The Teaching 
 
 of 
 
 Modern Foreign Languages 
 
 and the 
 
 Training of Teachers 
 
 By 
 
 
 KARL BREUL 
 
 LittD. (Cambridge), Ph.D. (Berlin) 
 Cambridge University Reader in Germanic 
 
 THIRD EDITION 
 
 Revised and Enlarged 
 
 Cambridge 
 
 at the University Press 
 1906 
 
(Me 
 
 GEwlHAi. 
 
 First Edition, 1898. 
 Second Edition, 1899. 
 . Third- Editian^ 1:906. 
 
PREFACE. 
 
 THE paper on ' the teaching of modern foreign languages ' 
 was first read, in the Lent Term of 1895, to tne students 
 of the 'Cambridge Training College for Women Teachers' and 
 was twice repeated, with but a few alterations, in subsequent 
 years. It was also read, by the request of the Syndicate, to 
 the students attending the Cambridge University Extension 
 Courses in August 1896. 
 
 The lectures were originally intended to form an Intro- 
 duction to some criticism lessons of modern language lessons 
 given by the students of the Training College, and the 
 principles set forth in the lectures were at once .practically 
 applied in the detailed criticism of the lessons heard. The 
 lectures were intended to be above all suggestive and stimu- 
 lating, but no attempt could be made to discuss in full the 
 views either of the old school of language teachers and 
 examiners who are hostile to any reform or of some modern 
 extremists. 
 
 A few slight alterations were introduced and some references 
 to recent literature on the subject added when the lectures 
 were revised for the Press, but, apart from these exceptions, 
 they are substantially printed as they were first written in the 
 Christmas Vacation of 1894. 
 
 A paper ' on the Training of Teachers of Modern Foreign 
 Languages,' read in April 1894 to the College of Preceptors 
 
 192633 
 
vi Preface 
 
 (printed in the Educational Times, May 1894, and reprinted 
 by Professor Victor's special request in Die Neueren Sprachen 
 ii. 424 sqq., 585 sqq.), supplements in several respects the views 
 set forth in these lectures and may be read in connection with 
 them. 
 
 The essay describing the contents of a well-equipped 
 ( reference library of a school teacher of German ' is a revised 
 and enlarged reprint from the Modern Language Quarterly n. 
 It was thought that many teachers would like to have it as a 
 useful appendix to the first paper. 
 
 The author is anxious to tender his heartiest thanks to 
 Dr Henry Jackson of Trinity College, Professor G. C. Moore 
 Smith, M.A., of the Firth College, Sheffield, and the Rev. 
 W. A. Cox, M.A., of St John's College, who kindly read through 
 the lectures and contributed some valuable suggestions. 
 
 The author is convinced that many important changes are 
 needed in our present system of Modern Language teaching 
 and examining; he believes that many teachers share this 
 conviction and are ready to consider new problems in con- 
 nection with their teaching and to take part in the necessary 
 re-modelling of the system. It is hoped that to such teachers 
 the present pamphlet will be acceptable. The outlook seems 
 promising. Modern Languages are at last beginning to re- 
 ceive in this country the attention to which the subject is 
 entitled not only by its practical usefulness but still more by 
 its intrinsic value as an important element in a truly liberal 
 education. 
 
 K. B. 
 
 ENGLEMERE, 
 CAMBRIDGE, 
 
 October, 1898. 
 
PREFACE TO THE SECOND EDITION. 
 
 THE fact that the first edition of the present little book 
 was sold out in the course of a few months is a most 
 encouraging sign of the rapidly growing interest of teachers 
 and students in the problems connected with modern language 
 teaching. There was neither time nor need to introduce any 
 important changes into the new edition, but the whole book 
 has been very carefully revised and the lists of books and 
 pamphlets on modern language teaching have been considerably 
 enlarged. This was chiefly due to the fact that several excel- 
 lent contributions to important questions of method had quite 
 recently been published. Among those who kindly contributed 
 a number of valuable suggestions for the revision of the book 
 the author wishes to mention, with due gratitude, the names 
 of AV. G. Lipscomb and of Walter Rippmann. 
 
 K. B. 
 
 ENGLEMERE, 
 CAMBRIDGE, 
 
 Easter, 1899. 
 
PREFACE TO THE THIRD EDITION. 
 
 IN this third edition I have not only carefully revised and 
 largely added to the lectures printed in the previous 
 editions, with a view to bringing them up to date and of 
 making them as useful and suggestive as lies in my power 
 but I have added to them an enlarged reprint of my lecture 
 1 on the training of teachers of modern languages' which was 
 originally given twelve years ago to members of the College 
 of Preceptors. The lectures * on the teaching of modern 
 languages, and those 'on the training of modern language 
 teachers,' supplement each other and may well be read 
 together. The last chapter is an improved reprint of my 
 sketch of an ideal ' reference library for a school teacher of 
 German ' which I hope will be found as widely useful by young 
 teachers in the future as it has been helpful to others in the 
 past. A few slight cases of overlapping in the various chapters 
 of the book could not, from the nature of the subject, be 
 altogether avoided, and will, I hope, not be felt to be very 
 troublesome. A full index at the end of the book will enable 
 the reader readily to obtain information on any question 
 discussed in any of the lectures. 
 
 A kind reviewer of the original edition expressed the hope 
 that in a revised edition I might unite the various lectures into 
 one comprehensive treatise, and map out in it a complete 
 course of modern language, or German, study from its 
 
Preface to the Third Edition ix 
 
 beginnings up to and including the University curriculum. 
 For more than one reason I have not been able to comply 
 with this wish. One is that, even if I had wished to do so, the 
 very limited time which has been at my disposal during recent 
 years has prevented me from embarking on so laborious an 
 undertaking. I also believe that part of the stimulus given by 
 my lectures has been due to the somewhat easy and uncere- 
 monious form in which the subject was treated. But above all 
 I feel very strongly that a detailed scheme of teaching foreign 
 languages in schools ought to be elaborated only by a practical 
 school teacher. I have for many years followed the teaching 
 of modern languages, more especially of German, in this 
 country and abroad with much interest ; I have had, as an 
 examiner, exceptional opportunities of studying the results 
 obtained by all kinds of teachers in our various secondary 
 schools for boys and girls ; I have thus been able to make 
 many interesting observations and comparisons, and feel quite 
 confident as to the general principles according to which the 
 teaching in our schools ought to be conducted but it would 
 be presumptuous on my part to advise practical school teachers 
 about points of detail. I sincerely hope that before long a 
 comprehensive book on the subject may be produced by one 
 of our leading teachers. Till then I wish to call attention to 
 the excellent American book of E. W. Bagster-Collins (see p. 56) 
 in which the teaching of German has been very ably and fully 
 treated. I am myself at the present moment preparing a book 
 on the higher study of German at universities 1 , which I hope 
 may prove a useful continuation to a book on the school 
 teaching of German and meet a real want in our educational 
 literature. 
 
 1 It will be considerably fuller than Heinz Hungerland's recent pamphlet 
 ' Das wissenschaftliche Studium der deutschen Sprache und Literatur. Ein 
 Wegweiser fur Studierende.' Lund and Heidelberg, 1906. 
 
x Preface to the Third Edition 
 
 Many important steps in advance have been made in this 
 country during the last seven years with regard to the teaching 
 of modern languages and the facilities given for the training of 
 teachers. At the University of Oxford the much needed 
 Honour School of modern languages has at last been established 
 and some provision at least been made for a higher scientific 
 teaching. At the University of London two professors and 
 three readers have been appointed with a view to creating in 
 London a school of German, and it is hoped that French will 
 soon find the same encouragement. At Cambridge, where the 
 Medieval and Modern Languages Tripos has now for over 
 twenty years been an instrument of training many excellent 
 teachers and professors for our schools and colleges, two 
 fellowships have of late been given to modern language men. 
 At some of the newer universities lectureships have been 
 raised to the dignity of professorships, assistants have been 
 appointed, and at Bangor a lectureship in French and German 
 has been fitly split up and changed into a professorship of 
 French and (for the present) a lectureship in German. At 
 Edinburgh it is hoped to change before long the existing 
 lectureships in French and German into professorships. 
 Several headmasterships have of late been given to modern 
 language men. The numbers of the members of the Modern 
 Language Association have been steadily increasing, and the 
 Association is now bringing out two periodicals, one concerned 
 with the higher study, and one with the teaching, of modern 
 languages, apart from the interest shown in the subject, not 
 only by the ' Journal of Education ' (which has always been 
 friendly and encouraging), but also by its younger contemporary 
 the * School World.' The number of travelling scholarships 
 for teachers and students has been increased. The scheme of 
 international correspondence of pupils and of teachers, and the 
 quite recent important scheme of an official exchange of 
 
Preface to the Third Edition xi 
 
 teachers between England on the one hand and France and 
 Prussia on the other, are sure to bear good fruit. Oral examina- 
 tions and improved methods of teaching are now found in 
 many universities and schools. Scholars' and teachers' libraries, 
 wall-maps, phonographs, and other apparatus are to some 
 extent beginning to be provided at several of the best schools. 
 Many important questions as to the methods of teaching and 
 examining have been discussed at the General Meetings of the 
 Modern Language Association, where many opportunities for 
 a useful interchange of views and experiences were given to 
 individual members. Successful interchanges of visits between 
 English and French teachers of modern languages have taken 
 place in recent years. 
 
 If thus it is clear that much has been done during the last 
 seven years, I still know very well that much more remains to 
 be achieved. I have no doubt that now, when so many able 
 and enthusiastic teachers, men and women, are at work under 
 improved conditions and with many opportunities of comparing 
 notes with English and foreign colleagues, the methods of 
 modern language teaching will soon be further improved, the 
 results obtained be still more satisfactory, the status of duly 
 qualified teachers be raised, and the great importance of the 
 new humanities for a liberal education of the rising generation 
 be more fully and effectively recognised. 
 
 My best thanks are due to some friends and former pupils 
 of mine for helping me, by sending suggestions and otherwise, 
 in the preparation of this new edition and in bringing it in 
 every respect up to date. They are Professors A. W. Schiid- 
 dekopf, Ph.D., H. G. Atkins, M.A., Walter Rippmann, M.A., 
 and Miss Josephine Burne, late scholar of Newnham College. 
 
 K. B. 
 
 10 CRANMER ROAD, 
 CAMBRIDGE, 
 
 August, 1906. 
 
CONTENTS. 
 
 PAGE 
 
 I. THE TEACHING OF MODERN FOREIGN LAN- 
 
 GUAGES IN OUR SECONDARY SCHOOLS . . i 77 
 
 a. General part i 55 
 
 b. Special part : The Teaching of German . 56 77 
 
 II. THE TRAINING OF MODERN LANGUAGE 
 
 TEACHERS 78 101 
 
 III. BIBLIOGRAPHICAL APPENDIX .... 102114 
 
 IV. THE REFERENCE LIBRARY OF A SCHOOL 
 
 TEACHER OF GERMAN 115 144 
 
 V. APPENDIX 145151 
 
 INDEX 153156 
 
THE TEACHING 
 
 OF MODERN FOREIGN LANGUAGES 
 IN OUR SECONDARY SCHOOLS. 
 
 THE subject which I propose to discuss in these lectures 
 can certainly not be likened to a smooth and flower-strewn 
 path. If it is not exactly beset with thorns, it may yet 
 appear to outsiders to be stony, dull, and probably devoid of 
 those beautiful vistas which those who unweariedly climb the 
 upward path have a reasonable hope of beholding in the end. 
 Moreover my lectures must of necessity be somewhat technical, 
 and the limited time at my disposal strictly forbids me to enter 
 some of the by-paths from the main road which often afford no 
 small amount of amusement beside material for very serious 
 reflection. One of these digressions would be a short sketch 
 of the early days of modern language teaching, a discussion 
 of the old quaint ' babees bookes ' or ' bookes of Curtesy ' 
 which sometimes combined teaching of modern languages 
 with teaching of good manners 1 . Another digression would - 
 be a discussion of the results frequently obtained by the 
 present system of modern language teaching in some of our 
 Secondary Schools. It has been my lot for many years to 
 
 1 See my edition of the fifteenth century poem 'The Boke of Curtesy' 
 in Englische Studien, ix. (1885), pages 51 and foil. Cp. also W. Victor 
 1 Die Methodik des Neusprachlichen Unterrichts,' Leipzig, 1902, pp. 4 ff. 
 (Vom Mittelalter zur Neuzeit). 
 
 B. I 
 
2 The Teaching of Modern Foreign Languages 
 
 make from time to time a careful study of that very remarkable 
 and ever increasing part of educational literature which is 
 known to the scholastic world by the high-sounding name of 
 1 examination papers.' From the questions asked in these 
 papers and the answers to them one may gather some ideas as 
 to the aims and results of modern language teaching here 
 I refer especially to the teaching of German and French in 
 our Secondary Schools, and if I were to tabulate my experiences, 
 the results would in some cases be very curious. In what way, 
 do you think, must a girl have been taught, in what spirit must 
 she have read that great masterpiece of Goethe, his lofty play 
 ' Iphigenie,' when in answer to my question ' Why do we take 
 an interest in the character of Iphigenia ? ' she candidly writes 
 1 Because Iphigenia is the heroine of the play which we had 
 to get up for this examination ' ? But I must abstain from 
 telling anecdotes which are none the less interesting for the 
 fact that they are absolutely true. 
 
 Again, I can only allude in passing to the history of the 
 ' reform movement' in the teaching of foreign tongues, the 
 leading ideas of which were set forth lucidly and forcibly by 
 Professor Wilhelm Vietor (of Marburg) in his famous pamphlet: 
 < Quousque tandem ! Der Sprachunterricht muss umkehren*-. 9 
 This revolutionary little treatise was written in this country in 
 1882, and though not absolutely the first work in which a 
 reform of modern language teaching was advocated, was yet 
 the first which, by virtue of its shortness, terseness, and 
 common sense, produced a great stir among modern language 
 teachers. Since that date very many books and papers have 
 been written pro and contra, in Germany and in other countries, 
 most of them advocating a more or less radical reform of the 
 old system of teaching in the spirit of the so-called ' direct,' 
 
 ^ 
 
 1 (3rd edition, with notes, 1905.) Cp. also W. Vietor * Wissenschaft 
 und Praxis in der neueren Philologie.' Speech delivered Jan. 27, 1899. 
 Reprinted in 'Die Neueren-'Sprachen,' vn. i (April), 1899, and also in 
 pamphlet form, 1902. 
 
in oiir Secondary Schools 
 
 * analytic ' or ' imitative ' method. The ' New Method ' or 
 ' Neuere Richtung ' has been fully developed in Germany, and 
 its main principles have been deservedly adopted by a small 
 band of energetic modern language teachers in this country. 
 I cannot undertake to discuss here even the best books and 
 pamphlets on these new methods. They will be enumerated 
 in a special chapter, and students and teachers should make 
 a point of reading the principal ones. 
 
 These lectures are especially intended to be suggestive, 
 and, in my own small way, I hope to fire your enthusiasm. 
 Instead of discussing many different modern methods 1 I shall 
 venture to lay before you my own opinions and experiences 
 together with my reasons for holding the former. I propose to 
 throw out some hints on all the more important points of 
 modern language teaching in schools, and shall take my 
 instances mainly, but not exclusively, from German. On the 
 whole it may be taken that what holds good for German holds 
 good for French, but one important fact should never be lost 
 sight of, viz. that the children beginning German in our schools 
 are as a rule considerably older than those beginning French. 
 If French is the first or at least the second foreign language 
 learned^ German is usually either the third or the fourth and is 
 as a rule only taken up in the higher forms of boys' schools. 
 For this reason the necessary elementary drill cannot be 
 provided by means of the same kind of exercises that will 
 do for very young children. The beginners in German 
 invariably require a better mental pabulum a fact that has 
 often been overlooked. It is also very unwise to start German 
 immediately after French one language should be allowed to 
 have a fair start before another is begun. 
 
 I suppose I may take it for granted that you are all more 
 or less well acquainted with the general methods of teaching, 
 and have some notions as to what can be reasonably expected 
 
 1 See Miss Mary Brebner's pamphlet ' The Method of Teaching 
 Modern Languages in Germany' (London, 1898), Chapter v. 
 
4 The Teaching of Modern Foreign Languages 
 
 from school children. I can therefore restrict my observations 
 to the more technical part of the modern language teaching 
 in Secondary Schools and the various questions intimately 
 connected with it. 
 
 Some years ago there was a great deal of controversy as to 
 the educational value of modern languages 1 fortunately that 
 time is now definitely passed. People are becoming more and 
 more anxious that modern languages should be taught, and 
 should be taught efficiently by thoroughly well trained teachers. 
 I firmly believe that there is a great chance for good modern 
 language teachers in the immediate future, that great oppor- 
 tunities will before long be given, and that all we have to do 
 in our schools and universities is to prepare ourselves most 
 carefully so as to be ready when the time comes 2 . It should 
 not be said of us ' Aber der grosse Moment findet ein kleines 
 Geschlecht.' 
 
 The question arises : How should the necessary improve- 
 ment in the teaching of modern foreign languages be effected ? 
 I think it can be brought about if the following five conditions 
 be fulfilled : 
 
 y/ (i) More time should be allotted to the study of modern 
 languages at school. This is of paramount importance. Our 
 leading public schools should set the example 3 . 
 
 (2) This time should be used much more systematically, 
 with special reference to the educational needs of the pupils, 
 and not merely with regard to the requirements of certain 
 examinations. A great deal of harm is done to modern 
 
 1 See, among others, C. Colbeck, ' On the Teaching of Modern Lan- 
 guages in Theory and Practice,' Lecture I. Cambridge, 1887, Fr. Storr, 
 'The Teaching of Modern Languages' (1897), p. 274, and H. W. Eve, 
 'The Teaching of Modern Languages' (1901, reprint 1905), pp. 230 sqq. 
 
 2 See my pamphlet on 'Greek and its humanistic alternatives in the 
 Little-Go,' Cambridge, 1905. 
 
 3 In fixing the times it should be borne in mind that for school-children 
 6 periods of 40 minutes are more helpful than 4 periods of an hour, and 
 4 periods of 45 minutes better than 3 periods of an hour. 
 
in our Secondary Schools 
 
 language teaching throughout the country by the conflicting 
 regulations of our host of examinations even though many of 
 them have done a great deal of good in their time and may 
 still have much to recommend them and by the fact that 
 nearly all of them are still conducted exclusively by means of 
 printed papers and without any compulsory oral test 1 . This 
 seems to me a fatal mistake.. The modern tongues should not 
 be treated like the classical dead languages ; a viva voce test 
 should as far as possible be insisted on, in spite of the many 
 practical difficulties of which I am well aware. Written 
 ^examinations for beginners should be discouraged. 
 
 (3) The classes to which modern languages are taught 
 should be of a manageable size and should if possible not 
 exceed twenty to twenty-five pupils. They should be taught 
 in special rooms, the decoration of which, should, as far as 
 possible, be characteristic of the foreign country. In large 
 schools there should be at least one German and one French 
 class-room containing large wall-maps of the foreign countries 2 , 
 photographs, pictures and picture post-cards of all kinds, 
 portraits or busts of some of the great classical authors, 
 collections of coins, flags, a phonograph, etc., and a well 
 supplied library of suitable foreign books and magazines. 
 
 (4) From the very beginning none but duly qualified 
 teachers should be entrusted with the teaching of modern 
 languages. The qualifications which I believe to be desirable 
 are discussed in a lecture first given in 1894 before the 
 College of Preceptors, and now reprinted, with some modi- 
 fications and additions, on pp. 78 sqq. I have since been 
 told that the qualifications desired in that paper were too 
 high for human capacity to attain, that they represented the 
 ideal rather than the feasible. My answer is that I know from 
 experience that in many cases the ideal has been reached, that 
 
 1 In the London University School Examinations an oral test is com- 
 pulsory. 
 
 2 Ed. Gaebler's school wall-map of Germany deserves to be strongly 
 recommended. 
 
6 The Teaching of Modern Foreign Languages 
 
 I believe that in another twenty-five years it will be realised 
 much more completely, that the training of a modern language 
 teacher does not end with his having taken his University 
 degree 1 , and finally that it is a mistake to put one's ideal too 
 low. He who forms an educational or any other ideal must 
 set it high ; time will show if he was right or if his demands 
 were excessive. I confidently leave you to judge for yourselves. 
 (5) There should be a more general agreement as to the 
 chief points of method to be adopted and the books to be 
 read in school. To this fifth point I wish to devote special 
 attention. It is the one which is still engrossing the attention of 
 modern language teachers in this country 2 and abroad. 
 
 Methods. 
 
 There are in the field many different methods of teaching 
 modern languages all claim to be the one true method, 
 all have zealous adherents and I need hardly tell you that all 
 promise wonderful results most of them in a remarkably short 
 time too 3 . Still it seems to me, and my experience as a teacher 
 and examiner confirms my impression that 'the true method' 
 has not as yet been discovered. 
 
 It has not been discovered either in England or abroad. 
 
 I certainly do not natter myself that I have discovered it. 
 I doubt if one uniform method applicable in all cases a 
 universal panacea which nobody can modify with impunity 
 can ever be devised. We are clearly just now in a time of 
 transition and experiment, and I think we have even now 
 arrived at an agreement on several essential points. Many 
 practical and experienced teachers in this country as well as 
 
 1 See page 97. 
 
 2 See the valuable discussions in the Journal of Education, in the 
 School World) and especially in the Modern Quarterly of Language and 
 Literature (since 1897), and in Modern Language Teaching (since 1905). 
 Cp. also the Bibliographical Appendix, pp. 102 sqq. 
 
 3 See Canon Bell's paper, mentioned on page 105. 
 
in our Secondary Schools 
 
 abroad are at present actively working in this field ; much that 
 is good has of late been said and written on the subject, and 
 much, as it seems to me, that is quite worthless, unscientific 
 and impracticable; a universal agreement even on all the 
 principal points of method has not, however, as yet been 
 arrived at. Much m'ore interchange of ideas and experience 
 is required. The chief work is still being done in Germany, 
 Scandinavia, and America England, in spite of a few note- 
 worthy exceptions, has unfortunately till pretty recently lagged 
 behind, but has during the last nine or ten years made great 
 progress. 
 
 Before going into details I should like to caution intending 
 teachers on one or two points : 
 
 (1) Do not be too confident with regard to certain new 
 methods, especially do not believe too easily in certain in- 
 fallible ones which promise to teach many wonderful things in 
 a very short time. These short cuts to proficiency are mostly 
 very unsatisfactory, containing one good idea, but carrying it too 
 far to the neglect of everything else. They are as a rule more or 
 less mechanical, of but little scientific, literary or educational 
 value; they afford a certain routine, but do nothing to form and 
 educate the minds of the pupils. They merely aim at drilling the 
 pupil in the use of a number of commonplace phrases and small 
 everyday chit-chat. But the acquisition of a certain practical, 
 though naturally very limited, command of a modern tongue 
 by means of some series of words and phrases, the knowledge 
 possessed by head-waiters, couriers and interpreters, although 
 it is no doubt sometimes useful, cannot be the chief aim 
 of modern language teaching in our higher schools. A 
 language which has so subtle and elaborate a syntax as 
 French, or a language which is so deeply saturated with poetry 
 as German, cannot and ought not to be studied by older boys 
 and girls after the unconscious fashion of an infant ! 
 
