. IX. CI. also Kept, of Supt. of pub. instruction, Santa Fe, 1896. (Printed in Spanish.)
82
SPANISH AND ITALIAN IN THE UNITED STATES. 83
Ooming to later times, Spanish still plays a considerable part
in the elementary schools in several States of the Southwest. In
1889, out of 344 schools in the Territory of New Mexico, 106 were
taught in Spanish and 95 in Spanish and English.^ In 1887 a law
was promulgated in Colorado as follows: "Wlienever the parents or
guardians of 20 or more children of school age of a district shall so
demand, the district board may procure efficient instructors to teach
the branches required by law in the German and Spanish languages,
or in either." That law is still in force.
Spanish has slowly been replaced by English in the schools of the
Spanish States of the United States, and has now no place in the pub-
lic elementary schools anywhere except in New York City, where it is
optional in the eighth grade. Neither does it seem to be makmg
progress in the grades. It is not one of the languages suggested by
the committee of the National Education Association alluded to
above. The impulse which Spanish has received within the last
decade will probably be restricted to secondary and higher schools.
Thus it seems settled that a f(^reign language, ancient or modern, is
not wanted in the public elementary school.^
SPANISH IN THE SECONDARY SCHOOLS.
Spanish was first introduced in the English High vSchool of Boston
in 1852 in the last year of the three years' course, where it was carried
by students in addition to French. We read in the curriculum for
the year 1867 (for third-year students): "French continued or Span-
ish may be commenced by such pupils as in the judgment of the
master have acquired a competent knowledge of French." The
Spanish was then to be continued by those pupils who remained in
the school a fourth year.^ Spanish was taught also sporadically in
academies.*
Since the Spanish- American War of 1898, Spanish has found its
way into a good many public high schools, as e. g., Covington High
School, 2 years; Chicago high schools, 4 years; Chattanooga High
School, 1 year; Houston, Tex., high schools, 4 years; Philadelphia
Manual Training High School, 1 year; Philadelphia Central High
School, 2 years; Quincy (III.) High School, 3 years; St. Louis high
schools, 4 years; Saginaw (Mich.) high schools, 2 years; a few Ten-
nessee high schools, 3 years; Washington (D. C.) academic high
1 U S. Bureau of Educ, Rep. of the Commissioner, 1888-«9, p. 734.
2 Payne. Public elementary school curricula, p. 22f.
3 Barnard's Am. Jour, of Educ, 19, p. 486.
* E. g., at an early date in LawTence Academy, Grolon, Mass. [Of. Lawrence Academy Jubilee, 1854.
New York, 1855]; in Edgehill Seminary, Princeton, N. J., in 1835; and in the Free Academy, later College
of the City of New York, it was required for 2J years in the 4 years' course in 1867. Also see Catalogue of
the officers and students of Phillips Exeter Academy, 1832, p. 11.
84 THE TEACHING OF MODERN LANGUAGES.
schools, 2 3^ears; Washington (D. C.) Business High School, 4 years;
York (Pa.) High School, 3 years, Spanish may be taught according
to State regulation in California, Florida, Kansas, Louisiana, Massa-
chusetts, Texas, Utah, and Virginia,^
9
SPANISH IN COLLEGES AND UNIVERSITIES.
Dickinson was the first college to have a professor of Spanish (i. e.,
he was professor of French, Spanish, Italian, and German), unless
Bellini, who was professor of modern lai^guages at William and Mary
College from 1780, taught some Spanish, which is possible. It is not
certain that Claudius Berard, A. M., who held the professorship of
modern languages in Dickinson College really taught Spanish, but he
no doubt was able to do so, as his title is distinctly "Professor of
French, Spanish, Italian, and German."
Mariano Velasquez de la Cadena was elected professor of Spanish
language and literature in Columbia Universit}'^ in 1830, and served
30 years. By tliis time Spanish had secured a foothold in a number
of the best schools. We find it in Yale, though not as a regular study
in 1826, and in Miami University in 1827.- Ijewis Hargous, professor
of modern languages in New Jersey College (1830-), taught Spanish
there; Augustus Willis, nn instructor, taught Spanish at the Univer-
sity of Pennsylvania, 1829^1833; and the University of the City of
New York boasted Miguel Cabrera de Nevares as professor of Spanish.^
(See also Chap. III.)
The study of Spanish in colleges made no great strides until the close
of the Spanish-American War of 1898, although by that time most
universities had either a professor of Spanish or one who taught Span-
ish along with other, generally Romance, languages. However, after
the war, the prospect of trade and political relations with our Spanish
possessions gave a great impetus to the study, and we find the col-
leges hastening to secure a course in Spanish.
Thus, at the present, out of a list of 340 colleges and universities 171
teach Spanish; while out of another list of 173 colleges and universi-
ties 112 teach Spanish. Of the 340 universities , and colleges men-
tioned, 12 teach more than 4 years, 13 teach 4 years, 28 teach 3 years,
73 teach 2 years, and 45 teach only 1 year of Spanish.
Normal schools have not taken up Spanish very extensively. Of a
list of 127 normal schools, only 9 offer Spanish.
1 Data collected bj' the writer in 1910.
2 la Miami University Spanish was required in 1831, and was optional for several years after that.
' The College and Academy and Charitable School of Philadelphia in the Province of Pemisylvania,
since ITi'J si-yled The University of Pennsylvania, had an instructor in French and Spanish, Paul Fooks
(17(i(>-1797). Felix Merino followed in the ollice (lS25-lt)29). Augustus Willis was Instructor in Spanish
(1829-1833), and the office was again flUed (18G7-1870) by Leon de la Cova.
SPANISH AND ITALIAN IN THE UNITED STATES. 85
Universities and colleges requiring or accepting Spanish in 1888}
Fourth
year.
Institution.
Degree.
First
year.
Second
Third
year.
year.
_
2E
E
E
—
E
—
E
—
E
—
E
(=)
(')
(')
(3)
(^)
(*)
E
E
(«)
(«)
{')
i^)
E
E
E
E
,
E
E
—
(?)^
(')
A. B.
A. B.
A. B.
A. B.
Yale University
University of Notre Dame.
Washburn College A. B .
B. S.
B. L.
Amherst College
Boston University..
Harvard University
Wellesley College ; A. B . .
B. S..
University of Michigan :
College of City of New York A. B . .
B. S . .
Lafayette College A. B..
Ph. B.
Brown University.
University of Texas .
Universitv of Wisconsin .
B.S
B. S. in Chem.
A. B
Ph. B
B. L
Scientific
Engineering. . .
Chemistry
Physics
Geology
E
(3)
E
E
E
E
E
E
E
E
sGorS
E
(^)
(«)
E
E
1 From a table covering 101 institutions.
2 E denotes elective.
3 Required optatively.
< Elective hi fifth year.
5 Fifth year German or Spanish.
6 A modern language elective .
U. S. Bureau of Educ, Rep. of the Commissioner, 1888-89.
ITALIAN.
ii'
'The Italian abounds wnth works of ver}^ superior order, valuable
for their matter, and still more distinguished as models of the finest
taste in style and composition." Thus wrote Thomas Jefferson, and
we know that Jefferson learned Italian in liis early years, probably at
WiUiam and Mary College.
Italian has been practically unknown in public schools in Amer-
ica, except in the cosmopolitan schools of San Franci&co. How-
ever, three Italian schools were for years maintained b}^ the Cfiildren's
Aid Society in the city of New York, and had a large enrollment.
They were for Italian children exclusiveh^, were nonsectarian, and
taught especially English, manual training, and politics.^
Bellini, himself an Italian, taught Italian in 1780, and afterwards,
at William and Mar}' College.
Dickinson College had a professor of French, Spanish, Italian, and
German from 1814 to 1S16, wliile in Columbia University we find the
first professors of Italian in the persons of I^orenzo Da Ponte
(1826-1837) and E. FelLx Foresti, 1839-1856. Amherst offered Ital-
ian for the first time in 1851, and New Jersey College in 1832.
At the University of Pennsylvania Lorenzo de la Ponte became an
instructor m Itahan in 1830. He was followed by Vincent d'AmarclH
(1851-1864) and by Giuseppi Mazza (1867-1869). These men w^ere
1 U. S. Bureau of Educ, Rep. of the Commissioner, 1892-93, p. 619 f.
86
THE TEACHING OF MODEEN LANGUAGES.
not members of the faculty. No one was designated for Italian
until 1892, when Hugo Kennert was made professor of Romance
languages.
Slowly, universities and a number of the better colleges came to
offer a course in Itahan. The appended table shows the require-
ments in Italian in 101 universities and colleges in 1888. Itahan
was in no case required for entrance. To-day, of a list of 174 col-
leges and universities, 66 teach Italian, while of another list of 340
colleges and universities, 90 teach Italian.
Of the 340 universities and colleges mentioned, 4 teach more than
4 years; 6 teach 4 years; 9 teach 3 years; 33 teach 2 j^ears; and 37
only 1 year of Italian.
Normal schools have not embraced Italian; onl}^ one of a list of
127 offere it.
Universities and colleges requiring or accepting Italian in 1888.^
Institution.
Course.
First
year.
Second
year.
Third
year.
Fourth
year.
A. B
E
E
E
E
(3)
E
E
University of Notre Dame
Amherst College
A. B
2E
E
E
A. B
A. B
TTfirvfird TTnivPrsitv
(5)
A. B
E
B. S
E
TJniversitv of Miohiean
(^)
(^)
Rvraoiisf Ilniversitv
A. B
E •
Ph. B
E
B. S
E
C. E
E
A. B
E
E
(*)
Ph. B
E
B. S
(*)
B. S. inChem
Arts
'^.
Brown I'niversitv
A. B
E
Ph. B
E
Universitv of Wisconsin
(3)
(')
BIBLIOGRAPHY.
Bancroft. History of California.
. North Mexican States.
Gayarre. History of Louisiana.
Parkman. The Jesuits in North America.
Koyce. California.
Shea. History of Catholic missions among the Indian tribes of the United States.
Thwaite. The Jesuit relations.
1 From a table covering 101 institutions. U. S. Bureau of Educ. Rep. of the Commissioner, 1888-89,
pp. 1224-1293.
2 E denotes Elective. 3 Required optatively. * A modern language elective.
CHAPTER XII.
MODERN LANGUAGES IN NORMAL SCHOOLS, SUM-
MER SCHOOLS, SCHOOLS OF LANGUAGES, AND
UNIVERSITY EXTENSION.
NORMAL SCHOOLS.
The fii'st normal schools in the United States were those estab-
lished at Lexington, Barre, and Bridgewater, Mass., in 1839. In
common with all similar schools which soon sprang up, east and west,
these did not teach modern languages. As the courses were length-
ened to three, and later to four years, German and French were intro-
duced, generally as optional with the classics.
Thus in 1898 statistics show that 25 per cent of the normal schools
accepted German or Latin for entrance.^ In the same year the
Massachusetts schools offered two years of German and two years of
French.^
In 1903, the tj'^^ical four-year normal-school course allows French
and German (in New England, French required) as clectives or
requires them optionally ^^^[th Greek. More rarely, Spanish is offered.^
Data obtained from the catalogues of 127 normal schools in 1910
show that 4 require French or German one to three years for entrance.
In 18 French or German, in 1 school Spanish is required for gradua-
tion; 69 of the 127 schools teach German; 23 schools teach four
years; 22 schools teach three years, 23 schools teach two years, and
1 school teaches only one year of German.
Of the 127 schools, 41 teach French; 8 schools teach four years, 11
schools teach three years, 16 schools teach two years, and 6 schools
teach only one year of French.
Of the 127 schools, 9 teach Spanish; 1 school teaches four years,
and 8 schools teach two years of Spanish. Only 1 school offers
Italian.
When we consider that there are 196 public and 68 private normal
schools, with an enrollment. of 88,561,^ the magnitude of the modern
language work in normal schools is apparent.
1 Ferren. German in the public schools. In Americana-Germanica, II : S3 fl.
2 U. S. Bureau of Educ. Rep. of the Commissioner, 1S9S-99. p. 2274.
8 Ibid., 1903. p. 1116 ff.
* U. S. Bureau of Educ. Rep. of the Commissioner, 1910.
Of. Lucky, G. W. A. The professional training of secondary teachers in the United States. In Columbia
University. Contributions to philosophy, psychology, and education, XII. Nos. lto4. New York, 1903.
Chapter II; also Hinsdale, B. A. The training of teachers, /n Education in the United States. A scries
of monographs, etc., edited by Nicholas Murray Butler. 2 vols. Albany, N. Y., J. B. Lyon & co. 1900.
pp. 359-409.
On the rise of normal schools see Chas. Brooks. History of the introduction of State normal schools In
Ainerica. Boston, 1864. [Important evidence for the Prussian origin of our normal schools.]
87
88 THE TEACHING OF MODERN LANGUAGES.
SUMMER SCHOOLS, SCHOOLS OF LANGUAGES, AND UNIVERSITY
EXTENSION.
With the rise of the natural method of teaching modern languages
under the leadership of Heness and Sauveur in the later sixties (see
Ch. XII) there appeared a number of able men and great numbers
of poorly qualified — often itinerant — teachers of German and French,
who aroused the ire of the schoolmen by their unscholarly methods of
teaching and the oft-times preposterous contentions as to the possi-
bilities of their methods. We were threatened, said the schoolmen,
wdth what is known in Germany as Sprachmeisterei, i. e., the teaching
of the modern languages by unscholarly foreigners. However, the
natural-method propaganda seems to have given an impetus to the
teaching of modern languages in summer schools, Chautauquas, and
language schools, of which there are a great number.
The first summer school of languages was established in 1876, at
Plymouth, N. H., by Dr. L. Sauveur. In 1878, a summer school was
opened at Marthas Vineyard, by Dr. Homer Sprague and Prof.
Elliwood, and French and German were offered.
In 1877 the Summer School of Languages was established at
Amherst College by Dr. L. Sauveur, who conducted the school until
1883, when he retired to establish a school at Burlington, Vt. There-
upon the Amherst school came under the direction of Mr. William L.
Montague. The object of the school was —
to furnish the best instruction in different departments at the least possible expense
to the pupils, and, especially in French and German, to establish a sort of foreign
society pervaded by such a linguistic atmosphere that every one who enters it, even
as a spectator, shall be inspked with new vigor and enthusiasm in language studies.
The school proposed to supply the wants of three classes of students :
First, teachers, especially American teachers of foreign languages, who desire to
gain hints and suggestions on the latest and best methods of teaching those languages.
Second, professional and business men and women who would like to devote a brief
vacation to the study of the humanities; those who enjoy mental culture and literary
society while seeking recreation amid rural scenes of great natural beauty. Third,
students who desire to begin the study of a language or to make up deficiencies, or to
gain greater familiarity with languages. The instruction is based on the oral or
inductive method.
The morning is devoted to recitations, the afternoons and evenings to lectures or
gymnastics or recreation; Saturday to picnics and excursions.
The term was one of five weeks. There has been an average attend-
ance of several hundred.
The Burlington school of Dr. Sauveur was held in Oswego, N. Y.,
in the summers of 1886 and 1887, since which time it has been held
at Burlington. The term was three weeks. The natural method of
instruction was followed. There was an average attendance of about
MODERN LANGUAGES IN NORMAL SCHOOLS, ETC. 89
200. In 1895 this school was again united with the Amherst summer
school.
Summer schools of languages were instituted at Cornell College,
Iowa, and Iowa College in 1887, and Rutland, Vt. Summer schools
have flourished of late 5^ears under the auspices of colleges and
universities, and Chautauquas have also been common. In most
of the latter modern languages, at least German and French, are
offered. The students, persons from every walk of life, who receive
instruction in languages in these schools are numbered by many
thousands.
The Berlitz schools, scattered throughout the country in large
cities, approach the natural method in their instruction. They
reach large numbers of students, especially professional men and
women, and others who wish to learn to speak and read in a short
time. They have textbooks especially prepared for their use. These
schools are representative of the commercial schools.
University extension courses also offer instruction m modern
languages, especially French and German. The work a*s carried on
by the best schools is thorough and performs all that can be done
without the aid of the teacher's living personality. No doubt the
extension or correspondence courses offered by some lesser schools,
especially commercial institutes, are below standard and should be
avoided. Thousands are thus receiving good, indifferent, or poor
instruction. .
BIBLIOGRAPHY.
Adams, H . B . Summer schools and university extension . In Education in the United
States. A series of monographs prepared for the United States exhibit at the
Paris Exposition, 1900. Ed. by N. M. Butler. Albany, N. Y., J. B. Lyon co.,
1900. pp. 823-64.
Bibliography: pp. 37-44.
Reber, A. O. University extension. Science, 32; 97-104 (1910).
Weeks, S. B. A check list of American summer schools. In U. S. Bureau of Educ.
Rep. of the Commissioner, 1894-95, pp. 1483-1503.
Bibliography: pp. 1486-87.
Willoughby, W. W. The history of summer schools in the United States. In U. S.
Bureau of Educ. Rep. of the Commissioner, 1891-92, v. 2, pp. 893-959.
CHAPTER XIII.
THE GROWTH OF MODERN LANGUAGES AS A
SCHOOL SUBJECT.
The relative slowness with which the modern languages came
into their own as a subject for the curriculum affords a typical
mstance of the schoolman's conservatism. As long ago as the seven-
teenth century Latm had lost its position as the international
language of cultivated men. Thereafter the growth of the national
spirit and the vernacular literature, among other factors, tended
steadily to restrict the use of the ancient tongue till it became little
more than a professional tool for the lawyer, the statesman, and the
cleric. As a rule all accessions to the body of science, art, and
culture of every sort were set down in the native language of the
writer — predominantly in French, German, or English. It was
patent that at least two of these modern languages sliould be mas-
tered if the educated man was to have access to the same sort of
matter as that which was opened to his grandfather through Latin.
Nevertheless, tlie schoolmen, in this country at least, contmued to
teach Latm with scant regard, if any, to the modern languages,
which were usurping its position as the recognized medium of the
contemporary thinker.
One of the most promment early supporters of the modern lan-
guages in America was that genius of practicality, Benjamin Franklm,
who wrote:
When I had attained an acquaintance with the French, Italian, and Spanish I
was surprised to find, on looking over a Latin Testament, that I understood more of that
language than I had imagined, which encouraged me to apply myself again to the study
of it, and I met with the more success as those preceding languages had greatly smoothed
my way. From these circumstances, I have thought there was some inconsistency
in our common mode of teaching languages. We are told that it is proper to begin
first with Latin, and having acquired that, it will be more easy to attain those modern
languages which are derived from it, and yet we do not begin with the Greek in
order more easily to acquire the Latin. It is true that if we can clamber and get to
the top of a staircase without using the steps we shall more easily gain them in de-
scending; but certainly if we begin with the lowest we shall with more ease ascend
to the top, and I would therefore offer it to the consideration of those who superintend
the education of our youth, whether — since many of those who begin with the Latin
quit the same after spending some years without having made any great proficiency,
and what they have learned becomes almost useless, so that their time has been
lost — it would not have been better to have begun with the French, proceeding to
the Italian and Latin. For, though, after spending the same time they should quit
90
MODERN" LANGUAGES AS A SCHOOL SUBJECT. 91
the study of languages and never arrive at the Latin they would, however, have
acquired another tongue or two that being in modern use might be serviceable to
them in common life.
The origin of Latin and Greek schools among the different nations of Europe is
known to have been this: That until between three and four hundred years past
there were no books in any other language; all the knowledge then contained in
books, viz, the theology, the jurisprudence, the physic, the art military, the politics,
the mathematics and mechanics, the natural and moral philosoiDhy, the logic and
rhetoric, the chemistry, the pharmacy, the architecture, and every other branch of
science being in those languages, it was, of course, necessary to learn them as the
gates through which men must pass to get at that knowledge.
But there is in mankind an unaccountable prejudice in favor of ancient customs
and habitudes, which inclines to a continuance of them after the circumstances
which formerly made them useful cease to exist. A multitude of instances might
be given, but it may suffice to mention one. Hats were once thought a useful part
of dress; they kept the head warm and screened it from the violent impression of
the sun's rays and from the rain, snow, hail, etc., though, by the way, this was not
the more ancient opinion or practice. From among all the remains of antiquity,
the bustoes, statues, basso-rilievos, medals, etc., which are infinite, there is no
representation of the human figure with a hat or cap on, nor any covering for the
head, unless it be the head of a soldier, who has a helmet, but that is,evidently not
a part of dress for health but as a protection from the strokes of a weapon.
At what time hats were first introduced we know not, but in the last century they
were universally worn throughout Europe. Gradually, however, as the wearing
of wigs and hair nicely dressed prevailed, the putting on of hats was disused by
genteel people lest the curious arrangements of the curls and powdering should
be disordered, and umbrellas began to supply their place; yet still our considering
the hat as part of the dress continues so far to prevail that a man of fashion is not
thought dressed without having one, or something like one, about him which he
carries under his arm. So that there are a multitude of the politer people in all the
courts in capital cities of Europe who have never, nor their fathers before them,
worn a hat otherwise than as a chapeau bras, though the utility of such a mode of
wearing it is by no means apparent, and it is attended not only with some expense,
but with a degree of constant trouble.
The still prevailing custom of having schools for teaching generally our children
in these days the Latin and Greek languages I consider, therefore, in no other light
than as the chapeau bras of modern literature.
Thus the time spent in that study might, it seems, be much better employed in
the education for such a country as ours, and this was indeed the opinion of most
of the original trustees [of the Academy of Philadelphia].
The preceding chapters have shown in detail the progress of the
modern languages in the various classes of schools, as well as the
standing of the study as a brancli of the college curriculum. Such
men as Ticknor, Follen, Longfellow, Lowell — not to mention dozens
of other teachers who were just as efficient but who won less fame —
served to give dignity to modern language instruction and to assure
it a place along with Latin and Greek. Tlie unevenness of this com-
petition is patent. Latin and Greek had the prestige of centuries,
countless numbers of students had been instructed in them, they
gave the badge of culture, and the conservatism of the schoolmen
of that early day was their stay. But m spite of all these handicaps
92 THE TEACHING OF MODERN LANGUAGES.
the modern languages won. They won because of mherent vahie
and because of the enthusiasm and the scholarly stamp of those who
taught them.
Final recognition of the significance of modern languages in
education came in the last quarter of the nineteenth century with
the elevation of the modern-language teacher in the colleges and
universities from the merely tutorial to the professorial rank. In
the same period falls also the begmning of the scientific study of the
modern languages in American universities.
To-day the value of the modern languages as a branch of study,
both in secondaiy and higher schools, is no longer questioned; they
have become a recognized part of a liberal education.
Citations from three representative American educators may
suffice to show the present attitude and feeling of educators generally
as to the value and the place of modern languages in our educational
scheme :
Had we nothing else with yet stronger recommendations to apply to, the German
and French, especially the former, would answer to us all the essential disciplinary
purposes of philological study; as, indeed, to many they are and must be made to
answer those purposes. As the case stands, they are among the indispensable parts
of a disciplinary education; he who quits school and enters upon the active work
of life without mastering either or both of them can not claim to have enjoyed the
benefit of a liberal training. — \\Tiitney, W. D., Language and education. North
American review, 113: 365f. (1871).
Third, in these days it is important that he [the educated man] should also have
a knowledge of other modern tongues. More than two of these would be advantageous,
but a liberal education absolutely requires that every English-speaking person should
have a knowledge of French and German also; for it is with the French and the
Germans that we are brought most frequently in contact, and it is from the French
and the Germans that in these days we receive the most important contributions to
literary and physical science.— Gilman, D. C. Is it worth while to uphold any longer
the idea of a liberal education? Educational Review, 3: 117.
The next subjects for which I claim a position of academic equality with Greek,
Latin, and mathematics are French and German. This claim rests not on the useful-
ness of these languages to couriers, tourists, or commercial travelers, and not on
their merit as languages, but on the magnitude and worth of the literatm-es, and on
the unquestionable fact that facility in reading these languages is absolutely indis-
pensable to a scholar, whatever may be his department of study. LTntil within 100
or 150 years scholarship had a common language, the Latin; so that scholars of all
the European nationalities had a perfect means of communication, whether in speak-
ing, writing, or printing. But the cultivation of the spirit of nationality and the
development of national literatures have brought about the abandonment of Latin
as the common language of learning, and imposed on every student who would go
beyond the elements of his subject the necessity of acquiring at least a reading knowl-
edge of French and German, besides Latin. Indeed, the advanced student of our
day can dispense with Latin better than with French, German, or English; for,
although the antiquated publications in any science may be printed in Latin, the
recent (which will probably contain all that is best in the old) will be found printed
in one of these modern languages. I can not state too strongly the indis])en?ablones3
of both French and German to the American or English student. Without these
MODERN LANGUAGES AS A SCHOOL SUBJECT. 93
languages he will be much worse off in respect to communicating with his contem-
poraries than was the student of the seventeenth century who could read and speak
Latin; for through Latin the student of the year 1684 could put himself into direct
communication with all contemporary learning. So far as I know, there is no differ-
ence of opinion among American scholars as to the need of mastering these two lan-
guages in youth. The philologists, archaeologists, metaphysicians, physicians,
physicists, naturalists, chemists, economists, engineers, architects, artists, and musi-
cians, all agree that a knowledge of these languages is indispensable to the intelligent
pursuit of any one of their respective subjects beyond its elements. Every college
professor who gives a thorough course of instruction — no matter in what department —
finds himself obliged to refer his pupils to French and German authorities. In the
reference library of any modern laboratory, whether of chemistry, physics, physiology,
pathology, botany, or zoology, a large proportion of the books will be found to be in
French or German. The working library of the philologist, archaeologist, or historian
teaches the same lesson. Without a knowledge of these two languages it is impossible
to get at the experience of the world upon any modern industrial, social, or financial
question, or to master any profession which depends upon applications of modern
science. I lu-ge no utilitarian argument, but rest the claims of French and German
for admission to complete academic equality on the copiousness and merit of the
literatures and the indispensableness of the languages to all scholars. — Eliot, Charles W.
What is a liberal education? Century magazine, 28: 206f. (1884).
CHAPTER XIV.
METHODS OF TEACHING MODERN LANGUAGES.
The history of modern-language teaching in the United States
may be said to have revolved about three methods — the grammar-
translation methodj the natural method, and the direct method.
The terms are not scientifically descriptive, and of course no one
of the three methods has prevailed at a given time to the exclusion
of the others; yet roughly they represent what has been the trend
at different stages in modern language instruction. In Chapter
XV the details of the various methods are noted, but it seems
desirable at this point to present an impartial summary of each of
the three methods cited, particularly as all three still form the sub-
ject of more or less animated debate.^
THE GRAMMAR-TRANSLATION METHOD.
The so-called "grammar-translation method" typifies the tradi-
tional system of foreign-language instruction in modern schools.