 (2) Again, method itself, even the best method, however 
 important, is not everything. A very great deal of the 
 
8 The Teaching of Modern Foreign Languages 
 
 success depends on the natural gifts, the previous training, 
 the energy and the experience of the individual teacher 1 . It is 
 well known that the best modern language scholar does not 
 always obtain the best results as a teacher. Consequently the 
 ideal modern language teacher will not only be a well-trained 
 scholar 2 , but in addition something of an artist and of a man 
 of the world. He must have the power of speech, an easy 
 mastery of the foreign idiom, and the gift of drawing out his 
 pupils and of making them speak, one and all, the shy ones 
 no less than the others, at every lesson. He must have, 
 more I think than any other master, the great gift of readily 
 imparting his knowledge, of really interesting his pupils in 
 using the foreign idiom and in studying foreign life and 
 thought, and of enabling them not only to speak but to think 
 in the foreign language. I fully agree with Dr Munch, who at 
 the general meeting of German modern language teachers 
 held at Hamburg in 1896, insisted that "a teacher should have 
 a certain amount of natural eloquence, quickness of perception, 
 and appreciation of foreign character, as well as an interest in 
 all that concerns modern life." 
 
 Whatever the method adopted may be, each master will 
 vary it in accordance with his own individuality and the 
 requirements of different sets of pupils. He will continually 
 modify and improve his ways of teaching in the light of his 
 extending study and increasing experience. 
 
 Nevertheless, although the possession of a certain, even a 
 very good, method is not all that is wanted by a young and 
 zealous teacher in order to command success, it would not be 
 right to underestimate its value. On the contrary, it is most 
 important for us to make up our minds as to what seem to be 
 the most satisfactory principles to be generally adopted in 
 modern language teaching. 
 
 1 See Modern Language Teaching, n. i (February, 1906), pp. 14 15. 
 * J See pages 93 sqq. 
 
in our Secondary Schools 
 
 Happily on a few important points there seems to exist 
 even at the present day an almost general agreement among 
 experts. Let me take these first. They are : 
 
 (1) It is necessary that modern language teachers should 
 have a much longer and better training 1 than they have had 
 up to now in the great majority of cases. Their preparation 
 should be at once more scientific and more practical. The 
 improvement of the masters must needs precede the improve- 
 ment of the children entrusted to their care. The number of 
 hours modern language masters are expected to teach per 
 week should be reduced to about 18, and should in no case 
 exceed 20. 
 
 (2) Modern languages should not be taught in the same 
 way as the ancient tongues. But even with regard to these 
 there have been of late remarkable signs of improvement in 
 books, texts, public utterances of leading scholars, etc. See, 
 among others, W. H. S. Jones, 'The Teaching of Latin.' 
 London, 1905. The modern languages are not studied mainly 
 in our schools for the sake of their form, not even exclusively 
 for the beauty and value of their literature, but in teaching modern 
 languages we also aim at teaching in the broadest outline and as 
 
 far as it is possible with young people the principal features of the 
 life, character and thought of great foreign nations. Modern 
 languages should not only or mainly be studied and taught by 
 means of translation-exercises, by getting up many paragraphs 
 of grammar, remembering rare exceptions and turning over the 
 pages of dictionaries. There should be no lessons more 
 interesting and delightful to children than a modern language 
 lesson given by the right teacher. 
 
 1 On the method of training of Modern Language teachers see pp. 78 
 101, also cp. Bruno Busse, 'Wie studiert man Neuere Sprachen? Ein 
 Ratgeber fiir alle, die sich dem Studium des Deutschen, Englischen und 
 Franzosischen widmen,' Stuttgart, 1904 (with many bibliographical re- 
 ferences). I am myself preparing a book on the study of German at 
 English Universities. 
 
io The Teaching of Modern Foreign Languages 
 
 (3) And again, modern languages should be much more 
 closely connected with the study of English on the one hand, 
 and with History and Geography on the other. If groups of 
 languages are studied together, those naturally related to each 
 other should be taken by preference. French should be con- 
 nected with Latin, and German with English. From a purely 
 theoretical point of view it is even desirable that the two 
 foreign tongues should not be taught by the same person, as 
 not many men will possess the power of transforming themselves 
 now into a Frenchman and now into a German with equal ease 
 and success. There are, on the other hand, many advantages 
 in entrusting the teaching of English or of Modern European 
 History and Geography, all of which are often sadly neglected 
 at school, to a modern language master who is qualified to 
 teach them. 
 
 I have maintained that modern languages should not be 
 taught in the same fashion as the ancient classical languages. 
 Much greater stress must be laid on the language as a living 
 and spoken organism. Hence it follows that 
 
 (a) Pronunciation should be most carefully taught by 
 trained teachers and from the very first lesson. The pronun- 
 ciation of the children should be correct from the beginning 
 and should become easy through much practice. This aim 
 can only rarely be reached by mere unconscious imitation, 
 a certain amount of phonetic drill is in the case of some 
 especially difficult sounds absolutely necessary in order to 
 shorten and to smooth the way of the pupil. No one should 
 undertake to teach modern languages, especially to beginners, 
 who has not previously had some training in phonetics. 
 
 (b) Ordinary phrases and characteristic idioms should be 
 taught from the very beginning. The children should learn to 
 choose them correctly and to use them readily. And lastly, 
 
 (c) Their vocabulary should be made as large and as 
 useful as possible. 
 
 Under the old system of studying modern languages cases 
 
in our Secondary Schools 1 1 
 
 like the following often occurred : a great scholar would read 
 French easily, but would scarcely understand a word of the 
 spoken idiom if a French colleague happened to address him 
 in French. Another scholar would write German fluently and 
 without a single grammatical mistake, but it would be mere 
 book-German, a dictionary language, a ' papierner Stir as it 
 has been called by O. Schroeder 1 , a language in which there \ 
 would be scarcely a single sentence such as a German would \ 
 write. A letter on ordinary topics written by this scholar 
 would smack so much of translation and be so utterly academic 
 and unreal that it would require re-writing from beginning 
 to end in order to become living German. On hearing a 
 noise outside he would perhaps say : ' Welches ist doch jenes 
 Gerausch, welches ich eben jetzt dort ausserhalb vernehme ? ' 
 while a German would say : ' Was ist denn da draussen fur ein 
 Gerausch ? ' or possibly in familiar language : ' Was ist denn 
 draussen los ? ' Only the other day I heard a gentleman who 
 professed to know modern languages well say in a public 
 lecture home for homme, vou for z% and Enfenk for Anfang, 
 swonsig for zwanzig, Studien for Studien, etc. 
 
 It is not easy to say to what extent oral and colloquial 
 German and French should be combined in school teaching 
 with the study and analysis of the written literary language. 
 Different schools have different aims and needs. In order 
 to arrive at a satisfactory conclusion and to strike a fair 
 balance between the views of the old school who almost ex- 
 clusively studied the written language of a few select classics, 
 mostly poets, and the modern extremists who condemn 
 whatever is not colloquial and, in their dread of elegant 
 diction, often recommend and teach in school a familiar 
 language bordering on slang, it will not be out of place before 
 going any further to investigate still more carefully and to 
 
 1 Otto Schroeder, 'Vom papiernen Stil,' Leipzig, 6 i9o6. 
 
12 The Teaching of Modern Foreign Languages 
 
 settle definitely for ourselves the question : What should be the 
 \ aim of modern language teaching in our Secondary Schools ? 
 
 We cannot ask merely : What is desirable on general 
 theoretical grounds ? we are obliged to ask : What can be 
 done in a limited number of lessons with children ? Hence it 
 seems to me t'hat ' a practical mastery ' of a foreign language as 
 promised by some methods cannot possibly be hoped for. 
 How many adults can confidently assert that they are absolute 
 masters of their own language ? But a good deal may be done 
 at school, and whatever is learned should be learned well so as 
 to awaken a life-long interest in the modern languages and the 
 literatures written in them, and also to become a good basis 
 for later practice. 
 
 What will be of paramount importance to most learners in 
 after-life? Here I deliberately look for a moment at things 
 from the utilitarian point of view and maintain the following 
 propositions : 
 
 Not one of them will have to translate English works into 
 foreign languages (we are of course not concerned with the 
 training of interpreters and professional translators). 
 
 Some may be called upon to speak fluently in a foreign 
 tongue. 
 
 Some may wish to translate from the foreign idiom into 
 English. 
 
 Others may wish to correspond in the foreign tongue, but 
 
 All want to read foreign books, periodicals and newspapers, 
 and to enjoy the treasures of foreign literature. All will one 
 day be anxious to have some knowledge and form a just appre- 
 ciation of the general character, thoughts and manners of their 
 neighbours and fellow-workers in the great field of European 
 civilisation. For this most important aim the school teaching 
 should fully equip them. Hence it follows that reading, and 
 not translating, should be placed in the foreground. (On the use 
 of translation see the debate of the Mod. Lang. Association, 
 
in our Secondary Schools 13 
 
 December 23, 1902, in Mod. Lang. Quarterly ', 1903.) 'Sprach- 
 gefiihr should be early aroused and carefully fostered by much 
 reading of first-rate modern authors. A sufficient amount of 
 grammar should be learned chiefly, although not exclusively, 
 from the reading and a subsequent systematic analysis of the 
 most important jsentenresV.. But in school (the University 
 system is of course different) grammar should not be taught for 
 its own sake, but rather as a subsidiary subject, to promote the 
 full and proper understanding, and to facilitate the reproduction 
 or imitation, of the author's words and phrases. Trjjislation 
 from the foreign language into good and idiomatic English (not 
 lKe~usual shocking translation-English) should be practiseb! only 
 in cases of real difficulty, after the first foundation has been laid 
 in class. At an early stage some very easy original compo- 
 sition in the foreign language, based throughout on the 
 vocabulary and stock of idioms acquired at school, might 
 be attempted with advantage. But very little ordinary com- 
 position,, i.e. translation from English into the foreign language, 
 should be done at first, and only with the more advanced 
 pupils. This is, I believe, the greatest mistake made in our 
 schools. The worship of early composition in French and 
 German is as unjustifiable as it is detrimental to the best 
 training in the lowest forms. In almost all schools composition 
 is begun much too early, when the children know but little 
 grammar, have met with hardly any idiomatic turns and phrases 
 in their reading and class teaching, and have consequently not 
 yet developed any ' Sprachgefiihl.' Most examinations unfor- 
 tunately still prescribe it at a stage when the children cannot 
 possibly be expected to produce a piece of decent composition 
 
 1 See F. Spencer's 'Aims and Practice of Teaching' (Cambridge, 1897), 
 pp. loosqq. and J. Findlay's 'Preparation for Instruction in English on a 
 direct method' (Marburg, 1893). See also some of the pamphlets and 
 essays enumerated in the Bibliographical Appendix, especially those by 
 W. Rippmann and O. Siepmann, in which different views are ably 
 advocated. 
 
14 The Teaching of Modern Foreign Languages 
 
 of ordinary difficulty. The regulation requiring early compo- 
 sition and the pieces set may look very nice on the syllabus 
 and in the printed papers of certain examinations but read 
 the Examiners' Reports in order to estimate the value of the 
 work sent up by the vast majorit^of the junior candidates. 
 Rather set them some easy original composition and insist on 
 their reaching a reasonable standard of proficiency, or give 
 the pupils taught by more modern methods the option between 
 ordinary and free composition, insisting in the same examina- 
 tion on a slightly higher standard of attainment in the case of 
 the latter. Original compositions or reproductions are easier 
 than translations from the mother-tongue and at first better 
 calculated to make the children enter into the spirit of 
 the foreign language. In saying this I do not mean that I 
 should like to give up the valuable practice afforded by 
 ordinary composition in the middle and upper classes. For 
 older boys and girls regular practice in translation from English 
 into the foreign language seems to me to be absolutely indis- 
 pensable by the side of free compositio'n. The writing of easy 
 letters on familiar subjects which would interest the children 
 should be encouraged early and practised constantly. Little 
 stories read or told by the teacher should be reproduced by 
 the pupils, longer stories briefly recapitulated, short accounts 
 of ordinary things and occurrences should be frequently given. 
 The children should be encouraged to write and to speak 
 about all they have actually seen and experienced. As far as 
 possible during a modern language lesson no English appella- 
 tion should stand between the objects and their foreign name. 
 In higher forms paraphrases of easy poems should be attempted, 
 and at the end of their school time the most advanced pupils 
 might write about the principal characters in a story or a 
 play which they have read, or on similar subjects. Some of 
 the best pupils might also be induced to take part under 
 due supervision in the lately instituted International Corre- 
 spondence between pupils attending German, French and 
 
in our Secondary Schools 
 
 English schools. This movement is a very recent one, but 
 much good is reported of it 1 . 
 
 Having now settled the various preliminary questions 
 concerning the requirements and aims of modern language 
 teaching, I shall proceed to the more detailed discussion of the 
 teaching of pronunciation, spelling, grammar, and similar points 
 of language, while in a subsequent lecture I shall discuss 
 reading, composition and the study of reading-books, the 
 proper selection and explanation of authors, and the teaching 
 of the history of foreign literature. In a third lecture I shall 
 speak of some special points referring to the teaching of 
 German only. A final lecture will deal with the training of 
 modern language teachers. 
 
 Pronunciation. 
 
 Any child that is instructed in a foreign language has a 
 right to hear and to learn from his teacher a correct and 
 idiomatic pronunciation of the foreign tongue. Am I wrong if 
 I maintain that in many schools, even in good ones, this 
 condition is at present far from being fulfilled? I do not 
 require a teacher to dwell too long on phonetic niceties or 
 to give a great deal of precious time to the teaching of phonetics 
 
 1 Apply to Miss Lawrence, at the Review of Reviews, Mowbray 
 House, Norfolk Street, Strand, W.C. and read her article in Modern 
 Language Teaching, n. 3 (April, 1906), pp. 88 sqq. See Cloudesley 
 Brereton, 'The Teaching of Mod. Languages,' London, 1905, p. 42. In 
 1904 a 'Societe d'Echange international des enfants et des jeunes gens' 
 was established, the founder and director of which is M. Toni-Mathieu, 
 36 Boulevard de Magenta, Paris. Compare also the similar undertaking 
 by Mr Victor Willemin, Villa Monplaisir, Epinal (Vosges), France, con- 
 cerning which all desirable information is given in the pamphlet (published 
 by Prof. Willemin) * Nos fils a 1'etranger. Echange des jeunes gens et des 
 enfants.' i Year's Report. Epinal, 1906. See also Miss M. Brebnepf' The 
 Method of Teaching Modern Languages in Germany,' pp. 38 39. 
 
1 6 The Teaching of Modern Foreign Languages 
 
 pure and simple. There is neither time nor need for that 1 . 
 He should at first speak and read to his pupils a good deal 
 himself, in order to train their ear and to accustom them to the 
 characteristic sounds and intonation of the foreign idiom. His 
 own intonation should be free from local or individual pecu- 
 liarities, his enunciation should be clear and careful, but natural 
 and free from affectation. After they have been bathed, as it 
 were, in the foreign element and have become somewhat familiar 
 with the foreign way of articulating sounds, words and phrases, 
 he will make them repeat his sentences over and over again, 
 immediately and carefully correcting mistakes of any impor- 
 I tance. He will not infrequently make the whole class pronounce 
 i some sentences in chorus, in order to force shy and backward 
 pupils to speak out and to form their sounds after the model of 
 the others. He will thus readily detect the faulty pronunciation 
 of an individual child. The chief difficulties will be noted 
 down and tabulated. Victor's Lauttafeln (for German, French, 
 and English) should be used throughout in connection with 
 this work. They should be hung up in the class-room. They 
 will be continually worked at, every mistake pointed out on 
 them, and thus the difficulties will finally be overcome by the 
 large majority of children 2 . Such difficulties are for instance 
 the French front vowels with lip rounding, and the nasal sounds, 
 cousin, mon oncle, on entre, etc. - 3 the 1 mouille \T\ famille , feuille, 
 Corneille, Versailles, and the n mouille in agneau, the guttural 
 r in French and German, the pure (undiphthongised) long 
 
 1 I need hardly insist on the importance for the teacher of knowing 
 something of English phonetics generally and in relation to German and 
 French phonetics. For a first orientation nothing can be more helpful 
 than a perusal of W. Rippmann's excellent little book called 'The Sounds 
 of Spoken English,' a manual of ear training for English students. London, 
 Dent, 1906. 
 
 2 On the whole question see the able lecture ' On the use of Phonetics 
 in Modern Language Teaching ' by Dr Paul Passy, an abstract of which 
 is printed in The Modern Quarterly of Language and Literature, I. 
 (1898) pp. 64sqq. 
 
in our Secondary Schools 17 
 
 vowels and the modified vowels in German, the German initial 
 z, the ich and ach sounds, etc. In French, the front rounded 
 vowels, as in pu, peu, peur, are seldom properly acquired, no 
 difference is made between vu and vous, or vu is pronounced like 
 view, Victor Hugo as Victor Yoogo. The instruction in actual 
 phonetics should of course be as short and as simple as possible, 
 but its fundamental physiological principles should be imparted 
 even to children, and Bremer's Wandtafel i. might well be hung 
 up in the modern language class-room for occasional reference. 
 The children should be told and shown that the spoken words 
 consist of sounds and not of letters (e.g. veau, deuil, feuille ; 
 schwarz, sicken, sprechen, etc.). There is no very great differ- 
 ence in the pronunciation of the German Vieh, the English y& 
 and the French fi, although the vowel sound is sometimes a 
 diphthong in the English word ( =fee ee , phonetically fij or fit), 
 especially in Southern English. Again a teacher would probably 
 .. nze an opportunity of showing the children that our ordinary 
 alphabet is not by any means complete, as it is far from repre- 
 senting each sound occurring in a language by $ special symbol, 
 but uses the same letter for various sounds, e.g. ^ in ich, ach, or b 
 in Weib, Weibes, ng in der Ganges (river) and des\ Ganges (walk), 
 e in wer, werden (three kinds of e !), o in Schoss and schoss ; or a 
 in man, father, small, or oo mgood, floor, flood ; or th in thin and 
 thine ; g in gin and gun \ I in fusil, peril and fils (' sons ' and 
 1 threads ') ; // in famille, ville; or g in gant, mangeant ; or on 
 the other hand, different letters may represent the same sound, 
 as in Sie, sieh ; Mai, Mahl, Maal\ wir, ihr, vier\ war, wahr \ 
 Haar, Schar-, bot, Boot, droht', dltern, Eltern, etc. Again 
 and here lies a great source of danger with regard to idiomatic 
 pronunciation the same letter may represent different sounds 
 in different languages, and in pronouncing foreign words the 
 child should be early accustomed to give to the letters their 
 foreign and not their usual English pronunciation, e.g. Mann 
 and man, Ball and ball. In the case of the German words 
 the mouth is in this case much more opened and the vowel 
 
 B. 2 
 
1 8 The Teaching of Modern Foreign Languages 
 
 sound perfectly short. The German Quell ' source' is to be 
 pronounced kvel (bilabial or labio- dental, but without pro- 
 truding the lips at all), the English quell is kuell with a strong 
 protrusion of the lips. Or again, in many German words the 
 characteristic ' glottal stop ' or ' glottal catch ' should be carefully 
 noticed, e.g. Verein ( fdr^'ain\ erortern ( ?2r?'<t>rfcrn), abdn- 
 dern (^=-'ap^enddrn\ entarten (=$mft ' a\rt2n)fenteilen (=}2nfi'aibri), 
 geachtet ( =gft'axfot\ Wachtelei ( = 'vaxtdftai), but verteilen 
 Prugelei ( = pry.gJ lai] , and compare entern 
 and enterben ( ^^nt'erbdn)] erroten ( = ?2r'Q:ten) and 
 erbffnen ( = ^dr^'^fndn) ; Wustenei ( vy.std'nai) and Straussenei 
 ( = f ftraus9n?ai) ; Pvgelei ( ='fo\g*l?ai) and Lorelei ( = 'lo\rdlai\ etc. 
 The ' glottal stop' is formed by bringing the vocal chords together, 
 so as for a moment to close the glottis, and then suddenly opening 
 them with an explosion, as is done, more violently, in coughing, 
 or in clearing the throat. It is not a sound difficult to produce ! , 
 but ; as it is not ordinarily written, it is often neglected by 
 English teachers of German. Students who wish to speak 
 German at all well must be careful not to neglect the glottal 
 stop and to make a clear distinction in the pronunciation of 
 words such as vereisen ( for? aizzri) and verreisen (fzr'aizzri). 
 See Miss Laura Soames, ' Introduction to Phonetics,' p. 146, 
 W. Vietor in 'German Pronunciation,' pp. 56 sqq., W. Ripp- 
 mann, ' Elements of Phonetics,' pp. 6, 24, and my word lists 
 in Series I and II of the 'Cambridge Phonographic Records,' 
 German Series, Records 95 and 107. 
 
 A word exists as a rule only as part of a phrase, hence the 
 ' proper reading of whole sentences should be started at once. 
 Here the characteristic foreign intonation and the peculiar 
 accent of the phrase should be carefully taught from the 
 beginning. The teacher should insist on his pupils reading 
 and reciting the French sentences in the even, rhythmical 
 and distinct manner which is so characteristic of the French 
 
 1 It is sometimes heard in emphatic English speech. See W. Rippmann, 
 'The Sounds of Spoken English,' p. 12. 
 
in otir Secondary Schools 19 
 
 enunciation. He should not allow them to jerk out the words 
 one by one, but should strictly insist on their emitting them in 
 breath groups, producing one continuous flow to the end of 
 the sentence or part of a longer sentence, however slow the 
 pronunciation of the whole group of words may be at first. 
 This is often neglected in school teaching, the masters being 
 satisfied with a fairly correct pronunciation of individual words. 
 Reciting should be regularly and carefully practised from the 
 beginning, and here, as well as in teaching the pronunciation 
 of separate words, a good phonograph or gramophone will be 
 found of great value. The fhechanical uniformity of the 
 instrument enables pupils to learn a piece of poetry or a song 
 far more quickly than if it were recited or sung to them by the 
 master, who, however good, is certain to vary slightly his 
 articulation or expression with each repetition, and so confuse 
 and distract the children's minds. There are now very fair 
 instruments obtainable at a reasonable price, and it is not too 
 much to hope that before long the instruments may be still 
 rther improved. Dictation also is of great value in training 
 the ear to catch foreign sounds quickly and reproduce them 
 correctly, and is far too much neglected in many schools, 
 especially large public schools for boys. In order to ensure 
 success it is essential that both teachers and pupils should have 
 a good pronunciation, otherwise confusion between such words 
 as vous and z/, feu, fut, fou, desert and dessert \ Ahre and 
 Ehre, Schiffe and Schiffer, Goethe and Gotter, Gase and Gasse, 
 Saum and Zaum, Holle and Hohle, wagt and wacht will in- 
 evitably occur. 
 