Derived originally from the method of teaching Greek and Latin,
it still survives to a considerable extent to-day, though largely
freshened and humanized by more modern ideals of education. Its
good and bad points are not unfairly summed up in the report of
the committee on college entrance requirements of the National
Education Association, as follows:
When the modern languages first became a regular subject for serious study in
secondary schools, it was natural that teachers, having no other model to imitate,
Bhould adopt the time-honored plan followed in departments of Greek and Latin.
According to this method the pupil is first put through a volume of paradigms, rules,
exceptions, and examples which he learns by heart. Only when he has thoroughly
mastered this book is he allowed to read; and even then his reading is usually regarded
as a means of illustrating and emphasizing grammatical principles, rather than as a
source of inspiration or of literary education. The amount of foreign literature studied
by the class is, moreover, extremely small; but it is all carefully analyzed and trans-
lated, every lesson being in general repeated several times. Composition is used as
an instrument for increasing still more the student's familiarity with inflections and
rules. The foreign language is never spoken, and pronunciation is considered unim-
portant.
1 No attempt will be made to discuss methods of the past, which have chiefly an historical interest, such
as those of Ascham, Ratichius, Comenius, and Jacotot. For information about them the teacher is referred
to Street: A study in language teachmg. Pedagogical seminary, 4:20;S1T, April, 1S97; or Bahlsen, L.
The teaching of modern languages. Boston, Giim & Co., 1905. The Langenscheidt, Mastery, Rosenthal,
and other similar systems are not academic and need not be discussed here.
94
METHODS OF TEACHING MODERN LANGUAGES. 95
This method has faiilen into discredit; and while it is not yet entirely banished
from classical instruction, it can scarcely be found, in its original purity, among the
modern-language courses of any civilized region. It has, however, certain undeniable
advantages. In the first place, it trains the mnemonic faculty; in the reaction against
the hard, unattractive schooling of our fathers modern i:)edagogical fashion has gone
80 far that the power of conscious acquisition and retention is hardly exercised at all;
children go to college or out into life with an embryonic memory; and the teacher's
task rivals the labor of the Danaides. Secondly, the careful study of grammatical
rules and their nice application in translation and composition form one of the best
possible exercises in close reasoning. It may be urged that logical processes are not
natural to the child; neither are they natural to the uninstructed adult; but to be a
successful student or an intelligent citizen, a boy or man must be able to arrive at
rational conclusions. Hence, it is one of the chief duties of education to afford prac-
tice in clear and orderly thinking. The principal value of arithmetic and algebra as
secondary school studies lies in the fact that in them right and wrong reasoning are
immediately and unmistakably distinguished by their results. In most subjects
the white and black are not so clearly defined; between them lies a broad gray zone,
the region of "not quite correct" and "not altogether bad", and it is toward this
neutral belt that nearly all the pupil's efforts bend. The children "don't see why"
their answer is not as good as any other, and the sloth and slovenliness native to the
untrained human mind remain undisturbed. Now, grammatical analysis and syn-
thesis, while less mechanical and more varied in their operation than elementary
mathematics, are nearly or quite equal to it as a means of inculcating the habit of
accurate ratiocination.
On the other hand, the grammar method is open to criticism on the ground that it
neglects two of the most important objects of foreign language study: The broad eninir
of the mind through contact with the life, the ideas, and the forms of thought and'
expression of different times and countries; and the cultivation of the artistic sense by
appreciative study of literary masterpieces. A still more potent objection is the
contention that pure grammar is not calculated to inspire interest in pupils of the
high-school age. This objection seems to be well founded, and, if so, it is a fatal one;
for modern jjedagogy, if it has accomplished nothing else, has established the fact that
interest is absolutely essential to the performance of the best work in any field . It
appears, then, that the day of the pure grammar method is past; but while devising a
system more in accordance with the principles and possibilities of our time, let us not
forget that the old-fashioned way had its good features. ^
In our American practice, where the deadliness of the strict
grammar-translation method soon acquired disfavor, the so-callctl
'^'reading method" was adopted. This is practically a diluted form
of the grammar-translation method, with the emphasis on "reading"
(i. e., translation), and a superficial use of the grammar. It is still
found to some extent. It has been advocated for those who wish
to learn to read quicldy, but the present-day reformers claim that
even if the object is only to learn to read, this can be accomplished
more swiftly by the direct method. It is contended that there is
no pedagogical theory back of it, and it tends to laziness on the part
of the teacher and lack of interest in the student."
1 National Educational Association. Report of the Committee on College Entrance Requirements,
University of Chicago Press, 1899, pp. 84-86.
* In the matter of terms it is necessary to observ^e that the name "reading method" is sometimes used
to signify the grammar-translation method.
53440°— 13 7
96 THE TEACHING OF MODERN LANGUAGES.
THE NATURAL METHOD.
For many years it has been one of the common charges against the
teaching of modern languages in American schools that the students
may study the language for several years and still not be able to
speak or understand it. The indictment is perhaps not so significant
as it sounds at first; nevertheless, a reaction was bound to come.
The natural method represents the reaction. It lays great stress
on the control of the spoken language. Quoting again the words of
the report already indicated:
At the opposite pedagogical pole from the grammar method, we find the conversa-
tional or "natural" method. This educational "naturalism" is a reaction against
the inflexible systematism of earlier teachers; we would, therefore, expect it to be
somewhat aggressive and somewhat formless, more given to pulling down than to build-
ing up. It is a principle, an impulse, rather than a plan; and its products depend, to
a greater extent than those of any other school, on the personality of the instructor.
Too often the results of a protracted and supposedly successful course of unalloyed
conversation are a raj^id but unintelligible pronunciation, the fluent use of incorrect
forms, and, worst of all, a most discouraging self-complacency. Some peculiarly
gifted teachers have succeeded in combining alertness with a reasonable degree of
accuracy, but it will probably be found, in all such cases, that the instructor has
resorted to devices not strictly "natural."
What is the genuine "natural method? " In its extreme form it consists of a series
of monologues by the teacher, interspersed with exchanges of question and answer
between the instructor and pupil — all in the foreign language; almost the only evidence
of system is the arrangement, in a general way, of the easier discourses and dialogues
at the beginning and the more difficult at the end. A great deal of pantomime accom-
panies the talk. With the aid of this gesticulation, by attentive listening, and by
dint of much repetition the beginner comes to associate certain acts and objects with
certain combination of sounds and finally reaches the point of producing the foreign
words and phrases. When he has arrived at this stage, the expressions already familiar
are connected with new ones in such a way that the former give the clue to the latter,
and the A^ocabulary is rapidly extended, even general and abstract ideas being ulti-
mately brought within the student's comprehension. The mother tongue is strictly
banished, not only from the pupil's lips, but, as far as possible, from his mind. Not
until a considerable familiarity with the spoken idiom has been attained is the scholar
permitted to see the foreign language in print; the study of grammar is reserved for
a still later period. Composition consists of the written reproduction of tlie phrases
orally acquired.
This method — if "method" is the proper term — is based on two general ideas; one
true, the other false. The first is the belief that the interest so necessary to the suc-
cessful prosecution of any study (and especially to language work) can most easily
be aroused by the actual spoken use of the foreign tongue. The second is the theory
that a boy or a man can best learn a new language in the manner in which an infant
first acquires its native speech. Hence comes the epithet "natural." The advocates
of this view overlook, first the fact that the child requires 8 or 10 years of incessant
practice to gain even a tolerable command of its own tongue, and, secondly, the vast
difference between the mind of the baby and that of the youth. The really natural
methods of acquisition at these two stages of development are almost diametrically
opposed. Let us consider, for instance, the learning of pronunciation. The new-
born child, after various unsuccessful experiments, ])roduf'cs sounds correctly because
it has no previous habits of speech to contend with. The boy or man, unless he is
METHODS OF TEACHING MODERN LANGUAGES. 97
phonetically trained, or exceptionally acute of hearing, does not imitate at all. He
merely substitutes for the several strange vowels and consonants the English sounds
which the foreign ones happen to suggest to him. This is why the pronunciation of
conversational classes is generally not a whit better than that of scholars (aught after
the most antiquated fashion. In the attempt to inculcate the other elements of speech —
inflections, syntax, and phraseology — the purely imitative process shows itself to be
almost equally inadequate. We may justly urge, furthermore, against this style of
teaching, that it affords only the poorest kind of mnemonic training; that it favora
vagueness of thought and imprecision of expression, and finally, that it sacrifices the
artistic interest of language study to a so-called "practical " one. On the other hand,
it certainly does awaken enthusiasm among the pupils, and it stimulates and holds the
attention.
The natural method has been vehemently attacked and just as vigorously defended.
At present the violence of the contest has abated, and we are able to judge dispassion-
ately the results of its introduction into our educational life. Those results have
been mainlj^ good. In summer schools and other institutions that have used the imi-
tative process exclusively most of the pupils are persons who have had or will soon
get some practice in grammar and reading. For them the conversation lessons are
supplementary and form a useful addition to their training. In schools and colleges
that have not accepted the "naturalistic" theory the fame of the new method has
obliged teachers to adopt some of its practical features, thus bringing much needed
life and variety into their instruction. It'seems probable that the next generation
will regard "naturalism" rather as a vivifying influence than as an independent
method..
During its brief vogue, in the third quarter of the century, the
natural method under Heness, Sauveur, and others created consider-
able excitement, raised many sanguine hopes afld was soon relegated
to the ubiquitous '' professor" and the commercial school. The words
just quoted, which in effect characterize the natural method as an
impulse rather than a method will probably stand as proper and
final.
The epithet "natural" is of course sometimes used to signify what
in our time is called the direct method, and confusion results. Thus
a prominent writer who stands for a thorough academic method
writes in 1874:
It is a matter of great satisfaction that the only true mode of learning languages,
the natural one, by word of mouth from living teachers, is becoming common, the
language itself first and afterwards the philosophy of it — the rules. It is most desir-
able that this mode of learning the ancient languages should be introduced, to learn
first the language, to read and understand it, and afterwards the rules. Indeed, I
would not recommend the study even of Greek, if most or much of the time given to
it had to be thrown away upon the grammar.'
MODERN DIRECT METHODS.
Before taking up the so-called ''direct method" in its modem
developments, it is necessary to consider the work of Francois Gouin,
a Frenchman, whose experiments form an interesting preliminary to
1 Dr. L. B. Emerson in an address before the Bostonsociety of natural history, January 8, 1874.
98 THE TEACHING OP MODERN LANGUAGES.
Avhat has been done in more recent times. Gouin, dissatisfied with the
inefficiency of conventional methods of teaching modern Language,
invented a series system, a direct method, in which the conversations,
or lessons, treat of a unified theme, such as: '^I open the door," or
"The maid pumj)s water." Each lesson is written out in a series of
sentences, each of which tells of an action. Gouin considered that in
this way language material can be more easily learned than other-
wise, and he said he had learned this system by observing children
in their talk.
Gouin set himself to working out a thorough Imguistic system
which should include the entire vocabulary of the language to be
taught. Accordingly, he arranged his lessons in general series, on
such topics as "man," "the quadrupeds." Under "man" came the
various series on man, and under these the individual lessons on
man's activities. Gouin worked this out very thoroughly, crossing
out each word in his dictionary as he used it, and continumg until
liis dictionary was exhausted. For imparting the vocabulary of a
12-year-old child, 1,200 lessons of from 18 to 30 sentences each, were
found sufficient, and these he taught in 300 recitation hours. For
imparting the vocabulary of an adult educated person Gouin used
from 3,000 to 4,000 lessons, which he taught in from 800 to 900
recitation hours. To this vocabulary of the "objective" language
Goum added from 1,000 to 2,000 lessons on figurative language,
while the language for abstract processes was intermingled with the
ordinary lessons from day to day.
Thus the method was thorough enough on the side of the voca-
bulary; and as Gouin himself taught the grammar, this part of the
instruction was likewise well cared for, although his highly origmal
scheme for the treatment of the senses is somewhat fanciful. Gouin' s
personal teaching was, according to good testimony, a remarkable
achievement.
As to the method of teaclfing the lessons : The teacher speaks the
sentence slowly, laying emphasis on the verb. The student repeats
the same. Wlien a paragraph is completed it is repeated by several
of the members of the class in turn and then by the entire class.
Thus through the entire lesson. The next day the lesson is repro-
duced orally, each student giving one sentence in turn, and the greater
part of the hour is devoted to teacliing the new lessons. At home the
student rewrites the lessons in another tense, person, number, etc.
Grammatical instruction is begun at the outset on the inductive plan.
The reading of texts is taken up later.
As to the pedagogical aspects of this method, it is plain that it
rests on the principle of mental visualization, with imitation as a
prominent factor.
METHODS OF TEACHING MODERN LANGUAGES, 99
Gouin's idea that language can best be taught in series is psycho-
logically and pedagogically correct. This basic })rinci})le has been
adopted even in the teacliing of the mother tongue for the reason that
material arranged in a natural series is easier to remember than in
any other arrangement. This may best be made evident by a para-
graph of a Gouin lesson. Thus:
The child washes his hands and face; the child goes to the washstand; he takes up
the water pitcher; he pours water into the basin; and he places the jug on the wash-
stand; he takes up the soap; he dips the soap into the water; he rubs his hands with
the soap; and he washes his hands thoroughly, etc.
Wlien the class can reproduce this, orally and in writing, without
verbally memorizing it, they have thoroughly acquired that much
vocabulary. Tliis method does away with the use of the mother
tongue in the classroom, and it gives Sprachgefiihl.
The rapid growth of the method after its publication in the eighties
of the last century has now been checked by the advance of the
direct or reform method. But the reform method itself makes con-
siderable use of the "series" idea, and Prof. Max Walter, one of the
chief representatives of this method, justifies such use in these words:
A great advantage of the Gouin method consists in the fact that the student is
forced to visualize for himself the i)rocess of a series, to determine actions in their
causal relation, and to clothe them in the garb of language.'
The Report of the Committee of Twelve has a good word to say for
this method, as its first and concluding paragraphs show:
Out of the conviction that modern-language study should be made attractive, and
out of the desire to adapt instruction to the known workings of the human mind, has
come a system that seems more deserving of serious attention than the grammar
method or the natural style of teaching.
The Betis'-^ or Gouin method has the following obvious advantages: It trains the
memory; it fascinates the student and holds his attention more closely than any other
mode of teaching now in vogue; it gives the pupil, in a reasonably short time, a
ready command over a large, well-arranged, and well-digested vocabulary; it affords,
through some of its conversational groups, an insight into the life of a foreign country.
As for the other side, the system seems, as far as we can ascertain the facts, to lay itself
open to the criticisms that it affords but little opi^ortunity for the exercise of judg-
ment; that it entirely neglects in the first years the cultivation of the esthetic sense,
and assigns literary study to a stage which high-school pupils will scarcely ever reach.
Moreover, its treatment of pronunciation is decidedly unsatisfactory; but this defect
can probably be remedied without disturbing the rest of the scheme.^
The direct method, although conceived and advocated by various
teachers since the time of Luther, was started on its triumphant
1 lu English nach dem Frankfurter Lehrplan, etc. Marburg, 1900.
2 The Betis method is an adaptation of tlie Gouin method.
3 National Education Association. Report of the committee on college entrance requirements. Chicago,
University of Chicago press, 1S99. pp. 87-88.
For more recent adaptation and use of the method, see Handschin. A historical sketch of the Gouin
series system of teachmg modem languages and of its use in tlie United States. School review, 20: 170-
176, Mar., 1912; and the Miami University bulletm. O.xford, Ohio, Nov., 1908.
100 THE TEACHING OF MODEEN LANGUAGES.
course in the eighties of the past century by Wilhehii Vietor, a Ger-
man, in his brochure Der S lyrachunterricht muss umkelcren} Victor,
who has remained in the leadership of the movement, gave to the
method its insistence upon the phonetic drill, wliich has remained
one of the characteristics of the method as used in Europe, although
many teachers disregard it. Wlierever the method has been adopted
in the United States, this part of the program has not been strictly
adhered to, partly, no doubt, because our courses in modern languages
are shorter and demand that we get on faster; partly because the
knowledge of phonetics is not yet generally diffused among our teach-
ers; partly because the pronunciation of German, the language princi-
pally taught here, is hardly as difficult as that of English and French,
the languages taught in the German schools; and, finally, because we
have not felt the imperative need of a good pronunciation as have
the European nations who are aiming at a practical mastery of the
foreign tongue.
The method, as its name indicates, plans to teach the foreign
language by imitation, without much intervention on the part of
the mother tongue. However, it also makes use of the analytical
and synthetic methods to a great degree, in that the reading matter
is thoroughly analyzed into its parts and construed, later to be recon-
structed in original })araphrases. The direct method makes use of
all that is valuable in the other methods, and thus may be considered
an eclectic method which is eminently adapted to our modern educa-
tion with its varied demands. The tenets of the method, as they stand
out both in theory and practice in the schools of Germany, are as
follows, although, as stated above, not all German teachers have
embraced the new method, nor do even all of the progressives intro-
duce the strict phonetic drill:
1. Phonetic drill in the elementary stages of the instruction.
2. The foreign language is the medium of instruction.
3. Reading forms the center of instruction, but there are well-
planned conversation lessons at each hour.
4. Grammar is taught inductively, in part or entirely.
5. The teaching of composition is limited to "free composition,"
i. e., original wTiting on a set theme, or on the reading lesson, etc.
6. Translation into the mother tongue is limited to a minimum.
7. Object teaching is used in the early stages.
8. Realien are used extensively.
1 Heilbroun, 1880.
METHODS OF TEACHING MODERN LANGUAGES. 101
BIBLIOGRAPHY.
Cf. on the reform method, Bahlsen, L. The teaching of modern languages. Boston,
Ginn & Co., 1905.
Brebner, Mary. The method of teaching foreign languages in Germany. London,
1904.
Breul, Karl. The teaching of modern languages and the training of teachers. Cam-
bridge (England), 1906. 156 p. 8°.
For elementary books after this method, see the Walter- Krause German series Begin-
ners' German. New York, Scribner. Also several new books from the presses of
Holt & CO., Heath & co., and Ginn & co.
For reading books built on vthis method, see Savory's books, e. g., Reformlesebuch.
New York, 1908, Oxford University press, American branch.
For elementary lessons on the Gouin series plan, see Handschin's German lessons
for beginners. Miami Univ., Oxford, Ohio.
The organ of the reform movement is "die neueren sprachen," Marbm-g, Germany.
(10 issues a year.)
CHAPTER XV.
DEVELOPMENT OF THE LITERATURE ON THE
METHODS OF TEACHING MODERN LANGUAGES.
In the teaching of any subject the practice of the schoolroom and
the theory propounded in the textbook have an interactive effect.
Theory reflects or revolutionizes practice ; and practice may originate,
modify, extend, or destroy theory. The changes in methods of
teachmg modern languages in this country have already been con-
sidered with reference to their effect upon the growth of these sub-
jects m the curriculum. Consideration is now to be given to these
changes with reference to their influence upon the literature of the
subjects.
The early teachers of modern languages had but poor equipment
in the way of grammars and reading texts for class use. It was not
tiU 1784 that the first French grammar was published in this country,
that of John Mary, instructor in Harvard.^ Another successful
grammar of the earlier times was that translated and amphfied by
Longfellow. This work went through at least three editions.-
One of the earliest works issued to meet the demand for reading
texts was ''The French reader, consistmg of selections from classical
French writers, adapted to the use of schools and private classes."
Tliis reader was an anthology from Fenelon, Chateaubriand, St.
Pierre, Cuvier, Buffon, Lalande, and others.^
NaturaUy, the grammar-translation method of teachmg, dominant
from the very inception of modern language instruction almost to
the present, was reflected in the early textbooks, as will be shown
by an examination of the appended list of textbooks, published in
the country up to 1826.
Speaking modern languages was not much practiced.'* However,
Ticknor early advocated a large use of oral language as a sine qua non
of inteUigent study. Method, he says, must vary in teacliing various
classes of learners. For cliildren the natural, for adults the deductive
method is best. Translation is made use of at all times, but he
insists upon good Enghsh in the translations.^ Another method is
' TJoston 1774, 140 p.
2 Lhomond. Elements of French grammar, with additional notes for the use of schools, etc., by H. W.
lyongfcllow. 3d ed., Boston, 18.34.
3 Frost, J., Philadelphia, 1835.
* Forman. Thomas Jefferson, p. VMi.
» American Institute ol Instruction. Boston, 1833, pp. 25-43.
102
METHODS OF TEACHING MODERN' LANGUAGES. 103
set forth in Jackson's " Nature improved, or a new method of teaching
hmgiuiges, exempHlied by its apphcation to Latin, Greek, and
French." ^ According to this method, pronunciation is taught by
many examples; conjugation is taught and ilhistrated by many
phrases, "but wi-itten rules of syntax are not wanted till the language
is nearly mastered." For the rest, conversations were to complete
the course. But the point of copious illustration of eveiy phenom-
enon had been made by Raticliius, Comenius, and others, far more
powerfully, two centuries earlier. Thus, there is nothing new in this
method.
Meantime the modern languages as a subject of instruction occupy
a larger and larger share of attention. In 1836 M. Poyen, a teacher
of French in Boston, contributes an article to ''The Ladies' Masra-
zine," entitled "Wliat are the languages to be taught to youth?" in
wliich he breaks a lance for the modern tongues. In 1838, a speaker
before an important educational mectmg in Ohio made out a good
case for the modern languages and asserted that to learn to speak
them "is now about to become essential." -
Questions concerning the teaching of modern languages begin to
appear on the programs of education societies. Thus, at the eighth
annual session of the American Institute of Instruction, held at
Worcester, Mass., 1837, Mr. Charles Picot,^ of Philadelphia, read a
paper on ''The Teaching of French," in which he says that the
teachers of French in America are not well qualified, and proceeds
to give an account of his own method. In the West, at the con-
vention of western colleges, which was held at Miami University in
1837, one of the questions set for discussion was: "Ought the modern
languages and music to be introduced into the college course?"
The. battle of method continued. Arnold, of Rugby, was the
authority of those m this country who advocated the grammar
translation method.* The plan of the modern gynmasium (Leipzig),
of concentrating on one language at the outset, with at least 10 to
12 lessons a week in it and associating geography and history mth
the instruction, was presented in 1858.^^ Rev. Thomas Hill advo-
cated a reading grammar method in 1859, and made the suggestion
of daily rapid and extensive readmg aside from the regular readmg
text.® Prof. Edward H. Magill, a promment educator and teacher of
French, wrote his Complete French Grammar, Boston, 1866, wliich was
1 PhUadelphia, 1827. 166 p.
2 Meline. Address on the study of modern languages. Transactions of the \\'estern Literary Institute
and College of Professional Teachers. Cincinnati, 1838.
3 Mr. Picot was the editor of a series of six school texts. . Among them were: Interesting narratives in
French, etc. Philadelphia, 1845. llislorical narratives in French, etc. Philadelphia, 1845. Fleurs du
Parnasse frangois, etc. Philadelphia, 1845.
* Barnard's Am. Jour, of Educ, 4 : 565 f.
5 Ibid., 4: 252 (1858).
6 Ibid., 7 : 497.
104 THE TEACHING OF MODERN LANGUAGES.
followed by his Introductory French Reader and his French Prose
and Poetry. These books were popular and exerted a considerable
influence upon the teaching of French. Prof.^W. D. Whitney wrote
an able treatise on the uses of the modern languages, but left the
matter of the method by which they should be taught rather to be
inferred.^ G. F. Comfort ^ proposed to begm one modern language
at the age of 10 or 12 and a second one or two years before leaving
the secondary school, both to be contmued in college. Latm and
Greek, he held, should be taken up in the sophomore and junior
years in college. In modern languages he advocated a direct method.
Prendergast's ''Handbook to the mastery series" was first pub-
lished in New York in 1S68, as a work of 92 pages. The idea under-
lying the Mastery system is ''ringing the changes upon a few
sentences with occasional additions." Short sessions should be held
in teaching beginners "three or more of ten minutes each, six hours
apart" daily. The learner is not aUowed to compose, nor is he to see
the spelling at first. This is a memory system; no culture nor dis-
ciplinary element enters except in so far as these are inherent in
reading.
Prof. Max Mtiller's views on teaching modern languages were
brought before the American pubhc in 1872, as follows: Fluency in
speaking is not to be acquired in the ordinary classes; weight should
be laid on grammar and reading; the student's knowledge of Latin
should be utilized in teaching him French; there should be two
teachers for modern-language classes, one a native of the country
whose language is studied, this man to teach the prommciation and
idiom, the other to teach the rest.*
The Hobertsonian method was also advocated at this time. This
method, which was followed chiefly in France, was similar to the
Xiangenscheidt method in Germany, which is sufficiently known.
In 1876, before the National Education Association, Prof. Joynes
laid stress on the discipUnary value of the modern languages, advo-
cated the method of study customary in teaching the classics, depre-
cated the direct method of teaching German in our lower public
schools, and suggested that the position of the modern-language
teacher in colleges be raised from the tutorial to the professorial.^
Sauveur, in his brochure, De Venseignment des Langues Vivantes,^
gives a brief account of his natural method, which is, in effect, a
treatise on how to conduct conversation in the foreign language.
1 North American Review (1871), 343 ff. Whitney's compendious German grammar, New York, 1869,
is the most thorough of its time and embodies the results of a comparative grammatical study.
2 Scribner's Magazine, 4 : 414-424.
3 Barnard's Am. Jour, of Educ, 23 : 4G8. Cf. also ibid., 23 : 50 ; 22 : 249 ; 24 : G5, 73, 81.
* The position of modern languages in the higher education. In National Education Association, 1876,
p. Ill ff.
6 Boston and New York, 1878. See also the author's Introduction to the teaching of living languages
without grammar or dictionary. Boston, 1875.
METHODS OF TEACHING MODERN LANGUAGES. 105
This work is very enthusiastic in tone and contains fine stimuli.
Other books by Sauveur are of the same purport.*
From this time on, the volume of hteraturc on the teaching of
modern Languages shows greater and greater increases. The general
tendency, however, is steadily to advocate the direct method at the
expense of the grammar-translation method until by 1903 most
teachers no longer considered it progressive to come out against the
newer system, however profession may have agreed or disagreed with
schoolroom practice.
The current of thought in this country on the suljject of language
teaching is sunnnarized in the accompanying bibliography (see
Part II).
The influence of foreign books and practice on the teaching in the
United States is to be found indicated in the various guides men-
tioned in the bibliography. Some notices will also be found scattered
through the preceding pages of tliis book. Lack of space precludes
taking up the various books and periodicals here. Suffice it to call
attention to the general tendencies and achievements of European
modern-language teaching. Europeans attach more value to the
practical as against the pliilological mastery of language. To do this
they use a direct method in distinction from our grammar-translation
method — a method from which, however, we are gradually departing.
They also wisely begin the study of languages earlier than we. They
lay no stress on grammatical minutiae, especially at the beginning of
a course, because they are agreed that to do so makes of the pupil
a word student. They have pretty well discarded translation as a
means of learning a foreign language. Composition, excepting "free
composition," is taboo. Realien are made much of, and finally —
though this seems to many the most important part of the European
teaching — a rigid course in phonetics forms the beginning of the
instruction in many schools.