 In order to teach pronunciation effectively, most advocates 
 of the ' Neuere Richtung ' strongly recommend beginning with 
 a phonetic transcription of foreign texts and not letting the 
 children see the ordinary spelling at all during the first few 
 weeks (or months). They maintain that children will catch the 
 foreign accent very much better if they do not start with the 
 confusing spelling of the present day, and they are of opinion 
 
 fu 
 
 ' <.U 
 
2O The Teaching of Modern Foreign Languages 
 
 that the transition to the ordinary spelling later on is not nearly 
 so difficult as one would believe. They say that the experi- 
 ment has frequently been tried with excellent success, while 
 those who most strenuously oppose it have never given it a fair 
 trial. This vexed question (of which I have no practical 
 experience) is still much discussed and far from being settled 1 . 
 Practical experiments by competent, well-trained teachers are 
 still wanted, but it seems to me that the number of advocates 
 for beginning with phonetic script (at least for French) is on the 
 increase. Skilful teachers have no doubt obtained good results 
 from it, as I know for instance in the case of the boys taught 
 by L. von Glehn at the Cambridge Perse School for Boys. 
 Still, as far as I can see at present and have been able 
 to gather from the experience of others, it is not absolutely 
 necessary to introduce transcribed texts indispensable as 
 no doubt they are for students and teachers into class 
 teaching. Dr Passy's system as used in his periodical ' Le 
 maitre phonetique/ and introduced into many English, German 
 and French primers of modern languages, bids fair to become 
 the recognised International alphabet for phonetic transcrip- 
 tions. Single words of exceptional difficulty might well be 
 transcribed in class teaching in the symbols of this alphabet. 
 The books on phonetics from which a teacher will derive 
 useful information are enumerated in my ' Handy Guide,' 
 4, b, and in Dr Passy's pamphlet ' Aims and Principles of 
 the International Phonetic Association,' Bourg-la-Reine, 1904. 
 I can specially recommend Victor's ' Kleine Phonetik des 
 Deutschen, Englischen und Franzosischen,' Leipzig, 1897, 
 together with the useful translation and adaptation of it by 
 
 1 See 7^he Mod. Quarterly of Langiiage and Literature, n. 150 3 and 
 157 8; the Interim Report of the Mod. Lang. Association Sub-committee 
 on Phonetics appeared in the Modern Language Quarterly of April, 1899, 
 pp. 318 321. Mr D. L. Savory, in his Introduction to Cal vert's and 
 Hartog's 'First Book of French Oral Teaching' (London, Rivingtons, 
 1906), has given strong arguments in favour of phonetic notation. 
 
in our Secondary Schools 21 
 
 Walter Rippmann (London, 3 i905), and also W. Rippmann's 
 recent little book on the ' Sounds of Spoken English/ London, 
 1906. Otto Jespersen's 'Lehrbuch der Phonetik,' Leipzig and 
 Berlin (adapted from his Danish 'Fonetik,' 1897-99), goes 
 more into details and will be especially useful to more advanced 
 students of phonetics 1 . 
 
 After the ordinary pronunciation has been thoroughly mas- 
 tered by the children, the teacher should discuss with them, 
 as occasion arises, noteworthy exceptions occurring chiefly in 
 the rimes of the classical poets. The apparent irregularities 
 of French rimes such as rot : parlerais : Francois should be 
 explained by an account of the earlier pronunciation of -oi 
 (like oe). The rimes of Schiller and Goethe, e.g. gluhn : ziehn ; 
 Euch : bleich ; krone : Thrdne \ an : Bahn \ keck : weg ; Getose : 
 Schosse ; Schosse : Rose ; erbotig : gnddig ; Choren : lehren, etc. 
 are not impure in the South German dialectic pronunciation of 
 these great poets. In the highest forms an occasional word 
 about the changes of pronunciation and the standard of pro- 
 nunciation would not be out of place. 
 
 Spelling. 
 
 As to Spelling a word or two must suffice. German spelling 
 will be discussed in a later lecture. In nearly every language 
 there is a discrepancy, more or less marked, between the way 
 in which the words are written and that in which they are 
 pronounced. The spelling is not so arbitrary as is often 
 supposed, but represents an earlier stage of pronunciation : it is 
 more or less ( historic' (cp. knight, veau, Sta/il). Much has 
 
 1 For French pronunciation, Leopold Sudre's * Petit manuel de pro- 
 nonciation fran9aise a 1'usage des etrangers,' Paris, Didier, 1903, and 
 Benjamin Dumville's ' Elements of French Pronunciation and Diction,' 
 London, 1904, deserve to be warmly recommended. See also E. Braunholtz, 
 'Books of Reference for Students and Teachers of French,' London, 1901, 
 where useful lists are given on pp. 32 sqq. and 45 sqq. For German pro- 
 nunciation see pp. 61 4, 84, 87 8, 125 6 of this book. 
 
22 The Teaching of Modern Foreign Languages 
 
 now simply to be committed to memory, but again the advan- 
 tage of a good pronunciation on the part of the children will 
 clearly show itself. If children have been taught from the 
 beginning to distinguish in French properly between e, e and e, 
 they will without fail write reponse, but repos, and representer, 
 pere, arid desespere. If they are accustomed to pronounce the 
 German modified vowels one of the greatest stumbling-blocks 
 in the way of English students of German no confusion 
 between Tochter and Tb'chter, Burgen and Burgen, geachtet and 
 gedchtet, tauschen and tauschen ; Kampfer, Kdmpfer ; Madchen, 
 Mddchen ; schatzen, schdtzen ; zahlen, zdhlen ; dorren, dorr en ; 
 stutzen, stutzen, etc. would be possible. They would distin- 
 guish in writing between Hiine and Huhner, between reisend, 
 reissend and reizend, between Senne, Sehne, Szene, and Zdhne. 
 It is acknowledged on all hands that the best way to teach 
 spelling is frequent dictation. Consequently writing from 
 dictation should in the earlier stages be part of the regular drill. 
 In many schools dictation exercises are unduly neglected in 
 junior forms, and bad habits are allowed to grow up which it is 
 sometimes very hard to eradicate. The proper way of dividing 
 words (which is not the same in English and in German) and 
 also punctuation should receive due attention ; the use of 
 semicolons, colons, inverted commas, marks of interrogation 
 and exclamation is often neglected by children writing down 
 a dialogue from dictation. 
 
 Grammar^. 
 
 It is pretty generally admitted that hitherto the getting 
 up of grammatical niceties and curiosities has been far too 
 prominent in most of our schools, and that Grammar should 
 not be taught and learned at school principally for its own 
 
 1 I will here only touch in passing on a question that has recently begun 
 to attract much attention, viz. should the mother-tongue continue to be 
 used in teaching foreign grammar, and should grammars written in English 
 still be put into the hands of children learning French and German? 
 I believe that the time has not yet come to pronounce definitely on this 
 
in our Secondary Schools 23 
 
 sake not even in our modern 'grammar schools.' It should 
 be taught in order to explain difficult passages and in order to 
 help the pupils to group together, to compare, and thus better 
 to understand certain important linguistic phenomena. The 
 study of grammar and the careful analytical examination of 
 sentences is no doubt a most valuable mental training 
 although it is wrong to say, as is often rashly done, that the 
 study of grammar is a study of logic ; grammar is often not 
 logical still the special and minute study of grammar as such 
 is not school work, but should be left to the scientific treatment 
 of the University. Every school child should know the chief 
 points of the ordinary grammar of the foreign tongue it might 
 even be shown how to make its own grammar (see page 71) ; 
 but only the master should have made it a special study. He 
 should of course be thoroughly well grounded in his grammar ; 
 moreover and this is important he should be able to give, 
 wherever it may be desirable, the ' why ' no less than the ' what.' 
 He should know the historical or phonetic reasons of the chief 
 
 point so much depends on individual circumstances of teachers and pupils 
 that the laying down of a general rule seems out of the question. 
 
 One thing, however, cannot be doubted. French grammars used in 
 France by French children and German grammars written for German 
 children ought not to be introduced into our schools. In every case the 
 special difficulties of English-speaking children ought to be treated at some 
 length,while niceties, interesting to foreigners but comparatively unimportant 
 to English children, should be strictly eliminated. If this is skilfully 
 done, and French and German grammars or rather the essentials of 
 French and German grammar are written in French and German for 
 English-speaking pupils, they may probably be put to excellent use in the 
 higher stages. A few French grammars of this description (by Berthon 
 Poole Hartog and Anderson) are now available, but as far as I am 
 aware not yet a German school grammar written in German. In the 
 lower stages, however, where every word of the foreign language pro 
 difficult for the young beginners, and explanations cannot be too sinv 
 and easy, I very much doubt the advisability of starting with grammar: 
 editions with introductions and notes written in the foreign language, 
 little time that at most schools is available for modern languages may be 
 spent more profitably on texts of greater interest. 
 
 oves^_ 
 
 * 
 
24 The Teaching of Modern Foreign Languages 
 
 grammatical phenomena 1 but it would be a grave mistake if 
 he were to introduce much of this special knowledge into 
 his class teaching. The classics should be read and enjoyed 
 I am not sure whether they always are at present and they 
 should certainly not be turned in class into a hunting-ground 
 for grammatical curiosities. The somewhat elaborate notes to 
 the classics in the Pitt Press and similar editions are merely 
 intended to facilitate home preparation, and to help the pupils 
 thoroughly to understand the words of the text; they are 
 certainly not meant to be learned by heart in order to be 
 reproduced in an examination paper. They are intended 
 to relieve the teacher and to give him time for the reading 
 aloud of the text with proper pronunciation and intonation, and 
 for a short and stimulating discussion of the scenes and charac- 
 ters of great plays, for which it is so often urged there is no time 
 left in class teaching. 
 
 From this there follows as the very first precept addressed 
 to the teacher of foreign grammar : Do not burden the memory 
 of your pupils with too many rules, still less with numerous 
 lists of words following their own rules, those words which we 
 call 'exceptions,' and which are generally so very largely utilized 
 by a vast number of examiners whom I wish I could call excep- 
 tions also. All we want to teach and to impress firmly on the 
 memory of the children is a number of ever-recurring facts, 
 certain rules, briefly and clearly expressed, as far as possible 
 deduced from the texts by the children themselves, and in 
 addition to these only a very few of the most noteworthy 
 exceptions. Most 'practical' school grammars contain far too 
 much ; they would certainly be twice as good if they were half 
 as full 2 . They should chiefly be used as books of reference. 
 
 1 See pp. 8283, an( l a l so Ernst Laas, * Der deutsche Unterricht auf 
 hoheren Lehranstalten ' (2nd ed. (by J. Imelmann), Berlin, 1886), pp. 
 217 222. 
 
 2 The well-known * Skeleton Grammars ' by H. G. Atkins (London, 
 Blackie) certainly serve a very good purpose in the earlier stages. 
 
in our Secondary Schools 25 
 
 Another important point is that the rules should invariably 
 be preceded by a number of well-chosen instances, selected 
 phrases . from which the pupils with the assistance of the 
 teacher will find it easy and interesting to deduce the rules for 
 themselves. This is the natural process of thinking by com- 
 parison of similar* facts the underlying law is discovered 1 . All 
 the rules which a teacher wants to impress upon his pupils, he 
 should as far as possible make them find for themselves. The 
 process may be at first somewhat slow, but the interest of the 
 children will never be allowed to flag, and ultimately the rules 
 will be much better known, being remembered in their appli- 
 cation and not merely in themselves. Nothing should be given 
 to learn that has not been carefully explained in class. 
 
 Our model teacher will, I fear, in many cases have to 
 make up his own illustrative sentences, for what shall we say 
 of exercises such as the following: Decline in full: 'The blind 
 mouse,' or of the exercise on the numerals: 'Have you got 
 two apples?' 'No, but my four sisters have six dolls'?...! have 
 often pitied teachers and pupils who had to work through 
 elaborate grammars, often containing subtle distinctions of which 
 the Germans themselves are entirely ignorant and which only 
 live an artificial life in the German of certain examination 
 papers, such, for instance, as that capital distinction between 
 der Vorwand and die Vorwand, of which the latter is hardly 
 ever if at all used in ordinary German speech. You might 
 read in connection with this a pamphlet which, although it is 
 full of exaggerations and indeed not free from mistakes, yet 
 contains a great deal of truth; it is 'The caricature of German 
 in English Schools,' by C. A. Musgrave, London, 1894, 
 and also G. G. Coulton in 'Public Schools and the Public 
 Needs,' London, 1901, in which a shrewd observer has given 
 facts about modern language examinations that afford ample 
 food for reflection. 
 
 1 This point is not by any means ' new,' but was emphasized by 
 Comenius ('Janua Linguarum Reserata,' 1631) and others. 
 
26 The Teaching of Modern Foreign Languages 
 
 Must, then, grammar be dry and repulsive to children? It 
 certainly was so under the old system when all schools were 
 1 grammar schools ' in the strictest sense of the word. But 
 cannot even Dame Grammatica be made attractive to the 
 minds of the young? I think she can, and that everything 
 depends on the way in which a teacher introduces her to the 
 children. 
 
 First of all he will not give too much at a time, and that 
 modicum chiefly in connection with the passages read. He 
 will also give the children some idea as to the actual meaning 
 of ' rules' and ' exceptions,' and keep the rules, i.e. the large 
 groups of facts, constantly before them, so as gradually to 
 develop their Sprachgefuhl, the unconscious and unerring 
 feeling for what is idiomatic and right, the creation of which is 
 one of the highest aims of the teacher. He will discuss the 
 terms 'regular' and 'irregular' in the proper way and choose a 
 few easy and striking instances for his explanations. Even chil- 
 dren at school should sometimes get a glimpse of the 'why' and 
 the 'how, 'although often they have of course only to remember 
 the very commonest 'what.' With children of the highest forms 
 even a few somewhat more advanced grammatical phenomena 
 may be discussed as occasion offers itself, viz. the problems 
 of ordinary form-association (e.g. the line in Goethe's 'Legende 
 vom Hufeisen ' : Das ein zerbrochen Hufeisen was was, now 
 war, through form-association with the plural waren ; but cp. 
 English was and were, where the old difference is preserved) ; 
 the development of Latin words in French, German and 
 English ; the two large groups of words which are distinguished 
 as ' mots populaires' and 'mots savants' (meuble, mobile Kerker, 
 Karzer sure, secure), the former of which is the older group in 
 which the words have undergone the effect of the usual sound- 
 laws of the language. Of course all such instruction should 
 be kept strictly elementary yet it would be sure to interest the 
 children and give them more correct notions of the growth and 
 development of language. The linguistic relation of English 
 
in our Secondary Schools 27 
 
 to French and German should be briefly and clearly explained. 
 The relation of numerous words such as finir and finish, or 
 Leib and life, might very well be shown. (Classified lists of 
 correspondences between German and English words are given 
 in my edition of ' Doctor Wespe ' by R. Benedix. Pitt Press 
 Series, 1888, 2 i895.) Rather than not touch at all on these 
 and similar points, sacrifice the greater number of exceptions, 
 in fact a good deal of what is given by our practical grammars 
 in small print, and should not be got up, but only referred 
 to as occasion offers. The brief explanation of some important 
 general phenomena is of far greater educational value than the 
 somewhat mechanical drill in rare exceptions or seldom used 
 words and phrases which is really quite beside the mark in 
 school teaching and can no longer be half excused by pointing 
 to the requirements of certain school examinations. Most of 
 these have of late undergone very considerable alterations in 
 the right direction. 
 
 Idioms. 
 
 The study of idiomatic phrases and the acquisition of a 
 useful vocabulary cannot be begun too early. But only the 
 really current idioms should be committed to memory, all slang 
 should be carefully avoided, and sentences, not isolated words, 
 should be learned. The principal idioms should be imparted 
 gradually and, where this can easily be done, explained. Ancient 
 manners and bygone customs have left many an interesting 
 trace in the idiomatic phrases of everyday speech. An expla- 
 nation of German idioms such as einem die Stange halten 
 einen im Stiche lassen mir schwant Boses einem ein X fur ein 
 U machen einen Korb bekommen in die Schanze schlagen auf 
 die lange Bank schieben den Kilrzeren ziehen kurz angebunden 
 sein, and many others would not fail to arouse the interest of 
 the class, to set their imagination going, and thus to help them 
 to remember the idioms which in most schools are unduly 
 
28 The Teaching of Modern Foreign Languages 
 
 neglected. The necessary books of reference for the teacher 
 of German are given on p. 127 and in my Guide ' on p. 39 ; 
 there are some smaller books intended for the use of the 
 pupils, e.g. those by Koop (London, 2 i89i), Becker (London, 
 1891), and Weisse (London, 1892), Taker and Roget (London, 
 1900), but all have many shortcomings, and a really first-rate 
 book for class purposes has still to be written. For French 
 there is the useful book on ' French Idioms and Proverbs,' 
 compiled by de V. Payen-Payne (London, 4 i 
 
 Vocabulary. 
 
 Apart from the vocabulary, which the pupils will gradually 
 acquire in a somewhat haphazard way from the reading of 
 foreign authors, the teacher should from the beginning aim at 
 adding systematically to the stock of words learned by his 
 class. He will do this by regular discussions of small groups 
 of words which are either connected by their sense or by their 
 form and which, after they have been explained, will be learnt 
 by the class. All the ordinary incidents of everyday school 
 life, the technical terms of question and answer, getting up, 
 coming to the blackboard, opening of books, etc., may very 
 well be discussed by the teacher almost from the begin- 
 ning in the foreign language. The pamphlet by Holzer and 
 Schmidt (see p. 107) will help English teachers with regard to 
 French, and a German counterpart could easily be devised. He 
 will at first form short sentences showing the ordinary use 
 of these words, or, in lower forms, have recourse to pictures 
 composed for the purpose (e.g. Holzel's well-known * Wand- 
 bilder fiir den Anschauungs- und Sprachunterricht/ 14 pictures, 
 Wien, Holzel 1 ), or the many useful ' Tableaux auxiliaires 
 
 1 In connection with these may be used the booklets called ' Konver- 
 sations-Unterricht nach Holzel's Bildertafeln ' (German, French, Italian, 
 English) published by Emil Roth at Giessen. The German, French, etc. 
 parts can be had separately. Or the 'Description des tableaux d'enseigne- 
 ment d'Ed. Hoelzel a 1'usage des ecoles' par Lucien Genin et Joseph 
 
in our Secondary Schools 29 
 
 Delmas' (16 pictures avec livret explicatif par E. Rochelle, chez 
 Delmas, Bordeaux or London, Hachette and Co.), or again to 
 G. Egli's little picture-books with vocabulary called * Satze fur 
 den Unterricht in den vier Hauptsprachen ' (Bildersaal fur den 
 Sprachenunterricht), Zurich, or to W. Rippmann's ' French 
 Picture Vocabulary ' and ' German Picture Vocabulary,' First 
 Series, London, Dent, 1906. ' He will take such series of words 
 as: father, mother, child, son, daughter... i.e. all those expressing 
 ordinary family relationships. Another day he will take : house, 
 court, garden, street, road;... or sun, moon, star, cloud, thunder, 
 lightning... the sun sets, a cloud covers the moon, the thunder 
 roars, the lightning flashes, the rain falls or pours down. . . ; or tree, 
 bush, oak, beech, fir, willow... together with the verbs : to plant, 
 to grow, to burst into leaf, etc. The teacher will do well to 
 work the necessary words and phrases into short and interesting 
 dialogues, or into stones which he will tell the children several 
 times in the foreign language and which he will make them 
 repeat, write down from dictation, and learn by heart. Irregular 
 verbs should at first be avoided as far as is possible. Subjects 
 such as 'a walk in the country,' 'a birthday party at home,' 'a 
 schooltreat,' 'a thunderstorm at sea,' 'a cycling accident in the 
 street,' * a visit of our uncle from Berlin or Paris,' would afford 
 plenty of useful material for increasing the vocabulary of the 
 pupils. The numerals, the pronouns, the forms of address make 
 natural groups which should be studied together and worked 
 into a number of well-devised sentences. Together with the 
 numerals the chief foreign measures, weights and moneys should 
 be given with their English equivalents. Some foreign coins 
 should be shown to the class when their name and value are 
 given. The Educational Supply Association now sell a set of 
 
 Schamanek, Vienna, 1905 (is. $d.}. The First French Book and the First 
 German Book in Dent's Series will also be found most useful in this respect. 
 In their latest editions there are many improvements, not the least among 
 them being (in the French book) the new pictures of the seasons with 
 French instead of the original HolzePs Austrian local colour. 
 
30 The Teaching of Modern Foreign Languages 
 
 German coins (facsimile) for 4^. which should form part of a 
 collection of modern language 'ReahV at every school. 
 Coloured Picture Post-cards (id. each) giving splendid 
 reproductions of foreign coins are also obtainable. 
 
 Another way of systematically increasing the vocabulary, 
 which is often very useful with more advanced ' pupils, is the 
 study of ordinary words which are connected by form : sitzen, 
 setzen, Sitzung, Satzung, Sitz, Satz (Aufsatz, Einsatz, Vorsatz, 
 Absatz), Setzer, aufsitzen, absitzen, nachsitzen, einsetzen, absetzen, 
 vorsetzen, versetzen, besetzen, iibersetzen, Besitzung, Besatzung, 
 Besetzung) Versetzung, Ubersetzung, ... or steigen, Steig (Bahnsteig^ 
 Steigbilgel\ Stieg (Aufstieg, Abstieg), Steg, Stegrdf, ab-, auf-, 
 aus-, em-, um-steigen...e\.c. The difficulty here is where to stop, 
 but the conscientious teacher who has prepared his lesson 
 beforehand, and has made for himself a carefully considered 
 list of the words which he intends to give his pupils, will not 
 be exposed to the danger of giving too much, viz. words which 
 are of but little practical importance for school purposes. 
 Word-formation is at present far too much neglected in school- 
 teaching. 
 
 A third way of systematically widening the vocabulary, and 
 one which should only be used occasionally in the highest 
 forms by a skilful and well-informed teacher, is the method 
 (so far as it can be used) of etymological comparison. The 
 lists of ordinary sound-correspondences in my Pitt Press 
 edition of Benedix' comedy ' Dqctor Wespe ' with numerous 
 instances will be found useful for this purpose. 
 
 With regard to systematically imparting to the class a good 
 working vocabulary I should not advise teachers to confine 
 themselves to one of these methods only some change is 
 always refreshing but to take the first-mentioned method as 
 a foundation, and to make the children learn, gradually and 
 systematically, all the most important words of the foreign 
 language and none but those. 
 
 Some hints how this may be done are contained in a 
 
in our Secondary Schools 31 
 
 German pamphlet on the first teaching of French. It is 
 by Dr Hermann Soltmann, and is called ' Das propadeutische 
 Halbjahr des franzosischen Unterrichts an der hoheren Mad- 
 chenschule,' Bremen, 1893. What is said there with regard to 
 French at German schools holds equally good with regard to 
 our English schools. Short but useful guides for English 
 teachers of French and German have recently been written 
 by W. Rippmann (' Hints on teaching French,' London, 1898, 
 ^1904; 'Hints on teaching German,' London, 1899), wno 
 has also contributed some valuable articles on the early 
 teaching of French to the first numbers of ' The School 
 World' (1899). On the first teaching of German see the ex- 
 cellent advice given by E. L. Milner-Barry in 'The School 
 World' (Oct. Dec. 1899). 
 
 Conversation J . 
 
 It is of the utmost importance that a master should talk to 
 his class in the foreign language as early as possible. He will 
 begin by discussing pictures and objects which are placed before 
 the pupils (e.g. Delmas', Rippmann's, Egli's, or HolzePs pictures; 
 see above). For this he will find useful the ' Konversations- 
 unterricht nach Holzels Bildertafeln,' Giessen-Roth, 10 parts, 
 each 40 pf. (i.e. 5^.), and ' Description des tableaux d'enseigne- 
 ment d'Ed. Hoelzel a 1'usage des ecoles par Lucien Genin et 
 Joseph Schamanek,' Vienna, is. 3^. I have already mentioned 
 E. Rochelle's * Livret explicatif des Tableaux Auxiliaires 
 Delmas,' Bordeaux, 1903. (Obtainable in London, at Messrs 
 Hachette and Co., for 8J*/.) At first, in order to be under- 
 stood, he will occasionally have to give some short explana- 
 tions in English, and he will not talk French or German the 
 whole time. Gradually the necessary explanations in the English 
 language will become less^ frequent and the talk in the foreign 
 language will be continued longer. The master must from the 
 
 1 See the discussions in Modern Language Teaching I. (1905), Nos. 6 
 and foil., and the summing up in M. L. T. n. (1906), pp. n 15. 
 
32 The Teaching of Modern Foreign Languages 
 
 beginning make all the children take an active part in the 
 lesson and consequently the modern language classes ought 
 never to be very large. The pupils must be interested stimu- 
 lated to make out what the master says and to express in the 
 foreign tongue what they see him doing. In spite of all his 
 attempts to draw them out many of the boys will at first prove 
 most determined ' passive resisters.' But the teacher must be 
 equally determined not to give in. He will first train their ear 
 and their faculty of catching the peculiarity of the foreign 
 sounds and intonation, then their faculty of speech. He must 
 make them answer in complete sentences all of them, not 
 only the few forward pupils he must in every way endeavour 
 to overcome their shyness and disinclination to use the foreign 
 idiom. Most English school-boys are unwilling to try to 
 speak any other language than their own, they think it 
 affectation to produce a proper French nasal sound, and it will 
 require all the skill and tact of a master in whom they believe 
 to draw them out. He will naturally make them speak at first 
 exclusively of things which they see or have observed and 
 experienced, about topics well known to them, the vocabulary 
 of which they have mastered. In order to do this the 
 teacher must of course be full of resource besides being 
 able to converse in the foreign idiom with ease and fluency. 
 A French candidate for the degree of Agrege is required by 
 the regulations of the examination to discourse for an hour in 
 the foreign language and is then questioned on his lecture. 
 A German modern language master is required in his ' Staats- 
 examen ' to show fluency and correctness in the practical use 
 of the foreign language which he wants to teach. Our English 
 examination tests are in this respect as yet far from sufficient. 
 A change for the better seems however to be setting in 1 . 
 
 1 At Cambridge a viva voce Examination on a much larger basis and 
 of a much more searching nature than the old oral test in connection with 
 the Tripos has now been established for a number of years, and oral 
 examinations are also in existence at all the other leading Universities. 
 
in our Secondary Schools 33 
 
 In speaking the foreign language the teacher should with 
 junior classes at first make use of some picture such as (the 
 improved) Holzel's or Delmas'. With older pupils who have 
 done at least one other foreign language a teacher of German 
 may also take the map of Europe, and teach according to the 
 direct method, beginning perhaps by pointing to England and 
 saying 1 : 
 
 Dies ist England. Was ist dies? Dies ist England. 
 Dies ist Deutschland. Was ist dies ? Dies ist Deutsch- 
 
 land. 
 England (Deutschland) ist em Land. Das Land ist groB, 
 
 das groBe Land. Deutschland ist ein grofies Land. 
 Dies ist die Nordsee. Die Nordsee ist ein Meer. 
 Dies ist der Rhein. Der Rhein ist ein Flufi. 
 Der FluB flieBt in das Meer (in die Nordsee). 
 Dies ist die Elbe. Die Elbe ist auch ein FluB. 
 Die Elbe flieBt auch in die Nordsee. 
 Der Rhein und die Elbe sind Fliisse. 
 Die Elbe ist ein groBer deutscher FluB. 
 
 A number of questions and answers carefully pronounced 
 would serve to make the children familiar with the foregoing 
 
 For the latest German regulations see the Ordnung ftir die Priifung, die 
 praktische Ausbildung und die Anstellung der Kandidaten des hoheren 
 Lehramts in Preufan. Halle a. S., 1906, pages 7 8; 15 17; 85 sqq. 
 See also pages 145 sqq. 
 
 1 Cp. the excellent chapter on the teaching of German on a direct 
 system by Fred. Spencer in his 'Aims and Practice of Teaching' (Cam- 
 bridge, 1897), pp. 100 1 20. My specimen above given was constructed 
 before the appearance of Mr Spencer's valuable experiment. On a similar 
 experiment (by Mr Findlay, Mr Twentyman and Mr Kirkman) see the 
 Bibliographical Appendix p. 61 under 8 and 15. In both cases the pupils 
 were adults. But I cannot see any strong reason against starting with 
 foreign life and ways in the case of young pupils. The mental difficulties 
 will not be insuperable, the interest will be much quickened by the charm 
 of novelty and pleasure in comparing. 
 
 B. 3 
 
34 The Teaching of Modern Foreign Languages 
 
 sentences and the sounds contained in them. Then a sum- 
 mary of the grammatical material contained in these sentences 
 would be made by the teacher, speaking English, thus : 
 
 Der, die, das ein dies groB ; groBer, groBe, groBes 
 ist, sind flieBt FluB, Fliisse der FluB, das Land, das 
 Meer, der Rhein, die Elbe, die Nordsee England, Deutsch- 
 land, deutscher ein deutscher FluB, ein groBes Land. 
 
 It is scarcely necessary to remark that in the case of young 
 beginners this would be far too much grammatical material for 
 a single lesson. For a class of older boys and girls it will just 
 be possible to master it. 
 
 Or a teacher might start with Rippmann's or Egli's picture- 
 books and discuss the scenes of everyday life with his pupils, 
 especially with young children in the lower forms. With older 
 children historical and geographical pictures, with which every 
 school should be well supplied, should be discussed also 1 . 
 
 In order to secure, without risk of losing it again, an easy 
 command of the foreign idiom, teachers of modern languages 
 should after the completion of their University training have 
 resided abroad and should from time to time go abroad again. 
 But a prolonged stay in a foreign country will be valuable in 
 other ways also. It will enable teachers to see with their own 
 eyes and to speak from personal experience. They will be 
 more just and sympathetic in their judgment of foreign 
 excellence and foreign peculiarities. Residence abroad is so 
 far nowhere compulsory, no European State requires it expressly 
 
 1 During the last few years as is well known the Universities of Cam- 
 bridge and Oxford have added to their Local and Joint Board Examinations 
 voluntary oral tests in modern languages. It is to be hoped that the 
 number of schools going in for them will rapidly increase. So far there 
 are not many candidates, especially among the boys, and the results are 
 often not yet satisfactory, but at all events a beginning has been made that 
 is bound to develop. I have been assured that some excellent results are 
 obtained at the London University School Examinations, where an oral 
 test is compulsory. 
 
in our Secondary Schools 35 
 
 of its modern language teachers ; but in France, where of late 
 the State has done much for modern languages, to have 
 resided abroad is virtually a condition of appointment to good 
 posts. Travelling exhibitions are given in Germany, Austria, 
 Switzerland, and France by the State and by municipalities ; 
 and in Sweden, I am informed, on such a scale that every 
 modern language teacher has at his disposal on an average one 
 year in five. America gives a prolonged leave of absence every 
 seventh year, and also bursaries. At the Neuphilologentag at 
 Hamburg (1896) it was resolved to memorialise the German 
 governments to the effect that ' for the maintenance of 
 conversational facility and the knowledge of foreign life and 
 customs, leave of absence should be granted to teachers of 
 Modern Languages whether in Universities or High Schools 
 at certain fixed intervals of time (at least every five years),' 
 and this was emphasized again at Cologne in 1904. In England 
 the State does not directly interfere, though it has helped, in 
 these matters, but it is very desirable that teachers of modern 
 languages should help themselves to keep up their practical 
 efficiency, and that Headmasters should assist them by 
 granting an occasional leave of absence. This is a point of 
 very great importance and one that the Modern Language 
 Association should be interested in taking up. At Birmingham 
 Professor Fiedler has succeeded more than once in raising 
 a sum of ^"50 to be given as a travelling scholarship to students 
 of the University. There are also now at the Birmingham 
 University the valuable Harding Scholarships for graduate 
 honours students of German. With regard to subsidising 
 duly qualified actual or intending modern language teachers, 
 mention should also be made of the excellent facilities 
 afforded by the Gilchrist Scholarships (given to Manchester, 
 Liverpool and Leeds Universities) for honours graduates in 
 modern languages ; also of the West Riding scheme of 
 continuing their Modern Language Scholarships for a 4th or 
 5th year for residence abroad. The London County Council 
 
 3-* 
 
36 The Teaching of Modern Foreign Languages 
 
 has also repeatedly given travelling bursaries to modern 
 language teachers. Thus a beginning has been made, but it 
 is to be hoped that before long County Councils all over 
 England and also private donors will do much more. 
 
 Very much good may be done by the new system of exchange 
 of teachers, by which English teachers are appointed as 
 1 assistants' in French and Prussian state schools (in Prussia, so 
 far, this has not yet been extended to women). Information 
 on the conditions of this extremely important new scheme of 
 1 assistants' in French and Prussian schools can be obtained 
 by writing to the Director of Special Enquiries, Board of 
 Education Library, St Stephen's House, Cannon Row, 
 London, S.W. 1 It is essential that only modern language 
 honours graduates, that is, only such men and women as have 
 made the study of modern languages their life's work, shall 
 ultimately be sent abroad by the Board of Education, and it is 
 moreover highly desirable that these ' assistants ' should as far 
 as possible be attached to schools in foreign University towns. 
 They would thus enjoy, in addition to the opportunities offered 
 by residence in any foreign town, the many peculiar advantages 
 naturally arising out of the facilities for study and research that 
 can only be found in academic surroundings. 
 
 At present there exist in a large number of French, Swiss, and 
 German University towns so called ' Holiday courses ' in which 
 lectures in the language of the country are given, opportunities 
 for the constant use of the foreign language offered, practice in 
 phonetic drill arranged, and illustrations in the methods of 
 modern language teaching given. Such summer meetings are 
 being held in July and August at many German Universities, 
 for instance at Greifswald (on the Baltic Sea), Marburg (on 
 the Lahn), and Jena (near Weimar and the Wartburg). The 
 French meetings are arranged at Paris by the Alliance Franchise 
 (apply to the Secretary, 45, Rue de Grenelle) and (at Caen 
 and Tours) by the Modern Language Holiday Courses Com- 
 1 See also pp. 85 sqq. of the Ordnung fur die Priifung etc. and pp. 150 i. 
 
in our Secondary Schools 37 
 
 mittee of the Teachers' Guild (apply to the Secretary of the 
 Teachers' Guild, 74, Gower Street, London, W.C.). On the 
 French and Swiss meetings see P. Shaw Jeffrey, ' The Study of 
 Colloquial and Literary French/ London, 1899, pp. 35 sqq. 
 The Edinburgh Holiday Courses in which much attention is 
 paid to modern languages deserve also to be mentioned. Many 
 of my own students have derived the greatest benefit from 
 attending such courses abroad. Moreover the Ferienkurse are 
 cheap, part of them specially devised for the needs of foreigners 1 
 and, from all I have heard of them from a number of students 
 of both sexes, most enjoyable 2 . I have no doubt that our 
 students and teachers of modern languages will very largely 
 benefit by repeated visits abroad in the congenial society of 
 fellow-teachers and in daily practice of the foreign idiom. 
 They should live, if possible, in a German or French family 
 where they could be the only foreigners (not merely the only 
 English boarders) and on no account go to one of the large 
 boarding-houses, which are obviously the most unsuitable 
 places to live in if one wants to learn a foreign language. 
 
 There is a growing conviction that the teaching of modern 
 languages in our secondary schools should henceforth as 
 a rule not be entrusted to foreigners but to duly qualified 
 English men and women. I believe that this is a very sound 
 
 1 The Holiday Courses held (since 1904) by the University of London 
 are only intended for foreign students and teachers. At the University 
 Extension Meetings held (during the month of August) alternately at the 
 Universities of Cambridge (1906, 1908, 1910, etc.) and Oxford (1907, 
 1909...) special attention is now also paid to the needs of foreign 
 students. 
 
 2 See the Journal of Education, 1899, p. 151. A useful table of Holiday 
 Courses on the Continent for instruction in Modern Languages is now 
 annually compiled by the Board of Education. It is usually ready for 
 publication about the beginning of April in each year, and copies can be 
 obtained on application to the Board of Education Library, St Stephen's 
 House, Cannon Row, Whitehall, London, S.W. 
 
38 The Teaching of Modern Foreign Languages 
 
 and well justified view I cannot discuss it here at length 1 and 
 the only advice I have to give to intending teachers no less 
 than to those who have entered the profession, is : Go abroad 
 as much as you can, improve and deepen your knowledge of the 
 language and of the people as much as is in your power 2 . 
 Here at Cambridge we have now (1906) for nearly twenty-two 
 years past been training teachers of modern languages, 
 and there have been among them very few indeed who did 
 not manage to go abroad at least once, during the three or 
 four years they were reading for their Modern Languages 
 Tripos 3 . Most of them went abroad two or three times 
 during their residence. In order to derive real benefit from 
 their stay abroad, students should not go too early and should 
 very carefully prepare themselves for it. The way in which they 
 should proceed to study abroad is indicated on pages 100 101. 
 
 Reading. 
 
 As the object of modern language teaching is in my 
 opinion to teach not only the foreign language, but at the same 
 
 1 See my paper on 'The Teaching of Modern Languages' contributed 
 to Mr Spenser Wilkinson's 'The Nation's Need,' London, 1903, pp. 219 
 220. 
 
 2 Books such as R. Kron's 'French Daily Life,' London, Dent, 4 i9O5, 
 Kron's 'German Daily Life,' London, 4 i9<>5, and Hamann's 'Echo der 
 deutschen Umgangssprache,' will be found most useful. Students should 
 be provided with Jaschke's little pocket dictionaries of French and German, 
 with the Baedekers of Paris (or Northern France, in French) or Berlin (or 
 Norddeutschland, etc. in German) ; if they read German, students of French 
 might consult Langenscheidt's ' Sachworterbuch,' 'Land und Leute in 
 Frankreich,' Berlin, 3 i9O5 (where other references are given); Mahrenholtz, 
 'Frankreich' (Leipzig, 1897) ; and Klopper's ' Franzosisches Real-Lexikon.' 
 
 3 An account of the history and present position of the Cambridge 
 Medieval and Modern Languages Tripos is given by me in the April 
 number (1899) of the Modern Quarterly, pp. 322 26. See also my 
 account contributed to P. Shaw Jeffrey's ' Study of Colloquial and Literary 
 French,' London, 1899, PP- 73 183. Some changes will probably before 
 long be introduced into the existing Tripos scheme. 
 
in our Secondary Schools 39 
 
 time by means of it the principal features of the life and 
 character of a foreign nation, it follows that the material for 
 reading should be chosen so as to promote this aim. 
 
 A most careful selection of suitable material should be made, 
 and a systematic gradation of reading should be devised. 
 
 After a good many object lessons in which the common 
 objects of the foreign country are called by their foreign names 
 and discussed in a variety of sentences, there might follow the 
 use of a Primer containing all the commonest words and well- 
 chosen characteristic illustrations. From the very beginning the 
 reading should be connected with the history and geography 
 of the foreign country. A good clear school-map of Germany 
 (or France) with German (or French) names should be hung 
 up among other things characteristic of the foreign country, its. 
 literature, institutions and principal buildings, in the German 
 (or French) class room. German names of German places r 
 rivers (with the defin. article) and mountains should be taught 
 throughout, e.g. Aachen, Koln, Braunschweig, Mainz, Regens- 
 burg, Miinchen, Wien, Donau, Weichsel, Vogesen, Pfalz, 
 Thiiringen, Sachsen, Schlesien, etc. 
 
 In the middle classes a well compiled Reader should form 
 the centre of all modern language teaching. It would be a 
 graduated continuation of the Primer used in the lower forms. 
 The ideal German Reader for English Schools has not 
 yet been written. E. Hausknecht's 'The English Student/ 
 J. Klapperich's ' Englisches Lese- und Realienbuch,' perhaps 
 also W. Victor's and F. Dorr's ' Englisches Lesebuch/ or 
 O. Jespersen's and Chr. Sarauw's * Engelsk Begynderbog ' and 
 O. Jespersen's ' England and America Reader ' are the books 
 which I should set up as models to be followed, but some of 
 the pieces should even at this stage be chosen, without regard for 
 practical utility, merely for the sake of their literary excellence. 
 
 In the upper forms the Reader should be replaced by the 
 study of some of the best classical works, and to aid teachers 
 in their choice of these, a select list or 'canon' of such classical 
 works as are suitable for the pupils to read either in school or 
 
4O The Teaching of Modern Foreign Languages 
 
 at home should be compiled by a committee of practical 
 teachers, and a small library containing a selection of suitable 
 books in modern languages should be formed for the upper 
 and middle forms of secondary schools for boys and girls. 
 
 Nature of the proposed ' Reader? 
 
 Our model ' Reader ' for middle classes l which is as yet 
 unwritten should contain only pieces illustrating the life and 
 thought of the foreign nation in olden and, still more, in our 
 own times. The selection should be made by an experienced 
 teacher with skill and tact, and above all in a spirit of sympathy 
 with foreign excellence and of interest in foreign peculiarities. 
 Its aim must obviously be to make the children understand 
 foreign ways of thinking, but not to encourage in them a spirit 
 of immature and self-assertive criticism, * The texts should 
 as far as possible be accompanied by well executed character- 
 istic illustrations, showing for instance the Roland of Bremen 
 or Notre Dame de Paris. A glossary at the end, with easy 
 phonetic transcriptions of especially difficult words, and short 
 references to obvious etymological comparisons with English, 
 would much enhance the usefulness of such a Reader. 
 
 Anything not in harmony with these principles should be 
 strictly excluded from the modern language reading books. 
 From a model Reader of French or German I should for 
 instance unhesitatingly exclude a description, however brilliant, 
 of the 'battle of Marathon,' or <a trip to the Isle of Wight,' or 
 ' a sunset in the desert/ or 'the character of the Chinese,' or 
 'Warren Hastings.' I should also discard general anecdotes, 
 such as ' remarkable cleverness of a fox-terrier,' or fables, such 
 as ' the boy and the serpent/ etc. On the other hand I should 
 gladly admit 'a trip from London to Paris/ 'a visit to the South 
 of France/ or 'to the Rhine/ or 'to the Black Forest/ a 'visit 
 
 * For English students and teachers Wilh. Paszkowski's excellent 
 'Lesebuch zur Einfiihrung in die Kenntnis Deutschlands und seines 
 geistigen Lebens,' Berlin, 1904, 2 i9O5, deserves warm recommendation. 
 
in our Secondary Schools 41 
 
 to the Louvre/ or Ho the Castle at Heidelberg, 7 or 'to Cologne 
 Cathedral,' 'a reception into the Academic Franchise/ 'a 
 Provengal vintage, 7 ' a speech by Bismarck in the Reichstag,' 
 'a German school-treat,' 'a Turnfahrt,' 'a Sangerfest/ etc. 
 Again place might be found for subjects such as * Henri IV. 
 and the foreign ambassadors,' 'the Emperor Max and his fool 
 Kunz von Rosen,' ' Frederick II. and the miller of Sanssouci,' 
 'Bismarck and the Austrian Ambassador,' or 'Goethe's corre- 
 spondence with Carlyle,' or some letters of Lessing or Schiller 
 or of Moltke or Bismarck^ 
 
 In the case of German, pieces such as these would be just 
 as useful to the pupils learning the language as those contained 
 in the present books, and they would each of them in 
 addition illustrate some point of German history, geography, 
 life and thought, and would furnish excellent material for com- 
 parison and discussion. 
 
 In addition to the selected pieces in prose and verse I 
 should put into the Reader : 
 
 (1) Good clear maps, not too small, of Germany and 
 France ; rivers and places to be given with their foreign 
 names, the rivers with the definite article, le Rhone, la Seine ; 
 der Neckar, die Weser, etc. Special maps of Berlin and Vienna 
 (or Paris) and surroundings should be included. 
 
 (2) Tables of foreign measures, weights, and moneys (the 
 latter if possible with coloured illustrations few English 
 children realize the size and value of a German Pfennig, an 
 Austrian Heller, or have seen German nickel money) together 
 with their English equivalents. 
 
 (3) Pictures of the flags and ensigns of foreign nations, also 
 the German spread-eagle (as seen on all official documents), 
 the emblem of the French Republic, and similar illustrations 
 of importance and interest which can easily be procured. 
 
 (4) Enumerations of the principal ranks and titles, together 
 with the proper forms of address, and also the shape and style 
 of visiting cards. 
 
42 The Teaching of Modern Foreign Languages 
 
 (5) N Letters of various kinds, ordinary letters (social and 
 commercial) as well as some of a higher and of the highest type. 
 Some of the German letters should be in German handwriting. 
 Forms of envelopes with all kinds of addresses and direc- 
 tions, e.g. Eingeschrieben^ Postlagernd, Bitte nachzuschicken, 
 Abs(ender), etc., and of postal wrappers (Drucfaachc, Ge- 
 schaftspapiere, Muster ohm Wert, etc.), should also be given. 
 
 (6) A few typical forms of advertisements together with 
 the usual notices of births, engagements (in Germany), 
 marriages, and deaths. 
 
 (7) A list of the most common abbreviations used in the 
 foreign languages, such as trie German G.m.b.H.] a.D.-, bezw.*, 
 Hss.; m.E.-j s.Z.; s.v.w.-, u.a.\ ult., etc. ' 
 
 A Reader containing all these items could most profitably 
 be made the basis of instruction in the foreign tongues. 
 
 Study of the Classics. 
 