An annotated list of American publications upon modern language
teaching, arranged in chronological order, will be found in Part II,
together with a list of modern-language texts for the teacher.
FRENCH BOOKS PUBLISHED BEFORE 1826.
Can-e. A new and expeditious method lor learning the French language, exemplified
by an interlinear translation of words, in English, of the first six books of the
adventures of Telemachus, to which is prefixed a complete system of the French
pronunciation and prosody. Philadelphia, 1822.
1 Sauveur. Entretiens sur la grammaire. 4th ed. New York, Holt & co., 1879. In this French trea-
tise on French grammar, M. Sauveur utdertakcs in a series of 28 lectures or conversations to teach the
more difficult forms and theory of French grammar. His idea is that formal grammar should not be taught
until the student is prepared to learn it in French. Abundant citations from French authors illustrate
each point. Other books by the same author are: Causeries avec mes eleves, Petites causeries, Causeries
avec les enfants. Fables de la Fontaine.
106 THE TEACHING OF MODERN LANGUAGES.
Chazotte. An essay on the best method of teaching foreign languages, as applied
■\vitli extraordinary success to the French language; with a table displaying the
philosophy of the relative personal pronouns, and rendering their use and syntax
perfectly easy at first sight. To which is prefixed a discourse on the formation
and progress of language. Philadelphia, 1817.
Hentz, N. M. A classical French reader selected from the best writings of that lan-
guage in prose and poetry. Boston, 1825.
A manual of French phrases and French conversations adaj^ted to Wano-
strocht's grammar. Boston, 1822.
Mary, John. A French grammar. Boston [?] 1784. 140 p.
Murray, L. Lecteur frangois or recueil de pieces en prose et en vers tirees des meill-
eurs ecrivains, etc. New York, 1803.
A new grammar of the French language, originally compiled for the use of the Amer-
ican Military Academy by a French gentleman. New York, 1804. 194 p.
Perrin, J. B. A grammar of the French tongue, grounded upon the decisions of the
French academy. From the 11th London ed. Carefully revised by a suitable
person. New York, 1819.
Phillips. A key to French pronunciation and French idiom. Baltimore, 1812.
Poppleton. New elements of conversation in English and French, etc. Boston, 1825.
Pyron du Martre, A. Syllabaire fran^ois, or a French spelling book, also an intro-
duction to French gi-ammar by way of question and answer. By Mr. Porney
(pseudonym). New York, 1815.
Texier de la Pommeraye, A. An abridgment of a French and English grammar.
Philadelphia, 1822.
OTHER EARLY FRENCH BOOKS OF NOTE.
Manesca. A philological recorder, adapted for the oral system of teaching living
languages. New York, 1834.
Mons. Bugard's practical translator, to students and teachers of the French language.
French practical translator, or easy method of learning to translate French into
English. Containing (1) a treatise on French pronunciation; (2) the general
principles for the use of the parts of speech, and directions for finding them in
any dictionary; (3) a collection of iiiteresting exercises, the difficulties of which
are calculated gradually to increase with the knowledge of the students; (4)
a vocabulary of the different words used in the exercises. (This book was highly
esteemed by educators. Second edition, 1837. No place of publication given.
Probably it was Boston.)
Surenue, Gabriel. (French teacher to the Military and Naval Academy, Edin-
burgh.) A new French manual, comprising a guide to French pronunciation;
a copious vocabulary; selection of phrases; a series of conversations on the curi-
osities, manners, and amusements of Paris, and during various tours in Europe;
models of letters, etc. Designed as a guide to the traveler, and an attractive
class book for the student. Rev. and enl. by A. Pestiaux, professor of the
French language in the city of New York. New York, 1838. 244 p. 18?
Conversational phrases and dialogues for French and English. Boston, 1837. 121 p.
189 (This work is a compilation from the eighteenth Paris edition of Bellinger's
conversational pluases. "It is probably one of the most acceptable works of
the kind which has ever been prepared. We do not hesitate to commend it to
the class of pupils for whom it was intended. ")
EARLY GERMAN BOOKS.
Bachmair, J. J. A complete German grammar. 3d ed. London. Reprinted by
H. Miller, Philadelphia, 1772. 313 p.
A German grammar containing the theory of the language through all the
parts of speech, etc. Philadelphia, 1788. 100 p.
Follen, Charles. A practical grammar of the German language. Boston and Cam-
bridge [about 1825] (21st rev. ed. Boston and Cambridge, 1859). 283 p.
PART II.
LIST OF WORKS ON THE TEACHING OF MODERN
LANGUAGES.
(Chronologically arranged.)
1875.
Heness, G. Der leitfaden fiir den unterricht in der deutschen sprache ohne sprach-
lehre iind worterbuch * * * Boston, 1875.
In his introduction, the author says the book embodies his method, but it consists only of conver-
sations. However, he does claim tliat the proper order of study is: Speaking, reading, writing,
grammar, and dictionary. Grammar serves only to correct mistakes, and the dictionary to recover
words wliich can not be recalled without it. '
1876.
Raumer, K. von. Instruction in Gerraan. Jn Barnard's German pedagogy. 2d ed.
Hartford, Conn., 1876. p. 391-459.
This gives a historical sketch of the teaching of the German language in Germany.
1877.
Kiddle, Henry and Sche;n, Alexander J., eds. The cyclopaedia of education:
a dictionary of information * * * New York, E. Steiger & co., 1877. 275 p.
89
An article on " Modem language' ' gives a review of modern language teacliing in the United States.
1878.
Levy, J. The study of modern languages. Thorough method vs. the natural method.
Boston, 1878. 26 p. 89
1884.
Brandt, H. C. G. How far should our teaching and textbooks have a scientific basis?
In Modern language association of America. Transactions, 1884-85. vol. 1.
p. 57-63.
Contends that all textbooks used in teaching modem languages should have a scientific basis,
•which has been given to modern language study by European scholars, whose work in this field lie
reviews. He advocates taking the study of modem languages in the broad sense of linguistic-philo-
logical study and discusses the study of phonetics.
Eggert, C. A. Modern languages and the college. Education, 4 : 527-33, May, 1884.
Elliott, A. M. Modern languages as a college discipline. Education, 5 : 49-55.
September, 1884.
Favors a thorough linguistic and historical method of study.
Goebel, Julius. German classics as a means of education. In Modern language
association of America. Transactions, 1884-85. vol.1, p. 6.3-64.
Shows the value of a study of German classical hterature and claims for it equal potency for culture
as for the Greek.
107
108 THE TEACHING OF MODERN LANGUAGES.
Hewett, W. T. The aims and methods of collegiate instruction in modem languages.
In Modem language association of America. Transactions, 1884-85. vol. 1. p.
25-36. '^
He suggests a few good ideas. German and French should be remanded to the pubhc schools to a
time when children learn them easily. Preparatory schools can furnish adequate instruction in
them, as the experience in New England shows. He quotes figures to prove his contention. The
spoken language should be used as far as possible in elementary courses. He dwells on the use of the
right sort of textbooks and inveighs against philological study in classes which need more elementary
work.
Wilde, W. C. Notes on the origin of the Italian language. Education, 4 : 244-55,
January, 1884.
1885.
Fay, Charles E. The preparatory schools and the modem language equivalent for
the Greek. Education, 5 : 553-67, July, 1885.
Read before the Massachusetts classical and high school teachers' association, April 10, 1885.
This paper seeks to show that the discipline offered by the modem languages is equal to that of
the classics. Discusses the natural method of teaching. Conversation, he tliinks, should be intro-
duced. The modem languages are a proper substitute for Greek.
See also Humane culture and education among the Romans. Education, 5 : 46-48, July, 1SS5.
Greene, John. Essentials of linguistic training. Education, 6 : 117-23. Novem-
ber, 1885.
The natural method is good when the object is to teach conversation, while for ordinary uses, he
advises a rather philological method.
Marcel. The study of languages brought back to its true principles, or the Art of
thinking in a foreign language. New York, 1885. 228 pp.
The writer calls his method the practieo-comparative, i. e., a rational reading method. We should
begin with reading, which leads to speaking, which in tum leads to writing. Double translation
forms part of his method.
I'ublications of the Modem language association of America, Cambridge, 1884 to date, contain
numerous slight discussions of methods in addition to the longer articles which are adduced chron-
ologically in the following pages.
1886.
Carter, Franklin. Study of modem languages in our higher institutions. In Modem
language association of America. Transactions, 1886. vol. 2. p. 3-21.
Comfort, George F. Modem languages in education. Syracuse, N. Y., C. W. Bar-
deen, 1886. 40 p. 16?
A reprint of "Should the study of the modem precede that of the ancient languages?" Scribner's
monthly, 4 : 414-, August, 1872.
Paul, H. Prinzipien der sprachgeschichte. Halle, 1886.
Paul gives it as his view that we learn living languages more by imitation than by rule. This view
is concurred in by Storm in his Englische philologie. Leipzig, 1892.
Smith, Minna C. The ancient-modern language controversy. M. Frary and his
critic. Education, -6 : 405-409, March, 1886.
A review of a review of La Question du Latin by M. Frary, a Frenchman, in which he would dis-
card the classics and substitute therefore the modem languages.
1887.
Ivroeh, Charles Frederick. Methods of teaching modem languages. In Modem
language association of America, Transactions and proceedings, 1887. vol. 3.
p. 169-85.
Brief expositions are given of the scholastic (grammar-translation) method; the practical method
(Toussaint-Langenscheid method); Caillard's modem French method; Marcel's rational method;
the mastery system (the mcisterschaft system); and the natural method. The last, on which Pro-
fessor Kroeh has made improvements, is treated at some length.
WOKKS ON THE TEACHING OF MODERN LANGUAGES. 109
Noble, Edmund. Modem language teaching in Europe. Education, 8:152-56
November, 1887.
Says the English are poor Ungiiists because of egotism in regard to their ovra language. They
carry polyglot pages with them on the Continent, and return after decades of foreign residence without
having learned the foreign language. Germans are good linguists, and modem language teaching is
good in Germany. Russians are bom linguists. French, German, and English are spoken widely
in Russia. The French are the poorest linguists, but they were fortunate in having their tongue
adopted as the language of diplomacy. Their modem language teaching is miserable. Compare
also Carter's Study of modem languages in our higher institutions. Modem language association of
America. Transactions, 1886. vol.2, p. 3-21. Cf also New York regents report, 1886, p. 713 fl.
Van Daell, Alphonse N. The educational value of the study of French in high
schools. Academy, 2: 164-70, May, 1887.
Sets forth points in favor of French and discusses teachers and texts.
WTiite, Horatio S. The teaching of a foreign literature in connection with the semi-
nary system. In Modem language association of America. Transactions, 1887.
vol. 3. p. 48-57.
Reviews the teaching of foreign languages and literatures in connection with the seminary system,
giving a good idea of the methods, facilities, and extent of this study at that time.
1888.
De Pont, P. R. A working library for a teacher of the French language. Academy,
3:311-14, June, 1888.
Gives list of books. '■'
Gastineau, Edmond. The conversation method for speaking, reading, and writing
French. New York and Chicago, Ivison, Blakeman & co. [''1888] xxii, 530
p. 89
Lyman, A. B. French in English, or French phrases phonetically formed with real
English words. Baltimore, J. Smith, 1888. 42 p.
Tetlow, John. Is a modification of the present modern language requisitions for
admission to college desirable and practicable? Academy, 3:453-69, November,
1888.
Discusses the requirements of various colleges and asks whether the requirements should not be
modified.
Thomas, Calvdn. A list of texts for teachers of German. Academy, 3:244-45, May,
1S8S.
Van Daell, Alphonse N. Who shall teach French or Gennan? Academy, 3:537-45,
December, 1888.
Reviews the requisites in teachers of modern languages and makes a plea for more discretion in
selecting teachers.
1889.
Easton, Morton W. Notes on preparatory French. Academy, 4:10-16, February,
1889.
Reviews several weak points in preparatory French instruction and adduces the difficult points of
grammar which should be cleared up in preparatorj-- work.
Magill, E. H. The best methods of teaching modern languages. In V. S. Bureau
of education. Report of the Commissioner for the year 1889-90. vol. 2. p.
1148-19.
Magill advocates a reading method with sufTicient grammar to insure accuracy. Compare Joynes'
Reading in modern language study. In Modern language association of America. Publications,
vol. 5.
1890.
Coy, E. G. French and German as substitutes for Greek. Academy, 5:399^07,
November, 1890.
The argument is against the substitution. Cf. also ibid, p. 448.
110 THE TEACHING OF MODERN LANGUAGES.
1391.
Chamberlain, A. F. Modern languages and classics ip America and Europe since
1880. Toronto, 1891. 60 p. 8?
Lougee, Susan C. The study of modern language. Education, 12:221-28, Decem-
ber, 1891.
This is a brief for the natural method.
Moore, R. W. Methods of teaching modem languages. School review, l:5G9-70,
November, 1893.
A favorable review of " Methods of teaching modern languages. Fourteen papers on the value and
on methods of modern language instruction, by some of the foremost teachers of the country." Bos-
ton, D. C. Heath & Co., 1893. 12?
Stickney, Cora. On the study of French and German. Education, ll:364r-G9, Feb-
ruary, 1891.
The writer discusses the natural as against the gramm.ar-transation method, and concludes that the
natural method is best for children; the grammar method best for adults.
1892.
■Grandgent, Charles H. The teaching of French and German in our public high
schools. School and college, 1:148-52, March, 1892.
Compare resume of same article in Academy, 6 : 562 ff. Conversation and writing are side issues.
Reading and the study of Uterature form the principal end of the instruction.
JIausknecht, Emil. American system of education. la IT. S. Bureau of education.
Report of the Commissioner for the year 1892-93. vol. 1. p. 521-83.
The writer, a German, deprecates our methods of teaching modern languages as being very crude
and ineflective.
Heller, Otto. Modern languages as a "mental discipline." Education, 13:102-9,
October, 1892.
Deals with Babbitt's paper on Common sense in teaching modern languages. (See under 1S93.)
Lowell, James Russell. Latest literary essays and addresses. Boston, 1892.
The author speaks highly of the uses of the modern languages in this address delivered before the
Modem language association of America, in 1889, and published in the Publications for 1890. He
favors the translation method by which he was taught, but warns against maliing too linguistic the
study which he would malce literary.
A new method of teaching modern languages. Educational review, 4 : 80-84, June,
1892.
Reprinted from an article by "A. A. M." in the Journal of education (London). Contains a list
of books written on and in accordance with the phonetic system.
This paper on the rise of the reform method in Germany begins to acquaint Americans with the
nature of this movement and the methods employed by the reformers. See also Victor, W. A new
method of language teaching. Educational review, 0:351-59, 1893. Cf. also Babbitt, E. H. The peda-
gogical section of the Modem language association. Educational review, 7 : 188-91.
The German reform movement, which had been most active since the beginning of the eighties,
becomes now the pacemaker for American modern language teachmg.
1893.
Babbitt, E. H. The preparation of modern language teachers for American institu-
tions. In Modern language association of America. Publications, 1893. vol.
8. p. lii-lxi.
Reviews tlic requisites in a teacher of modem languages. He should know his subject, and he
should know English thoroughly. The effort to create the atmosphere of the foreign comitry in the
classroom is deprecated, l)Ut foreign travel and residence are important for the teacher.
Bowen, B. L. French in Ohio high schools and colleges. Columbus, Ohio, 1893.
A plea for more time and attention to French in Ohio is made by Prof. Bowen in this statistical
study containing also hints on method.
Sprachmcislcrci, as the natural method is dubbed, continues to draw the ire of the schoolmen, as Is
Sho%vn in tlie following: Modern language teaching and sprachmeisterci. Dial, 10:129-30.
WORKS ON THE TEACHING OF MODERN LANGUAGES. Ill
Boyesen, H. H. and others. Will any kind or amount of instruction in modern
languages make them satisfactory substitutes for Greek or Latin as constituents
of a liberal education? In Association of colleges and preparatory schools in the
Middle States and Maryland. Proceedings of the first annual conference, 1893.
p. 38-64.
Something is still heard of the old discussion upon the relative mBrits of the ancient languages as
compared with the modem. Boyessen, Brandt, Sachs, and MacKenzieseek to answer the question.
Prof. Boyesen's paper is a brilliant brief for the modem languages. The conclusion of the four
papers is that as a mental discipline Latin and Greek are superior, but that few ever acquire any
Latin or Greek. Modern languages, on the other hand, yield greater educational results and are
therefore to be preferred in our schools.
Findlay, John J. Reform in modern language instruction. Educational review,
5:334^4, April, 1893.
For the first time, the Gouin series system comes in for notice, which is, however, derogatory.
Hochdoerffer, Richard. The study and teaching of modern languages. Springfield,
. Ohio, 1893.
This pamphlet is out of print. The writer is well qualified for his task, having been associated with
the Sauveur school at Burlington, Vt.
McKibben. Standards of French pronunciation. In Modem language association
of Ohio. Proceedings, 1893.
Some changes that are taking place in French pronunciation are noted.
Methods of teaching modern languages : Papers on the value and on methods of modern
language instruction * * * Boston, D. C. Heath & co., 1893. vi, 185 p.
169 (Heath's pedagogical library)
References: p. 107-108.
A remarkable collection of fourteen papers reprinted from other publications, which, although
now partially superseded, were important for this instruction at the time. They are as foilov.-s:
A. M. Elliott: Modem languages as a college diseipliae. (Favors a thorough linguistic and histori-
cal method of study.)
Calvin, Thomas: Observations upon method in the teaching of modem languages. (Jousts against
the natural method and in favor of the traditional grammar-translation course.)
E. f . Jojmes: Reading in modern language study. (The point is made that reading should be done
extensively and for pleasure.)
■\V. T. Hewett: The natui'al method (criticised). (He adduces arguments customarily urged
against the natural method, viz: What is natural for pupils of tender age is not so for adults, etc.)
F. C. de Sumichrast: Notes on the teaching of French. (Gives suggestions on an eclectic method.)
A. Lodeman: Practical and psychological tests of modem languages study. (Offers an excellent
study of the psychological aspects of modem language study, together with outlmes for a direct
method.)
F. M. Warren: Collegiate instruction in the Romance languages. (Contributes a slight resume of
the history of modem language instruction in colleges, together with a brief for the modem tongues.)
E. n. Babbitt: How to use modem languages as a means of mental discipline. (Compares the
disciplinary value of ancient and of modem languages; emphasizes the disciplinary side of modem
language stud}'. The grammar-translation method is advocated.)
C. II. Grandgent: The teaching of French and German in our public high schools. (Recommends
the grammar-translation method, although conversation is to be encouraged and although the final
aim of the course is "to get along without translation.")
O. B. Super: Aim and scope of the study of modem languages and methods of teaching them.
(Indorses the grammar-translation method.)
C. F. Kroeh: The natural method (explained). Translation may be used after sprachgefiihl has
been acquired by the pupils. Grammar is taught in small installments as soon as the students can
understand it in the foreign language.)
W. S. Macgowan: The "reader" the center of modem language teaching. (Reading must be the
center of the instruction, and it must be the basis for the study of grammar.)
H. C. G. von Jagemann: On the use of the foreign language in the classroom. (It is recommended
to use only the foreign language m the classroom. The foreign language should also be the means of
teaching the grammar. A method by which this can be done is outlined. This is an excellent paper,
the result of the writer's own practice and experience.)
E. H. Babbitt: Common sense in teaching modem languages. (Emphasis is placed on making
modern languages a disciplinary study; Sprachmeisterei is deprecated. Americans are "visuali-
zers," i. e.,they leam easiest by seeing the printed page, and hence the grammar-reading method
is best for them. The writer sets do\\'n what he considers requisites in modem language teachers.
He wishes to see the personnel of the modern language teachers raised. )
Appended to this volume are several pages from the report of the Committee of ten.
53440°— 13 8
112 THE TEACHING OF MODEEN LANGUAGES.
National education association of the United States. National council of education.
Report of the Committee of ten on secondary school studies . . . Washington,
Government printing office, 1893. ii, 249 p. 89 (U. S. Bureau of education
[Publications] whole no. 205)
Anticipates the report of the Committee of twelve (1898).
Wilson. Instruction in modern languages preparatory to college. In Modern lan-
guage association of Ohio. Proceedings, 1893. p. 13-18.
Discusses th3 amount and kind of work done in high schools, and deplores the lack of contact
between high school and college teachers. The question of method is touched upon.
1894.
Cutting, Starr W. Should the elementary study of grammar be chiefly inductive?
In Modern language association of America. Publications, 1894. vol. 9. p.
xix-xxiv.
Prof. Cutting contends that it should be in the early stages of the study and gives valuable sugges-
tions as to the method. He has exerted a great influence along this line by his actual practice in the
classroom.
Magill, Edward H. The new method in modern language study. In Modern lan-
guage association of America. Publications, 1895. vol.10, p.xxiiif.
A paper read at the 12th annual meeting of the Association, December 27-29, 1894.
The title of this paper is a misnomer in that it advocates the regular grammar-translation method,
although conversation is supposed to be introduced late in the course.
Payne, William M. Modern language in secondary schools. School review, 2 : 74-82,
February, 1894.
Advises against trying to teach conversational German and quotes various professors on this point.
Reading must be the prominent aim, of course. He desires Lehrfreiheit for teachers in secondary
schools.
Modern language teaching and sprachmeisierei. Dial, 16 : 129-30, March 1,
1894.
Rambeau, A. On the value of phonetics in teaching modern languages. Dieneueren
sprachen, 2 : 1-20.
Discusses value of phonetics and gives valuable scheme of procedure for teaching elementary-
phonetics.
Tetlow, John. Foreign language study in grammar schools. Educational review,
7 : 111-21, February, 1894.
Contends it should be started midway in the grammar school course, and prefers to start with
French. Time for this study may be gained by omitting parts of English grammar and geography.
One hour a week should be taught by a native Frenchman.
Thomas, Calvin. The teachers's outfit in German. School review, 2 : 401-12, Sep-
tember, 1894.
Gives bibliography.
1895.
Schilling, Hugo K. Educational value of the modern languages. Educational
review, 9: 385-90, April, 1895.
Counts up various uses of the study; compares the value of modem languages with that of Latin
and Greek, and contends that the study of modern languages should precede that of Latin and
Greek because better adapted to abilities of young pupils.
Spencer, Frederick. On the reform of methods in teaching the modern languages,
together with an experiment in the teaching of German. In Modern language
association of Ohio. Proceedings, 1895.
WOKKS ON THE TEACHING OF MODERN LANGUAGES. 113
1896.
Brandt, Francis B. Some pyschological aspects of the teaching of modern languages,
la Association of colleges and preparatory schools of the Middle States and Mary-
land. Proceedings of the 9th annual convention, Easton, Pa., November 29-30,
1895. Philadelphia, 1S96. p. 54-60.
Discussion follows.
The forms of thinking are three: 1. Cognition or conception, the characteristic of which is unity.
2. Judgment, the charactpristic of which is emphasis. 3. Eeasoning, the characteristic of v^fhich is
cofierence. In a concept wo have a logical subject or a logical predicate; in a judgment, we have a cate-
gorical proposition; in reasoning, we have connected discourse. These are the throe forms of thought
molds. The pedagogical application is that words must be studied in their coherent relations; that
is, in sentences.
Bright, J. W. Die neueren sprachen in den Vereinigten Staaten. Die neueren spra-
"chen, 4:567-68 (1896).
Tells of status of preparation on the part of teachers of French in the United States, and says they
do not become proficient in speaking but are trained in the literature and the history of the French
language. However, they perfect themselves to some extent in conversational courses or by visits
to France.
Bruce, Charles A. La Fontaine in the classroom. Li Modern language association
of Ohio. Proceedings, 1896. p. 69-81.
Sets forth virtues of La Fontaine as a classroom text.
Cranz, Kate. Prose selections for German classes. In Modern language association
of Ohio. Proceedings, 1896. p. 64-68.
Advocates reading easy prose instead of predominantly classics.
Deering, William. German classics in high schools. In Modern language association
of Ohio. Proceedings, 1896. p. 55-63.
Deplores early use of classics in high school. Easy literature should be read first. If classics are
taught, they should not be merely translated, but enjoyed and appreciated in their entire cultural
value.
Eggers, E. A. Pictorial aids in the teaching of German literature. In Modern lan-
guage association of Ohio. Proceedings, 1896. p. 82-93.
lyist of books with descriptions.
Learned, M. D. Differentiation and environment in modern language instruction.
In Association of colleges and preparatory schools in the Middle States and
Maryland. Proceedings of the 9th annual convention, Easton, Pa., November
24-30, 1895. Philadelphia, 1896. p. 45-54.
The need of differentiation of the instruction in various classes and in various kinds of schools
according to the aim, e. g.. In the school of language, the fitting school, and the college or university
is stressed. He also pleads for the use of Realicn and a proper care of the esthetic aspects of modem
language instruction.
Nightingale, A. F. Modern language requirements. School review, 4 : 424-33,
June, 1896.
Results of a questionnaire on college entrance requirements in languages. Concludes that Greek
must yield to modem language, or modem language to science, or Greek to science, in our secondary
school curricula.
Spiers, I. H. B. The oral element in modern language instruction. In Association
of colleges and preparatory schools in the Middle States and Maryland. Proceed-
ings of the 9th annual convention, Easton, Pa., November 24-30, 1895. Philadel-
phia, 1896. p. 37-45.
He gives excellent grounds for the oral work in that it yields a knowledge of grammar, pronuncia-
tion, and vocabulary, and a readiness in all of these. However, McLouth affirms in the discussion
that follows that the average college student takes German and French as a means, and that there-
fore he should be taught to read, i. e., to translate, and offers suggestions on how to accomplish ihif
most expeditiously.
114 THE TEACHING OF MODERN LANGUAGES.
1897.
Goebel, Julius, Jordan, David Starr and Putzer, ■ — ■. 'German in the public schools.
In California teachers' association, 1897.
Street, J. R. A study in language teaching. Pedagogical seminary, 4 : 269-93,
April, 1897.
This is a scientific study, giving a resume of various methods of teaching modern languages
as an introduction, but the most vahiable part of his work is on the side of the psychological aspects
of the subject.
1898.
Charvet, Louise. The way to learn a language. Educational review, 15: 74-79, Janu-
ary, 1898.
This is a favorable exposition and discussion of the Gouin method.
Magill, Edward 11. A new departure in the study of modern languages. School
review, 6 : 257-60, April, 1898.
The writer gives notice of the work of international correspondence between school cliildren as
carried on by a committee of the Modem language association of America, of which he is the chairman.
The same subject received attention elsewhere.
Modern language association of America. Report of the Committee of twelve. In
U. S. Bureau of education. Report of the Commissioner for the year 1897-8.
vol. 2. p. 1391-1433.
Submitted at a meeting of the Association held at Charlottesville, Va., December, 189S. Appoint-
ment of committee grew out of a request of the National education association of the United States.
It was desired that the association draw up model preparatory courses in French and German, and
make recommendations concerning the practical management of these courses. See also National
education association of the United States. Journal of proceedings and addresses, 1899. p. 707-55.
In the latter: recommended courses of study in German, p. 732-43; same for French, p. 743^7;
and specimen examination papers in French for admission to college, p. 747-50; same for German,
p. 751-54.
This is the most important paper of 1898. For a synopsis see Chapter VII. For an extended and
quite favorable review and discussion of the report consult Piidagogische monatshefte i (Milwaukee,
Wis.), 1: 10-13, 26-29, 20-22, March, April, and May, 1900; also Educational review, 19 : 143-52, Febru-
ary, 1900.
Paschall. German instruction in high schools. In Modern language association of
Ohio. Proceedings, 1898. p. 38-45.
Speaking can not be successfully taught; therefore we must concentrate on reading and grammar.
Walker. A natural method for learning languages. In Modern language association
of Ohio. Proceedings, 1898. p. 22-30.
Deplores shortsightedness of natural-method men, but proceeds to expound a natural method of
his own.
1899.
Dapprich, Emil. Die methoden des modernen sprachunterrichts. Padagogische
monatshefte, 1: 33-36, December, 1899.
Excellent outline of courses in German in elementary and secondary schools, together with, discus-
sion of aims.
De Brisay, Charles T. The De Brisay analytical French method. A scientific system
of acquiring a thorough conversational and literary knowledge of the French
language. Embracing a vocabulary of seven thousand words. Toronto, Canada,
and Rochester, N. Y., Academic de Brisay, 1899-1906.
Duby, Marie C. French is not yet a dead language. In Modern language association
of Ohio. Proceedings, 1899. p. 107-13.
Agitates for a live treatment of French in classroom and advises a course in French syllabication at
the beginning of the course of study.
1 In the year 1906 the name of this journal was changed to Monatshefte fiir deutsche sprache und pada-
gogik. It is published by the National German-American teachers' seminary, Milwaukee.
WORKS ON THE TEACHING OF MODEEN LANGUAGES, 115
Durst, Marie. Wilhelm Tell. In Modern language association of Ohio. Proceedings,
1899. p. 104-29.
This is a discussion of William Tell as a high-school text.
Joynes, Edward S. Dictation and composition in modern language teaching. In
Modern language association of America. Publications, 1900. vol. 15. p.
xxv-xxx.
A highly valuable paper at the time.
Read at the 17th annual meeting of the association, New York, December 27-29, 1899.
Meslow. The use of phonetics. In Modern language association of Ohio. Proceedings,
1899. p. 101-6.
This calls attention to the value of phonetics for modem language teaching, suppUes examples, and
gives a sUght bibUography.
Werthner. The modern language teacher's task in the high school. In Modern
language association of Ohio. Proceedings, 1899. p. 64-71.
The paper deals with various classes of modem language students and their different needs, and
tells how they are differentiated in the Steele High School, Dayton, Otiio. In methods the -nTiter
wishes to progress and to make use of some illustrative material.
1900.
Cutting, Starr W. Einige prinzipien des sprachunterrichts. Padagogische monats-
hefte, 1: 14-21, March, 1900.
The author sets forth that ho emljodies much of the reform teaching in his owai class work. His
main principles follow: 1. Visualizing and hearing a foreign language are equally valuable. 2. The
spirit of the language resides in the sentence, not in isolated words. 3. The study of.colloquial lan-
guage should precede that of the classics. 4. A live study of the language increases the interest of the
pupil, o. There is a distinction between active and passive vocabulary acquired by the learner. The
passive vocabulary includes words that can be recognized, the active those that can be used in writing
or conversing.
The writer shows methods of acquiring each sort of vocabulary and writes concerning the value of
each. Translation into the mother tongue is to be avoided and translation into the foreign language
is to be practiced largely.
Hepp, Jean. Ueber naturliche methoden beim lehren neuer sprachen. Padagogische
monatshefte, 1 : 2-5, 7-12, January and February, 1900.
Discusses the natural and Berlitz methods and casts doubts on their efficiency.
Das hohere unterrichtswesen in den Vereinigten Staaten. Deutsche rundschau, 1900.
This work gives a general survey of higher instruction in the United States.
Jenkins, R. S. The position of German teaching in the high schools of Ontario.
Padagogische nionatshefte, 1 : 26-28, May, 1900.
Gives short account of status, with statistics.
Lawton, William C. A substitute for Greek. Atlantic monthly, 85:807-10, June,
1900.
The writer advocates German as a substitute for Greek in elementary and high schools.
Schinz, Albert. Objections to the use of some modern language text-books. Educa-
tional review, 19:75-80, January, 1900.
Objects to the use of slang and colloquialisms in certain books.
Spanhoofd, Arnold Werner. Die erste stufe des deutschen unterrichts in der hoch-
schule. Padagogische monatshefte, 1 : 9-18, October, 1900.
The writer discusses the intensive study of a limited amount of reading material with a view to the
acquisition of an active vocabulary. He deprecates the reading method, especially sight reading.
Stern, Leo. Griechisch oder deutsch? Padagogische monatshefte, 1 : 29-30, June,
1900.
This gives a review of Lawton's article quoted above.
116 THE TEACHING OF MODEEN LANGUAGES.
Sweet, Henry. The practical study of languages . . . New York, Holt & co., 1900.
xiv, 280 p. 129
Bibliography: p. 279-80.
This significant book favors beginning with the spoken language.
Thiergen, Oscar. Reforra in the German higher schools and the reform moA'ement in
modern language teaching. School review, 8 : 230-3.3, April, 1900.
This is an exposition of the reform teaching in Germany, wliich continues to engross the attention
of -wTiters, although, unfortunately, very few teachers put this method into practice.
Viereck, L. German instruction in American schools. InJJ.S. Bureau of education.
Report of the Commissioner for the year 1 900-1 . vol.1, p. 531-708. •
The year 1900 brought forth this first historical American work on German instruction in the United
States. It originally appeared in Braunschweig, 1900, imder the title, Zwei jahrhunderte deutschen
unterrichts in den Vereinigten Staaten. This English translation is an abridgment.
1901.
Chapin, Charles W. E. Development of the study of Greek and French in American
colleges. Chautauquan, 32 : 581-84, March, 1901.
"After a study of the development of courses in Greek and French in American colleges and uni-
versities, and a survey of the place which each occupies in them to-day, the conclusion must be reached
that neither has expanded at the expense of the other."
Chapman, Frederick W. The question of languages as affected by our new political
relations. Education, 21 : 357-59, February, 1901.
Relates to Spanish and advocates simplified spelling in English.
Frohlicher, Hans. Uber ziele und lehrmittel des deutschen unterrichts an sekundar-
schulen und gymnasien. Pildagogische monatshefte, 2 : 138-44, March, 1901.
Another tenet of the German reform party finds more adherents, viz. , that one aim of the teaching
is the introduction to the culture of the foreign country.
German conference. In National education association of the United States. Journal
of proceedings and addresses, 1901. p. 590-91.
The German conference of the National education association concurred in the views expressed
in the preceding paper. Translation, it was said, should be used as a means of testing the [pupils'
knowledge of a text, not as a means of his obtaining such knowledge. Retroversions were also
advocated.
Kuttner, Bernhard. Wertschatzung und lehrmethoden der deutschen sprache.
Padagogische monatshefte, 2 : 185-92, April, 1901.
The grammar-translation method falls more and more into disrepute. Trof. Cah'ln Thomas is
severely censured for his favorable attitude towards this method which his opponents, basing their
opinion on a great body of reform literature and practice, describe as ein iiberwundener standpunkt.
More attention is paid to object lessons in elementary instruction while in accordance with the
reform program in Germany the inductive study of grammar is advocated.
Learned, M. D. Deutsch gegen Englisch, oder Deutsch neben Englisch? Pada-
gogische monatshefte, 2 : 290-93, September, 1901.
The question of the study of German in the public elementary schools combines to call forth sup-
porters for German as a means of culture and discipline.
1902.
Cooley, Edwin G. Teaching German in Chicago schools] Educational review,
24 : 333-^4, November, 1902.
Tells of clianges in organization of German teaching.
lagemann, JI. C. G. von. Das rustzeug eines lehrers des deutschen. Padagogische
monatshefte, 3 : 261-68, September, 1902.
The question of the Rcalien by which to introduce the learner to the foreign civilization continues
to grow in importance. Following Stephan Waetzhold's lead in Germany, American pedagogues
are demanding more attent ion to the teaching of the foreign civilization and institutions.
German instruction in our elementary public schools is best given by beginning with object lessons.
Good outlines for such a course are given. After three to five months of such instruction, narration
is introduced.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 117
Kern, Paul 0. Should teachers of German aim at some acquaintance with the his-
torical development of the German language and literature? — The linguistic
aspect of the question. School review, 10 : 60-G8, January, 1902.
For the literary side of the question see article by Prof. C. von Klenze, in same review, p. G8-C9.
Learned, M. D. When should German instruction begin in the public schools?
Padagogische monatshefte, 3:86-89, February, 1902.
The question when German instruction should begin in our public schools is discussed from Ihe
viewpoint of American and European experience and practice. Discussion of the attitude in Gar-
many on this point is given as follows: In the elementary school, the foreign language should always
be taught as a living tongue. When German instruction should begin in the public-school course
depends on local conditions, but it should be begun early enough before the liigh school to give the
pupil a simple speaking and writing knowledge of German.
McLouth, Lawrence A. The teaching of literature in the secondary schools. Pada-
gogische monatshefte, 3 : 119-24, 158-65, March and April, 1902.
Stress is laid on literary appreciation as against grammatical or philological study of literature.
Prokosch, Ed. Uer erste deutsche sprachunterricht an angloamerikanischen schulen.
Padagogische monatshefte, 3 : 307-11, October, 1902.
Weick, W. H. Der erste sprachunterricht auf anschaulicher grundlage. Pada-
gogische monatshefte, 3 : 311-15, 333-38, October and November, 1902.
This is a review of various methods.
1903.
Altschul, Arthur. Ueber die natiirliche methode im deutschen unterricht. Pada-
gogische monatshefte, 4 : 322-32, November, 1903.
By natiirliche methode the writer means the direct method. It includes speaking, reading, and
memorizing. He gives outlines, aims, and methods.
Bahlsen, Leopold. Die deutsche lekture an den amerikanischen schulen. Pada-
gogische monatshefte, 4 : 165-76, May, 1903.
This is a chapter of Bahlsen's book, The teaching of modern foreign languages. Boston, Ginn &
CO., 1905.
Buehner, Valentin. The educational value of modern languages. Padagogische
monatshefte, 4:197-201, June, 1903.
Remarks on the historic development of this study in the United States, and on its value.
Coar, John F. The study of modern languages and literatures. Educational review,
25 : 39-48, January, 1903.
Dwells on the differences between the German and the American vievppoint. The student must
be introduced to the spirit of the language. He wants American students to view German literature
as the expression of the national consciousriess.
Florer, Warren W. Remarks on the direct method of teaching German. Padago-
gische monatshefte, 4:303-9, September-October, 1903.
Thoughts on modern language teaching culled from noted authors. Outlines of a proposed
course. Gives bibliographical information.
[Griebsch, M.] German in public schools. Padagogische monatshefte, 4 : 108-11,
March, 1903.
German should be taught in the elementary schools by special teachers.
Groben, G. G. von der. Entwickelung und stand des deutschen unterrichts in den
schulen von Erie, Pa. Padagogische monatshefte, 4 : 215-21, June, 1903.
Grummann, Paul H. Review of Viereck's German instruction in American schools.
Educational review, 26:194-98, September, 1903.
This is a rather unfavorable review, imputing bias and incompleteness.
Mackay, D.and Curtis, F. J. First French book according to the "New method"
of teaching modern languages. London and New York, \^Tiittaker & co., 1903.
xvi, 321 p. 89
This work is reviewed by E. Manley in School review, 12:535-36, June, 1904.
118 THE TEACHING OF MODEEN LANGUAGES.
Silberberg, Betty. Correlation of German with other studies. Padagogische monats-
hefte, 4 : 82-87, 113-18, February and March, 1903.
Correlation of the modern languages with other studies is deni?lnded in an excellent discussion of
the relations between English and German languages, literatures, and institutions.
Wolf, Ernest. Die realien im deutschen sprachunterricht. Padagogische monats-
hefte, 4 : 240-47, September-October, 1903.
Advocates the use of realien, and gives outlines.
1904.
Aldrich, Fred D. The function of grammar in the teaching of modern language. In
National education association of the United States. Journal of proceedings and
addresses, 1904. p. 525-28.
Grammar is a means to an end; it should be restricted to use as an aid in understanding and
should be taught inductively for young and deductively for older students.
Atschul, A. Die natiirliche methode in der grammatik. Padagogische monats-
hefte, 5 : 255-62, September-October, ]904. '
This is an exposition principally of Gouin's chapter on teaching grammar. Compare Gouin's The
art of teaching and studying languages.
Bagster-Collins, Elijah W. The teaching of German in secondary schools. New-
York, The Macmillan co., 1904. viii, 232 p. 129
Bibliography: p. 224-32.
This boo!:, the most influential of the year, gives a good exposition of the reform method used in
Germany and advises it, with modifications, for the United States. Unfortunately, the work has
a decided bias in that it was written with one eye on Thomas's " Practical German grammar." On
the whole, it is the best book we have for young teachers, containing as it does a good bibliograpliy,
excellent outlines of method, and the results of broad experience. We have here, then, the second
important work which advocates essentially the direct metliod for the United States. The contents
can only be indicated here. After a historical introduction foUow chapters on: The value of German;
Aim of a course; Pronunciation; Work in speaking; Grammar; Written exercises; Composition;
Reading; Translation; Vocabulary; and Bibliography.
Batt, Max. Conversation as a vehicle of instruction in modern languages. In National
education association of the United States. Journal of proceedings and addresses,
1904. p. 532-33.
Advocates conversation, but says it should be used with caution.
Brereton, Cloudesley. The teaching of modern languages in England. School
review, 12 : 441-61, June, 1904.
Tells of the compromise method adopted in England, 1. e., the reform method, with modifications.
A discussion of method is included.
C. C. Land und leute. Ein mahnwort. Padagogische monatshefte, 5 : 310-17,
December, 1904.
With the acceptance of the direct method the realien were bound to receive increasing attention.
One of the foremost articles on these is that by C. C, in that it called forth considerable discussion
(see the following numbers of the Monatshefte) and also gave practical helps and bibliograpliy.
One may say that by this time the direct method has won the day, in theory at least. All of the
papers which have appeared in 1904, save two, stand for the reform method or for reform ideas.
Chambers, Samuel A. French instruction in California — its aims and methods.
School review, 12 : 473-81, June, 1904.
Brief exposition of reform movement in Europe, which the writer advocates for the United States
in part.
Cohn, Adolphe. The adjustment between secondary school and college work in
modern languages. School review, 12 : 468-72, June, 1904.
Discusses foreign language in German and in .\merican schools. Instruction in modern languages
should be relegated to lower schools for the foundations; to higher for a study of the literature, which
is to be conducted in the foreign language.
WOKKS ON THE TEACHING OF MODERN LANGUAGES, 119
Cutting, Starr W. Some defects in the teaching of modern languages in college and
university. School review, 12 : 308-18, April, 1904.
Also published in Padagogisclie monatshefte, 5 : 38-48, January, 1904.
The defects are: Neglect of the spoken language; literary study and reading of classics are often
begun too early; too much stress is laid on the facts of language history, etc. A valuable paper.
Darrin, Katherinc. German language in the classroom. School review, 12 : 559-62,
September, 1904.
The tendency seems more in favor of a direct method and against translation. German is demanded
as the language of the classroom.
Duby, Marie-Caroline. The teaching of French. School review, 12 : 518-23, June,
i904.
Inveighs against annotated editions and the study of phonetics.
Eliot, Charles W. What has been gained in uniformity of college admission require-
ments in the past twenty years? School review, 12 : 757-69, December, 1904.
Fontaine, C. The teaching of French in secondary schools. School review, 12 :
511-17, June, 1904.
Goettsch, Charles. International correspondence of pupils: Its present status in Ger-
many. School review, 12 . 78-83, January, 1904.
Gohdes, W. H. ]\Iodern language instruction in secondary schools. In Schoolmas-
ters' association of New York and vicinity. 12th annual report, 1904. p. 43-53.
Good points of direct method are stated. An important discussion follows on p. 52-65.
Grandgent, C. H. French as a substitute for Latin. School review, 12 : 462-67, June,
1904.
Contends that it is not a proper substitute.
Gregor, Leigh R. Translation. School review, 12 : 482-90, June, 1904.
A plea for good English in translation and for special vocabularies.
Gronow, Hans. International correspondence of pupils. School review, 12 : 84-88,
January, 1904.
Haertel, Martin H. International correspondence of pupils: Its present status in
English-speaking countries. School review, 12 : 89-96, January, 1904.
This notes the status of the movement at the time.
Heine, Heinrich. Das chorsprechen und -lesen in der schule. Padagogische monats-
heft, 5 : 239-13, September-October, 1904.
Advises its use with moderation and gives methods.
Ingres, Maxime. The teaching of modern languages under present conditions.
School review, 12 : 491-501, June, 1904.
Spoken language is necessary in the classroom. The writer expresses certain ideas formerly advo-
xated by Gouin.
Jenkins, Thomas A. A brief for French in the high school. School review, 13 : 77-83,
January, 1905.
Read November 12, 1904, at the aimual conference of teachers of Romance languages in colleges and
schools in relations with the University of Chicago.
Makes out a justification for French in the high school.
Jespersen, Jens O. H. How to teach a foreign language. . . . London and New
York, The Macmillan co., 1904. 194 p. 129
Select list of books: p. 193-94.
This is another important book of the year, giving an exposition of the direct method as used iQ
Scandinavia and pleading for its extension.
Johnson, W. E. Rapid reading. In National education association of the United
States. Journal of proceedings and addresses, 1904. p. 528-31.
Reviews the customary arguments for and against this practice.
120 THE TEACHING OF MODEEN LANGUAGES.
Moueley educational commission to the United States of America, October-December,
1903. Reports, lionclon, Published for the proprietor by the Co-operative print-
ing society (ltd.), 1904. xxiv, 400 p. 8?
Although modem language as a disciplinary and cultural study comes to demand and to receive
more recognition in college and high school as a substitute for the classics, nevertheless the Moseley
commission consider our teaching of modem languages crude.
Hansmeier, J. C. The educational significance of modern language study in the
secondary school. South Atlantic quarterly, Julj'-October, 1904.
Offers a good review of the thought on the subject and hints on a conservative method.
Rogers, Howard J.,ed. Congress of arts and sciences. Universal exposition, St. Louis,
1904. vol. 3. Boston and New York, Houghton Mifflin co., 1907.
Contains department of history of languages, with a valuable bibliography.
Smith, CJeorge A. The aim of modern language study in our secondary schools. In
National education association of the United States. Journal of proceedings and
addresses, 1904. p. 522-24.
Contains ideas on the grammar-translation method, formerly advocated by others.
Snow, William B. The teaching of French in secondary schools. School review,
12 : 502-10, June, 1904.
Plea for more discussion of the subject, for the direct method, and for greater concentration in courses.
Spanhoofd, Arnold Werner. Aim and character of the work of first-year German.
Education, 24 : 581-95, June, 1904.
A combination of inductive and deductive methods of teaching grammar is recommended for the
first year of the high school. The Inductive method is best for young pupils, the deductive for adults.
Trettien, A. W. Psychology of the language interest of children. Pedagogical
seminary, 11 : 113-77, June, 1904.
Gives theories of the origin of language, and periods of physical and psychical growth in children.
The preadolescent period is the golden time of verbal memory. Adolescence is the period of greatest
avidity in language learning. Prof. Trettien's paper establishes a scientific basis for elemen'ary
language teaching.
Vreeland, Williamson U. The modern languages in secondary schools and colleges.
In Association of colleges and preparatory schools in the Middle States and Mary-
land. Proceedings, 1904. p. 30-48.
Language study should be cultural. The power of concentration must be got somehow. Thorough-
ness, not scope, should be the aim m elementary classes. More systematic course of training in modern
language is necessary. Discussions follow.
"Worden, J. P. Illustrated aids to the teaching of modern language, with special
reference to the teaching of German. In National education association of the
United States. Journal of proceedings and addresses, 1904. p. 533-36.
1905.
The literature of the year is strong in the matter of the Realien. There is evident a
better knowledge of the j^ractice and theory of teaching modern languages in Europe.
A body of standards, mostly established in Europe, is coming to be recognized.
The psychological phase of the study, too, as put forth principally in German publica-
tion.s is coming to its own. Random subjective discussion of these problems is no
longer wanted. Whoever would from now on make an advance in this work must be
in ] josseosion of a thorough knowledge of a vast body of valuable literature on the
subject.
Arnold, Frank R. "Couleur locale" in the French classroom. School review,
13 : 540-43, September, 1905.
Pleads for the use of Realien; for texts without annotation; for unilingual dictionaries, etc.
|Ashl^man, Lorley Ada] French [in the University of Chicago elementary schoolj
Elementary school teacher, 5 : 599-600, June, 1905.
This is an exposition of aims and methods. Dramatics used extensively.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 121
[AshMman, Lorley Ada] The teaching of a language in the elementary school.
Elementary school teacher, 5 : 285-91, January, 1905.
She stands squarely for the direct method, advocates games, and gives examples.
Bahlsen, L. The teaching of modern languages. Translated from the German by
M. B. Evans. Boston, Ginn & co., 1905. 97 p. 89
This volume contains the lectures delivered in 1903 by Prof. Bahlsen at Teachers College on The
tea<;hing of modern languages. It was published two years later in the United States by Ginn & co.
This important contribution to the subject in America outlines the history of the methods of modern
language teaching in Europe. The chapter on pronunciation gives an elementary treatise on pho-
netics and sound physiology of French and German. The analytical inductive method of teaching
is set forth. The concluding chapter otiers outlines for a course in reading. The influence of this
book has been considerable. The standards set up and the method advised for use in the United
States are widely at variance with those laid down in the report of the Committee of twelve (1S9S), in
that the book stands squarely for a direct method with a large use of the foreign language in the classroom.
There are several reasons why more teachers have not taken up the direct method. Many teachers
Avere. and are, unfit to do so because of lack of adequate training. But even with a sufficient reading,
A\Titing, and speaking knowledge they found the new style of teaching unworkable for the reason
that they had not seen the direct teaching in actual use. If young people are to learn to use a new
method effectively, they must see it in actual operation. In teachers' courses in the universities
they had learned and read about the new method but had had no opportunity to see it in use.
Moreover at one time the weight of authority seemed to be against, or at least not to be in favor of,
the direct method. However, in spile of this, the new movement has gained such force that by this
time it is at least unfashionable to come out against it.
Becker, Uenrietta. Methods of teaching German. Chicago, Scott, Foresman & co.
[1905?! 9 p. 89
An elementary discussion of methods.
California association of teachers of German. Report of committee on a four years'
course in German for secondary schools. Hugo K. Schilling, chairman. In
Monatshefte furdeutschesprache und padagogik, 7 : 48-53, 71-7G, February, 1906.
This plan is based upon a preliminary report which was discussed and adopted at a meeting of the
association held in Berkeley, Cal., December 28, 1905, in connection with the annual session of the
California teachers' association.
Contains outlines, including bibliography and suggestions on method. Reprinted in pamphlet
form, 1906. No place of publication given.
Chamberlin, W. A. The comparative study of words in foreign languages. School
review, 13 : 315-23, April, 1905.
Crane, Thomas F. The modern languages in secondary schools and colleges. In
Association of colleges and preparatory schools in the Middle States and Maryland.
Proceedings, 1905. p. 23-30.
Historical notes on modern language teaching and on entrance requirements. What schools shall
teach elementary modem languages ? Training of teachers of foreign travel and residence recom-
mended.
Cutting, Starr W. tJber den gebrauch von lehrbiichern beim unterricht in der deut-
schen sprache. Piidagogische monatshefte, 6 : 219-26, September-October, 1905.
Text-books are made too much of in teaching. More use should be made of the spoken language.
The characteristics of good text-books are enumerated.
Hohlfeld, Alexander Rudolph. Die zukunft des deutschen unterrichts im ameri-
kanischen unterrichswesen. Padagogsiche monatshefte, 0 : 238-45, September-
October, 1905.
Discusses the question pro and con and claims a place for German in the public elementary schools,
not as a concession to the Germans, but because of the cultural and educational value of a foreign
language. In Germany , a modem language is taken up at about the age of nine in the hoheren biirger-
schulen, gymnasien, etc. The Nationaler deutsch-amerikanischer lehrerbund should cooperate with
the Modem language association of .\merica and the National education association of the United
States to further the cause of German in the public elementarj- schools. Unfortunately, nothing
came of this proposition.
and others. Report of a committee of nine. Madison, Wis., 1905. 19 p. 89
This is a brief for a modem language— in this case, German— in the upper grades of the grammar
schools in Wisconsin.
122 THE TEACHING OF MODERN LANGUAGES.
Kagan, Josiah M. and others. Leave of absence for study abroad. In New England
modern language association. Publications, 1905. xvol. 1, no. 1. p. 13-30.
Contains excellent discussions of foreign travel and residence for modern language teachers, together
with addresses, names, etc.
Kern, Paul O. "Die neueren sprachen." School review, 13:51-54, January, 1905.
Notice of this journal and extracts from an article on the progress m modern language teaching in
Germany since 1890.
The question of translation in the teaching of modern languages. School
review, 13:293-306, April, 1905.
Argues against translation, and for the inductive method of teaching grammar. Distinguishes be-
tween the direct or reform method and the natural method, which latter he will none of. Reading is
to form the center of instruction, but speaking is important. Many of the means of the reformers and
of others are given.
Realien im neusprachlichen unterricht. Padagogische monatshefte, 6 : 226-
38, September-October, 1905.
An excellent discussion of the history of Realien in Germany and of their use. German literature
is only a very small part of German life and history. We must study all of German life. The modern
language must acquaint the learner with the foreign people. The study of classical literature has a
place because it is the best reflector of the culture of a nation although not the only one. Advocates
appointhig a committee to make a collection of Realien for the study of German. This important
paper ends with a good bibliography.
Norton, Edward L. and Ashleman, Lorley Ada. Dramatics in the teaching of a
foreign language. Elementarj^ school teacher, 6:33-39, September, 1905.
A plea for dramatics, and three dramatized scene's.
Rambeau, Adolphe. The teaching of modern languages in the American high school.
Die neueren sprachen (Marburg, Germany), 13 : 193-209, 1905.
The writer makes a comparative study of this teaching. As to method, speaking should precede
writing. Knowledge of phonetics necessary to teacher.