 For the use of the highest forms of schools a charac- 
 teristic selection of truly representative works should be made, 
 beginning with some rather easy works. A sort of ' canon ' of 
 all that is really first-rate and at the same time suitable for 
 school-reading should be drawn up. This again would be a 
 really useful subject for discussion among the members of the 
 Modern Language Association, and the columns of Modern 
 Language Teaching would be at the disposal of persons of 
 experience anxious to discuss this most important problem. 
 As but little time can be allotted to modern languages in the 
 curricula of our secondary schools, it is of paramount importance 
 that no book but the very best, the most suitable and the most 
 characteristic, should be set for school-reading or suggested for 
 the private reading of the scholars. This is at present very 
 frequently not the case; a number of the books prescribed and 
 
 1 Lists explaining all the ordinary German and English abbreviations 
 are given in my revised edition of Cassell's German Dictionary (1906). 
 
in our Secondary Schools 43 
 
 edited with English notes do not deserve to be studied in 
 schools to the neglect of other works, which are no more 
 difficult and far more attractive and important. 
 
 The ' canon ' of works to be read should be sufficiently 
 comprehensive to admit of frequent changes : at one time 
 one of Lessing's plays, at another one by Goethe or Schiller 
 or Grillparzer or some other great dramatist might be set, 
 the same standard of difficulty being; kept. But nothing 
 that is not of real literary excellence sh6uld be read, and for 
 this reason for instance Kotzebue's old-fashioned and one-sided 
 farce, ' Die deutschen Kleinstadter/ which is at present much 
 read in France and of which there is, unfortunately, also an 
 English edition, should be sternly rejected. School-children 
 would get nothing but wrong notions about German life from 
 the reading of this farce, while a more modern and infinitely 
 superior play, Gustav Frey tag's comedy, ' Die Journalisten,' is 
 not read half as much as it deserves to be. 
 
 In the lists of suitable texts, to be drawn up by the joint 
 efforts of a number of experienced teachers, there should be 
 columns for easy, intermediate, and difficult texts, subdivided 
 into prose and poetry, with indications whether the texts are 
 specially suitable for boys or for girls or well adapted for both 
 sexes. Symbols might be added to show if the books are 
 recommended for class-reading or will do for private study, 
 and in every case the names of the editor and the publisher, 
 and also the price, should be given. Such lists, which would 
 have to be revised from time to time, would prove of great 
 value to teachers and examining bodies. 
 
 A ' canon ' of poems to be learned by heart after due 
 explanation and recitation by the master should also be used. 
 There should be a gradation from the easier to the harder, 
 and the older poems should be repeated from time to time in 
 later terms 1 . 
 
 1 During the first year of German some of the interesting and easy 
 poems contained in the German Series i (Cambridge Phonographic Re- 
 
44 The Teaching of Modern Foreign Languages 
 
 Some prose pieces (fables, passages from speeches) might 
 also occasionally be committed to memory and recited with 
 suitable intonation by the class. If properly treated this is 
 really a most useful exercise, but the master must take care 
 that the piece is well explained, understood, learned, and 
 recited without a hitch and with the proper expression. The 
 pieces thus learned should be models of style and need not be 
 at all long. Here is a large field for really useful investigation 
 and much wanted reform. These exercises will be found to 
 ' pay ' all the better when our Modern Language examinations 
 are still further reformed and due importance is attached to 
 proficiency in the spoken language. 
 
 I sincerely trust that before long all the progressive schools 
 in this country will assign more time to the study of modern 
 languages, which is the first and foremost condition of success 
 in teaching. In the meantime 
 
 (1) Find out how many hours for how many terms and 
 years you have at your disposal in your school ; then 
 
 (2) Make a general plan of work on a clearly conceived 
 system for yourself and your colleagues at the same school. 
 
 (3) Bring about a fruitful interchange of ideas with your 
 fellow-teachers, as to what should be read and in what way you 
 are going to read it in the different forms of the school. 
 
 The study of foreign classics in the highest forms should 
 be less dependent than it is now upon 'set books' appointed for 
 examinations. The drawbacks of getting up 'set books' are well 
 known. They may be too hard or they may be too easy for 
 a great number of pupils. They are often merely learned by 
 rote completely spoiling the child's pleasure in the book 
 and at all events a disproportionate amount of time is given in 
 most schools to the getting up of one or two books, while four 
 
 cords, Cambridge, Heffer, id.) might be learned by junior pupils. 
 The little book by W. P. Chalmers, 'Deutsche Gedichte zum Auswendig- 
 lernen' (with notes in either German or English), 2nd revised edition, 
 London, Harrap, 1906, is. 6d., will also be found very useful. 
 
in our Secondary Schools 45 
 
 or five of the same size might have been read and enjoyed 
 within the same space of time. Sometimes, of course, pre- 
 scribed books may fit in well and be just the thing to study. 
 But it cannot be denied that they often disturb the harmonious 
 development of the subject, coming in at the wrong time for 
 individual forms and taking the place of books which should 
 be read by preference. The options that are now offered by 
 some examining bodies are to be welcomed as a step in the 
 right direction. The following is a true though rather an 
 extreme case of the neglect of the classics. Some time ago 
 I had to examine a candidate orally who told me that he had 
 done German for more than three years. When I asked him 
 what authors he had read in this time he answered, ' I have 
 only read the set book, but I have worked through many 
 examination papers ' ! 
 
 More than once I have been asked by teachers : Do you 
 think that the French iyth and German i8th century classics 
 should still be read in English schools ? This question 
 is most frequently asked by teachers who know only of 
 utilitarian and commercial, but not of educational ends in the 
 study of modern foreign literature. We should here beware 
 of our friends. There is no doubt a decided increase in the 
 interest taken in modern languages all over the country, 
 especially in French, but this interest I am sorry to see is in 
 many cases not educational but purely commercial. These 
 advocates of ' Moderns versus Ancients ' forget that education 
 and culture are the ends of all higher school study, and that 
 the very best is just good enough for the education of our 
 children. That kind of education which the better schools 
 should give cannot be got from the trashy stuff which some 
 utilitarian pedagogues propose to substitute for the great works 
 of the noblest minds. It is true that the study of Moliere's 
 Misanthrope does not always help us to read the advertisements 
 of 'Le Petit Journal,' still less are Schiller's ' Wallenstein ' or 
 Grillparzer's 'Sappho' the most suitable preparation for the 
 
46 The Teaching of Modern Foreign Languages 
 
 study of the ' Berliner Borsenkurier ' but I trust that you will 
 all agree with me that, practical as the teaching of modern 
 languages must be, teachers have no right to withhold from 
 their more advanced pupils the knowledge of some of the 
 greatest works of modern literary art, works full of beauty and 
 of noble ideas expressed in exquisite language. It is the privilege 
 of a teacher to show to his pupils how these great works of art 
 should be appreciated and enjoyed. His zeal and enthusiasm 
 should fire those of his pupils. Above all, in schools in which 
 the ancient classical writers are but little read or not read at all, 
 all the more stress should be laid on the careful study of a 
 number of foreign masterpieces of the iyth and i8th centuries. 
 These convictions do not in the least prevent me from ad- 
 mitting that some suitable thoroughly modern texts should be 
 read from time to time by the side of the great classics, 
 especially in the case of an unusually short or crowded term. 
 There will be ample time for reading a considerable amount of 
 real literature on the modern sides of good boys' schools and 
 in all the high schools for girls, as teachers in the future will 
 devote less time to the teaching of grammar pure and simple, 
 and very little to the mechanical manufacturing of colourless 
 translations from English into the foreign language. Moreover 
 private reading on the part of the pupils should be constantly 
 encouraged and discreetly directed by the master, not only 
 in the vacations when pupils of the higher forms might quite 
 well be encouraged to read an interesting French or German 
 book from the school or form library, but also during the 
 school terms. As I have pointed out on page 5, every form 
 or at least each of the two main divisions (junior senior) 
 should have its special Modern Language Library containing 
 a good selection of fairly easy and well illustrated French and 
 German books, some representative illustrated foreign magazines, 
 some books on history and travel, good large maps of the 
 foreign countries with the foreign names of rivers and towns, 
 etc. Boys and girls should be encouraged frequently to spend 
 
in otir Secondary Schools 47 
 
 some of their leisure time with these books and, if their 
 spare time is very limited during term, at least to look at the 
 pictures and read what is said in connection with them. 
 
 The method of reading with a class. 
 
 The most careful preparation on the part of the teacher 
 and not only of the young teacher is absolutely necessary 
 for success. He has not merely to consider what is to be 
 said, but what is not to be said, and in the case of what he 
 says how it should be said and impressed upon the minds of 
 the young. 
 
 A good teacher will of course never be content with 
 walking into his class room and saying on the subject he is 
 to teach just what happens to occur to him he will carefully 
 sift his material, reduce and simplify, dwell on the important 
 points, in short, work according to a well-conceived plan and 
 without omission of any point of importance for the children. 
 The fact that everything has been thought out beforehand 
 need not make his delivery dry and dull, either to himself or 
 to his class. In order to make his lesson interesting and 
 fruitful I would advise a young teacher as follows : find out 
 with the class, as far as possible by question and answer, the 
 facts which you have decided to teach. Extract together with" 
 them everything that is of importance -in the text you are 
 studying, encouraging every child to help in the work. Be 
 careful not to talk above the understanding of the children, 
 especially of the average children, in the discussion of a great 
 play or of a difficult poem do not talk about what will interest 
 you most, but about what the children want and have a right 
 to learn. Great care and tact, also great self-abnegation, is 
 necessary in the teaching of poetry and literature. The very 
 best and deepest thoughts of the greatest minds are naturally 
 beyond the reach of children yet fortunately there remains 
 a very great deal that can be taught and will, if imparted 
 
48 The Teaching of Modern Foreign Languages 
 
 carefully and in an interesting manner, be sure to bear fruit in 
 later life. The children should be early accustomed to look 
 upon a poem or a play not as an exercise or as something to 
 be crammed for an examination, but as a work of art to be 
 appreciated and enjoyed. A good teacher will not use many 
 words about it, but he will let this feeling arise naturally from 
 the way in which he approaches and treats the poem. Before 
 he begins to read a poem or a prose passage with the class 
 he will be careful to create the proper atmosphere for it. A 
 few introductory words will prepare the minds of the young, 
 and then the poem will not fail to produce the desired effect 
 upon them. But if you begin the reading of a poem by saying 
 in a cold business-like tone : ( Smith, will you read the first 
 stanza of poem No. 42 on page 96 of the Reader' of course 
 the Muse of Poetry will have left the room long before Smith 
 has opened his mouth. All will be different if the teacher says 
 a few simple words of introduction to prepare the minds of the 
 children beforehand, and then proceeds to read the poem 
 aloud with proper pronunciation, intonation and expression. 
 Poems such as Goethe's 'Erlkonig' or Schiller's 'Graf von 
 Habsburg ' require very careful reading in order to produce the 
 fullest effect. Few masters will be able to read these poems 
 really well without careful preparation perhaps with the 
 assistance of a good phonographic record. After the master 
 has read the poem he will have it repeated by the pupils, the 
 better ones being first called upon, and will insist on a good, 
 careful and spirited reproduction. Sometimes a short poem 
 may be advantageously read by the whole class together. The 
 teacher should explain any real difficulties and ask questions 
 concerning passages which require explanation but he should 
 not create difficulties. In the case of poems it is sometimes 
 advantageous to give and to require a paraphrase of difficult 
 lines in ordinary prose, or to give before the actual reading of 
 a more difficult poem a brief summary of its contents. Two 
 poems which I have found to be hard to render well and which 
 
in our Secondary Schools 49 
 
 are not easily understood even by pupils of good ability are 
 Schiller's ' Kampf mit dem Drachen ' and still more Goethe's 
 so-called ' Ballade' ('vom vertriebenen und zurtickkehrenden 
 Grafen'). Never give a poem to the class to be learned by 
 heart without having first read and fully explained the whole 
 of it. It is wrong to expect that this important work of 
 initiating the children into a piece of foreign poetry should 
 be done by the parents at home or the master supervising the 
 * preparation class.' The same remark applies to poems which 
 are sung. Too often the children are allowed to sing French 
 or German songs which they do not properly understand. 
 Teachers should also avoid setting very long poems in the 
 lower and middle classes to be absorbed in homceopathical 
 doses during the whole of a long term by the unfortunate 
 children. 
 
 With the highest forms you will be able to read pretty 
 rapidly, making the pupils invariably read out the German or 
 French texts and only requiring an English rendering or a 
 German or French paraphrase in the case of rather difficult 
 passages. If you attempt at that stage some of the great 
 foreign dramas you will find that your pupils really enjoy them, 
 when not obliged to take line by line and scene by scene like 
 drops from a dropper the safest way of making them detest 
 Racine and Schiller for many years to come. Many mistakes 
 are made by teachers in giving superfluous information or 
 requiring the pupils to learn by rote all the notes contained in 
 their editions of the classic. A great play is too good to be 
 treated as a storehouse full of grammatical curiosities. These 
 should certainly be explained in the notes where they occur, 
 but their importance should not be exaggerated and no 
 disproportionate amount of time should be allowed for them. 
 In saying this I do not wish to recommend that the teacher 
 should pass over unnoticed any real difficulty of language or 
 thought or allow any opportunity for awakening literary taste 
 to slip by. 
 
 B. 4 
 
5O The Teaching of Modern Foreign Languages 
 
 In dealing with a great play, if it be written in verse, 
 the teacher should consider it his duty briefly to discuss the 
 metrical form, of which nearly all school-children and even many 
 advanced students of modern languages are entirely ignorant. 
 They should know the elements of poetic form it is by no 
 means a matter of no importance in what way the poet has 
 chosen to express his thoughts. Certain forms suit the poetic 
 genius of certain languages the iambic trimeter is the national 
 tragic metre for the Greeks as is the alexandrine for the 
 French and blank verse for the English. Lessing and Schiller 
 deliberately adopted in their later plays the English blank 
 verse, Goethe's metre in ' Iphigenie ' is more closely connected 
 with the Italian endecasillabo, all three modified the adopted 
 metre to suit their own taste and genius. Even school-boys 
 and school-girls may fairly be expected to have some general 
 notions on such points which, if properly brought before 
 them, would be sure to interest them : for instance, a word 
 about poetical licence would not be out of place with a sixth 
 form ; the scholars should be warned against saying in the 
 case of apparent or real metrical irregularities merely ' this is 
 a poetical licence ' without having any clear notion of the 
 precise meaning of this term. The use of vague terms should 
 be discouraged from the beginning, and the characteristics of 
 the few common dramatic metres should be familiar to every 
 scholar who is allowed to read a great French or German 
 classical drama. What is the state of things at present? 
 Some years ago I had to examine a great number of schools in 
 Schiller's 'Wilhelm Tell, 5 a play consisting of 3,290 lines. 
 I ventured to ask the question : ' In what metre is this play 
 written? Give a brief description of it.' Here are some of 
 the answers which I read with a shudder I can still recall : 
 'This play is written in the old Italian ballad metre, that is, 
 the metre of Virgil's ^Eneid,' or ' The metre of this play 
 is called Alexandrine,' ' Schiller's Tell is written in didactic 
 hexameters.' Such were the extraordinary statements to which 
 
in our Secondary Schools 51 
 
 they committed themselves after having read over 3,200 lines 
 of blank verse ! It was disheartening, and the worst was that 
 children writing such absolute nonsense did actually pass the 
 examination with credit if their grammar and translation were 
 correct. Another time I was assured that Grillparzer's ' Sappho ' 
 was a 'trilogy,' because there were three prominent characters 
 in the drama (Sappho, Phaon, Melitta). Who was to blame? 
 Not the children, but the teachers, who had plainly neglected 
 to pay any attention whatsoever to form. A similar case is 
 not unfrequent at a higher stage, where it often turns out 
 to be the case that students coming up to the University 
 cannot decently read a German hexameter although they 
 may have passed with distinction in their 'set book,' 'Hermann 
 und Dorothea ' and are usually quite unable to give a 
 definition of a ' pure rime ' in German, or of the principal 
 difference between the dramatic verse of Schiller and Racine. 
 
 Another point at which the teacher ought to work with his 
 class is the making clear to every child the general intention of 
 the poet the plot the connection of the scenes the main 
 stages in the development of the action the exposition, climax, 
 peripeteia, and the catastrophe in short what we may fitly call 
 the ' inner form ' of the drama, the moulding of the great mass 
 of material in the mind of the poet so as to assume a higher 
 artistic form. Think of the masterly structure of Schiller's 
 ' Wallenstein.' Here the master can do very much to develop 
 the taste, the judgment, and the general culture of his pupils. 
 These lessons should be the finest fruit of all his teaching, 
 they should never be forgotten. How much can be done in 
 this respect by the right man for a whole form, I know from 
 experience, gratefully recollecting a series of stimulating lessons 
 on the German classics given during my last year at school by 
 our head-master Dr Wiedasch of Hanover. But where is the 
 corresponding teaching of English literature in our secondary 
 schools? No good work can possibly be achieved by a 
 
 42 
 
52 The Teaching of Modern Foreign Languages 
 
 modern language teacher unless his pupils have first received 
 a thoroughly good grounding in their mother tongue. Great 
 reforms in the teaching of English seem to me to be most 
 urgently required in the immediate future in not a few 
 schools 1 . 
 
 If you read great plays with your best pupils they should 
 only be read with good pupils sum up after each scene, after 
 each act. Discuss the development of the action, see how far 
 it has advanced (and by what means), what is still expected 
 (hoped or feared). Discuss the characters and their motives, 
 group them, see in what way they develop (if they develop at 
 all), and let some advanced pupils attempt to write very briefly 
 in the foreign language about such of the characters as specially 
 interest them. 'Goetz von Berlichingen,' l Maria Stuart 'and 
 1 Wilhelm Tell ' are easy plays in this respect, ' Minna von 
 Barnhelm,' ' Iphigenie,' ' Tasso,' ' Die Jungfrau von Orleans/ 
 and ' Wallenstein,' present greater difficulties 2 . 
 
 A teacher is considerably helped in his task of explaining 
 a play and the chief characters occurring in it, if he has 
 seen it acted abroad by good actors. This is one among 
 many reasons why teachers of foreign languages in going 
 abroad should go to large towns, to great intellectual centres 
 where there are good theatres. Paris, Berlin, Vienna and many 
 large German towns will in this respect supply all that can 
 be desired. It is a great pity that there are still some students 
 and teachers who are disinclined to go to the theatres they 
 certainly miss a great opportunity for better understanding the 
 noble plays which they are called upon to explain to their 
 
 1 See * The New Regulations of the Board of Education, on the Study 
 of English in Secondary Schools,' printed in the Educational Times ', 
 Oct. i, 1904, pp. 438439. 
 
 2 Compare my article * How to study a masterpiece of literature ' in 
 the National Home Reading Union Magazine, Special Course, October, 
 1895- 
 
in our Secondary Schools 53 
 
 pupils. It is a great mistake to ignore the obvious fact that 
 plays are written to be seen on the stage and not to be read in 
 an easy-chair. I cannot help feeling that he who allows 'moral' 
 scruples to prevent him from attending first-rate performances 
 of the great modern masterpieces of dramatic art by the best 
 actors and actresses of our own times may be a most estimable 
 person, but is wholly unsuitable for the office of teacher 
 of modern languages. He would probably never care to do 
 justice to Schiller's fine essay ' Die Schaubiihne als moralische 
 Xnstalt betrachtet' and to numerous similar utterances by him, 
 Lessing, and Goethe. A teacher of modern languages and 
 literatures should do his best to cultivate and develop a 
 taste for literary art for his own benefit no less than for that of 
 his pupils. Teachers who wish to succeed should be infinitely 
 more than mere maitres de langue. As to books for the 
 proper explanation of plays, those by G. Freytag, Bulthaupt, 
 Bellermann, Franz, and others enumerated on p. 132, and in 
 my Handy Guide, pp. 75 and 103, will be found useful. 
 
 One more remark before I leave this subject. If a play 
 should happen to be historical, do not dwell on all the points 
 in which a poet has purposely or unconsciously deviated from 
 history, still less allow them to be crammed for examination 
 purposes, but show by one or two really striking instances in 
 what manner and for what reason a great writer of tragedy has 
 treated and transformed the facts of history. Goethe's 'Egmont' 
 and Schiller's ' Maria Stuart ' or ' Jungfrau von Orleans ' afford 
 good examples, Again, if the play should happen to be 
 Goethe's * Iphigenie ' (how many children pronounce the name 
 of the heroine correctly ?), do not waste much valuable time in 
 pointing out conscientiously if conscience has any part in 
 such a proceeding all the numerous cases in which Goethe 
 differs from Euripides, but be careful to discuss fully the great 
 difference of the spirit pervading the whole, the transformation 
 of all the principal characters in Goethe's drama, and the all- 
 important alteration of the ending. 
 
54 The Teaching of Modern Foreign Languages 
 
 The last question connected with modern language 
 teaching with which I propose to deal here is 
 
 Should the History of Foreign Literature as such be 
 taught in School si 
 
 I think not. It cannot and it should not. It will he found 
 difficult enough to give pupils in the highest forms some 
 general notions concerning the development of their own 
 national literature, a subject hitherto far too much neglected. 
 But a short biographical account of some of the most 
 prominent modern authors carefully prepared by the teacher 
 and told in an attractive manner may very well be given. 
 The children should not only not be allowed to remain in com- 
 plete ignorance of the authors whose works they are reading a 
 state of things that is unfortunately too common but they 
 should be told something about the greatest foreign writers, they 
 should know the main facts of their lives, aims, and achieve- 
 ments they should be shown pictures of them and be made 
 to take a real interest in them. Wherever it is possible to do 
 so, the chief characteristics of great foreign authors should be 
 illustrated by short and well-considered comparisons with the 
 greatest English classics 1 . But the foreign writers to be thus 
 treated must only be the stars of the first magnitude. We 
 must not attempt to do too many things in class teaching, but 
 whatever we undertake to teach, let us teach well. 
 
 This- is what I wished to say about the teaching of modern 
 languages generally. I have an ideal before me of the manner 
 in which a modern language teacher should set to work and 
 of the success which he may reasonably hope for with children 
 
 1 Cp. A. R. Hohlfelcl, Der Litteraturbetrieb in der Schule, mit 
 besonderer Rucksicht auf die gegenseitigen Beziehungen der englischen 
 und der deutschen Litteratur,' Lecture, reprinted in the American Pdda- 
 gogische Monatshefte, Broadway, Milwaukee, Januar Februar, 1902. 
 
in our Secondary Schools 55 
 
 of ordinary ability and not extraordinary industry who get 
 only a few hours of German and French a week, while all the 
 other subjects are taught by means of the English language. 
 Under ordinary conditions the pupils can never learn to 
 swim freely in the foreign element, but they may and should 
 take a great deal of interest in their work, lay a good and 
 solid foundation at school, and as the languages are modern 
 and living continue in later life to extend their knowledge of 
 the foreign tongues and the great nations who speak them. 
 ^The stimulus and taste for this study must needs be given in 
 the first instance by their teachers what a great and noble 
 task is theirs if only they will approach it in the proper 
 spirit ! Even those whose interests are chiefly directed to the 
 promotion of technical or commercial education and who 
 realise the great importance of modern languages for these 
 branches of human activity, should remember that all special 
 training in technical and commercial subjects, if it is to be 
 sound, must needs rest on a satisfactory basis of thorough 
 general information. The teaching of modern languages, if 
 properly promoted and improved, will no doubt produce much 
 better results than now for the benefit of those who merely 
 need them for technical or commercial pursuits but the 
 study and teaching of modern languages has a much higher 
 aim and a much more important duty to fulfil in the 
 curriculum of the secondary education of the twentieth century. 
 At the beginning of our century I foresee a great future 
 for modern language study in our schools let us then all 
 do our best to make the most of our great opportunities 
 and never forget that, in spite of all the pressure from without, 
 we must not degrade the study of modern languages to a 
 successful analysis of the various types of business letters and 
 newspaper articles, or an acquisition of a certain amount of 
 everyday prattle on some trivial topics, but that it is our duty 
 to teach modern languages in secondary schools as one of the 
 most valuable elements in a truly liberal education. 
 