Reiff, Paul. Der unterricht in den modernen sprachen auf der deutschen erzieh-
ungsabteilung der weltausstellung. Padagogische monatshefte, 6 : 41-50, Feb-
ruary, 1905.
Gives a list of books and helps, with slight discussion of some methods.
The three following papers by Prof. Sachs stand squarely for the direct method;
attack the usual course of random reading; deprecate the common practice of taking
up classics before the class is well grounded in the living language and grammar; and
call attention to the best French and German readers as models for the hoped-for
reader in this country. He says it is not necessary to wait for perfect teachers before
starting on the direct method. Discusses the training of teachers.
Sachs, Julius. The German reform method and its adaptability to American condi-
tions. In New England modern language association. Publications, 1905.
vol. 1, no. 1. p. 30-65.
Favors the German reform method, with slight modiflcations, for use in the United State.« Dis-
cussions follow.
— Modern languages in secondary schools. Educational review, 29 : 163-78,
February, 1905.
Bibliographical note: p. 178.
— The modern languages in secondary schools and colleges. In Association of
colleges and preparatory schools in the Middle States and Maryland . Proceedings,
1905. p. 9-23.
Lays stress on proper choice of readings, and pomts to European experience and literature in
modern language te;iching. The equipment of a teacher is discussed. We need not wait for perfect
teiiehers Ijefore starting on the direct method. Teachers in secondary schools need special prepara-
tion for their work. The usual college courses m methods are not sufficient.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 123
rScherz, Anna] German [in the curriculum of the University of Chicago elementary-
school] Elementary school teacher, 5:600-1, June, 1905.
Stands for direct method.
1906.
Ashl^man, Lorley Ada. Le jeu un facteur important dans I'enseignement d'une
langue. Elementary school teacher, 7 : 288-95, 484-88, December, 1906, and
April, 1907.
Aspinwall, William B. The direct method of teaching modern languages. (As
applied in the schools of France) Education, 27 : 45-48, September, 190G.
Sketch of present methods in France. Shows influence of Gouin in France. Gives some of the
devices used.
Bigelow, John, jr. Modern language teaching, with special reference to pronunci-
ation and conversation. Technology quarterly, 19: March, 1906.
Brooks, Frank E. B. The French course in the Horace Mann school. Teachers
college record, 7 : 148-66, March, 1906.
Course in direct method; outlines, phonetics. Very suggestive.
Dexter, Edwin G. Ten years' influence of the report of the Committee of ten. School
review, 14 : 254-69, April, 190G.
Data on the prevalence of the modern languages in high schools of the United States.
Fay, Charles E. and others. Specimen entrance examination papers in French and
German, prepared by college and preparatory teachers for discussion at the 3d
annual meeting of the New England modern language association. May 12, 1906.
In New England modern language association. Publications, 1906. vol. 1.
no. 2 B. p. 5^5.
riorer, Warren W. and others. Material and suggestions for the use of German in the
clas-sroom. I. Ann Arbor, Mich., G. Wahr [« 1906.] v. 89
Outlines of grammar; analysis of Immensee and Wilhelm Tell, with suggestive material for theme
writing; suggestions on high school reading in German.
Gohdes, William H. The German course in the Horace Mann school. Teachers
college record, 7 : 1G7-73, March, 1906.
Gives outUnes, full and suggestive.
Kiefer, Arthur. Der deutsche unterricht und der lesestoff in der hochschule: Mit
randbemerkungen. Monatshefte fiir deutsche sprache und padagogik,' 7 : 105-8,
April, 1906.
Discussion of Ideahen, FormaUen, and Realien. Contends that too much stress is laid on classics.
More time should be given to ReaUen.
Lautner, John E. The question and answer method in modern-language teaching.
Monatshefte fur deutsche sprache und padagogik, 7:197-203, September, 1906.
Advises use of foreign language in classroom. 'Writing and speaking are motor processes (expres-
sion); hearing and seeing are sensory processes (impression). Both must be used and connected.
Psychological grounds for imiwrtance of living language.
\
Super, Charles W. Acquiring languages. Nation, 83 : 220-21, September 13, 1906.
Deals with the study of Latin and Greek, but lays stress on cultural side of language study.
1907.
Borgerhoff, J. L. Variations in the pronunciation of French. Schoolreview, 15 :Gl-73,
January, 1907.
[Carruth, W. H.] ^Vhat should be the minimum preparation for teaching ^erman
in American secondary schools? Monatshefte fiir deutsche sprache und padagogik,
8:81, March, 1907.
Outlines a discussion introduced by the above-named address in the departmental meeting of
Germanic languages, central division of the Modern language association of America, 1906.
Evans, M. B. The subjunctive mode in elementary German instruction. Monatshefte
fiir deutsche sprache und padagogik, 8 : 309-17, December, 1907.
SUght discussion of the theory of the subjunctive. Examples to illustrate the practice of teaching it.
1 Formerly Piidagogische monatshefte, Milwaukee, Wis.
124 THE TEACHING OF MODERN LANGUAGES.
^loodnight, S. H. Einige moderne einrichtungen im interesse des fremdsprachlichen
unterrichts. Monatshefte fiir deutsche sprache und*padagogik, 8 : 99-106, April,
1907.
Notice and exposition of tlie working of ttie international correspondence between sciiool ctiildren,
and of the work of the Socidt6 d'eehange Internationale des enfants et des jeunes gens pour I'etude des
langues ^trangeres.
Grandgent, C. H. Is modern-language teaching a failure? School review, 15 : 513-34,
September, 1907.
Cf. also School review, 12 : 462-67, June, 1904, where much of the same material has appeared. A
pessimistic view of modern-language teaching. Writer thinks that this teaching is more or less of a
failure as compared to the teaching of Latin and Greek. Fortunately for the modern-language teachers
this paper is soon after discredited and put to shame by a clear-cut statistical study. Cf. Young,
W. H. School review, 16:258-64.
[Griebsch, M.] 1st die fertigkeit im mundlichen gebraiich der deutschen sprache von
dem lehrer des deutschen zu fordern? Monatshefte fiir deutsche sprache und
padagogik, 8 : 321-22, December, 1907.
Hall, G. Stanley. Should modern be substituted for ancient languages for culture
and training? In New England modern language association, Pul:)lications,
1907. vol. 1, no. 3. p. 45-74.
Handschin, Charles H. A manual for teachers of German in high schools and colleges.
Miami bulletin, February, 1907. Series VI, no. 1. 16 p.
Advocates a direct method with the first one-half or three-quarters of a year based on the Gouin
series system.
Lotspeich, C. Schwierigkeiten des deutschen fiir englischsprechende schiiler. Monat-
shefte fiir deutsche sprache und padagogik, 8 : 214-21, September-October, 1907.
Gives list of such difhculties, and means of overcoming them.
O'Shea, Michael V. Linguistic development and education. New York, London,
The Macmillan company, 1907. xviii, 347 p. 12°.
BibUography: p. 329-37.
Gives good summary of European theory and practice in the teaching of modern languages. Stands
for direct method.
Notes on the teaching of languages. [Editorial] School review, 15 : 223-26,
March, 1907.
On the excellence of the instruction in modern languages in Europe. Notice of reform movement.
Roedder, E. C. Statistisches zuni gegenwartigen stande des deutschen unterrichts an
den amerikanischen universitaten. Monatshefte fiir deutsche sprache und
padagogik, 8:317-20, December, 1907.
Gives figures on total enrollment in a few colleges and universities, also enrollment in German
courses, the number of such courses, etc.
Sisson, Edward O. Reading versus translating. School review, 15:508-12, Septem-
ber, 1907.
Advices not to translate, but gives no adequate substitute.
Tuckermann, Julius. Courses in French and German. In New England modern
language assfjciation. Publications, 1907. vol. 1, no. 3. p. 75-79.
Detailed plans. Quite suggestive.
Shall the preparatory schools be held to a definite and uniform course in
P>enc]i and German as they are in Latin and Greek and English? In New Eng-
land modern language association. Publications, 1907. vol. 1, no. 3. p. 18-44.
Discussion follows.
Writer sets down the following propositions: 1. More time and a prescribed amount of time should
be given lo modern languages. 2. \ few specified books should be read and studied carefully, while
some should be specified for rapid reading. 3. Pay more attention to pronunciation and to the ora'
use of language. 4. An elementary knowledge of both French and German should be required of all
who enter the colleges. 5. French and German should be allowed as many credits for entrance to
college as Latin and Greek.
WOEKS ON THE TEACHING OF MODERN LANGUAGES. 125
Why should the teacher of German have a knowledge of phonetics? A symposium.^
School review. 15 : 46-60, January, 1907.
Articles by A. C. von No^, Edith Clawson, and Paul O. Kern.
Emphasizes the value of phonetics in modern-language teaching.
Woldmann, H. Der gegenwartige stand des deutschen unterrichts in den Vereinigten
Staaten. Monatshefte fiirdeutsche sprache und padagogik, 8 : 221-29, September-
October, 1907.
An ex( client sketch of the history of German instruction in the United States. Takes pride in past
achievements in this line and points out the way for the future.
1908.
Angus, Frances R. The teaching of French in the University high school (University
of Chicago). School review, 16: 125-33, February, 1908.
The writer seems to have worked out a scheme of her own for the teaching of French which bears
resemblance to the Gouin method, and which shows the marks of lieinf; well worked out and effective.
Compare also Fritsche. The study of the systematic vocabulary. School review, 16:102-9,
February, 1908. G ives notice of Gouin series system.
Bristol, George P. Foreign languages in the high school. Educational review,
37:243-51, March, 1909.
Not important on the modem language side.
A paper read at the annual meeting of the Associated academic principals of New York State,
December, 190S.
[The course of study in German in the University elementary school, Chicago, 111.]
Elementary school teacher, 8 : 534-35, May, 1908.
David, Henri C. E. The direct method in French secondary school. School review,
16 : 123-25, February, 1908.
On the working of the direct method in France. Status of this instruction there.
Dodge, Raymond. School artifice and psychological principle in modem language
instruction. In New England modern language association. Publications, 1908.
vol. 1, no. 4. p. 61-71.
The writer comes to the conclusion that "to teach a modem language means to use all the schooF
technique and all our pedagogical tact tore-create in each individual student the defuiitementalhabits-
of a race.'' On the side of psychology, however, nothing new is brought forth; in fact, the well-
known psychological processes are not mentioned norilluminated.
Diirst, Marie. Modern languages taught asliving languages. Monatshefte fiir deutsche
sprache und padagogik, 9: 276-81, November, 1908.
Favors an eclectic method, but which is almost a direct method, only that the writer can not see
how to do without translation, "especially for beginners."
Eiselmeier, John. The training of the teacher of German. Monatsheft fiir deutsche
sprache und padagogik, 9 : 3-6, January, 1908.
Also in Wisconsin teachers' association. Madison, Wis., Democrat printing co. fl908] p. 72-73. 8?
He nnist, besides having a general education, have a knowledge of German and German institu-
tions, of methods of teaching modem language, and a sufficient amount of practice teaching.
Faulkner, H. The high-school course in German. University of Virginia. Alumni
bulletin, July, 1908.
Fritsche, G. A. The study of the systematic vocabulary. School review, 16 : 102-9,
February, 1908.
Notice of the Gouin series system and of some other books.
Furnas, Edith. The study of sjTionyms as an aid in the acquisition of a vocabulary.
School review, 16 : 115-18, February, 1908.
Contains bibliographical references.
Gruener, Gustav. Methods of using the modern languages orally in the classroom.
In New England modem language association. Publications, 1908. vol. 1, no. 4.
p. 21-22.
The speaker points out the dangers in the oral teaching. Prof. Gruener was followed by Mr. M.
Kagan and Miss Mary A. Sawtelle, who favored a large oral use decidedly and were carrying this
out in their respective schools (p. 22-41).
126 THE TEACHING OF MODERN LANGUAGES.
Handschin, Charles H. A manual for teachers of German in high schools and colleges.
Miami university. Bulletin, November, 1908. 18*p.
The writer has since 1905 used an adaptation of the Gouin series system consisting of one hundred
lessons constnicted after Cxouin's plan, and follows this up with a direct method in which most of
the devices of the reform method are used. This pamphlet gives a slight account of the practice.
Hiilshof, John L. The use of phonetics in language teaching. Monatshefte fiir
deutsche sprache und padagogik, 9: 311-13, December, 1908.
Outlines of work in phonetics for beginning class in German.
Kern, Paul O. Eine rechnenstunde im deutschen unterricht. Monatshefte fiir
deutsche sprache und padagogik, 9 : 68-71, 100^, March and April, 1908.
Excellent detailed plan, very useful for such as have not taken up the use of German in the class-
room.
The study of cognates as an aid in the acquisition of a vocabulary. School
review, 16: 109-12, February, 1908.
Gives tables, &e.
Kiefer, A. Report on the present status of instruction in German in the high schools
of Ohio. Monatshefte fiir deutsche sprache und padagogik, 9 : 136-39, May, 1908.
Krause, Gertrude E. The study of the vocabulary in modern language teaching as
outlined by the reformers. School review, 16 : 112-15, Februaiy, 1908.
Kromer, Adolph. The position of grammar in language instruction. In National
education association of the United States. Journal of addresses and proceed-
ings, 1908. p. 644-45.
In favor of teaching granunar mductively.
Libby, Walter. Forms of high school recitation. Education, 28 : 604-5, June, 1908.
Remarks on a recitation in a German class.
Merrill, Arthur G. Some features of the German work at the Francis W. Parker
school. Elementary school teacher, 8 : 289-300, February, 1908.
Outlines of work done; coiTelation of work in art and ui Genuan; bi))liography on this.
Purin, Charles M. Deutscher sprach unterricht und bewusztesdeutschtum. Monats-
hefte fiir deutsche sprache und padagogik, 9 : 42^6, 71-76, 104-7, February,
March, and April, 1908.
Good thoughts on tlie history of the Germans in the United States. Valuable for the teacher of
German. Plea for more vigorous propaganda for study of German.
Schacht, F. W. The study of derivatives and composites as an aid in the acquisition
of a vocabulary. School review, 16 : 119-22, February, 1908.
Skinner, M. M. In wic weit darf man sich beim unterricht in der deutschen sprache
des iibersetzens ins englische bedienen? Monatshefte fiir deutsche sprache und
padagogik, 9 : 9-14, 33-42, January and February, 1908.
Translation to be restricted to a minimimi. For it, use retelling of the contents in Gorman. Dis-
cusses choice of texts.
Snow, William B. Language or languages? In New England modern language
association. Publications, 1908. vol. 1, no. 4. p. 41-50.
Plea for more language and fewer languages in the secondary schools.
Spanhoofd, Arnold Werner. Psychologische grundlage fiir die methoden des
unterrichts in den raodernen sprachen. Monatshefte fiir deutsche sprache und
padagogik, 9:237-43, September-October, 1908.
The same method will not, do for children and adults. Interest is an essential element. Conversa-
tion must be cultivated. The writer makes no attempt to analyze the psychological aspects of
modern language teaching, but is strong on the practical application of psychological principles to
this teaching.
Talamon. La nx'thode directe en France. In New England modern language
association. Publications, 1908. vol. 1, no. 4. p. 52-61.
Gives an historical sketch and slight exposition of the method.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 127
Woldmann, II. 1st die fertigkeit im miindlichen gebrauch der deutschen sprache
vom lehrer des deutschen zu fordern? Monatshefte fiir deutsche sprache und
piidagogik, 9:7-8, January, 1908.
Answers decidedly in affirmative.
Wolf, Ernst L. Die hilfsmittel im modemsprachlichen unterricht. Monatshefte fiir
deutsche sprache und padagogik, 9:213-25, September-October, 1908.
A historical survey of modern language instruction. Necessity of aids and list of such. On the
use of pictures, models, etc.
Objective aids in teaching modern languages. In National education
association of the United States. Journal of proceedings and addresses, 1908.
p. 640-44.
In favor of the reform method, against translating and for use of Realien.
Young, Walter H. Is modern language teaching a failure? School review, 16 : 258-64,
April, 1908.
Shows by statistics of the College entrance examination board that the modern languages are
taught better than Latin or Greek.
1909.
Ayer, Charles C. Why Americans are underlanguaged. Forum, 41 : 137-41, August,
1909.
An important article which touches on the fact that "the living spoken language is scarcely heard
in the classroom" (in the United States) and "that many of our American-born Language teachers
are unable to speak the languages they teach." To this is ascribed a share in the deplorable fact
that Americans can not speak any language but their own. A review of the paper is contained in
American review of reviews, 40:366-67, September, 1909.
Bagster-CoUins, Elijah W\ Beobachtungen auf dem gebiete des fremdsprachlichen
unterrichts. Monatshefte fur deutsche sprache und padagogik, 10:216-25,
October, 1909.
The same textbooks should not be used in the various classes of schools, as in now often the case.
A standard vocabulary should be adopted for assimilation by elementary and secondary pupils.
The college professor has not the viewpoint of the high school or elementary teacher, and therefore
can not prepare his textbook for him. An oral examination should be set for entrance to college.
Bristol, G. P. Foreign languages in the high school. In New York associated aca-
demic principals. Proceedings, 1908. p. 39-46.
Latin should be studied first in the high school, to be followed by German, which may be followed
by French. Shows that Latin is concise and that mental acumen is necessary to translate it. French
requires little knowledge of grammar while 50 per cent of its words are EngUsh. In Latin GO per
cent of the words are EngUsh. German requires a good knowledge of grammar and only 25 per cent
of the GerHian words have EngUsh equivalents. A very interesting article, but not enough data.
The computations are based on a passage from Caesar and French and German translations of the
same.
Evans, M. B. The high-school course in German. University of Wisconsin. Bulle-
tin, April, 1909. 34 pp.
Gives outUnes of courses, bibUography, and general suggestions on grammar-translation-conversa-
tion method.
Fick, H. H. Erfolgreicher deutschimterrichtinamerikanischenoffentlichenschulen.
Monatshefte fur deutsche sprache und padagogik, 10 : 229-37, October, 1909.
Writes on the value of German educational ideals in the United States, and proves that the addi-
tional study of German in our schools does not overburden or disadvantage those children who tak9
- it; on the contrary, these children are prevalently, throughout the country, better in all branches
than other children. He cites prominent educators, east and west, to support this contention. He
gives an exposition of the three systems used in teaching German in elementary schools, which
are as follows: 1. By special teachers. 2. In special schools. 3. In the parallel class system, in
which the class is instructed alternately by an EngUsh and by a German teacher.
Gideon, A. The phonetic method in teaching modern languages. School review,
17:476-89, September, 1909.
Gives an excellent exjMsition of the reform method of teaching modern languages in which b«
beUeves.
53440°— 13 9
128 THE TEACHING OF MODERN LANGUAGES.
Handschin, Charles H. The first lesson in German. Ohio teacher, 30:58-60, Sep-
tember, 1909.
Pleads for a direct method, outlines a plan, and gives slight bibMography.
Translation versus understanding. Ohio educational monthly, 58 : 494-97,
September, 1909.
Argues against translation and for direct assimilation and treatment of texts in German.
Inglis, Alexander J. Cooperation and correlation in language teaching in the high
school. Teachers college record, 10:63-78, March, 1909.
The subject of correlation in language teaching, in which considerable good work has been done
in Germany, receives its first notice in the United States in this paper by Prof. Inglis. He contends
that students should be classified according to previous training, and that two foreign languages
should not be begun at the same time. He pleads for the use of uniform grammatical terminology
and for the correlation of various studies. To effect the last, "the teacher of foreign language should
famiUarize himself with those elements of the other languages taught that will be of assistance in
correlating the different languages of the school curriculum."
International congress on the teaching of modern languages. In U. S. Bureau of
education. Report of the Commissioner for the year 1909. Washington, 1909.
p. 193.
Notice of a proposed congress to be held at the Sorbonne, Paris, April, 1909.
Krause, Albert C. The teaching of modern languages in German secondary schools.
Monatshefte f iir deutsche sprache und padagogik, 10 : 177-82, 291-98, June and
November, 1909.
Gives a good exposition of the reform or direct-method teaching in several German schools, which
he endorses highly. Also gives tables of number of hours, etc.
McKee, Ralph H. Latin vs. German. Popular science monthly, 75 : 393.
The writer, in a statistical study, shows that pupils who study German before they come to college
make a better showing as students than those who have studied Latin; also that the study of German
has a more beneficial influence on the students' Enghsh than does the study of Latin.
Nalder, F. L. Modern languages in the high school. Some values and needs.
Northwest journal of education, 23 : 208-11.
Modern-language courses are too short in Washington (State). Makes plea for longer courses and
for teaching the colloquial language and the recent Uterature; also for better teachers. Appended
pages 211-13 are a reprint of a British article on the subject.
New England modern language association. Committee on college entrance require-
ments. Report, May 8, 1909. (Robert H. Fife, jr., chairman) Boston, Ginn
and company, 1909. 42 p. 89 (Publications of the New England modern
language association, vol. 1, no. 5a)
The most important document of the year is the report of the Committee on college entrance
requirements. The requirements in modern languages demanded by the New England colleges
are set down, and the answers to a long Ust of questions on modern language conditions, sent to the
schools and colleges of New England, are tabulated and discussed. It is impossible here to discuss
all of the questions raised. A few of the most interesting are: Do you find that sufficient attention
is given to the spoken language in preparation? Over half the answers are in the negative. Do you
consider the ability to understand the spoken language and to use it in class an important help to
the freshman in carrying on his work in French and German? Of fifty answers, considerably over
half answer affirmatively.
The upshot of the investigation is fairly in favor of a direct method with thorough drill in grammar
and practically no use of phonetic script but decidedly in favor of the use of Realien. Although the
answers showed that at the time classrooms were very rarely suppUed with ReaUen. This report
may be ranked as the most satisfactory and efficient document extant, although not covering as great
a field as the report of the Committee of twelve. i
Skinner, M. M. Some practical hints for teaching students how to read German.
School review, 17 : 529-41, October, 1909.
Advocates and outlines a method of making translation easier and more valuable, thus: First, let
the class extemporize on the text; the next day work this jwrtion over once more without a diction-
ary; and last (third day), work it out thoroughly with the aid of a dictionary. A good paper, and
shows that the writer has used his own method, and is not merely theorizing.
' At the Christmas meeting of the Modern language association of America (central division) in 1910
a committee of three was appointed to bring in a revision of the report of the Committee of twelve.
WOKKS ON THE TEACHING OF MODERN LANGUAGES. 129
Spanhoofd, Arnold Werner. Warum sollte der fremdsprachliche unterricht in der
elementarschule beginnen? Monalshefte fiir deutsche sprache und padagogik,
10 : 241-49, October, 1909.
The necessity of differentiating the instruction in the lower and higher schools is urged repeatedly.
The elementary and secondary schools should use the direct method, laying stress on the acquisition
of oral language. The colleges have not time to do this, and must restrict their efforts to teaching
students to read. To learn a second language is not detrimental to a child's linguistic development,
but advantageous, as is shown by children in bilingual districts and by the experience in many
American schools.
Tuckermann, Julius. Symbols and substance in modern language teaching. Journal
of education (Boston), 70 : 92-93, July 22, 1909.
Emphasis on pronunciation. Recounts European experience in methods, and argues against
translation and for the use of a direct method.
Whitney, Marion. Problems and opportunities of the modem language teacher.
Vermont state teachers' association. Report, 1909. Randolph, Vt., 1910.
p. 111-25.
The modern languages are the modern humanities. Hints on a direct method.
1910.
Evans, M. B. Alodem language teaching in the Frankfurt "Musterschule. " Monats-
hefte fiir deutsche sprache und padagogik, 11 : 74-79, March, 1910.
Exposition of classroom work in direct method in the Musterschule.
Judd, Charles H. On scientific study of high-school problems. School review,
18 : 84-98, February, 1910.
The writer approaches the subject of method from the standpoint of the general student of educa-
tion in a very suggestive paper. He would differentiate sharply between the two kinds of knowledge
grammatical and natural, both of which are conceded to be equally valuable. In examinations, too,
the questions should deal partly with one, partly with the other sort of knov. ledge; and they should
be kept strictly apart for the purpose of learning in which sort of work, interpretative or grammatical,
the students have made the better progress. A thorough consideration of such papers would show
at what ages pupils learn best bj' one or the other method.
Krause, Carl Albert. What prominence is to be assigned to the work in speaking the
foreign language? Monatshefte fiir deutsche sprache und padagogik, 11 : 39^3,
February, 1910.
You can not do too much consistent work in speaking the foreign language. Justifies this asser-
tion by usual arguments. Demands that work in speaking the foreign language be required in all
grades of modern language teaching.
Libbey, Walter. An experiment in learning a foreign language. Pedagogical semi-
nary, 17 : 81-96, March, 1910.
The writer gives tabulations of students' progress in learning a foreign language. Interesting,
References: p. 96.
Monteser, Frederick. The direct method of teaching modem languages, and present
conditions in our schools. In National education association of the United
States. Journal of proceedings and addresses, 1910. p. 523-27.
Shows the strength which the direct-method movement has attained. Monteser alludes to the
bettered conditions in modern language instruction in the United States; advocates the direct method,
and gives some concrete examples of how it may be introduced at once. In the discussion that follows
(ibid., p. 528-29) C. A. Krause is in accord with the advocacy of a direct method. J. A. Bole (ibid.,
p. 529-32) insists that translating from English into German is injurious, and quotes Sweet in the
same strain. For it he would substitute reproduction, in German, of matter, read or heard, orally
or at the blackboard, where it can be corrected at once. (Ibid., p. 532-33.) The discussion of the
paper by Jonas is favorable. (Ibid., p. 532-33.)
Rathmann, J. Der aufsatz in der volksschule. Monatshefte fiir deutsche sprache
und padagogik, 10 : 105-8, 131-36, April and May, 1909.
Valuable outlines- and plans.
Schiek, Theodore W\ A course in German in the high .school. Monatshefte fur
deutsche sprache und padagogik, 11 : 310-11, December, 1910.
Outlines aims and methods. States the principles of the direct method tersely and clearly.
130 THE TEACHING OF MODERN LANGUAGES.
Skinner, M. M. Vacation loan-libraries for students of (jerman. Monatshefte fiir
deutsche sprache iind piulagogik, 11 : 114-18, April, 1910.
Plan to loan books to students for vacation reading. Collections for this purpose are to be made by
the modern language department.
Steuber, Frederick J. When and how to teach Schiller's "Wilhelm Tell" in the
high school. Monatshefte fiir deutsche sprache und padagogik, 10 : 100-4, 137-42,
168-72, April, May, and June, 1909.
Methods and outlines.
Stewart, Caroline T. Translating from German into English. Monatshefte fiir
deutsche sprache und padagogik, 11 : 270-72, NovemVjer, 1910.
Gives a list of " little words" often translated wrongly , and gives English equivalents. It is not quite
clear why a journal which stands avowedly for the direct method should print articles of this kind.
Super, Charles W. Learning foreign languages. Popular science monthly, 77 : 561-69,
December, 1910.
General discussion, insignificant for our subject.
Tuckermann, Julius. Modern language teaching in New England. In National
education association of the United States. Journal of proceedings and addresses,
1910. p. 519-22.
Gives results of a questionnaire and argues for better preparation of teachers and better cooperation
between secondary schools and colleges.
Wolf, Ernst Iv. Hilfsmittel fiir den modernsprachlichen unterricht. ^Monatshefte
fiir deutsche sprache und padagogik, 10 : 2-5, 76-78, January and March, 1909.
Bibliography and lists of Realien.
1911.
Armstrong, Edward C. The place of modern languages in American education.
School review, 19 : 506-609, November, 1911.
The modem languages have but lately come into their own. To-day they have taken a reputed
place beside Latin and Greek. Need for practical command of languages not as great as in European
countri&s, but there is a field for this sort of teaching. However, the object of our instruction in the
regular schools Ls not this but rather disciplinary and cultural. We may very properly train our
students to understand if not to speak. Except in this last particular, our aims are the same as those
of the classical instruction. Modern language study gives an insight into foreign culture and makes
for mutual understanding and peace between nations. The modern languages have sufficient inflec-
tions and syntax to offer a disciplinary study. Illustrations to show this.
Ayer. On learning a modern language. University of Colorado studies, 2 : 115.
Betz, W. College entrance requirements in modern languages. School review,
19 : 406-9, June, 1911.
Reprints six resolutions, adopted by the Buffalo section of the New York modern language asso-
ciation on the matter of unjust, excessive, and contradictory entrance requirements of certain colleges
which can not be met by the high schools. Pleads for the use in college catalogs of the terminology
used by the College entrance examination board.
Blayney, Thomas L. The modern languages as cultural college disciplines. Edu-
cational review, 41 : 478-88, May, 1911.
The old tenet that the Realien must be taught is reiterated, and although nothing new is slid in
most cases, the subject bears repetition as long as this teaching is still so generally neglected as it is.
Comfort, G. The teaching of modern languages in our secondary schools. Westonian
(Westtown, Pa.)
Cutting, Star Willard. The teaching of German literature in high schools and acade-
mies. School review , 19 : 217-24, April, 191 1 .
Most attention should be paid to nineteenth century prose; more historical reading and less fiction
demanded. Desires to have the reading matter discussed in German.
Decker, Winfred C. Greater efficiency in modern language instruction. In New
York state teachers' association. PrOcee^lings of 55th annual meeting, Roches-
ter, N. Y., December 27-29, 1910. Rochester, N. Y. [1910] p. 127-42.
What we should and can do in the high school is to teach German to the extent it can be taught
according to the new methods without any regard to what the colleges demand. The colleges in time
will be found to adjust their requirements to the high school teaching.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 131
Dingiis, L. R. A plea for the modern languagos in the normal school. In Southern
educational association. Journal of proceedings and addresses of the 21st annual
meeting held at Chattanooga, Tenn., Dec. 27-29, 1910. [Nashville, Tenn., 1910]
p. 38-44.
A study must have value within ilself and rest its elaini to a place- in the curriculum upon thai.
The ci\41ization of France and Germany is important. More adequate training of teachers is
necessary.
Engel. A laboratory method in beginning German. Dieneueren sprarhen, 19:87-97,
May, 1911.
Gives an exposition of an original method of the author.
Fossler, L. Can the standard of efficiency in modern language teaching in the sec-
ondary schools be raised? In Modern language association of America. Publi-
cations, 26 :xxiv ff.
The chairman of the central division of the Modern language association of America, in this address
before the association, reviews the present state of modern language instruction in the Central West.
He lays stress upon the cultural side of this study, and upon the necessity of begirming it earlier in
our schools; gives some opinions on the suljject as lnought out t)y a questionnaire, and says: "Then,
again, the specific line of study we represent is by this same public regarded as a luxury rather than
a necessity. What with the undeniable and inevitable press of the so-called practical, vocational,
or utilitarian branches clamoring for recognition and a place in school curricula, and the consequent
uncertainty of educational values, relative and absolute, it is small wonder that such is the
case."
He gives, also, valuable data on the preparation of teachers in the Central West as follows:
Seventy-six per cent are college graduates; nearly 50 per cent took a teacher's course in methods
of teaching modem languages in college; 32 per cent speak German as a native tongue; 34 percent
enjoyed residence or study atjroad, or both.
The trauaing of these teachers as obtahied in Central Western colleges is as follows: From
22 to 38 semester hoiu-s (above the two years elementary coiu-se) are required of the candidates
in German. A variety of subjects, from grammar and composition to historical grammar and
phonology and literature, are included in this. The cultural side is rather overdone, says the
writer.
In secondary instruction more definite results should be striven for, i. e., courses should be stand-
ardized; schools should be more closely inspected; colleges should keep in touch with their gradu-
ates who go out to teach.
There is need also for more definite organization among modem language teachers, with the object
of improving this instruction. Data is given also on the number of schools offering this instruction,
together with amounts offered.
Gray, Roland P. English and the foreign languages. Educational review, 41 : 306-13,
"^March, 1911.
Faulty English is encouraged by allowing poor translations, un-English phrasing, grainmar, and
word order. More care should be bestowed upon elegant translation.
Guerard, Albert Leon. Literary appreciation in the study of foreign languages; its
opportunities and limitations, with especial reference to the study of French.
In National education association of the United States. Journal of addresses and
proceedings, 1910. p. 641-45.
Hanssler, William. Modern German literature in the high school. Monatshefte fiir
deutsche sprache und piidagogik, 12 : 138-45, May, 1911.
states the principles of selection; lays stress on the literary-esthetic point of view; gives bibliography
and outlines a coiu'se of reading. Valuable.
Handschin, Charles H. Instruction in French and German in Ohio. Miami bulletin,
February, 1911, 18 p. (Miami University, Oxford, Ohio)
Gives a historical sketch of this instniction from the earliest times in Ohio, with statistics and bibli-
ography. Data is given also on the sort of courses offered by Ohio high schools, colleges, and univer-
sities, together with a classification of methods of instraction used in the various schools, and a
comparison of the state of this instruction in Ohio with that in the United States as a whole.
Problems in the teaching of modern languages. Education, 32: 203-13, Decem-
ber, 1911.
The writer makes a plea for wider use of Realien and gives bibliography on the subject. He gives
a digest of the literature on the matter of translating in modem language study, and concludes that
the direct method is correct and expedient, and that translation should be restricted to a minimum.
This wQl make more nearly possible the use of the foreign language as the medium of communication
in the classroom. Conversation when properly conducted is oral composition, which is as valuable
as written composition, with which it should alternate.
132 THE TEACHING OF MODERN LANGUAGES.
Henseling, Adolf. Zur methodik des aufsatzunterrichta. Monatshefte fiir deutsche
sprache und piidagogik, 12 : 84-89, March, 1911.
Detailed outlines and plans for essay writing. Valuable.
Hoff. Foreign languages. When and why teach them? Washington educational
association. Addresses and proceedings, 1910. Seattle, Northwest journal of
education publishers, p. 141-47.
Modern language study should be begun in the grades and continued in the high school. A brief
for the study of modern languages.
Krause, Carl A. Discussion on present conditions and the direct method. Monats-
hefte fiir deutsche sprache und piidagogik, 11 : 308.
Reiterates some principles of the reform teaching.
Some remarks on the Regents' examination in German. Monatshefte fiir
deutsche sprache und piidagogik, 12 : 105-8, April, 1911.
Criticizes the questions and proposes in lieu of translation, retelling ui German; and for compo-
sition,/reie reproduktion. Grammar is to be taught inductively.
Kruse, H. O., chairman. Report of the Committee on standardization of German
instruction in Kansas, n. d. n. p.
Not yet in print. Manuscript copy supplied by courtesy of ProL Kruse, of the University of Kansas.
Now published in Course of study for the high schools of Kansas. Topeka, State printing office,
1912. p. 155-64.
The report sets up the following purposes of this instruction:
1. General disciplinary value.
2. Introduction to the life and literature of Germany. Knowledge and sympathy thereby gained
furthers good citizenship.
3. Preparation for pursuits that require a reading knowledge of German.
4. Foundation for an accomplishment which is of use in business, travel, etc.
The preparation of the teacher is discussed; a three years' course for secondary schools is outliaed
in detail; and a bibliography of helps for the instruction follows.
Kuersteiner, A. F. The needs of modern-language instruction. School review, 19:
555-68, October, 1911.
Elementary instruction in modern language should be relegated to the high school, and more time
should be given to it. The linguistic side should be emphasized in liigh school, the literary side in
college. In high school only literature written after 1S30 should be read. The high-school teacher
should have good pronunciation and fluency in speaking the foreign language, also knowledge of
phonetics, although the high school is not the place for theoretical phonetics. EngUsh should dis-
appear from the classroom the third year. Translation from foreign language to English may be used
in moderation, but translation from English into the foreign language should be discarded after
the first j-ear. Hints on how to teach grammar inductively and on conversation.
Munch, Wilhelm. Lebende sprachen und lebendiger sprachunterricht. Monats-
hefte fiir deutsche sprache und padagogik, 12:33-39, 70-77, February and March,
1911.
Stress is laid on a wide-awake use of the oral method of reading and on spontaneity in composition.
Method means much, but it dare ne^er rob the teacher of his freedom.
Nollen, John Scholte. Aims of the teaching of modern languages in the secondary
school. School review, 19:550-54, October, 1911.
Aims are to impart ability to read, to pronounce, and to understand the spoken language. Hints
on devices of the reform method.
Pace, Edward A. French and German in the university. Catholic university bulle-
tin, 10:182-95, April, 1904.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 133
Reform in grammatical nomenclature in the study of the languages. A symposium.
School review, 19:610-42, November, 1911.
Part of the program of the Michigan schoolmasters' club, Ann Arbor, Mich., April 1, 1911.
Contains: 1. Rounds, C. R. — The present situation and possible remedies, p. 610-16. 2. Meader,
C. L. — The problem from the standpoint of general linguistics, p. 617-18. 3. Kuersteiner, A. F. —
The problem from the standpoint of the romance languages: French, p. 618-19. (Generalizations in
syntax should not be made so broad as to be beyond the grasp of pupils in the common and high
schools. It is not so important for such pupils to be able to classify subjunctives, say under four
heads, as that they should see the reason why a verb is in the subjunctive.) 4. Wagner, C. P. — The
problem from the standpoint of the romance languages: Spanish, p. 619-20. (It haE been asserted
that every additional language the student leams adds to his confusion. Data gathered in the writers'
class does not support this view.) 5. Scott, F. N. — The problem from the standpoint of English,
p. 620-24. 6. Diekhoflf, T. J.— Functional change of the subjunctive in German, p. 624-30. (Calls
attention to some changes in function in German subjunctive and classifies all German subjunctives
as potential or optional. Excellent statement of the theory of the subjunctive in German.) 7. Hale,
W. G. — The closing of the symposium, p. 630-42.
Skinner, M. M. Aspects of German teaching in America. Educational review,
41:34-41, January, 1911.
Takes the examinations of the college examination board to task for questions which pervert the
aims of good teaching. For composition he would substitute /rezV reproduktion.
Prof. Skinner has worked out a treatment of reading which is individual. He quite does away
with translation and substitutes for it a retelling of the matter read in the student's own words. He
has explained his method elsewhere (see under 1908), and it seems to have much good in it, altho the
writer did not succeed with it on trial. It has the advantage of not being a theory merely, since
Prof. Skinner has tested its efficiency through long experience.
Stewart, Caroline. Something about synonyms. Monatshefte fiir deutsche sprache
und padagogik, 12:170-72, June, 1911.
Gives a lot of words with meanings.
Walter, Max. Empfehlenswerte lehrbiicher fiir den modernsprachlichen unterricht.
Monatshefte fiir deutsche sprache und padagogik, 12 : 177-78, June, 1911.
A list with names of publishers.
liber fremdsprachliche klassikerlekture. Monatshefte fiir deutsche sprache
und padagogik, 12: 109-14, April, 1911.
Pleads for freedom for the teacher in his methods of teaching that he may develop his own strength
and individual capabilities. While an exact study of grammar is expected, still the esthetic enjoy-
ment and the interest of the student is considered fully as valuable as the rigid linguistic drill.
1912.
Dan ton, George H. Lotto or composition. Monatshefte fiir deutsche sprache und
padagogik, 13 : 107-15, April, 1912.
Argues against the traditional work in composition.
Handschin, Charles H. A historical sketch of the Gouin series system of teaching
modem languages and of its use in the United States. School review, 20:170-76,
March; 1912.
Gives an account of the rise and spread of this method in Europe and the United States. Extensive
bibliography.
Senger, J. H. The final aini of modern foreign-language study in secondary educa-
tion. In National education association of the United States. Journal of pro-
ceedings and addresses, 1911. p. 639-41.
The aim is to develop in our students "through respect for others, a noble self-respect making for
order, law, and justice, which can not fail to bring us nearer to peace on earth and good will toward
men."
Spanhoofd, Arnold Werner. Translation into English. Monatshefte fiir deutsche
sprache und padagogik, 13:44-53, February, 1912.
Aigues for the value of translation.
134 THE TEACHING OF MODERN LANGLTAGES.
Voss, Ernst. Personality and enthusiasm versus method. Monatshefte fiir deutsche
sprache und padagogik, 13:74-84, March, 1912.
Belittles method and lays emphasis on personality and enthusiasm.
Walter, Max and Krause, C. A. Beginners' German. New York, Scribner's sons,
1912. xiii, 231 p. 89
German lessons. A demonstration of the direct method in elementary teach-
ing. New York, 1911. 229 p. 129
Dr. Walter, of the Musterschule Frankfurt am Main, has given a considerable impetus to the use of
the direct method by his trip through the United States in the spring of 1911, and by liis teaching
at Teachers College, Columbia University, New York City, from February to the end of April, 1911.
This book containing the lessons as he taught them at Teachers College best illustrates his method.
LIST OF MODERN LANGUAGE TEXTS FOR THE TEACHER.
To give a list of modern language texts and materials of instruction published in
the United States from the earliest times is out of the question here. Even to attempt
an exhaustive list of the present-day books seemed inadvisable. The lists here
given together with the extensive bibliographies of books and Realien referred to in
Chapter XIV will no doubt suffice the teachers' needs. As far as space and the
nature of this monograph allows, the most noteworthy early modern language texts
have also been adduced in Chapter XIV. Because of their great numbers, only a
few notable publications of the following publishers (whose catalogues are easily
obtainable) are listed in this bibliography: D. Appleton & co.; Silver, Burdett & co.;
Heath & co. ; Holt& co. ; Macmillan co.; Scott, Foresman & co. ; Merrill & co.; Ginn
& CO.; American book co. ; Brentano & co.; Jenkins; Steiger & co.; Stechert & co.;
Newson; The Oxford press, American branch. Only American publications are
listed.
Quite complete lists of the European publications on methods will be found in the
following six books :
METHODS.
Bagster-CoUins, Elijah W. The teaching of German in the secondary schools. New
York, The Columbia university press, Macmillan co., agents, 1904. ix, 232 p. 8?
Bibliography: p. 224-32.
[Bahlsen, Leopold] New methods of teaching modern languages. Translated from
the German by Marshall B. Evans. New York, Columbia university press, 1903.
102 p. diagrs. 89 (Teachers college record ... vol. iv, no. 3)
Bibliography: p. 26-27, 39-41.
Breul, Karl Hermann. The teaching of modern foreign languages and the training of
teachers. 3d ed. rev. and enl. Cambridge, University press, 1906. xi, 156 p.
89
BibUographical appendix: p. 102-14.
" The reference library of a school teacher of German " : p. [115]-144.
Breymann, Hermann Wilhelm. Die neusprachliche reformliteratur von 1876-[1909]
Eine bibliographisch-kritische iibersicht . . . Leipzig, A. Deichert (G. Bohine)
1895-1909. 4 V. 89
• Die neusprachliche reformliteratur von 1894 bis 1899. Leipzig, 1900.
Carpenter, George Rice mid others. The teaching of English in the elementary and
the secondary school. New York [etc.] Longmans, Green & co., 1903. viii, 380
p. 89 (American teachers' series, ed. by J. E. Russell)
Includes bibliographies of German and French composition. See also preceding list of works on
the teaching of modern languages.
WORKS ON THE TEACHING OF MODERN LANGUAGES. 135
PERIODICALS.
It is impossible here to quote the multitudinous German, French, Italian, and
Spanish newspapers and magazines which have a bearing on the modern language
situation. For a list of several thousand of these see: The American new.spaper
annual and directory, Philadelphia, Pa.
A list of the American periodicals of education, which devote some space to modern
language instruction, is found in the annual reports of the U. S. Commissioner of
education, Washington, D. 0., from year to year.
The following are the most prominent periodicals dealing entirely, or to a consider-
able extent, with the teaching of modern languages:
Education, Boston, Mass. (Monthly)
Educational review, Rahway, N. J. (Monthly)
Journal of education, Boston, Mass. (Weekly)
Journal of English and Germanic philology, University of Illinois, Urbana, 111.
(Quarterly)
Journal of modern philology. University of Chicago, Chicago, 111. (Quarterly)
Modern language association of America, Cambridge, Mass. Publications. (Quarterly)
Modern language notes, Baltimore, Md. (10 numbers a year)
Monatshefte fiir deutsche sprache und padagogik, formerly Padagogische monatshefte,
Milwaukee, Wis. (Monthly)
National education association of the United States, Winona, Minn. (One volume
a year)
Romanic review, New York. (Quarterly)
School review, University of Chicago, Chicago, 111. (Monthly)
GENERAL BIBLIOGRAPHY AND TRANSLATIONS FROM
THE GERMAN.
Handschin, Charles Hart. Bibliography of English translations from German novels.
Monatshefte fiir deutsche sprache und jiadagogik, 9 : 186-88, 300-3, June and
November/ 1908.
Handschin, C. H. A working library for the department of German in high schools
and academies. Miami bulletin (Miami imiversity, Oxford, O.), April, 1906.
Katalog der lehrmittelaustellung fiir den unterricht in den modernen sprachen.
Nationales deutsch-amerikanisches lehrerseminar. Milwaukee, 1908.
strong on European publicatiorLS.
Nollen, J. S. Chronology and practical bibliography of modern German literature.
Chicago, Scott, Foresman & co. 118 p. 89 ($1)
Poll, Max. Bibliographical hints for teachers of German. Cincinnati, University
teachers' bulletin, v. 1, no. 1, series iii.
Wisconsin university bulletin. Philology and literature series, v. 4, nos. 1, 2. (50
cts. each) .
Lists translations of German literature up to isSO.
COPY BOOKS (IN FOREIGN MODERN LANGUAGES).
Luekens. System of German penmanship. Nos. 1-6. Milwaukee, Brumder.
■ New standard German writing book. Nos. 1-4. Milwaukee, Brumder.
Wernli-Hillmantel. Deutsche vorschriften. Nos. 1-4. Milwaukee, Brumder.
Vorlagen fur deutsches schonschreiben. Halbschriigschrift. Serie I bis V.
Cincinnati, Gustav Muehler.
136 THE TEACHING OF MODEEN LAI!?GUAGES.
COMMERCIAL CORRESPONDENCE.
Berlitz, Maximilian Delphinus. El Espanol commercial. New York, Berlitz, 1908.
V, 105 p. 129 (75 cts.)
Bithell. Handbook of German commercial correspondence. New York, Longmans,
Green & co., 1908. 296 p. 129 ($1.25)
Kenyon, Herbert Alden. Spanish commercial correspondence; with exercises, notes,
and vocabulary. Ann Arbor, Mich., Wahr, 1907. 129 (75 cts.)
Marsh, Lewis. Elementary German commercial correspondence. New York, Pit-
man, 1905. illus. 129 (60 cts.)
— Foreign traders' correspondence handbook. New York, Macmillan, 1905.
129 (75 cts.)
Monteverde, R. D. Pitman's commercial correspondence in Spanish. New York,
Pitman, 1907. 129 (|1)
Pitman, Sir Isaac. Deutsches kaufmannisches lesebuch. New York, Pitman, 1904.
129 (German commercial reader) (85 cts.)
— ^ International mercantile letters. German-English. New York, Pitman, 1908.
129 (85 cts.)
Lectures commerciales. New York, Pitman, 1904. 129 (Pitman's French
commercial reader) (85 cts.)
CONVERSATION AND COMPOSITION BOOKS.
GERMAN.
Betis, Victor anc? Swan, Howard. The facts of life. (German) Parti. New York,
Longmans, Green & CO. ,,1904. 144 p. 89 (80 cts.)
Florer, Warren W. A guide and material for the study of Goethe's Egmont. Ann
Arbor, Mich., Wahr, 1904. v, 79 p. 169 (20 cts.)
'— Guide for the study of Riehl's ' ' Burg Neideck " and Von Jagemann's ' ' German
syntax." Ann Arbor, Mich., 1900. 169 (30 cts.)
ed. Heyse's L'Arrabbiata. Ann Arbor, Mich., Wahr [1902] vii, 3-85 p. 169
(15 cts.)
— Material and suggestions for the use of German in the classroom. I. Ann
Arbor, Mich., Wahr [n906-] v. 169 (40 cts.)
— Questions on Thomas's grammar with essentials of grammar in German. Ann
Arbor, Mich., Wahr, 1903. 62 p. 169 (20 cts.)
and Wolf, Ernst L. A guide for the study of Goethe's Hennann imd Dorothea.
Ann Arbor, Mich., Wahr, 1904. iii, 82 p. 169 (30 cts.)
Gastineau, Edmond. The Gastineau method. The conversation method for speak-
ing, reading, and writing German . . . New York, Cincinnati [etc.] American
book CO. [n889] xx, 534 p. 129 ($1.25)
Goldberger, Ludwig Max. Das land der unbegrentzten moglichkeiten . . . New
York, Brentano, 1905. 89 ($2.35)
Hildebrandt, Gustav. Exercises for translation, English into German. San Fran-
cisco, Freygang-Leary co., 1905. 129
Hildner and Diekhoff. Anleitung zum verstandniss von Storms Immensee. Ann
Arbor, Mich., 1900. 169 (15 cts.)
Jaschke, Richard, comp. English-German conversation dictionary, with a German-
English vocabulary, and a grammatical appendix. New York, Wycil, 1907.
570 p. 329 (75 cts.)
Kron, R. German daily life: a reader. New York, Newson, 1901. 169 (Modern
language books) (75 cts.) Uniform with this is: Kron, French Daily Life.
Steiger, E. Manual Steiger: sistema de kindergarten. Chicago, Steiger, 1900. illus.
89 (75 cts. and $1.25)
WORKS ON THE TEACHING OF MODERN LANGUAGES. 137
Waite, Charles B., comp. Homophonic vocabulary; more than 2,000 words having a
like sound and like significance in English, French, Spanish, Portuguese, Italian,
German, Dutch, Danish-Norwegian, Swedish and Russian. . . . Chicago, Waite,
1904. 89 ($2)
Wesselhoeft, Edward C. Advanced German conversational exercises. New York,
Pitman. (20 cts.)
— — American-German letter writer. Milwaukee, Brumder, 1888. 720 p. 129 ($1.50)
— — Briefsteller fiir deutsche in Amerika. Milwaukee, Brumder. 1888. 360 p.
129 (75 cts.)
Wolf, Ernst. Guide for the study in German of Leasing' s Minna von Barnhelm.
Ann Arbor, Mich., Sheehan, 1904. 129 (30 cts.)
■ and Florer, W. W. Guide for the study of Schiller's Wilhelm Tell. Ann
Arbor, Mich., Sheehan, 1904. 129 (30 cts.)
FRENCH.
Bacon, Edwin Faxon. Une semaine a Paris, with a series of illustrated conversa-
tions. New York, Cincinnati [etc.] American book co. [1901] 136 p. inclu.
illus., map. 129 (|1.50)
Bercy, Paul. Short selections for translating English into French; new ed., with
selections from examination papers of leading colleges, arranged progressively
with notes. New York, Jenkins, 1909. 146 p. 129 (75 cts.)
Betis, Victor and Swan, Howard. Class-room conversations in French . . . New
York, Longmans, Green & co., 1904. 93 p. 89 (Psychological methods of
teaching and studying languages. French series, no. 2) (80 cts.)
Facts of life ... In 2 pts.; with complete index in English and French.
New York, Longmans, Green & CO., 1904. 89 (Psychological methods of teach-
ing and studying languages. French series, nos. 1 and 2) (Each 80 cts.)
■ First facts and sentences in French . . . New York, Longmans, Green & co.,
1905. 135 p. 129 (60 cts.)
Boquel. Random exercises in French grammar. New York. Putnam. 1908. ($1.40)
Clark, T. M. En voyage. New York, Jenkins [1903] 124 p. 129 (75 cts.)
A collection of conversations in French and English, adapted to the use of tourists and classes.
Connor, James. Conversation-book in French and English for use of schools and
travelers. New York, Brentano. (60 cts.)
Dubois and De Geer. Lectures et conversations. New York, Jenkins, 1909. 151 p.
129 (75 cts.)
Du Croquet, Charles P. French drill-book: A. New York, Jenkins, 1891.
— ^ B. New York, Jenkins, 1891.
Fitzgerald, Kathleen. Parlez-vous franfais ? . . New York, Longmans, 1907.
illus. 129 (30 cts.)
Fontaine, Camille. Choses de France, lemons de conversation . . . New York, Jen-
kins ["1905] vi, 104p. 129 (75 cts.)
Gastineau, Edmond. The conversation method for speaking, reading, and writing
French. New York, American book company, (f 1.25)
Hein, Gustav. Exercises in French conversation and composition; with notes and
vocabulary. New York, Crowell, 1909. 129 (Modern language series) (40 cts.)
Henin, B. L. French verb drill. New York, Jenkins. 1909. 60 p. (35 cts.)
Laurie, A. {-pseud, for Pascal Grousset] Une annee de college a Paris . . . New
York, Macmillan, 1901. 129 (Siepmann's elementary French series') (50 cts.)
Marchand, Charles M. One hundred and two new progressive exercises in prose com-
position . . . New York, Brentano; [etc., etc., 1904] 108 p. fold. tab. 169
138 THE TEACHING OF MODEKN LA'TSTGUAGES.
Marsh, Lewis. French translation and composition. New York, Pitman, 1905. 129
(85 cts.)
Prentys, Elsie P. and R. F. French for daily use . . . New York, Jenkins ["1910]
vi, 160p. 24?
Rippmann, W. and Buel, W. H. Causeries avec mes eleves. New York, Jenkins,
1902. ($1.25)
■ — Contes merveilleux. New York, Jenkins, 1902. (|1.50)
■ — Corrige des exercices de la petite gramraaire franyaise. New York, Jenkins,
1902. (50 cts.)