THE TEACHING OF GERMAN IN OUR 
 SECONDARY SCHOOLS 1 . 
 
 MY aim is to throw out some hints as to the special objects 
 and the special difficulties of the teaching of German and to 
 give my opinion as to some much discussed points of spelling, 
 pronunciation and reading, for it is of the greatest importance 
 that intending teachers should start with definite views on such 
 vexed points. At present unfortunately the position of German 
 in most of our secondary schools especially boys' schools is 
 far from satisfactory. This subject has of late been losing in- 
 stead of gaining ground. In most boys' schools it has never 
 yet had a fair chance, it has never been taken seriously Clifton 
 College, Manchester Grammar School and a few other schools 
 forming noteworthy exceptions. This decline is due to cir- 
 cumstances over which the teachers have not had any control, 
 but it is a serious national danger which in the best interests 
 of higher education should be averted. At all events the less 
 flourishing the general condition of the study, the better 
 equipped should the teachers of German be for their difficult 
 and responsible task. 
 
 Before entering into details I am anxious once more to say 
 most emphatically that to teach German in the highest sense, 
 even in middle-class schools and to children of ordinary ability, 
 
 1 Readers of this chapter may like to work through the valuable 
 book by E. W. Bagster-Collins on ' The Teaching of German in Secondary 
 Schools,' New York, 1004. 
 
The Teaching of German in our Secondary Schools 57 
 
 does not merely mean to teach Grammar and Composition, or 
 Conversation on a few everyday topics, but above all to teach 
 the spirit of the language, the ready understanding and use of 
 it, and by means of language and literature to spread a just 
 understanding of the spirit of the German nation, and to 
 produce a sympathetic appreciation of the life and thought of 
 a people so nearly related to the English. The close con- 
 nection of the two greatest Germanic peoples in language, 
 literature and feeling should from time to time be pointed 
 out. The interest in the study of a tongue so nearly akin to 
 the English will thus be kept up and intensified 1 . 
 
 On the other hand it will be the task of a good teacher to 
 find out the chief and most characteristic differences between 
 English and German. He will do well to note down all the main 
 difficulties experienced by English children in learning German, 
 to tabulate them for his own use, to keep them continually in 
 view and to make the children pay special attention to them. 
 By doing this he will bring it about that the chief and most 
 annoying mistakes will disappear one by one, and that the 
 children will leave school with as fair a knowledge of German 
 as can be reasonably expected a knowledge much superior to 
 that now possessed by most pupils at school and by not a few 
 students coming up to the Universities. 
 
 German Letters. 
 
 In a previous lecture I have discussed the relation of 
 letters and sounds in a general way, reminding students of the 
 facts that spoken words consist of sounds and not of letters, 
 and also that the pronunciation changes more rapidly than the 
 spelling, which on this account never accurately represents 
 
 1 English teachers of German may like to join the Zweigverein London 
 des Allgemeinen Deutschen Sprachvereins (apply to the Secretary, Dr Hirsch, 
 Bonna, Gleneldon Road, Streatham, London, S.W.), or to the English 
 Goethe Society (apply to Dr Oswald, 29, Adelaide Road, London, N.W.). 
 
58 The Teaching of German 
 
 the actual pronunciation. To-day I have to deal with the 
 German letters, the peculiar alphabet in use in Germany, 
 Austria and Switzerland. The question arises : Should the use 
 of German small and capital letters, two new alphabets for 
 English children, still be taught in our English schools ? This 
 is a question which is frequently asked. I have no hesitation in 
 answering that they should certainly be taught from the begin- 
 ning 1 , the new letter in connection with the foreign sound 2 . The 
 initial trouble is not very great, and the reason for incurring 
 it is, that whatever the absolute or the scientific value of the 
 German alphabet may be, yet as long as the great majority of 
 Germans use the German letters exclusively, it would be very 
 wrong in English teachers to withhold from their pupils 
 familiarity with these characters and not to train them in their 
 use while they are young and can easily acquire them. It may 
 hamper some of them very considerably in later life I know it 
 from experience if they cannot read or write German characters 
 with ease and fluency. Books from which the reading of the 
 German handwriting can be learned are not wanting, see p. i2$ 3 . 
 Clerks, officers, secretaries, persons travelling abroad, let alone 
 scholars, will one day be glad to be able to read German writing 
 and German print. Even those who in later life do not actually 
 need to read or to write the German handwriting may like to 
 be able to write the language as the Germans do they will look 
 
 1 Professor Rippmann advocates the adoption of German printing and 
 writing after the initial difficulties of German have been overcome by the 
 pupils. Consequently his First German Book is printed in Latin characters 
 and the Second German Book in German characters. Another practical 
 teacher of much experience, Mr Otto Siepmann, of Clifton College, at the 
 beginning of his Pttblic School German Primer prints the same passages 
 on the same page first in Latin and then in German characters. 
 
 2 This is called in German Schreiblesen. 
 
 3 For exercise books for writing German apply to Mr Nutt, 57 59 
 Long Acre, W.C. There is also a 'copy book,' "Modern German 
 Writing," by John Dalziel Maclean, London, Simpkin, Marshall and Co. ; 
 and Glasgow, I. N. Mackinlay, 1900, 6d. 
 
in our Secondary Schools 59 
 
 upon it as an accomplishment. It is true that in * Local ' and 
 other Examinations candidates are ' not required ' nor even en- 
 couraged to use the German handwriting, but this does not mean 
 that those who write German really well are forbidden to write 
 it. But the examiners have found by experience that in most 
 cases up to now the handwriting of the candidates has been too 
 bad for them to encourage its use in examinations. Writing 
 against time does not tend to improve any handwriting, and 
 many pupils seem only to be able to draw German words letter 
 by letter in a medieval monkish handwriting, and cannot pos- 
 sibly hope to finish their task in time if they use German 
 characters. Some teachers who agree that the German hand- 
 writing should be taught prefer to start it after the initial 
 difficulties of the language have been overcome by the pupils. 
 Professor Rippmann, for instance, prefers the German sound 
 chart at the beginning. This is a question which teachers of 
 the elements of German will eventually settle from practical 
 experience. 
 
 The same remarks apply with still greater force to the use of 
 German characters in German books printed in this country, 
 especially in English school editions of German classics. I 
 think we are bound to keep them, and that teachers are bound 
 to teach them. As long as most German books and all the 
 newspapers are printed in German type we cannot afford to 
 neglect it. Knowing the history of the so-called Gothic or 
 black-letter type 1 in Germany and elsewhere, I am far 
 from seeing in its use something specially German which it 
 would be a patriotic duty for the Germans to retain. I even 
 wish the German type were replaced by the common round 
 type which for various reasons deserves to be recommended 
 still we teachers of German in England have no right to 
 initiate so great a change and to deny to our pupils that 
 
 1 See G. Hempl, German Orthography and Phonology, Boston and 
 London, 1897. 
 
60 The Teaching of German 
 
 proper training in the use of the German letters which cannot 
 anywhere be given with more facility and success than at 
 school. Why do we not first abolish the use of Greek and 
 Hebrew letters in the grammar schools? They are certainly 
 at least as hard or not more easy and not more practically 
 useful to most students of these languages. The type to be 
 selected for elementary German books should be bold and 
 clear and mark the differences between certain similar letters. 
 There are but few German letters which present any difficulty. 
 
 In reading German letters teach the distinctions between 
 CU and en, ie and et, b and b, f and f, r and , 33 and 23, 
 $Jt and 9B, X and 3, 9t, 23 and ff, the confusion of which gives 
 rise sometimes to amusing mistakes in reading, e.g. fcfytenbetn 
 for fcfyleubevn, Seliebtljeit for 33e(eibtt)ett, Sieb for eib, 
 fttnberpeft for DtinDerpeft, ber fteilige ftater, ber ^anbibat, 
 faugen for fatujen, faufen for faufcn, itftd)en for Suftcfyen, 
 SScttel for SSettel, 5Jlrt for 2lt, etc. All the other letters are easy 1 . 
 In writing German insist on your pupils noting the modification 
 of vowels and of au (au, and not afi), the u hooks, and the 
 difference between 6, f, ff, f , and in writing Latin characters 
 call the attention of your pupils to the fact that English and 
 German Latin characters are not always the same, especially 
 in the case of capital T and J. 
 
 The new Imperial Spelling of 1902 should certainly be 
 adopted. It can very easily be taught, and it prevails now in 
 all schools and is used by most publishers and nearly all the 
 newspapers. It will soon be found in the dictionaries 2 . It is 
 decidedly the spelling of the future, being a moderate reform 
 on the right lines but no revolution of the traditional spelling. 
 It is not ideal, but it is without doubt better than anything to 
 
 1 Cp. the useful word-lists in O. Siepmann's excellent ' Public School 
 German Primer,' pp. xxvii xxx, which afford ample reading practice. 
 
 2 It will be found in the English-German portion of Cassell's New 
 German Dictionary (London, 1906). 
 
in oiir Secondary Schools 6 1 
 
 be met with in the seventies or eighties of the last century, and 
 certainly much better than the previous anarchy in spelling. 
 There is, moreover, no reason why at some future time the 
 present official orthography should not be revised again. The 
 best books of reference for teachers are named on pp. 124-5, 
 and in my Handy Guide to the Study of German^ pp. 34, 5 1 ; to 
 which should now be added, Johann Meyer : " Die Abwei- 
 chungen der neuen von der alten Rechtschreibung, nebst 
 Ubungsaufgaben, Diktaten, und einem Worterverzeichnis. Fiir 
 den Schul- und Selbstunterricht bearbeitet." Hannover und 
 Berlin, 1902, 20 pp. 
 
 German Pronunciation. 
 
 The most elementary teaching the laying of a good 
 foundation should invariably be entrusted to a carefully trained 
 and thoroughly qualified master. He should be well acquainted 
 with the elements of phonetics and should have a good 
 pronunciation ; he should have been abroad and should go 
 again from time to time. He should know the principal 
 differences of pronunciation in different parts of the country 
 and should be acquainted with the chief shortcomings of the 
 colloquial Hanoverian, Saxon, Swabian and Berlin pronunci- 
 ation 1 . He should have carefully considered what pro- 
 nunciation he is to teach and what the standard of refined 
 German speech requires 2 . 
 
 The present standard pronunciation of Modern German is 
 the pronunciation of the best actors on the stage 3 . Here a 
 common pronunciation is absolutely necessary. A play like 
 * Iphigenie ' would be completely spoilt if Orestes were to speak 
 Swabian, Pylades Westphalian, Iphigenia Saxon, and King 
 Thoas East Prussian. While the forms of the literary language 
 
 1 See pages 88-89. 
 
 2 See 'German as she is spoke' (Journal of Educ., 1897, pp. 533 sqq.), 
 and pages 63 sqq. 
 
 3 See pages 15 sqq.; 125-126. 
 
62 The Teaching of German 
 
 are a compromise between South and Middle German, their 
 pronunciation should be in the main North German. The 
 pronunciation of refined Berlin ladies who will never be heard 
 to say Jenu$, jlicklich^ or Bealina ( = Berliner), Brandenbuaja 
 { = Brandenburger), is particularly recommended. The Hano- 
 verian pronunciation excellent as it is in many respects is 
 not free from a number of provincialisms which should not 
 be imitated. A teacher should beware of acquiring the Saxon 
 pronunciation, the defects of which are especially marked. 
 
 A teacher should invariably read out the German text to 
 be explained to his pupils once or twice before they read it 
 to him. He should prepare this reading most carefully. In 
 reading or reciting he should not only pronounce the individual 
 words correctly, but give to the sentences their proper accen- 
 tuation and modulation. Professor W. Victor's little book on 
 'German Pronunciation' (pp. 112 133, Leipzig, 3 i903) will 
 help him to catch the proper accent of the sentence. 
 
 The use of the phonograph strongly advocated by me in 
 lectures for many years will be found a great help in this. 
 There are now three sets of German records, spoken by me, in 
 Mrs Frazer's series [Cambridge Phonographic Records, records 
 95 130]. It is most useful for the teaching of the right 
 intonation and also for precision. Experiments with the 
 gramophone have also been made for English by the Langen- 
 scheidt firm of Berlin, and for some time by Professor 
 Rippmann for foreign languages. 
 
 None of these is as yet absolutely perfect, but some of the 
 records have been found very useful in class teaching, and 
 others, while not yet sufficiently good for use with large forms, 
 will yet be found useful for the private study of teachers and 
 students. Probably it will not be long before the records and 
 machines will be materially improved 1 . 
 
 1 See my lecture on the use of the phonograph for the teaching of 
 modern languages reported in the 'Cambridge Chronicle' of Aug. 17, 1906, 
 which will be printed in full in Die Neueren Sprachen. 
 
in our Secondary Schools 63 
 
 Occasional readings and recitations by well qualified 
 foreigners are now much encouraged in many German schools, 
 and should if possible be secured for English boys and girls. 
 
 In some cases of special difficulty resort may well be had to 
 a simple method of phonetic transcription of German words 
 and sentences, such as is used by Prof. Victor 1 in the latest 
 edition of his * Deutsche Lauttafel ' (which should be hung up 
 in the class room during German lessons) or in Dr Passy's 
 periodical publication Le maitre phonetique.' 
 
 The following is a rough tabulated summary of the chief 
 difficulties experienced by children in pronouncing German. 
 
 The chief difficulties of German pronunciation'*, experienced 
 by English speaking pupils. 
 
 1. 2, as in Mann, Hals, hart, Anfang. 
 
 Pupils should be accustomed to open their mouths wide in 
 pronouncing this sound, which is the a in North Engl. father, 
 but quite short and slightly more open. The sound is heard 
 in English unstressed are. 
 
 2. 1, e, o, u, especially before r, as in ihr, Lehm, rot, 
 Rohr, fuhr. 
 
 Here the difficulty lies in the necessity of producing a long 
 uniform vowel, without sounding a second element after it, 
 e.g. vier is not to be pronounced like /<?#?-, Lehm not like lame, 
 Rohr not like roar, rot not like wrote, pur not like poor. 
 The lips should be well rounded in pronouncing o and u. 
 
 3. 6, 6, ii, ii, a as in Holle, Hohle ; fulle, fuhle ; ware. 
 
 1 Unfortunately up to now no large sound chart is obtainable for school 
 use in which the sounds of German are given in the transcription of the 
 Association Phonetique Internationale. 
 
 2 The symbols used are largely those of the Association Phonetique 
 Internationale. Compare the useful observations in W. Rippmann's Hints 
 on Teaching German, pp. 18 22. The following remarks do not lay 
 the slightest claim to completeness. See now W. Victor, 'Deutsches 
 Lesebuch in Lautschrift,' Part I. 2nd revised edition, Leipzig, Teubner, 
 1904. Part II. ist edition, Leipzig, 1902. 
 
64 The Teaching of German 
 
 The modified vowels o, u (short and open long and 
 closed) do not exist in English and require special practice. 
 Teachers should not allow pupils to say fu\r instead of///r, 
 or funf instead of funf, etc., but they should at the outset give 
 the class a brief and clear phonetic explanation of the position 
 of the speech organs in sounding u and o, and should practise 
 these sounds whenever an opportunity occurs. The best way 
 of doing this is to allow the pupils first to pronounce the 
 simple sounds / and e, and then show them that by keeping 
 the tongue in the same position and gradually rounding the 
 lips, the more difficult u and o sounds are obtained, thus, 
 Hindin Hiindin, Nixlein Fuchslein, sehnen (ver)sohnen, 
 Helle Holle. They should also point out the difference in 
 the sound of the vowels in ware and wary, Kdfer and chafer, 
 Ahre and airy, Ahre and Ehre, Sale and Seele, and so forth. 
 
 4. au as in rauschen, heraus, auch, Raum. 
 
 The mouth should be opened sufficiently for the a element 
 of the diphthong, which is also longer than in English, while 
 the tongue is, as a rule, not raised in front. The second 
 element resembles more an open o than a u, which is not 
 expressed in the phonetic transcription adopted by the Associa- 
 tion Phonetique Internationale, which renders au by au (not 
 a\o) and ai or ei by at (not a:c). 
 
 5. a in unaccented syllables is to be distinctly pronounced, 
 e.g. KommSi (not like Komm^\ Anna, Fulda, Walhalla.. 
 
 e in unaccented syllables is nearly always reduced to a 
 dull 2, e.g. behende should be pronounced bz'hendd-, nehmen is 
 'ne\mdn\ Hameln is 'ha\ mdln; Kinder n is 'kinddrn^ gegeben 
 is gz'ge : bdn Ehre is ?'e : rz Ehe is ?'e:9. 
 
 In final -er the r should be clearly sounded; many 
 mistakes in dictation occur from the failure on the part of 
 the scholars to distinguish between such words as Burge 
 Burger, Schiffe Schiffer, Stddte Stadter, ehe eher\ Herder 
 is not Horde, etc. 
 
 In familiar pronunciation, which is not to be imitated in 
 
in our Secondary Schools 65 
 
 reading poetry or high style prose, the e in unaccented 
 syllables usually disappears, e.g. leben becomes le\b m , sieden 
 becomes zi\d n , tragen becomes tra :gij. 
 
 6. The glottal stop before the initial vowel, even if the 
 word is the second part of a compound, should be carefully 
 noticed and practised, see p. 18. Thus Goldammer should be 
 pronounced 'golftam9r\ umarmen is um'Varmdn, vereinigen 
 is for'^ainigtH) etc. Distinguish between Baumast and 
 Baumeister, Dreimaster ; Post ami and Postament, etc. 
 
 7. h is now absolutely silent between vowels, as in sahen^ 
 except in compounds (Hoheit], where English children are 
 inclined to drop it. It is sometimes sounded in this country 
 in artificial school pronunciation. Wehen is to be pronounced 
 've-.zn, ziehen is 'tsi\ dn, Ehe is "?e:z, nahe is 'na\9, etc. 
 
 8. Final b, d, even when at the end of the first part of a 
 compound, are to be pronounced as voiceless sounds (/, /). 
 Hence Weib is vaip^ Held is he It, Gold is go It. 
 
 b and d after a consonant do not lengthen the preceding 
 vowel in German : e.g. Hand\& hant, Mund is muni, derb is 
 derp. Exceptions to this rule are Mo : nt, Pfe : rt, we : rt, etc. 
 
 9. w has the sound of z>, not that of English w (although 
 the German w has less friction than the English v\ e.g. wichsen 
 ("to black boots") is 'viksdn. English children should 
 be careful to distinguish between such words as Wetter and 
 Vetter. After sch w is either bilabial (but without any rounding 
 of the lips) or labio-dental (v). Most authorities now recom- 
 mend the latter (v) pronunciation 1 . Thus schwarz \sfvarts. 
 
 10. U after q has likewise the bilabial or labio-dental 
 sound (gu = kv), e.g. Quell is kvel, Qua/ is kva-.l, qudlen is 
 'kvt:hn, quer is kve\r [not kuel, kua\l^ kut\bn, kue\r\. 
 
 11. The guttural n before g and k when followed by a 
 vowel must also be noted, g following n is never sounded in 
 German, but invariably turns the n into a guttural (#), there is 
 
 1 See Siebs, Biihnenaussprache, 2 i9oi, p. 59, and Victor, German 
 Pronunciation, 3 i9O3, pp. 40 41. 
 
 B. 5 
 
66 The Teaching of German 
 
 in German no instance of a pronunciation like the English 
 finger (for finger\ nor of the uneducated English darlin or 
 darlink (for darling). 
 
 The guttural n is usually transcribed /<?. The German 
 Finger is pronounced 'fiwdr, singen is 'ziwzn, while sinken is 
 'zinkzn. The pronunciation of words such as Engel Enkel, 
 Range Ranke, Sang Sank, Drang Trank, bang Bank, 
 sengen senken, langen lenken, etc. should be practised. If 
 the n preceding the g is the final letter of a prefix or of the 
 first part of a compound, the g must of course be sounded, 
 e.g. angehn is '?ange\n, while bangen must be pronounced 
 'banzn. Cp. also drangen and dr angehn, Angel and angeternt. 
 
 12. The peculiar German ch has a two-fold pronuncia- 
 tion after front and back vowels, e.g. lacheln is ' Itpln, but 
 lachen is 'la^n, cp. also ich and dock, cp. Scotch ' loch* \ 
 Friichte, Frucht ; Tochter, Tochter ; rachen, Rache. 
 
 The English child will need to be carefully taught not to 
 say ish, ik, ak, etc. The difficult pronunciation of the front ch 
 may be taught by making the pupils first say the English word 
 yearn, then say it as if the y were voiceless. This gives the 
 front ch sound initially and by saying i-yearn (still with the 
 voiceless y\ the final and medial front ch is obtained. In hue 
 the sound is often heard following the h. 
 
 As ch may be sounded differently in forms of the same 
 word (e.g. Buch Bilcher), great care is necessary in practising 
 the pronunciation. The sounds cht and gt must also be 
 carefully distinguished, or confusion between such words as 
 (ihr) wagt wacht^ sagt sacht, liegt Licht will arise. 
 
 13. z in German words (and c in certain foreign loan 
 words) is a consonant diphthong denoting ts. Pupils should 
 be early accustomed to pronounce it well (neither like s nor 
 dz). Thus a clear distinction must be made between Seiten 
 and Zeiten, sauber and Zauber, saugen and zeugen, Saum and 
 Zaum, sehen and Zehen, unselige and unzahlige, Schweift and 
 Schweiz (fvaits], Sehne, Zdhne and Szene ( = 'stse\n<>\ Siege 
 and Ziege, Selbstsucht and Selbstzucht, reisend, reissend and rci- 
 
in our Secondary Schools 67 
 
 zend, etc. ; zwanzig must be pronounced 'tsvdntstf, Zeder 
 ' tse : d^r. 
 