' Corrig6 des exercices et traductions des petites causeries. New York, Jenkins,
1902. (15 cts.)
Corrige des traductions des causeries avec mes eleves. New York, Jenkins,
1902. (25 cts.)
French daily life: guide for the student . . . New York, Newson, 1901.
169 (75 cts.)
Roth, Edward. Le conversationaliste franyais. Philadelphia, Roth, 1908 -[1909]
129 (25 cts.)
Sauveur. Causeries avec les enfants. New York, Jenkins, 1902. ($1)
WTiitcomb, Rupert Henry. French review sentences. Concord, N. H. , The Rumford
press, 1905. 57 p. 129
SPANISH.
Berlitz, M. D. A practical smattering of Spanish. New York, Berlitz, 1905. 55 p.
169 (30 cts.)
■ — ■ — — Spanish with or Avithout a master ... 2 v. New York, Berlitz, 1908. 129
(12)
Key. 2 V. New York, Berlitz, 1899-1903. 169 & 12? (50 cts.)
and Collonge, Benito. Metodo-Berlitz, para la ensenanza de idiomas modernos.
Parte espanola. Nueva ed., revista y aumentada. New York, Berlitz, 1905.
viii, 216 p. 129 ($1.50)
Connor, J. and Langhellett, . Conversation book in Spanish and English.
New York, Brentano. (60 cts.)
Knoflach, Augustin. Spanish simplified. Lincoln, Nebr., University publishing
CO., 1906.^
ITALIAN.
Jaschke, Richard, comp. English-Italian conversation dictionary. New York,
Wycil. ($1)
Stevens, Charles McClellan. Italian-English conversation teacher. Chicago, Dono-
hoe, 1905. 129 (Complete self-teaching language series) (25 cts. and 75 cts.)
DICTIONARIES.
GERMAN.
Classic German-English dictionary. New York, Hinds, Noble & Eldredge. ($2)
Feller, F. E. New pocket dictionary of German-English and English-German. Rev.
by M. A. Curie. New York, Button, 1908. 329 (Miniature reference library)
(50 cts.)
James, William. Technological dictionary: English, German, French, and Spanish.
New York. Spon, 1908. ($4)
Lang. German-English medical dictionary. Philadelphia, Blakiston. ($4)
Langham dictionaries. English-German and German-English. New York, Scribner's
sons, 1907. 249
McLaughlin. English-German and German-English dictionary. Boston, Little
Brown A: CO., 1909. ($1.25)
WORKS ON THE TEACHING OF MODERN LANGUAGES. 139
Morwitz. Amerikanisches worterbuch der eiiglishen uud deutschen sprache. New
York, Brumder. ($1.50^
Tafel-Tafel. Taschenw6rt.erl>uch. English-deutsch und deutsch-onglish. Boston,
Kohler. ($1.50,^
FRENCH.
Blaiichard, R. de. One thousand cora-mon French words. New York, Crowell.
(25 cts.)
Brown anc? Martin . French and English dictionary . . . New York, Dutton, 1908.
8? (Miniature reference library) (50 cts.)
Classic French and English dictionaries. New York, Hinds, Noble & Eldredge.
1123 p. 89 (.52)
Edgren, August H. and Burnet, Percy B. A French and English dictionary . . .
New York, Holt, 1901. v-xv, 1252 p. 8?
Langham dictionaries. French-English and English-French. New York, Scribner's
sons, 1907. 249 (|1)
McLaughlin. English-French and French-English dictionary-. Boston, Little,
Brown & CO., 1909. ($1.25)
Masson. French-English and English-French dictionary. Chicago, Donahue.
(75 cts.)
Maury, Max. Frangais-anglais, English-French: geographical lexicon. Chicago,
Laird, 1906. 169 (Dean's waistcoat pocket dictionaries) (25 cts. and 50 cts.)
Passy, Paul anrf Hempl, George, eds. International pronouncing French-English and
English-French dictionary. New York, Hinds, Noble & Eldredge, 1905. 602 p.
89 (International dictionaries, ed. by R. M. Pierce) ($3)
Tolhausen, Alexander, ed. Technological dictionary in French, English, and German.
New ed., rev. by L. Tolhausen. 3 v. v. 1 [French] v. 2 [English] v. 3 [German]
New York, Macmillan. 1908. 16°. (per v. |2.75)
SPANISH.
Beta,0. and Myers, William S. Globe-trotters dictionary : list of ordinary and useful
everyday English words and some common phrases, with their equivalent mean-
ings in French, German, Italian, and Spanish. New York, Mvers, 1905. 24?
($1.50)
Garcia, A. J. Dictionar>' of engineering terms in English and Spanish . . . New
York, Spon & Chamberlain, 1907. 129 ($1)
Langham dictionaries. English-Spanish and Spanish-English. New York, Scrib-
ner's sons, 1907. ($1)
McLaughlin. Spanish-English and English-Spanish dictionarv. Boston, Little,
1909. ($1.25)
Pitman's dictionary of commercial correspondence in English, French, German,
Spanish, and Italian. New York, Pitman, 1907. 89 ($2.25)
Velazquez de la Cadena, Mariano. A new pronouncing dictionary of the Spanish and
English languages . . . New York, Apple ton, 1908. 49 ($8)
ITALIAN.
James, William and Grassi, Gius. Dictionary of the English and Italian lan-
guages . . . New York, Macmillan. 1908. 820 p. 129 ($1.50)
Jaschke, Richard, fomp. English-Italian conversation dictionarv. New York, Wycil.
($1)
Langham dictionaries. English-Italian and Italian-English. New York, Scribner's
sons, 1907. ($1)
140 THE TEACHING OF MODERN LANGUAGES.
Padovani, P. Laird and Lee's standard vest-pocket dictionary. English-Italian and
Italian-English. Chicago, Laird. 1909. (50 cts.)
Pitman. Dictionary of commercial correspondence: Italian-English and English-
Italian. New York, Pitman. ($2.25)
Waite, Charles B. Homophonic vocabulary; containing more than 2,000 words
ha-sdng a like sound and like signification in ten languages, to wit: English,
French, Spanish, Portuguese, Italian, German, Dutch, Danish-Norwegian,
Swedish, and Russian. . . . Chicago, Waite, 1904. 162 p. 89
Wessely, Ignaz E. and Stevans, C. M. Hill's Italian-English dictionary. Chicago,
Ogilvie, 1904. 169 (25 and 50 cts.)
Wessely, J. E. Italian-English and English-Italian dictionary'. Rev. and rewritten.
New York, Burt, 1900. 169 (75 cts.)
— ■ and Gray, F. H. T. English-Italian and Italian-English dictionary. New
York, Dutton, 1908. 470 p. 489 (Miniature reference library) (50 cts.)
ETYMOLOGY.
Manual of German etymology and its relation to English. Philadelphia, Albright
publishing co. [1900?] ($1)
GRAMMARS AND BEGINNERS' BOOKS.
GERMAN.
Adams, J., ed. Self-educator in German. New York, Crowell, 1901. 129 (Self-
educator series) (75 cts.)
Ahn, Franz. New, practical, and easy method of learning the German language.
First course. St. Louis, Herder, 1908. (50 cts.)
Arnold, Marie. Handbook of German construction and complete verb scheme.
Chicago, Flanagan, 1909. 129 (60 cts.)
Beiley, V. J. Der praktische deutsche. New York, Jenkins, 1898. 222 p.
129 ($1)
Berlitz, M. D. Das geschlecht der hauptworter. Praktische regeln und iibungen.
New York, Berlitz [1897] 22 p. 169
German with or without a master. 2 v. New York, Berlitz, 1900. 129-
(95 cts. each)
Key to the exercises. 2 v. 129
Praktische deutsche schulgrammatik . . . New York, Berlitz, vii, 122 p. 129
Erstes buch ftir den unterricht in den neueren sprachen. Deutscher teil fiir
erwachsene. Amerikanische umgearbeitete ausgabe. New York, Berlitz,
1906-7. 107 p. 129 (II)
Zweites buch fiir den unterricht in den neueren sprachen . . . Neue amer-
ikanische umgearbeitete ausgabe. New York, Berlitz, 1903-4-5. 168 p.
129 ($1)
Methode Berlitz fiir den unterricht in den neueren sprachen . . . New York>
Berlitz, 1903-4-5. 107 p. 129
Bernhardt, W. German-English vocabulary. Deutsches sprach-und lesebuch.
New York, American book co., 1887. (75 cts.).
Clarke, George H. and Murray, C. J. A grammar of the German language. Cam-
bridge, University press, 1906. vi, 404 p. 129 (.$1.65)
Colby, William I. Der lehrer : Being a new and rev. cd. of "Colby's Natiirliche
methode," and designed for imparting a practical knowledge of conversational
German . . . New York, Colby, 1900. 229 p. Front, (part.) plates. 129 ($1.50)
WOKKS ON THE TEACHING OF MODERN LANGUAGES. 141
Colby, William I. Der lehrer: new rev. ed. of "Natiirliche methode." New York,
Colby, 1904. part, plates. 129 ($1.25)
Praktische uebersicht der deutschen grammatik. 5th ed. Syracuse, N. Y.,
Colby, 1906. 129 ($1)
Cortina, Raphael Diez de la. Deutsch auf deutsch . . . 1. ausg. New York, Cortina,
1906. 118 p. illus. 12? (Methode Cortina, no. 8) ($1.50)
Cutting, Charles. A glance at the difficulties of German grammar. New York,
Jenkins, 1905. 3 charts. 8? (35 cts.)
Cutting, Starr W. Concerning the modern German relatives, "das" and "was," in
clauses dependent upon .substantivized adjectives. Chicago, University of
Chicago press, 1902. 89 (Decennial pub.; repr. from v. 7) (25 cts.)
DeBrisay, Charles T. The De Brisay analytical German method . . . pt. 1. Ottawa,
Canada, and Ogdensburg, N. Y., Acad6mie De Brisay, 1905. v. 89
[Deghuee, Joseph] Steiger's colloquial method of learning the German language . . .
4 V. New York, St^eiger [<= 1890-93] 129 ($1.75)
Dodge, Leslie S. Der fiihrer. 7th ed., rev. Syracuse, N. Y., Dodge, 1905. illus.
"(port.) 129 ($1)
Dreyspring, Adolphe. Constructive process for learning German. New York,
Jenkins, 1901. 313 p. 89 ($1.25)
Fischer, A. A. Tables of German grammar. 3d ed. Philadelphia, McKay, 1902-3.
129 (70 cts.)
Harmanson, S. T. U. German verb blank. Lynchbrn-g, Va., Bell [1910] 30 p.
49 (35 cts.)
Holzwarth, Franklin J. German students' manual. New York [etc.] American
book CO.
Hugo. German grammar simplified. Standard ed., rev. New York, Pitman, 1903.
129 (Hugo's simplified system) ($1)
Jappe, Thomas H. Elements of German grammar. New York [etc.] American
book CO., 1905. 133 p. 89 (60 cts.)
Kir.ichbaum, Benno. German verbs: primitives, and their compounds. Abr. ed.
Philadelphia, Kirschbaum, 1906. fold. tab. 129 ($1.50)
Knoflach, A. German simplified. Lincoln, Nebr., University publishing co., 1S99.
($1)
Kohler. First course in German according to the natural method. Philadelphia,
Kohler, 1887. (30 cts.)
Kroeh, Charles F. Living methods for learning how to think in German. Hoboken,
N. J., Kroeh, 1892. [Appleton, N. Y.] 129 ($1.50)
Kuphal, Otto. Idiomatic study of German .. . Concord, N. H., 1905. 89 ($2.25)
Kuttner, B. German conversation course. Sections I and II. New York, Abbey
press [The Morse co.J 1902. 129 (50 cts.)
Lange, Louis. Twentieth century system: Key to the German language. San
Francisco, News. (50 cts.)
Lohmann, J. H. Die deutsche sprache; was konnen wir beitragen zu ibrer erhaltung
in diesem lande? Chicago, Koelling, 1904. 89 (15 cts.)
Lutz, F. Elementary German reader. New York, Silver, 1902. 129 (Series of
modem language textbooks) ($1)
flayer, Jacob. German for Americans. Boston, Koehler, 1899. ($1)
Ikliller, Franklin J. Lessons in practical German. Philadelphia, Miller, 1904. 129
142 THE TEACHING OF MODERN LANGUAGES.
Mueller, A. E. Universal hand book lor the study of the English, Sjianish, French,
and German languages. St. Louis, Mueller, 1905. illus. (port.) 129 (10
cts.)
Miiller, William. Deutsches lese- und sprachbuch. 1st and 2d bks. New York,
Silver, 1900. illus. 129 (36 cts.)
Ollendorff, Heinrich G. A new method of learning to read, write, and speak the
German language. New York, American book co. [1890] 510 p. 129 (87 cts.)
Key to the exercises. (70 cts.)
Otto, E. German conversation-grammar. Rev. by F. Lange. 27th ed. (Gaspey-
Otto-Sauer method) Key. New York, Brentano; Castor; Christern [etc.]
1900. 129
Peltier, Frank. Germanby nature's method. . . . Omaha, The Author, 1904. 200
p. 89 (.11)
Rippe, Wilhelm. Des kindes erstes buch, nach Paul Percy's Livres des enfants.
New York, Jenkins, 1892. 100 p. 129 (40 cts.)
Rosenthal, Richard S. The Rosenthal method of practical linguistry. The German
language . . . New York, London, The International college of languages [1901]
543 p. 129 (In 10 parts)
Schulz, Herman. Praktischer lehrgang der deutschen sprache. New York, Jenkins,
1898. 214 p. 89 ($1)
Sihler, Williarh. German forms and most common words arranged according to the
frequency of their occurrence. Decorah, la., 1903. 89 (65 cts.)
The German noun: difficulties simplified. Decorah, la., Sihler, 1905. 89
(25 cts.)
Sonnenburg, R. and Schoelch, M. A new practical German grammar and exercise
book. 2d ed. St. Louis, Herder, 1911. 11+308 p. 89 ($1)
Wedekind, H. L. Praktisches iibungsbuch der deutschen sprache. I. teil. mittel-
stufe. Milwaukee, Brumder, 1889. 68 p. 129 (20 cts.)
II. teil. oberstufe. 96 p. (30 cts.)
and Jahr, F. E. B. Erstes deutsches lesebuch. Milwaukee, Northwestern
publishing house, 1900. (30 cts.)
Wehse, Frederick. German grammar for beginners. Brooklyn, Prospect heights
school, 1906. 129 ($1.10)
Wenckebach, Carla and Miiller, Helene. Deutscher anschaungsunterricht fiir Ameri-
kaner. New York, Holt. 129
Winter, G. A. Der deutsche sprachschiiler. Louisville, Ky., Diehl, 1900. 89 (40
cts.)
Zimmerman, G. A. Deutsches klassisches lesebuch fiir hohere klassen und hoch-
schulen nebst einem abriss der deutschen literaturgeschichte. Milwaukee, Brum-
der, 1888. 357 p. 129 ($1.25)
FRENCH.
Adams, John, ed. Self-educator in French. New York, ("rowell, 1901. 129 (Self-
educator series) (75 cts.)
Banderet, P. and Reinhard, Ph. First lessons in French: adapted by Grace Sand-
with. New York, Orowell, 1909. 129 (Modern language series) (50 cts.)
Beauvoisin, Mariot de. French verbs at a glance. New York, Jenkins, 1909. 64 p.
89 (40 cts.)
Bercy, Paul. Conjugaison des verbes fran^aises. New York, Jenkins, 1910. 84 p.
89 (.50 cts.)
WORKS ON THE TEACHING OF MODERN LANGUAGES. 143
Bercy, Paul. Le frangais pratique. New York, Jenkins, 1911. iv, 191 p. 8? ($1)
Le premier livre des enfants. New York, Jenkins, 1909. 100 p. 89 (50
cts.)
Le second livre des enfants. New York, Jenkins, 1909. 148 p. 89 (75 cts.)
Simple grammairefran9aise. New York, Jenkins, 1909. ix, 220p. 89 ($1)
Berlitz, M. D. Deuxieme livre pour I'enseignement des langues modernes; partie
fran^aise pour adultes. Nouvelle ed. americaine. New York, Beilitz, 1905.
iv, 153p. 129 ($1)
French with or without a master . . . Parts I and II. New York, Berlitz,
1906-7. 129 (II each)
Genre des substantifs ; regies pratiques a I'usage des Strangers. New York
[etc.] Berlitz [1894] 20 p. 129 (25 cents)
• Grammaire pratique de la langue fran^aise. 4 v. New York, Berlitz, 1902.
129 (50 cts.)
Volume 4—" Pronunciation and orthography " is out ot print.
Methode Berlitz pour I'enseignement des langues modernes. Edition illustree
pour les enfants. Partie frangaise. New York, Berlitz, 1906. 112 p. 129 ($1)
Premier livre pour I'enseignement des langues modernes. Partie fran(7aise pour
adultes. Nouvelle edition americaine . . . New York, Berlitz, 1906. ix,
nop. 129 ($1)
Selections for idiomatic translation into foreign languages . . . New York,
f
Berlitz [cl897] 28 p. 169 (25 cts.)
Bernard, Victor F. Les f antes delangage. New York, Jenkins, 1900. 12°. (50 cts.)
Le franfais idiomatique. New York, Jenkins. 73 p. 129 (50 cts.)
La traduction orale et la prononciation fraufaise. New York, Jenkins, 1894.
42 p. 129 (30 cts.)
Betis, V. and Swan, Howard. First facts and sentences in French: for beginners.
New York, Longmans, 1904. 169 (Psychological methods of teaching and
studying languages; Fr. ser., nos. 1 and 2) (80 cts. each)
Boniime, Louise C. Study and practice of French in school for beginners. 3d. ed.
rev. ' Philadelphia, Leeds & Biddle co., 1899. (3pts. pt. 1, 60 cts. pt. 2, 90 cts.
pt. 3, .|1)
Study and practice of French for advanced grades. Philadelphia, Boname,
1900. 169 (35 cts.)
Boquel. French composition. New York, Putnam, 1908. 129 (|1.40)
Churchman, Philip Hudson. Introduction to the pronunciation of P'rench. New
York, Churchman, 1906. 89 (25 cts.)
Clark and Tanquery. Intermediate French grammar and outlines of syntax. New
York, Button. " ($1)
Collot, A. G. Progressive French anecdotes and questions. New York, Jenkins,
1903. 233 p. 129 (50 cts.)
Darmesteter, Arsene. Historical French grammar . . . Book 2. New York, Mar-
millan, 1903. 129 (90 cts.)
Pecourbey, M. E. French verb blank. New York, American book co. [etc.] 1905.
89 48 blanks. (35 cts.j
Du Croquet, C. P. Elementary French grammar. New York, Jenkins, 1907. 12'
(75 cts.)
College French grammar. New York, Jenkins, 1907. ($1.25)
— First course in French conversation. New York, Jenkins, 1909. 199 p.
(II)
53440°— 13 10
0
144 THE TEACHING OF MODERN LANGUAGES.
Du Croquet, C. P. French verbs regular and irregular. New York, Jenkins, 1910.
89 (35 cts.)
■ Le franfais par la conversation. New York, Jenkins, 1912. 186 p. 89 ($1)
Ernst, Theodora. French construction. New York, Jenkins, 1907. 169 (50 cts.)
Fasquelle, Louis. New method of learning French, analytic and synthetic. New
York, Ivison, 1860. 129 ($1.88)
• — Key. ($1.25)
Gay, Agnes G. Catherine, Catherinette, etCatrina. New York, Jenkins, 1905. 78 p.
89 (75 cts.)
Gouin, F. First lesson in French . . . New York, Longmans, 1904. 129 ($1.75)
Henin, B. L. First year in French for beginners or "methode Henin." Boston,
Heath. 58 p. 129 (50 cts.)
French verb drill. New York, Jenkins, 1909. 60 p. 129 (35 cts.)
Hugo. French simplified. New York, Pitman, 1907. 129 ($1)
Ingres, Maxime. Cours complet de la langue franfaise. Troisfeme ed. v. 1. Chi-
cago, University of Chicago press, 1902. 129 ($1.50)
Julien, F. Un peu du tout. New York, Jenkins, 1898, 282 p. 129 (75 cts.)
Keetels. A collegiate course in the French language. New York, Clark & May-
nard, 1880. 129
Kroeh, C. F. Living methods for learning how to think in French. London, The
Author, 1892. 129
Lamare, Emmanuel B. Manual for the study cf elementary French grammar.
[Berkeley, Cal.?] Abbott, 1903. 89 (90 cts.)
Le Roy, Stanislas. Logical chart for teaching and learning the French conjugation.
New York, Jenkins, 1900. 89 (35 cts.)
Les verbes en deux tableaux. Tableaux I and II. New York, Jenkins. (10 cts.
each)
Marchand, Charles M. Elementary course in practical French for beginners. New
York, Brentano, 1907. 129 (60 cts.)
Mauron, A. and Verrier, Paul. Nouvelle grammaire anglaise. 9th ed. In 2 pts.
New York, Wycil, 1907. 129 ($1.25)
Meras, Baptiste and Emile Jules. French verbs and verbal idioms. New York,
Sturgis-Walton co., 1909. 129 (60 cts.)
Otto, E. French conversation -grammar. Rev. by Charles Bonnier. 12th ed.
New York, Brentano's, 1900. 129 (Key to Gaspey-Otto-Sauer method) ($1)
Also published by Castor, Christern, Steiger, Inter. News co.
Pitman, 5iV Isaac. French course. Pt. 1. New York, Pitman, 1901. 12°. (Rapid
series) (20 cts.; 25 cts.)
Poole and Becker. Grammaire frangaise. New York, Button, 1904. (60 cts.)
[Rougemont, Armed6 de] "Veteran," pseud. Preliminary French drill. New York,
Jenkins; Boston, C. Schoenhof ["1894] iv, 68 p. 89
Sauveur, Lambert. Entretiens sur la grammaire. New issue. New York, Jenkins,
1902. 335 p. 129 ($1.50)
Introduction to the teaching of living languages. New issue. New York,
Jenkins, 1902-3. 129 (25 cts.)
• Petites causeries. New issue. New York, Jenkins, 1902-3. 178 p. 129
(II)
Petite grammaire frangaiso pour los Anglais. New issue. New York,
Jenkins, 1902-3. 245 p. 129 ($1.25)
WORKS ON THE TEACHING OF MODERN LANGUAGES. 145
Sauveur, Lambert, and Van Daell, A. La parole fran^aise. New issue. New
York, Jenkins, 1902-3. 148 p. 129 ($1)
Premieres legons de grammaire fran(,"aise. New issue. New York,
Jenkins, 1902-3. 118 p. 129 (75 cts.)
Savay, Norbert J. French theory and practice. Chicago, Flanagan, 1900. 129
(Savay's modem language series) (75 cts.)
Tricoche. More stumbling blocks of the French language. Syracuse, N. Y., Bar-
deen, 1904. 129 (85 cts.)
Vizetelly, A. Chilfl's first steps in French. New York, Pitman, 1900. 12°. (25
cts.)
SPANISH.
Ahn. New practical and easy method of learning the Spanish language. St. Louis,
Saler, 1887.
Berlitz, M. D. Los verbos aprendidos por la conversacion . New York, Berlitz,
1907. ix, 140 p. 129
and Collonge, Benito. Metodo-Berlitz para la ensenanza de idiomas
modernos . . . Nueva ed., rev. y an. New York, Berlitz, 1905. iii-vi, 217p. 89
Brigham, F. H., ed. Conjugation of Spanish verbs, complete. Los Angeles, Cal.,
Brigham, 1909. 129 (60 cts.)
Cortina, Raphael Diez de la. Espanol en espaiiol. New York, Cortina, 1906. 129
(Cortina method) ($1)
Modelos para cartas en Espanol y en Ingles . . . [New York] Cortina, 1902.
The vision of Sir Launfal. Arranged for translation into Spanish. New York,
The Grafton press, 1905. (75 cts.)
Hill, R. G. English-Spanish manual. 3d ed., rev. and enl. by C. G. Morton. Kan-
sas City, Mo., Hudson-Kimberly co., 1904. 169 (75 cts.)
4thed. (?) Hutton, 1909. ($1)
Hugo. Spanish simplified. New York, Pitman, 1903. 129 (Hugo's simplified
system) ($1)
International college of languages. Speaking and pronouncing manual; cont. lessons
taught by the language phone method. Spanish language. Haulenbeek corr. ed.
New York, International college of languages, 1905. illus. 89 ($2)
Kroeh, C. F. Living methods for learning how to think in Spanish. London, 1892.
Pronunciation of Spanish in Spain and America. Hoboken, N. J., Kroeh,
1907. (95 cts.)
Lange, Louis. Twentieth century system Spanish coiu^e. San Francisco, News,
1902. 129 (25 cts.)
Leon. Perfecto Casada. Chicago, University of Chicago press. ($1.50)
Marion, Henri and Garennes, P. J. des. Introducci6n d la lengua castellana. New
York, Jenkins, 1900. 129 (.|1)
Ollendorf. New method of learning to read, write, and speak Spanish. New York,
Appleton, 1884.
Rivas, F. M. de. Espanol-ingl6s. English-Spanish. Chicago, Laird, 1906. maps.
169 (Dean's waistcoat pocket dictionaries) (25 & 50 cts.)
Tornos, Alberto de. Combined Spanish method; practical and theoretical system for
learning the Spanish language. Rev. ed. New York, Appleton, 1908. 129
($1.50)
Vallegas. Practical methods of learning Spanish. New York, Gotteberger, 1882.
Ybarra. Practical method for learning Spanish, etc. Boston, Heath, 1902.
146 THE TEACHING OF MODERN LANGUAGES.
ITALIAN.
Arbib-Coata, Alfonso. Italian lessons. New York, Tocci, 1909. 8? ($1)
Benelli, Z. and Marucelli-Petri, A. New Italian grammar. New York, Truslove
[John Lane] 1901. 129 ($1.25)
Berlitz, M. D. Insegnamento clelle lingue moderne; parte italiana. Nuova ed.
Amer., rev. ed. anno. New York, Berlitz, 1907. 198 p. 89 (11.50)
Oomba, T. E. Metodo practico e naturale per lo studio della lingua italiana. New
York, Jenkins. 223 p. 129 ($1.50)
Cortina, R. D. de la. Italiano in italiano; with key in English. New York, Cortina,
1907. 129 (Cortina method) ($1.50)
Edgren, Hjalmar. A brief Italian grammar. New York, Jenkins, 1904. 129
(90 cts.)
Motti, Pietro. Elementary Italian grammar. 2d ed. New York, Wycil, 1902. 129
(Method Gaspey-Otto-Sauer) (50 cts.)
Ricci. A first Italian course . . . New York, American book co.
Sauer, Charles M. Italian conversation-grammar. 7th ed. New York, Brentano,
1900. 129 (Key to Gaspey-Otto-Sauer method) (|1)
Walker. A class book of modern Spanish for self-instruction or use with an instructor.