 14. Initial sp and st even at the beginning of the second 
 part of a compound should be pronounced fp, ft, as on the 
 stage and in the greater part of Germany. The labialisation of 
 s before / and / should take place just as it has taken place 
 before /, m, n, w all over the country. The North- West 
 German (e.g. Hanoverian) pronunciation is, in this case, 
 archaic and obviously influenced by Low German. The 
 retention of the obsolete spelling in words such as sprechen 
 and streiten must probably be accounted for by the desire not 
 to write schprechen and schtreiten. Hence sprechen should be 
 'fprefzn, gestehen should be gd'fte \dn\ but the South German 
 pronunciation of medial and final st as ft should not be 
 imitated, e.g. Meister should not be pronounced 'mai/t9r, 
 bist not bi\ft, Oberst not '?o \berft. 
 
 Dialectic pronunciation may indeed be found in the works 
 of the great German writers ; Schiller, for instance, never freed 
 himself from his strong Swabian accent, and we find in his 
 poems frequently a confusion between the voiced and voiceless 
 sibilants, in the rimes Rose ( = ro\zz} and Scheme (=fo\sdy. 
 This confusion of the voiced and voiceless hissing sounds is a 
 South and Middle German characteristic. 
 
 A number of smaller points might still be touched upon, 
 such as the difference between the thinner and clear German 
 and the fuller and dark English //, cp. voll and full, Kessel and 
 kettle, but the space at my disposal does not admit a discussion 
 of them, and these hints must not become a treatise. The 
 books and pamphlets by Vietor, Siebs, Rippmann, Miss Soames, 
 Braune and Johannson 2 will give teachers all the necessary 
 information as to particular points. A teacher of German will 
 do well to consult them in cases of difficulty or doubt. 
 
 1 See the interesting account of it given by E. Genast, Aus Weimars 
 klassischer und nachklassischer Zeit. Erinnerungen eines alien Schattspielers 
 (evL by Robert Kohlrausch 3 , I. p. 69). Schiller pronounced /<? : z9. 
 
 2 See the lists given on pages 113 114. 
 
68 The Teaching of German 
 
 Open Questions. 
 
 The pronunciation of initial and medial r (lingual or guttural) 
 and of medial and final g are moot points with the Germans 
 themselves. I should allow a good deal of latitude in the 
 teaching of them, that is to say, I should not force the children 
 to learn the guttural r if it gives them a great deal of trouble. 
 Lingual r is heard everywhere in Germany on the stage and in 
 the concert room. I should advocate the teaching of medial 
 g between vowels as a voiced mute and not as a spirant. 
 Hence I should transcribe Wege as 've : g? (not 've '-J3\ Medial 
 g before / also should be a voiced mute, er siegt not er siecht 
 ( c conquers,' not ' languishes from disease') ('zi'.gt, not f zi:ft). 
 About final g I do not feel so sure and should (at present) 
 admit the pronunciation ve\k or ve\f for Feg. The latter 
 (ve:f) is the more familiar one and is more generally heard ; it 
 seems to be the pronunciation of the future. Hence perhaps 
 the best plan for the present is to pronounce final g hard in 
 high style and in poetry, as it is pronounced on the stage (see 
 Siebs, Buhnenaussprache, 2 i9oi, p. 76), but as a spirant in 
 reading ordinary prose and in conversation. In case this is 
 thought inadvisable, I think the spirantic pronunciation of 
 final g should be adopted in both cases. At all events the g 
 in words such as moglich, tauglich is in ordinary German 
 almost always pronounced as a spirant, and in school teaching 
 it seems more natural to adopt this pronunciation. In the 
 suffix -ig the final g is spirantic, e.g. ewig is '?e\vi$\ ewige 
 is '?e \vig9, while eitfge should be pronounced '?e:vJ9. If 
 followed by -lick the g is always hard, e.g. ewiglich is '?e : viklif. 
 
 Grammar. 
 
 The few words I propose to say under this head are 
 entirely dictated by the practical considerations of school 
 
 1 See Siebs, Buhnenaussprache , 2 i9oi, p. 76, iv. 
 
in our Secondary Schools 69 
 
 teaching. The general principles have been discussed on 
 pages 22 sqq., e.g. that only the chief facts of grammar should 
 be taught, and everything exceptional at first be eliminated, 
 also that grammar should not be taught at school for its own 
 sake and that everything should be as far as possible deduced 
 from carefully chosen examples of good modern German 
 which would mainly be prose. 
 
 What is the standard? I think the usage of first-rate 
 modern writers such as Heyse, Spielhagen, Wildenbruch, 
 Storm, Ompteda, Polenz, Stratz, Geibel, Bodenstedt, Fulda 
 and others. But teachers should be careful in the use of 
 examples from Freytag, Scheffel, Keller, Raabe, Rosegger, 
 Sudermann, Hauptmann and others whose writings are not 
 free from archaisms, mannerisms, dialectic usages and even a 
 good deal of slang. These writings may be great works of 
 art, but they cannot be used with beginners because they 
 cannot be held up without reservation as models of refined 
 modern prose. 
 
 The existing Grammars of German compiled for the use of 
 English schools have nearly all serious defects in addition to 
 those general shortcomings noted on page 24. 
 
 (r) They do not sufficiently distinguish between familiar, 
 ordinary and historical, and elevated modern prose. 
 
 (2) They do not as a rule distinguish carefully enough 
 between prose and poetry. 
 
 (3) They do not generally distinguish between the modern 
 language and the language of the great i8th century classics. 
 In many cases we cannot say and write now what Lessing, 
 Goethe and Schiller could say and write. 
 
 Thus a prevalent fault is the failure to distinguish between 
 the cases used in connection with certain verbs, e.g. entbehren^ 
 rufen, enie$en, etc. It is absolutely misleading to say, 
 as most grammars and dictionaries do, l entbehren takes 
 either the gen. or the ace.' It is true that Hermann (in 
 * Hermann und Dorothea,' written in 1797) says : Ich entbehre 
 
7<D The Teaching of German 
 
 der Gattin^ but it is archaic and cannot be said now. In good 
 modern prose the accusative is used exclusively. Again in the 
 case of rufen the accusative is now the only possible case, e.g. 
 er ruft mich. The dative which occurs sometimes in elevated 
 style, and still in South German and Swiss language, is very 
 expressive, e.g. when the Spirit of the Earth calls out to Faust 
 Wer ruft mir? ' Wh<^ calls for me?' 'But such rare or 
 dialectic or poetic constructions should be briefly explained 
 when they occur in the text read by the pupils and not before. 
 
 Hence the instances from the German classics in most of 
 our Grammars require a very thorough overhauling. A teacher 
 should know German very well himself, so as not to be hope- 
 lessly dependent on the grammar he happens to use. 
 
 A good teacher should not only teach the dry facts of 
 grammar, but sometimes in appropriate cases give an explana- 
 tion. . I have "cautioned teachers not to go too far (see page 
 26), but now and then they may well give some colour 
 to their teaching by supplying an easy explanation, e.g. on 
 the origin of many German prepositions, kraft laut wegen 
 wdhrend mittels (/) (why are they followed by the genitive ?) or 
 of adverbs \flugs rings spornstreichs aller dings, etc. A word 
 on the nouns in -ei and the ending -ieren in verbs would interest 
 many of the older boys ; also on doublets such as Kerker and 
 Karzer, Ferien and Feier, Partie and Partei, Bursch and Borse y 
 dichten and diktieren. Even the inorganic t in eigentlich, 
 geflissentlich after the analogy of hoffentlich, flehentlich (for 
 flehend-lich * like one imploring '), the inorganic s in Reiters- 
 mann, Hoffnungsstrahk> and similar cases, might be explained to 
 more advanced pupils. They will thus get a glimpse of the 
 life of the language. There is no lack of handy books of refer- 
 ence for the teacher of German who is anxious to obtain fuller 
 information 1 . 
 
 1 See ' The Reference Library of a School Teacher of German,' 
 pages 1234. 
 
in our Secondary Schools 71 
 
 But be very careful that your pupils do not use any 
 scientific terms without properly understanding their exact 
 meaning and their full bearing. Do not allow them to explain 
 away difficulties by one of the four ever-recurring phrases : 
 1 for the sake of euphony,' 
 ' by false analogy ' (with what ? why false ?), 
 * by poetic licence,' or, ' for the sake of the metre,' 
 as if Goethe or Schiller could not have managed their versifi- 
 cation properly ! They should not be allowed to prefix a 
 statement about which they feel extremely doubtful, by a bold 
 1 of course ' or to use the favourite phrase * more or less/ 
 e.g. ' these lines rime more or less.' 
 
 I have said that a good teacher will take pains to find 
 out the chief difficulties of his pupils and will work hard at 
 these while he will pass quickly over things which are naturally 
 easy to English children. 
 
 Some of the principal difficulties of German Grammar 
 seem to me : 
 
 (i) The right use of the prepositions^ and of the case 
 required in connection with them. Many grammars are not 
 sufficient in this respect, e.g. the short rule as to ' rest ' and 
 ' motion ' is misleading in the case of prepositions with two 
 cases. The right use of the prepositions is a great difficulty, 
 and can only be mastered by dint of constant practice and 
 observation 2 . 
 
 1 Cp. the original illustrated pamphlet * German prepositions at a 
 glance,' by C. Kaiser and A. Thouaille of the Gouin School of Languages, 
 35 Bold Street, Liverpool. 
 
 2 It would perhaps be a good plan if the children had grammar note- 
 books with suitable headings to each page. The examples would be 
 entered as they occur, e.g. iiber : Er steht Uber den Parteien Der Ballon 
 schwebt uber der Stadt Der Wind treibt den Ballon iiber die Stadt Er 
 schreibt iiber das Theater; auf: Er sitzt auf der Bank Er steigt auf die 
 Bank Die Ente schwimmt auf dem Teich Er schilt auf die Zeitungen. 
 When there are enough examples the children, with the help of the 
 
72 The Teaching of German 
 
 (2) The inflexion of the adjectives. The threefold use of 
 the adjective (strong and weak inflexion and uninflected form) 
 is characteristic of the German language. This difficulty should, 
 however, soon be overcome a number of typical instances 
 will suffice to teach it. These examples should be gathered 
 from the Reader and learned by heart. Cases such as 
 auf gut Glilck, bar Geld, Roslein rot, in Jung und alt en 
 Tagen, nach solchen Opfern, heilig gro$en, mit neuem kolnischen 
 Wasser and others should be briefly discussed when they first 
 occur. 
 
 (3) The modifications of root-vowels in plurals, comparisons, 
 and derivatives. Here a careful pronunciation will be of great 
 help but much must simply be learned by heart, e.g. Tag, 
 Tage, but Schlag, Schlage; Laut, Laute, but Haut, Haute. 
 
 (4) The principal types of declensions, strong and weak. 
 
 (5) The strong verbs ; the separable verbs. 
 
 The principal ones must be committed to memory; com- 
 parison with English (singe, sang, gesungen: sing, sang, sung) 
 will in many cases be helpful, and will at all events remind 
 pupils that a verb may be strong. In the case of reflexive 
 verbs the first person, and not the infinitive, should be learned; 
 thus ichfiirchte mich, ich denke mir (not sichfurchten, sich denken), 
 ich nehme mich in acht, ich stelle mir vor, ich bilde mir ein, ich 
 erinnere mich, ich bin mir bewusst, ich mache mir Gedanken, etc. 
 The most important of these should be entered in the pupil's 
 note-book and committed to memory. In the case of the 
 separable and inseparable verbs the principal ones, but only 
 the principal ones, should be learned early, and a good 
 pronunciation should be insisted upon. Here again the first 
 persons ich setze iiber, ' I put across ' and ich iibersetze, ' I trans- 
 teacher, deduce the rules themselves and may afterwards be constantly 
 referred back to them. See W. Rippmann, Hints on the teaching of 
 German, p. 59, where this is worked out in detail, and see also Rippmann's 
 New First German Book, p. 138. 
 
in our Secondary Schools 73 
 
 late,' should be employed in class-teaching instead of the 
 infinitives (ubersetzen, ubersetzeri). 
 
 Pupils should be told that as a rule in cases where the 
 force of the preposition is still felt and a local meaning prevails 
 the verb is separable, but that it is inseparable where its equiva- 
 lent is not a true English verb plus a preposition or adverb, 
 but a compound borrowed from Latin or Romance and where 
 the meaning is abstract. Thus ubersetzen ' put across,' uber- 
 setzen 'translate'; wiederholen * fetch back, ' wiederhblen ' repeat'; 
 durchgehen ' go through,' durchgehen ' pervade'; iimgehen 'go 
 round about,' umgehen 'circumvent,' etc. 
 
 (6) The order of words in a sentence. This is of the very 
 greatest importance and causes a great deal of difficulty at 
 first, but the chief points can perfectly well be learnt at school. 
 Begin early with very simple sentences, enlarge them, alter 
 them and turn them about, gradually introduce the various 
 kinds of dependent clauses. Make your own examples if 
 necessary, let the children copy them, refer at first invariably 
 to the same examples until the Sprachgefuhl of the children is 
 sufficiently well developed. Begin with a number of sentences 
 such as : 
 
 Ich kenne den Knaben. 
 
 I know the boy. 
 
 Der Knabe, welchen ich kenne. 
 
 The boy whom I know. 
 
 Das Made hen findet das Buch. 
 
 The girl finds the book. 
 
 Das Madchen hat das Buch gefunden. 
 
 The girl has found the book. 
 
 Many instances of a similar kind should be given before you 
 go on, always adding a little : 
 
 Das [schone] Madchen, [welches wir (heute) sahen], hat 
 seinen [guten] Vater verloren, etc. etc. 
 
 Invent a story or a fable, and embody in it the chief things 
 you are anxious to illustrate, e.g. the principal differences 
 
74 The Teaching of German 
 
 between English and German syntax. Let this be written 
 down and learned by heart and refer to it again and again when 
 mistakes have occurred. By means of frequent repetition the 
 memory will be trained and at last the teacher's highest aim 
 will be attained the } development of Sprachgefuhl on the part 
 of the pupil. 
 
 Genders. 
 
 The German genders are certainly very troublesome to 
 foreigners, e.g. der Rest, die Pest, das Fest, Nest\ der Ast, 
 Gast, Mast, die Hast, Last; Die Bewandtnis, das Verhangnis y 
 Der Monat, die Heimat, der Vorrat, die Heir at, der Hochmut y 
 die Armut, etc. Unfortunately there are not many good rules 
 about them. I wish there were. I cannot say more than the 
 grammars. Historical and etymological explanations are as a 
 rule out of place in school teaching. One will probably explain 
 the reason why Madchen is a neuter, but the reason for the 
 neuter gender in the case of Weib-\ beyond the information 
 to be given at school. I freely admit that children, while at 
 school, cannot be expected to acquire an absolutely correct 
 knowledge of genders, and I should certainly be much more 
 annoyed by a bad mistake in pronunciation than by a mistake 
 about the gender of a less familiar word. On the other hand 
 I do not think that the genders are quite as hard as they 
 are sometimes made out to be. In the amusing chapter ' On 
 the awful German language' added to his delightful ' Tramp 
 abroad/ Mark Twain has with a great deal of humour 
 exaggerated the difficulties. I think that even school-children 
 may not unreasonably be expected to know the genders of all 
 or nearly all the German words of everyday occurrence. Here 
 the * systematic vocabulary' referred to on pages 28 sqq. should 
 be useful, and more the school cannot be expected to give. 
 
 Die Sonne der Mond der Stern die Wolke der Nebel y 
 etc. In learning words children should not say Sonne Mond 
 but die Sonne der Mond, always adding the definite article 
 
in our Secondary Schools 75 
 
 and perhaps an ordinary qualifying adjective, e.g. Dieliebe Sonne, 
 der gute Mond, der helle Stern, die schwarze Wolke, der ivarrne 
 Regen, der heulende Wind, der dichte Nebel, der gldnzende Schnee, 
 das glatte Eis, etc. A story might be made up by the teacher 
 which he should first tell and then dictate to the class. The 
 pupils would learn it by heart and could, in case of subsequent 
 doubts or mistakes, be referred back to it. An account of a 
 ramble in the country might end as follows : ' Der Gipfel des 
 Berges war bald erstiegen. Von ihm sahen wir die Sonne unter- 
 gehen und bald nach ihrem Untergang den Mond und den 
 Abendstern am Himmel aufgehen. Eine diistre Wolke verbarg 
 uns den schonen Stern auf kurze Zeit, ein starkes Gewitter zog 
 herauf, ein greller Blitz folgte dem andern, der Donner rollte, 
 der Regen flofi in Stromen ; bald aber war das schwere Wetter 
 vorbei gezogen, der Himmel wieder klar, von der Wiese stieg 
 der weifie Nebel empor, und das Licht des freundlichen Sternes 
 leuchtete wieder zu uns herab.' Or the following slightly more 
 difficult piece which contains many of the ordinary terms con- 
 nected with the sea might be dictated and discussed : ' Hans, 
 Hans, wo bist du? Beeile dich ! Komm schnell auf Deck! 
 In fiinf Minuten fahren wir ab und hinaus auf das Meer, das 
 ruhig und dunkel vor uns liegt. Ich sehe einige Lichter weit 
 hinten auf dem Wasser, und links das helle Licht des Leucht- 
 turms oben auf der Klippe. Horch, die Glocke tont, die 
 Laufbriicke wird zurlickgezogen, und die Schiffspfeife gibt das 
 Zeichen zur Abfahrt. Die Anker werden gelichtet, die schweren 
 Ketten rasseln, jeder Matrose ist auf seinem Posten, und oben 
 auf der Kommandobriicke steht der Kapitan. Langsam ver- 
 lasst unser Dampfer die Landestelle. Vorsichtig gleitet er 
 durch die kleineren Fahrzeuge, welche im Hafen vor Anker 
 liegen, und steuert in dunkler Nacht hinaus auf das offne Meer. 
 Sieh, wie freundlich die Lichter der Stadt noch zu uns herii- 
 berblitzen ! Der Strahl, welcher uns plotzlich trifft, kommt 
 von dem elektrischen Scheinwerfer des Forts dort oben. Nun 
 aber sind wir weit vom Lande entfernt, die Lichter ver- 
 
76 The Teaching of German 
 
 schwinden, und das Kommando erschallt "Volldampf voraus!" 
 Lass uns noch ein wenig auf Deck bleiben und plaudern ; 
 wenn morgen friih die Sonne aufgeht, werden wir die hollan- 
 dische Kiiste vor uns sehen.' 
 
 Word-formation . 
 
 Only the most important facts of German word-formation 
 (derivation and composition and the old formation by vowel 
 gradation) should be taught, but word-formation will naturally 
 play an important part in the construing lessons and will be 
 sure to interest the children if it is properly brought before them. 
 Philological knowledge will be indispensable to a teacher even 
 of ordinary German 1 . He might show, for instance, the impor- 
 tance of noticing older case forms in word-formation, e.g. 
 Sonncnschdn, Frauenkirche, Gansejeder, Hahnenkamm, Brdu- 
 tigam, Biirgemeister, etc. A well informed teacher may also 
 profitably now and then explain the formation of a word with 
 a view to giving the pupils a glimpse of old German life, customs, 
 and beliefs. The discussion of the names of the days of the 
 week, words such as Ostern, Weihnachten, Fastnacht, Mahlstatte, 
 Kurfurst, Hochzeit, Brautlauf (in Schiller's * Tell'), and of such 
 verbs as erfahren, verteidigen, sich enischlie$en, would be sure to 
 interest and instruct the children. In saying this I am far from 
 advocating a display of etymological information which would 
 be beyond the understanding of the children and altogether 
 out of place in school teaching. Again an occasional word as 
 to family names such as Baumann, Agricola, Munch, Thurn, 
 Gottschall, Wigand, Wurmb, Jacobi, Jacobssohn, Jacobs, or of 
 German and foreign proper names, such as Dietrich, Leopold, 
 Ludwig, Wolfram, Gottschalk, Gerhard, Reinhart, Rudolf, 
 Walter, Minna, Adelheid, Gertrud, Hedwig Andreas, Philipp, 
 Moses, Ludovica, Louise Wolfgang Weber and Elisabeth 
 Textor, Lorelei, Riibezahl, or names of towns and countries, 
 such as Aachen, Koln, Braunschweig, Mtinchen, WeiBenburg, 
 1 See pages 8283. 
 
in our Secondary Schools 77 
 
 Wittenberg, Marienwerder, Sigmaringen, Lothringen, could be 
 made most interesting and valuable even to children. Their 
 attention might also be drawn to English names of the same old 
 stock, e.g. Hilda, Mildred, Winifred, Alfred, Harold. Attention 
 should be called to the German spelling and pronunciation of 
 Elizabeth [?e : '// : za : bet], Phi/i// ['/*':/*>], and Ewanuel 
 [?e : 'ma \nud\ Immanuel ['?ima:nucf]. Such instruction 
 should, however, never be given systematically at school, but 
 only as occasion offers. 
 
 I shall be much pleased if in these lectures on modern 
 language teaching I have succeeded in throwing out some 
 hints which will prove useful in your future work, and in 
 firing your enthusiasm for a subject, the study and teaching of 
 which grows more attractive and is being more fully developed 
 with every year. You will soon be called upon to take your 
 full share in it. The way is long, the aim is high let us make 
 a resolute attempt to reach the goal or at least not fall too far 
 short of it ! 
 
THE TRAINING OF MODERN LANGUAGE 
 TEACHERS. 
 
 IF in the following pages I shall mainly confine myself 
 to the discussion of the training of a future teacher of German, 
 I trust that mutatis mutandis my remarks will be found 
 equally useful for intending teachers of French and other 
 modern languages. Nor shall I speak here of those general 
 qualifications which every good teacher of any subject must 
 possess, viz. culture, character, energy, tact in maintaining 
 discipline, and a thorough understanding of the minds of 
 young people, but only propose to discuss the special training 
 of a modern language teacher, i.e. I shall only speak of such 
 qualifications as can be won by scientific and practical training 
 with regard to (i) language, (2) literature, and (3) facts and 
 studies illustrating these which, for the sake of brevity, I shall 
 in the following paragraphs call 'realia.' 
 
 A modern language master of the best type must, I believe, 
 (a) not only study the language and literature of the foreign 
 nation for their own sake, but also by means of them the genius 
 and civilization of that nation ; (fr) gain his knowledge not only 
 in England, but, to some extent, abroad ; (c) overcome com- 
 pletely any shyness in speaking, free himself from all prejudice, 
 look at what he sees not only from his own insular standpoint, 
 but also from that of the foreigner, and judge of things and 
 conditions as they present themselves to his mind. 
 
 * What is the best linguistic and literary training for a 
 teacher of modern languages, and especially for a teacher of 
 German, in secondary schools ? ' 
 
 It will be easiest, I think, to give a satisfactory answer to 
 the above question, if we first agree as to what a competent 
 
The Training of Modern Language Teachers 79 
 
 teacher of a modern language should know. He must, I 
 believe, (a) know the modern language thoroughly in its 
 present condition ; (/^) be able to explain the chief linguistic 
 and literary phenomena historically. 
 
 It is altogether wrong to oppose these two qualifications, 
 as if the one excluded the other, as if the empirical and the 
 scientific mastery of a language must not of necessity supple- 
 ment one another. Surely both are necessary and should go 
 hand in hand. The past must be illustrated by the present, 
 but no less the present by the past. 
 