Cincinnati, Home publishing co., 1900. 129
IDIOMS.
Billandeau, Armand-Georges. Collection of French idioms, sayings, and proverbs;
with their English equivalents and meanings. Rev. by A. Antoine. New
York, Stechert, 1903. 89 ($2.50)
Goldsmith, P. H. El idioma ingles. Lib. primero; lib. segundo. New York, Globe
school book CO., 1902. 129 (40 & 30 cts.)
Clave de las ejercicios [etc.] New York, 1902. 129 (30 cts.)
Marchand, Charles M. Four thousand French idioms, gallicisms, and proverbs;
with notes and examination papers. New York, Brentano, 1906. 169 ($1.25)
Sweet, Henry. Practical study of languages. New York, Holt, 1900. 129 ($1.50)
Wilkin, Matilda J. C. Selected English-German idioms; with exercises. 2d ed.,
rev. and enl. Minneapolis, Minn., Wilson, 1906. 129 (60 cts.)
LITERATURE.
Berlitz, M. D. Elements de la litterature fran^-aise, a I'usage des el^ves de nationa-
lite ^trang^re . . . Edition americaine. New York, Berlitz, 1907. x, 311 p.
129 ($1.50)
Dippold, George A. The great epics of mediaeval Germany . . . Boston, Brown,
1905. 129 ($1.50)
Dole, Nathan Haskell. A teacher of Dante and other studies in Italian literature.
New York, Moffatt, Yard & CO., 1908. 341 p. 129 ($1.75)
Furness, W. H. Hours with German classics. Boston, Little, Brown & co., 1902.
($2)
Hochdoerffer, Richard. Introductory studies in German literature. Chautauqua,
N. Y., the Chautauqua press, 1904. viii, 255 p. front., ports. (Chautauqua
home reading series)
Holzwarth, Franklin J. German literature, land, and people . . . New York [etc.]
American book CO., 1908-10. 245 p. 89 ($1)
Kuhns, Oscar. The great poets of Italy. Boston, Houghton Mifflin co., 1903.
358 p. 89 ($2)
WORKS ON THE TEACHING OF MODERN LANGUAGES, 147
Phillips, Mary E. Handbook of German literattire. 2d ed. rev. New York, Mac-
millan, 1908. 129 ($1)
Rougemont, Amede de. Manual de la litterature fran^aise . . . New York, Jenkinp,
1893. 403 p. 129 ($1.25)
Trail, Florence. A history of Italian literature. 2 v. Frederick, Md., Trail,
1903-4.
Wells, Benjamin W. Modern German literature. 2d ed. rev. and enl. Boston,
Little, Brown & co., 1901. xi, 429 p. 129
MUSICAL HELPS.
Deutsches liederbuch f iir amerikanische studenten.
Germanistische gesellschaft der universitat Wisconsin. Boston, D. 0. Heath & co.
Siefert, H. O. R Liederbuch fiir christliche schulen und singspiele. Milwaukee.
(30 cts.)
READERS.
GERMAN.
Abrams, Bernard A. Fibel fiir schiiler nichtdeutscher abkunft. New York, Ameri-
can book CO., 1900. 169 (20 cts.)
— Fibel nach der schreiblese methode. New York, American book co. (20 cts.)
Das erste Milwaukeer lesebuch nebst praktischen sprachiibungen. Milwaukee,
Brumder, 1880. 69 p. 129 (25 cts.)
Das Zweite Milwaukeer lesebuch. 171 p. (40 cts.)
Das dritte Milwaukeer lesebuch. 1881. 236 p. (60 cts.)
Kase, Albertine. Kleine anfange. New York, Jenkins, 1909. 133 p. 89
Liicken, D.H. Fibel fiir den erstenschreib- und lesunterricht. Milwaukee, Brumder,
1873. 84 p. 129 (25 cts.)
Rhoades, Lewis A. and Schneider, Lydia. Erstes sprach- und lesebuch: German
primer. New York, Holt, 1907. illus. 129 (36 cts.)
Volkschul-lesebuch. Erstes teil. Milwaukee, Brumder, 1869. 106 p. (30 cts.)
zweiter teil. 180 p. (50 cts.)
dritter teil. 1874. (80 cts.)
Weick, W. H. Deutsche schreib- und lesefibel fiir amerikanische schulen. New
York [etc.] American book CO., 1898. 96 p. 129 (20 cts.)
Erstes schulbuch fiir den deutschen lese- und schreibunterricht in amerika-
nischen schulen. New York [etc.] American book co., 1886-1896. 112 p. 129
(20 cts.)
anrf Grebner, C. Deutsches erstes lesebuch. Fiir amerikanische schulen.
New York [etc.] American book CO., 1886. 112 p. 129 (25 cts.)
zweites lesebuch. 144 p. (35 cts.)
drittes lesebuch. 191 p. (42 cts.)
viertes lesebuch. New York [etc.] 1887. 272 p. (60 cts.)
funftes lesebuch. 352 p. (72 cts.)
Deutsche fibel. Fiir amerikanische schulen. New York [etc.] Amer-
ican book CO., 1886. 98 p. 129 (20 cts.)
Zimmerman, G. A. Deutsches klassiches lesebuch . . . Milwaukee, Brumder, 1888.
357 p. 129 (11.25)
148 THE TEACHING OF MODERN LANGUAGES.
FRENCH.
Bercy, Paul. French reader. New York, Jenkins, 1899. iv, 333 p. 129 ($1)
La langue fran^aise. p. 1. New York, Jenkins, 1911. 296 p. 89 ($1.25)
— p. 2. 1903. 279 p. ($1.25.)
Lectures faciles. New York, Jenkins, 1906. 256 p. 129 ($1)
French reader. Scranton, Pa., International correspondence schools, 1903. 89
Grimm, J. L. K. and W. K. Fairy tales told in easy French, by Kathleen Fitzgerald,
Philadelphia, Jacobs, 1909. 169 (Children's favorites) (50 cts.)
Robique, Marie M. Historiettes et poesies. New York, Jenkins, 1909. iv, 107 p.
89 (60 cts.)
[Rougemont, Amede de] "Veteran," pseud. Initiatory French readings. Premieres
lectures. New York, Jenkins; Boston, Schoenhof [^1896] 155 p. fold.
maps. 89 (75 cts.)
SPANISH.
Geografia superior ilustrada. New York, Appleton, 1901-2. 49 (fl.50)
Ramsey, Marathon M. Elementary Spanish reader. New York, Holt, 1897.
129 ($1)
Spanish reader. Scranton, Pa., International correspondence schools, 1903.
ITALIAN.
Italian reader. Scranton, Pa., International correspondence schools, 1903.
Kelly, Agnes T. Washington reader, English-Italian. Philadelphia, Kelly, 1907.
129
Marinoni, A. Italian reader. New York, Jenkins, 1911. v, 181 p. 89 (90 cts.)
ORTHOGRAPHY.
Duden . VoUstandiges orthogra})hische8 worterbuch der deutschen sprache . Leipzig
und Wien. (latest edition) (40 cts.)
Invaluable.
Page, Curtis H. Simplification of French spelling. Educational review, 34 : 151-56,
September, 1907.
Schinz, Albert. Spelling reforms in French and English. Educational review,
34:403-11, November, 1907.
Tilger, F. Regeln ftir die deutsche rechtschreibung. St. Louis, Concordia pub-
lishing house, 1905.
PHONETICS.
Bahlsen, Leopold. The teaching of modern languages. Translated from the German
by M. Blakemore Evans . . . Boston, New York [etc.] Ginn & co. [1905] iii,
97 p. front, (port.) 89
Bibliography of phonetics, p. 37-38.
Churchman, Philip Hudson. An introduction to the pronunciation of French. New
York, Jenkins [1906] 72 p. 129 (50 cts.)
Exercises on French sounds. New York, Jenkins, 1912. 129 (35 cts.)
De la Rochelle, Philippe. Guide to French pronunciation and practical phonetics.
New York, Steckert, 1909. 129 (50 cts.)
Fonografia espanola. New York, Whittaker. (|1)
Hempl, G. German orthography and phonology: a treatise with a word-list. Boston,
Ginn & co., 1897. 129
WORKS ON THE TEACHING OF MODERN LANGUAGES. 149
Knowles, Mrs. Mary II. and Favard, Berthe des Combes. Some essentials and ade-
quate helps to French pronunciation and rhythm. Chicago, Knowles, 1907. 12?
(35cts.)
Kroeh, Charles F. Pronunciation of Spanish in Spain and America. Hoboken, N. J.,
Kroeh, 1907. (25 cts.)
Le Daum, H. Phonetics and the modern languages. In North Dakota educational
association. Proceedings of the 21st annual session, Bismarck, N. D., 1908.
}). 106-13.
Lester, F. E. and Barker, F. F. Adaptation of Graham's standard phonography to the
Spanish language. New York, Williams & Rogers, 1900. 129 (11.25)
Moffitt, B. L. Drill in French pronunciation and reading. New York, Jenkins,
1908. 12? (15 cts.)
No^, A. C. von. Why should the teacher of German have a knowledge of phonetics?
School review, 15 : 46-48, January, 1907.
Parody, Guillermo, ed. Manual de fonografia espanola. Septima ed., ed. by Arturo
Parody. New York, Pitman, 1904. 129 ($1.50)
Prud'homme, Victoria. French system of sound. In 6 nos. Washington, D. C,
Prudhomme, 1900-1901. 129 (75 cts.; 35 cts.)
Tuckerman, Julius. Simplicite; reader of French pronunciation. New York [etc.]
American book co., 1908. 129 (50 cts.)
Yersin, Marie and Jeanne. Phonorythmic method of French pronunciation, accent
and diction. French and English. Philadelphia, Lippincott, 1902. illus.
129 ($1.25)
PROVERBS (See IDIOMS).
READING CHARTS.
Buchstaben fiir die lesemaschine. Auf holz aufgezogen. Lesetafeln fiir den deutsch-
en unterricht. St. Louis, Concordia publishing co. ($5)
RHYMES.
Malmesbury, Susan H. Old friends with new faces: English nursery rhymes; tr.
into French and set to music. New York. Longmans, 1907. 49 ($1.50)
SLANG.
Kron, R. German Daily Life: a reader. New York, Newson, 1901. 16" (Modern
language books) (75 cts.) Uniform with this: Kron. French Daily Life.
Marchand, Charles M. Careful selection of modern Parisian slang. New York,
Brentano, 1907. 129 (50 cts.)
SONGS.
Deutsches liederbuch fiir amerikanische studenten. Boston, Heath. (75 cts.)
Dohrin?. 349 Lieder fiir schule und haus. St. Louis, Eden publishing house. (40
cts.)
Sprecher. Songs of Germany. New York, Schirmer. ($1 and $2)
Terry, Helen. French song and verse for children. New York, Longmans, 1908.
129 (50 cts.)
INDEX.
Academies, instruction in French, 13; instruction
in German, 51-53.
Academy of Philadelphia, instruction in French,
13: instruction in German, 52.
Adams, C. F., protest against the fetich of Greek, 40.
Alabama, French schools, 11.
Alabama, University of, chronology of earliest
introduction of German, 39.
Alliance Frangaise, founding, 20.
Alliance Franco-Louisianaise, and instruction in
French, 29.
America, first instruction in French, 9-12.
American Academy of Arts and Sciences, and
instruction in French, 16.
American education, German influence, 31-39.
Amherst College, chronology of early instruction in
French, 23-24; instruction in foreign languages,
17, 36.
Anglo-Saxon, study in University of Virginia, 35.
Associations, modem languages, 47.
B.
Baltimore, elementary schools, instruction in
German, 71.
Belleville, 111., elementary schools, instruction in
German, 71.
Berard, Claudius, professor of modem languages, 84.
Bethlehem, Pa., Boarding School of, instruction in
French, 13.
Bethlehem, Pa., early German schools, 51-52.
Bibliography, early history of Louisiana, 12; educa-
tion in Ohio, 16; German literature in American
magazines, 34; historiesof universities and colleges,
39; history of Catholic missions, 85; history of
education in Michigan, 12; methods of teaching
modern languages, 101; summer schools, 89; teach-
ing of modem languages, 107-134; university ex-
tension, 89.
Blaettermann, Georg, teacher, 35.
Boarding School of Bethlehem, Pa., instruction in
French, 13.
Boston, French in elementary grades, 29; private
schools, French language, 13-14.
Boston Latin Grammar School, instruction in
French, 29.
Bowdoin College, chronology of early instruction
in French, 23; instruction in modem languages,
36.
Brown University, instruction in French, 18-19.
Buffalo, elementary schools, instruction in German,
71.
Bureau of Education. See United States Bureau of
Education.
Cadena, M. V. de la, professor of Spanish, 84.
California, Spanish schools, 82.
Canada, French missions, 9-10.
Carlyle, Thomas, and German literature, 34.
Carre and Sanderson's Seminary, Philadelphia,
French language, 14.
Center College, chronology of earliest introduction of
German, 39.
Charleston, S. C, instruction in French, 14.
Chicago, elementary schools, iiLstruction in German,
71.
Cincinnati, early German schools, 32; elementary
schools, instruction in German, 71-72: German
private elementary schools, 52; 'private schools,
instruction in French, 14.
Claiboume, William, and system of schools, 10.
Cleveland, elementary schools, instruction in Ger-
man, 72-73.
Cokesbury College, and German instruction, 32.
College of Charleston, chronology of earliest intro-
duction of German, 39.
College of Jefferson, instruction in French, 11.
College of Louisiana, Spanish taught, 82.
College of Orleans, instruction in French, 11.
Colleges and seminaries, Lutheran, statistics, 80.
Colleges and universities, bibliogi'aphy of hLstory,
39; conditions of instruction in modem languages
(1884), 41-43; first introduction of German, 35-39;
German Methodist Episcopal Church, 81; intro-
duction of French, 17-25; instruction in Italian,
85-86; instruction in Spanish, 82-83; statistics of
French and German language teaching, 50.
Colonies, French taught in private schools, 13-16.
Colorado, elementary schools, instruction in Ger-
man, 71.
Columbia University, clironology of earliest intro-
duction of German, 39; chronology of early in-
struction in French, 22; instruction in French,
18; instruction in Spanish, 84; instruction in
modern languages, 36.
Committee of Ten, and instruction in German, 56-
57, 60; and instruction in modern languages, 27-28.
Committee of Fifteen, com'se of study in French,
elementary schools, 29-30.
Committee of Twelve, and modem direct methods
of teaching modem languages, 99; report on mod-
ern languages, 43-45; work, 7.
Confederate States, instruction in modem languages,
colleges and universities, 43.
Correspondence schools, modern-language teaching,
48.
Cotes Classical School, Charleston, S. C, instruction
in French, 14.
151
152
INDEX.
Coiirs de Vacance, and training in French, 20-21.
Course of study, German lanugage, 63-64.
Covington, Ky., elementary schools, instruction in
German, 72.
Creamer, William, teacher of German and French,
13, 32.
Curran, U. T., on teaching of German in high
schools, 53-54.
D.
Dakota, elementary schools, instruction in German,
67.
Denominational schools, German, 80-81.
Detroit, early French schools, 12.
Dickinson College, chronology of earliest introduc-
tion of German, 39; chronology of early instruc-
tion in French, 23; instruction in Spanish, 84.
Direct methods, modern-language instruction,
97-100.
Douai, A., and German private schools, 75; on early
instruction in German, 31-32.
Du Quesnay, advocates French Academy of Arts
and Sciences, 15-16.
Dutch, Pennsylvania, researches, 35.
E.
East Saginaw, Mich., elementaiy schools, instruc-
tion in German, 72.
Education, American, French influence, 15-16.
Elementary schools, chronology of introduction of
German, 73-74; instruction in German, 67-74; in-
struction in Spanish, 83; public and private in-
struction in French, 28-30; San Francisco, instruc-
tion in Italian, 85.
Eliot, C. W., on study of modern languages, 93.
Emerson, Iv. B., on methods of teaching modem
languages, 97.
English language, instruction in elementary schools
of New Mexico, 69.
English Quaker school, Philadelphia, German in-
struction, 51.
Everett, Edward, and study of German, 33.
F.
Filson, John, teacher of French language, 14.
Florida missions, 82.
Follen, Charles, teacher, 35-36.
Fooks, Paul, teacher of French language, 13.
France, colleges, statistics, 51.
Francke, Hermann, correspondence with Cotton
Mather, 33.
Franklin, Benjamin, and foreign languages, 13;
on study of modem languages, 90-91.
Franklin and Marshall College, and instruction in
German, 32.
Franklin College. See Franklin and Marshall
College.
French language, colleges and universities, statist'cs
51; development, in higher education, 40-49; first
instruction in America, 9-12; introduction in col-
leges and universities, 17-25; private elementary
schools, 26-30; private schools. Colonial times and
later, 13-16; public secondary schools, 26-30; text-
books, early, 105-106.
See also Modern languages.
French missions, 9.
French schools, 30.
G.
Geneva College, N. Y., chronology of earliest intro-
duction of German, 39.
Georgia, University, chronology of earliest intro-
duction of German, 39.
German- American Teachers Seminary, Milwaukee,
founding, 78. .
German denominational schools, 79-80.
German language, Amherst College, 17; clironology
of introduction in elementary schools, 73-74; col-
leges and universities, statistics, 50; course of
study, 63-64; development, in higher education,
40-49; early introduction, in academies and pub-
lic high schools, 31-66; elementary schools, 67-74;
first introduction, colleges and imivcrsities, 35-39;
first instruction in America, 31-34; periodicals,
45; textbooks, early, 106.
See also Modern languages.
German lyceums, in Pennsylvania, 33.
German Methodist Episcopal Church, colleges, sta-
tistics, 81.
German parochial schools, work and statistics,
78-79.
German private schools, history, 75-78.
German Seminary of Philadelphia, and instruction
in German, 32.
Germanistic Society of America, founding and
work, 49.
Germantown, Pa., early school, 31.
Germany, influence on American education, 31-34.
Gihnan, D. C , on study of modern languages, 92.
Gouin, Frangois, and the "direct method" of teach-
ing, 97-99.
Grammar- translation method, modern language
instruction, 94-95.
Gymnastics, German, introduced into New Eng-
land, 33.
H.
Hargous, Lewis, professor of modern languages, 84.
Harvard University, chronology of early instruc-
tion in French, 21; instruction in French, 16-19;
instruction in German, 35-36.
Hessians, status, 32.
High schools. See Secondary schools, public.
Higher education, development of French and Ger-
man, 40-49.
Indiana, elementary schools, instruction in Ger-
man, 70.
Indiana University, instruction in French, 20.
Indians, instruction by Jesuits, 9-10.
Introduction, 5-7.
Italian language, instruction in the United States,
85-86.
See also Modern languages.
Jefferson, Thomas, and French Academy of Arts
and Sciences, 16; and Germanic studies, 35; and
instruction in modem languages, 17-18; and the
French language, 13.
Jesuits, and instruction of Indians, 9-10.
Johns Hopkins University, scientific study of Ger-
man, 40.
JojTies, Prof., on the position of modern languages
in higher education, 40.
INDEX.
153
K.
Kentucky, academies, early instruction in Ger-
man, 52; private schools, French language, 14.
King's College. Sec Columbia University.
Lafayette College, instruction in French, 20.
Lancaster Institute, Ohio, French language, 15.
Latin and Greek, study, 7.
Longfellow, Henry, professor of modern languages,
36.
Louisiana, French in elementary pubUc and private
schools, 28-29; French schools, 11; French taught
by UrsuUne nuns, 10; history, bibUography, 12;
parochial schools, instruction in French, 30; Span-
ish schools, 82.
Louisiana, University of, instruction in French, 11.
Lutheran colleges and seminaries, statistics, 80.
Lutheran Evangelical schools. See Parochial
schools.
Lyceums, German, in Pennsylvania, 33.
M.
Mann, Horace, on elementary education, 68.
Mary, John, teacher of French, 18, 102.
Massachusetts, normal schools modeled on German
seminar, 34.
Mather, Cotton, correspondence with Hermann
Francke, 33.
Menessier, Francis, teacher of French, 14.
Methods of teaching, modern languages, 94-106;
modern languages, bibliography, 101.
Miami University, chronology of earliest introduc-
tion of German, 39; chronology of early instruc-
tion in French, 24; instruction in French, 14, 20;
instruction in German, 53; instruction in Span-
ish, 84.
Michigan, French schools, 11-12; history of educa-
tion, bibliography, 12.
Michigan, University of, branch schools, 12.
Milwaukee, elementary schools, instruction in
German, 172.
Minnesota, elementary schools, instruction in
German, 67,71.
Missouri, elementarj- schools, instruction in Ger-
man, 67-68, 72.
Modem Language Association of America, agency
in advancement of modem language teaching, 21;
organization and work, 41^3.
Modem languages, growth as a school subject, 90-93;
in normal schools and summer schooLs, &S-90:
list of works on teaching, 107-134; methods of
teaching, 94-106.
Monatshefte fiir deutsche Sprache und Padogogik,
organ of the Lehrerbund, 45.
Moravian schools, Pennsylvania, instruction in
German, 51-52.
Muller, Max, Prof., on teaching modern languages,
104.
N.
National Education Association (Committee of
Fifteen), course of study in French, elementary
schools, 29-30; (Committee of Ten) and teaching
of modem languages, 27-28; report of committee
on college entrance requirements, teaching mod-
em languages, 94-97.
Nationaler Deutsch-Amerikanischer Lehrerbund,
work, 45-46.
Natural method, modern language instruction, 96-
97.
Nevares, M. C. de, professor of Spanish, 84.
New England, early academies, instruction in
French, 13-14; instruction in German, 33.
New England Modem Language Association, organ-
ization and work, 7, 48-49.
New Mexico, Spanish missions, S2.
New Orleans, French in elementary grades, 28-29.
New York, elementary schools, instruction in Ger-
man, 72.
New York City, elementary schools, instraction in
French, 29; German, 72; Spanish, 83.
Newspapers, first French, in Detroit (note), 12.
Normal schools, instruction in Spanish, 84; Massa-
chusetts, modeled upon the German seminary,
34; modern languages, 87.
North Carolina, private schools, French language,
14.
North Carolina, University of, chronology of early
instruction in French, 22; instruction in French,
19.
Norwalk Academy, Ohio, instruction in French, 15.
O.
Ohio, academies, instruction in French, 14-15; edu-
cation, bibliography, 16; elementary schools, in-
struction in German, 70-72,
Oregon, elementary schools, instruction in German,
70.
P.
Parochial schools, German, work and statistics,
78-79; teaching French, 30.
See also Denominational schools.
Pastorius,'F. D., teacher of Gemian, 50.
Pennsylvania, academies, instruction in German,
51; early German schools, 32; elementary schools,
instructor in German, 70.
Pennsj'lvania, University of, chronology of early
instruction in French, 21; chronology of earliest
introduction of German, 39; early instruction in
French, 32; instruction in German, 35; instruction
in Spanish, 84.
Periodicals, German, 45-47; modem languages, 135.
Philadelphia, academies, early instruction in Ger-
man, 52; private schools, French language, 14.
Princeton University, chronology of earliest intro-
duction of German, 39; chronology of early instruc-
tion in French, 23; instruction in German, 36-38.
Private schools, instruction in French, 13, 16, 26-28;
German, history, 75-78.
Public Academy of the City of Philadelphia. See
Pennsylvania, University of.
R.
Realien, 6.
Rhode Island College. See Brown University.
Roman Catholic schools, German. See Parochial
schools.
Round Hill School, Mass., and study of German, 33.
S.
Sacied Heart Academy, St. Louis, instruction in
French, 11.
St. Louis, elementary schools, instruction in Ger-
man, 69-72; French schools, 11.
154
INDEX.
St. Paul,elementary schools, instruction in German,
72.
San Francisco, elementary schools, instruction in
German, 72; public schools, instruction in Italian,
85.
Secondary schools, private, instruction in French,
2&-28.
Secondary schools, public, brief chronology of early
instruction in German, 54; chronology of the
introduction of French, 28; early introduction of
German, 53-66; instruction in French, 26-28;
instruction in German, statistics, 55-56; instruc-
tion in Spanish, 83-84.
Seminar, German, normal schools of Massachusetts
modeled upon, 34.
Sheffield Scientific School, instruction in modem
languages, 38.
Soci^t6 du Quatorze Juillet, and teaching of French,
30.
South Carolina College, chronology of early instruc-
tion in French, 22; instruction in French, 19.
Spanish language, Amherst College, 7; instruction
in the United States, 82-85.
See also Modem languages.
Spanish missions, 82.
State Seminary of Learning, Alexandria. La., in-
struction in French, 11.
Summer schools, bibliography, 89; modem lan-
guages, 88-90.
T.
Teachers, training, 6.
Teaching, modem languages, bibliography, 101,
107-134; methods, 94-101,
Texas, Spanish missions, 82.
Textbooks, French, list of early, 105-106; teaching
modem languages, 134-149.
Ticknor, George, and study of German, 33.
Toledo, elementary schools, instraction in German,
72.
Transylvania Academy, Lexington, Ky., French
language, 14.
Transylvania University, chronology of early in-
struction in French, 22; instruction in French, 14,
19.
Twinsburg Institute, Ohio, French language, 15.
V.
Union College, N. Y., chronology of early instruc-
tion in French, 22.
Union Francaise, and teaching of French, 30.
United States Bureau of Education, statistics of
French instruction, public and private secondary
schools, 27.
Ignited States Commissioner of Education, and
instruction in German, 38; on German private
schools, 75-77; recommendations regarding teach-
ing of French and Spanish, 29-30.
Universities. See Colleges and universities.
University extension, bibliography, 89.
University of the City of New York, instruction in
Spanish, 84.
V.
Viereck, L., and German instruction in the United
States (footnote), 31.
Vietor, Wilhelm, and phonetic drUl, 100.
Vincennes University, chronology of early instruc-
tion in French, 23; French language, 14-15.
Virginia, University of, chronology of early instruc-
tion in French, 24; instruction in German, 35;
instruction in modem languages, 40.
W.
Water ville College, Me., chronology of earliest intro-
duction of German, 39.
Wesleyan University, chronology of earliest intro-
duction of German, 39.
West, the academies and seminaries, French lan-
guage, 14-15.
Whitney, W. D., professor of German and Sanskrit,
36.
William and Mary College, chronology of early-
instruction in French, 22; instruction in modern
languages, 17-18; introduction of modem lan-
guages, 35; professorship of modern languages, 16.
Williams College, chronology of early instruction
in French, 22; instruction in French, 19.
Willis, Augustus, instructor in Spanish, 84.
Wilmington Academy, Delaware, instruction in
French, 13.
Wimmer, Dr., on instruction in modem languages
in high schools, 53.
Women, schools, popularity of French language, 15.
Y.
Yale University, chronology of early instruction
in French, 24; instruction in French, 19; instruc-
tion in German, 36; instruction in Spanish, 84;
Romance languages and literature, 17.
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