 The study of German in the widest sense comprises the 
 study of 
 
 (A) First, the living language, which may be subdivided 
 into (a) the familiar (spoken) language ( Umgangssprache) ; 
 
 (b] the literary (written) language {Schriftsprache, also Redner- 
 sprache). This requires a practical and scientific study; 
 
 (c) A slight acquaintance with a few of the most striking 
 peculiarities of some of the most important dialects, e.g. Low 
 German, Saxon, Bavarian, or Alemannic. To the whole of the 
 first division must be added the auxiliary study of phonetics. 
 
 (B) Secondly, it must embrace the older phases of the 
 language, i.e. some selected Old and Middle High German 
 texts, with the elements of O.H.G. and M.H.G. grammar. 
 
 (C) Thirdly, the history of the German language. In this 
 country the connection with English should be pointed out 
 everywhere. As an auxiliary study I mention the outlines of 
 the science of language and of comparative philology. 
 
 (D) Fourthly, literature, comprising (a] the study of 
 representative authors of different periods ; (fr) a historical 
 survey of the development of literature, in which the' manifold 
 connections of German with English literature should be espe- 
 cially carefully noticed. The principal auxiliary studies are : 
 (i) theory of metre ; (2) theory of poetry. 
 
 (E) Fifthly, realia, i.e. illustrative facts and studies, com- 
 prising a study of German life and thought, customs, and 
 
8o The Training of Modern Language Teachers 
 
 institutions at different periods, but mainly those of the present 
 time, to be partly acquired abroad by personal observation 
 and experience. The chief auxiliary studies are : history 
 and geography 1 . 
 
 The importance of most of the branches of study which 
 I have mentioned is fully recognised, and consequently they 
 do not require any comment. But, with regard to a few 
 subjects, a general agreement has not yet been arrived at, and 
 I must set forth my views on them somewhat more fully. 
 
 Historical and Philological Study of German is indispensable. 
 
 A true philologist is bound to investigate the language and 
 literature of a nation in their historical development, or else he 
 will be a mere maitre de langue. As a rule, I have found that 
 those who have objected most strongly to the historical study 
 of German, and to the training of the students in the philo 
 logical (which is not merely an equivalent of ' grammatical ') 
 explanation of older German authors, themselves know nothing 
 of Old German. The mere name of Old High German, and 
 above all of Gothic^ is enough to frighten them. While thus 
 strongly objecting to the study of the older stages of German, 
 
 1 Is it too much to expect that a teacher of German should be able to 
 make clear to his pupils the significance of the term das heilige romische 
 Reich deutscher Nation and the difference between the authority and the 
 functions of the Hohenstaufen and Hohenzollern emperors? What differ- 
 ence is there between the Sachsenkaiser and the Konige von Sachsent 
 Why is William II called deutscher Kaiser and not Kaiser von Deutsch- 
 land"? Who are die Welfen and die Wittelsbacherl Who were die 
 Deutschherrnl What difference is there between a Markgraf and a 
 Pfalzgrafl Who was der grofce Kurfiirst ? What does die Mark Bran- 
 denburg mean? What difference is there between Schlesien and Schleswig! 
 What is meant by der deutsche Kriegl die Mainliniel die schwarz-Tveifc- 
 roten or die blau-weifcen Grenzpfdhlel What is meant by a Kronungsstadtl 
 What is a freie Stadt in modern Germany ? By whom is it governed and 
 in what relation does it stand to the Empire ? What are the chief functions 
 of the Bundesrat, Reichstag, Herrenhaus, Abgeordnetenhausl etc. 
 
The Training of Modern Language Teachers 81 
 
 they require a classical master to study the old Greek dialect 
 of Homer, and are pleased if he has devoted some time to the 
 study of dialects and inscriptions. They justly expect a botanist 
 to know something of fossil plants, and rightly insist on a 
 geologist knowing more than the mere surface of the earth. 
 For the same very good reason, we maintain, no linguistic 
 training, whether in an ancient or in a modern language, can 
 be called scientific and thorough which is not largely historical. 
 We want to trace and to show in the language the law of 
 development, physiological and psychological. 
 
 By the aid of such study fossilized forms in modern 
 German, typical phrases, apparent exceptions to general rules, 
 become clear, and the close connection between German and 
 English is forcibly brought out. 
 
 The history of the German language and literature, so 
 far as we can trace it, covers a period of more than a thousand 
 years, and shows us both in very different stages of develop- 
 ment. Can we doubt that the study of the chief characteristics 
 of each of these phases forms a most excellent schooling for 
 the future teacher's mind? What can be more helpful for 
 ^forming large views and a proper historical sense? What 
 can afford the teacher a clearer insight into the real character 
 and constitution of the German language and literature ? We 
 observe German speech while it remains still tolerably free 
 from any foreign intellectual influence ; we then perceive the 
 gradual operation of the influence of Roman civilization ; 
 then that of the Christian Church makes itself strongly felt 
 in language and literature ; then we observe the influence 
 of late Latin and early French and Italian civilization ; the 
 deep impression produced by the Crusades can be traced 
 everywhere ; now French medieval literature becomes of the 
 greatest importance ; the influence of the Renaissance and 
 of the Reformation of the Church demands, and rewards, care- 
 ful study ; French and English culture, and the rapidly 
 increasing intercourse between the great modern civilized 
 
 i',. 6 
 
82 The Training of Modern Language Teachers 
 
 nations all these influences have left lasting traces in the 
 language no less than in the literature. Let me remind you of 
 Paul Heyse's pretty l Spruch ' : 
 
 * Die Worte werden dir manches sagen, 
 Verstehst du nur sie auszufragen.' 
 
 By the foregoing remarks I do not, however, intend to 
 require a future teacher of German to give his chief attention 
 to Old German or to Medieval literature. A schoolmaster only 
 wants a sound knowledge of the principal facts of historical 
 grammar ; he wants a knowledge of the older periods of the 
 language mainly in order to obtain through them a correct 
 understanding of its modern form, a knowledge which saves 
 him from making any of the annoying mistakes that are so 
 often made by philologically untrained teachers. 
 
 If up to now I have only insisted on the importance of 
 philological training on purely theoretical grounds, I now 
 maintain that for practical reasons a good training in historical 
 grammar is of the greatest importance. A teacher may, at any 
 moment, be called upon to give an explanation which he 
 cannot give without some knowledge of older German or of 
 historical grammar. Questions,, often of an apparently elemen- 
 tary nature, must crop up constantly in reading the great 
 classics, or in discussing composition in the higher forms. 
 
 Let me give a few examples : Why do we say Mond, but 
 Monat ? Wahn, but Argwohn ? Shall we say allesfalls or 
 aUenfalls, reines or reinen Herzenst Meine edeln, teuern 
 Freunde or edlen, teuren Freundel Is it right to say bar Geld^ 
 or should we say bares Geld? We always say : auf gut Gliick. 
 Is verstunde just as good as verstande, dducht as dunkt y fodem 
 as fordern, empfahn as empfangen ? How are hangen, hdngen 
 and henken used in older and in Modern German ? Would 
 you allow pupils to say der Rock hangt am Nagel or da hangen 
 drei Hiitet Why is it der Henkert Ought one to write er 
 frug or erfragtet Does it matter which is used ? How would 
 
The Training of Modern Language Teachers 83 
 
 you explain lines in well-known poems of Goethe, Uhland and 
 Dach, such as : Die Augen tdten ihm sinken ; die Statt, wo 
 Roland jimgst gestritten hdtt ' ; der wackre Schwabe forchf sick 
 nit \ kani alles Wetter gleich auf uns zu schlahn ? Ought a 
 teacher of German to be ignorant of the reasons why it is er 
 nimmt but sie nehmen wenden, wandte but blenden, blendete ; 
 denken, dachte, but senken, senkte; gehe, ging, but stehe, stand, 
 sehe, sah, wehe, wehtet Why is it er bei$t, but er zveifi? er macht, 
 but er mag ; er gonnt, but er kann ? How would he account for 
 the plurals Mann, Manner, Mannen ; Lande, Lander \ Orte, Orter\ 
 Worte, Worter ; or for the reasons for the different gender in der 
 Heide and die Heide, der Tor and das Tor ? or for the composi- 
 tion of Mondlicht, Mondenschein, Mondesglanz ; Frauenkirche, 
 Frauenzimmert Explain: uber See, but ubers Meer fahren; 
 im Himmel und auf Erden. Explain : Er blieb stehen ; der zu 
 schreibende Brief; es (and das) nimmt mich wunder; Hier ist 
 seines Bleibens nicht ; saget niemand nichts ; keinen wirklichen 
 Nebel sake Achilles nicht ; Gott schuf den Menschen ihm zum 
 Bilde ; der Sohn, so ihm der Herr gegeben ; Ich bin ein guter 
 Hirte ; JEs fiel ein Reif in der Fruhlingsnacht ; an ein hohes 
 Ministerium ; Was da der edeln Garben auf alien Feldern lag \ 
 er kiifcte sie an den Mund so bleich ; etc. An acquaintance 
 with older German is also indispensable for the right explana- 
 tion of nouns such as Bursch. (Es zogen drei Bursche wohl uber 
 den Rhein), Knabe (Jung Siegfried war ein stolzer Knab], 
 Frdulein (Bin weder Frdulein weder schon], Tugend (ich messe 
 mich mit Euch in jeder ritter lichen Tugend), etc., or of common 
 adjectives such as stolz, mild, frech, fromm, frei, reich, hell 
 (in in hellen Haufen\ schlecht (in schlecht und recht}, and others. 
 Again, it is most instructive to compare German and 
 English within proper limits. Some knowledge of older 
 English, including Chaucer's ' Canterbury Tales,' is, no doubt, 
 possessed by most Modern Language teachers. Why, then 
 is it, if in a great many cases English o (pa) corresponds 
 to German ei (e.g. home, stone, bone, alone, soap, broad, etc.), 
 
 62 
 
84 The Training of Modern Language Teachers 
 
 we find in some strong preterites English o corresponding to 
 German i (rode, smote, wrote, etc.) ? The slightest knowledge 
 of M. H. G. explains the apparent anomaly. 
 
 Teachers should have definite \dews, based on scientific 
 principles, on important everyday questions concerning their 
 subject, e.g. the much discussed question of spelling reform 
 (German, French, English). How far is reform still needed in 
 Germany since the changes of 1902? How far is a spelling 
 reform practicable ? Should reformers adopt the historical or 
 the phonetic principle, or a mixture of the two ? What attempts 
 have been made in Germany up to the present time? Is it 
 desirable to have an academy regulating the spelling from 
 time to time ? Is there at present in Germany any Society the 
 authority and functions of which can be compared with those 
 of the Academic Fran$aiset What are the aims and what is 
 the influence of the Allgemeiner deutscher Sprachverein ? Ought 
 an English teacher of German to support it? To what 
 extent should capital letters be employed? When and in 
 what way were they first introduced into German writing and 
 printing? Should we teach the use of Latin or of German 
 letters ? Are the so-called Gothic letters a national cachet and 
 a valuable characteristic of the German language ? How 
 did the u hook and the modification marks arise? What is 
 the best German pronunciation ? Is it Hanoverian German ? 
 If an older pupil is sent abroad for one or two months, does it 
 much matter if he goes to Dresden or to Bremen, to Bochum 
 or to Stuttgart? To what extent does an ordinary German 
 New Testament as sold by the Bible Societies represent the 
 linguistic form of Dr Luther's New Testament ? Are the 
 differences at all important? Teachers should have thought 
 about all these things during their academical course, and 
 should have worked out these and similar questions for 
 themselves under the guidance of the University professor. 
 
The Training of Modern Language Teachers 85 
 
 Why should a Teacher of MODERN German know some 
 OLD High German ? 
 
 There are many people who, while fully admitting the 
 necessity of a future teacher being trained in historical grammar, 
 yet suppose a knowledge of Middle High German to be 
 sufficient for the purpose. Correspondences, such as / rode 
 ich ritt, are easily explained by M.H.G., and so are, in fact, 
 many of the more elementary questions of historical grammar. 
 Is, then, M.H.G. not really sufficient for the wants of a 
 teacher? I have been asked this question more than once; 
 allow me to answer it once more in this connection. I 
 thoroughly believe some knowledge of O.H.G. to be indis- 
 pensable to a future teacher of German. My reasons are the 
 following: Firstly, O.H.G. is essential on account of the 
 preservation of the full^vowejs in unaccepted syllables, which 
 were in M.H.G. all weakened into the same monotonous e. 
 Thus in O.H.G. we have the clue to the explanation of vowel 
 mutation (Umlaut}, e.g. scorii>schdn, scono>schon, hendin, 
 handun > Handen, vor-handen. (For the explanation of handun 
 some Gothic is welcome.) The modern change in the radical 
 vowels of words, such as Erde, irden ; sehen, sieht ; nehmen, 
 nimmt ; Gold, gulden ; bieten, beut ; wurden, wurden can only 
 be satisfactorily explained by the O.H.G. forms erda, irdin; 
 sehan, sihit \ neman, nimit ; gold, guldin ; biotan, biutit ; wurdun, 
 wurdin. In O.H.G. many of the later contractions had not 
 yet taken place. The modern and M.H.G. Mensch is still 
 mannisco, our welsch is walhisc, our Amt (M.H.G. ambef) is 
 ambaht, glauben is gilouban, Menge is managi, etc. A know- 
 ledge of O.H.G. consonants is needed for a full scientific 
 understanding of the laws of sound-shifting, and analogous 
 cases might be given from other parts of grammar. Even 
 some elementary Gothic is sometimes helpful, e.g. in explaining 
 such preterites as er hie$, from hiez, hiaz, hez, het, *heht, 
 hehait (Gothic spelling, haihait], or /*>/?, from Hez, liaz, lez, 
 
86 The Training of Modern Language Teachers 
 
 let, */#/, lelot (Gothic lailof)\ the O.H.G. reduplicated form 
 teta (' I or he did ') immediately explains the indicative tdte in 
 Uhland's Da tdten sie sich trennen. The reduplication in 
 Latin and Greek will suggest itself for comparison. 
 
 Again, if the student wishes to form a correct idea of 
 the oldest German versification i.e. the style of alliterative 
 poetry he will find some scanty fragments of it preserved in 
 O.H.G. alone, while in later German only isolated alliterative 
 phrases (singen und sagen, Leib und Leben, etc.) survive. 
 
 I should therefore advise every future teacher of modern 
 German to read some representative O.H.G., M.H.G., and 
 sixteenth century classics. He should have read them in 
 order to study the language in connected texts. He should 
 not, like many students of comparative philology, study 
 isolated words. He must examine sentences, explain idiomatic 
 expressions, investigate peculiarities of style (in prose and 
 poetry), appreciate the metre, in short, enter fully into the 
 spirit of the language at different periods, but at the same time 
 not lose sight of the fact that it is not for the sake of the 
 language only that he ought to study the old classics. 
 
 For these reasons I insist on my pupils reading a sufficient, 
 though not excessive, amount of Older German. I know from 
 a long experience that most of those who care for the study, 
 and other students should not be encouraged to become 
 teachers of Modern Languages, do this willingly. I am 
 personally quite free from any undue predilection for medie- 
 valism, but I am concerned that all parts of my subject 
 should receive the attention which is due to them. While 
 taking a great deal of interest in Old German authors, I 
 certainly consider Modern German literature, on the whole, 
 to be much superior to the Old, quite apart from its greater 
 practical importance, and consequently deserving of much 
 closer study. But it cannot be seriously questioned that 
 a good foundation in the philological study of any modern 
 language should be laid at the University the only place 
 
The Training of Modern Language Teachers 87 
 
 where it can be laid satisfactorily otherwise it must be left 
 to the energy of the individual teacher to acquire a sufficient 
 amount of the necessary information by private reading. To 
 obtain this information by his own unaided efforts is a very 
 difficult task. 
 
 There seems to be much less doubt as to the training 
 which a teacher of German wants with regard to the modern 
 language. It is agreed on all sides that he should, (a) pro- 
 nounce German words correctly, and the sentences with proper 
 intonation ; (/>) secondly, that he should find his words easily, 
 choose them fitly, master the synonyms, etc. ; and (c) thirdly, 
 that he should construct his phrases not only correctly, but 
 idiomatically. 
 
 Pronunciation. 
 
 I think the very great practical importance of pronun- 
 ciation is not yet sufficiently insisted on in all quarters, and 
 the high value of phonetic training is recognised still less. 
 
 A teacher should possess a correct pronunciation, and a 
 sufficient knowledge of the auxiliary science of phonetics, to be 
 able to teach the conscious imitation of foreign sounds. 
 
 He must show his pupils that sounds which are usually 
 considered to be the same are by no means pronounced 
 exactly alike in German and. English. He will point out the 
 difference between apparently similar groups of sounds, such as 
 the English fear and German vier ; he will not allow his boys 
 to pronounce the German rot like the English wrote, Koffer like 
 (s)coffer, or Lehm like lame, as they are told in some books to 
 do. He will inform them of the different values of r, or s, or 
 /, etc., in the two languages. See pages 16-7 and 63 sqq. 
 
 Every mistake of the master will be magnified by his boys. 
 The acquisition of a good and idiomatic pronunciation 
 should therefore be from the first lesson an object of constant 
 effort. Dictation given by a teacher with a strong Saxon 
 pronunciation will make the boys write Freide, umhillen, etc. 
 
88 The Training of Modern Language Teachers 
 
 No difference will be made between gefreut and gefreit, gb'nnen 
 and kennen. The mistakes which a modern language master 
 makes in pronunciation are much more serious than those of his 
 classical colleague. It is certainly by no means unimportant 
 how we pronounce pater peccavi or vicissim, but we cannot, under 
 any circumstances, allow the boys to say : swonsig, Nacht (with 
 palatal ch), Gold, Fin-ger, Boseuuikt, fumf. A criminal who 
 is gedchtet (outlawed) should not be called geachtet (esteemed). 
 It seems strange that this important part of a teacher's 
 training should not have received full recognition till com- 
 paratively recently. Scholars who shudder at the slightest 
 grammatical blunder, e.g. the use of a wrong gender, a wrong 
 case, or a wrong preposition, and who severely censure the 
 smallest mistake made in the recognised spelling of a word, do 
 not mind (or notice) a very bad pronunciation, which would 
 grate on a native's ear. 
 
 The question : What is correct German, and where should 
 German pronunciation be studied ? has been discussed on 
 pages 6 1 and following. 
 
 Importance of Training in Phonetics. 
 
 The scientific study of phonetics should be left to the 
 University training, but a rough classification of sounds may 
 well be given at school, and the fundamental axioms of phonetics 
 (e.g. 'a (spoken) word consists of sounds and not of letters ' (cp. 
 Scherz : Sch - i sound, z = 2 sounds, viz. / + s\ should be 
 impressed on the boys and girls as early as possible. 
 
 At the University the training must become more full and 
 systematic. The student must be trained, and train himself, to 
 observe and to imitate consciously. He should learn to analyse 
 the sounds of a foreign idiom, and to compare them with those 
 of his native tongue. He must know the special difficulties 
 which German offers to English students, in order to help his 
 class to overcome them. Such marked provincialisms as the 
 Westphalian Schinken (sxt'vfon), the Swabian Geischt, Oberscht, 
 
The Training of Modern Language Teachers 89 
 
 re(d)cht (with guttural ch\ the Berlin janz und jar, Mutta^ the 
 Saxon inability to distinguish between treu and drei, Rote and 
 Rede, Greis and Kreis, Bein and Pein will be studied scientifi- 
 cally. 
 
 On the other hand, the importance of phonetics should 
 not be overrated ; a teacher need not be a phonetic specialist. 
 He has other and more important subjects to study; his 
 time of preparation is too short. Phonetics must be for 
 him merely an auxiliary subject. The chief thing for the 
 great majority of school children will always be to be taught 
 to read the foreign language with ease, and to enjoy the 
 treasures of its literature. 
 
 This is what I believe a teacher of German should know. 
 Now the question arises : What kind of training will enable 
 him to put himself in possession of the above-mentioned 
 qualifications ? I am aware of the fact that up to now many 
 excellent teachers of German Englishmen or Germans have 
 for one reason or other, not gone through a course such as I 
 am recommending. Their way must have been all the more 
 beset with difficulties, and our appreciation of their energy and 
 talents will of necessity be all the greater. But the growing 
 interest in the study of modern languages, and the increasing 
 provision for it, have now given many encouragements and 
 facilities which it would be wrong for intending students to 
 ignore. 
 
 I shall, in what follows, distinguish between the training/ 
 obtainable in England and the training which should be gone' 
 through abroad. 
 
 The training in England may be considered under three 
 heads, viz. : 
 
 (a) Firstly, the preparatory training at school. 
 
 (b} Secondly, the University curriculum. (Three, and if 
 possible four, years of higher study.) 
 
 (c) Thirdly, the self- training of the teacher at a school. 
 
QO The Training of Modern Language Teachers 
 
 TRAINING IN ENGLAND. 
 (a) At School. 
 
 I should like to make a few remarks under this head, as 
 possibly some masters preparing boys for the study of modern 
 languages may care to consider them. 
 
 A boy who wishes to become a teacher of modern lan- 
 guages should not specialize too early, but should endeavour to 
 become as proficient as possible in languages, ancient as well 
 as modern, and also in history and geography. I much regret 
 the hard and fast line which is usually drawn between classical 
 and modern languages. A future teacher of modern languages 
 should be most anxious to know something of both the ancient 
 languages and literatures ; such knowledge cannot fail to be of 
 great interest and advantage to him 1 . He will get in this way 
 a good general linguistic training; he will learn many character- 
 istics of the classical languages, which will be of great value to 
 him in studying modern languages ; many words will be learnt 
 which will be useful for philological comparisons. A boy who 
 has read classics is, to some extent, familiar with the chief 
 classical metres, a knowledge of which is indispensable for the 
 study of modern German poets, such as Klopstock, Goethe, 
 Platen, Geibel, etc. Ancient literature has exercised an im- 
 mense influence on German and other modern literatures, 
 which cannot be justly appreciated by a man destitute of 
 classical knowledge. Many of Goethe's masterpieces were 
 composed under the direct influence of classical models. 
 
 For these reasons I should strongly advise a boy who 
 wishes to study modern languages not to neglect at school the 
 study of the classics, and to learn more than the bare minimum 
 required in order to enable him to pass the University Entrance 
 Examinations ; nothing can afford a future language teacher 
 
 1 See my pamphlet on * Greek and its humanistic alternatives in the 
 Little-go,' Cambridge, 1905, pages 4 and 18. 
 
The Training of Modern Language Teachers 91 
 
 a better preparation than a connected study of the ancient and 
 modern languages, together with the elements of universal 
 history and the main facts of European geography. 
 
 He should also be especially proficient in the mother- 
 tongue. He should have had careful training in writing 
 English ; he should know how to arrange and connect his 
 thoughts ; he should have had years of practice in essay- 
 writing, as schoolboys get it in Germany and in France. 
 
 With regard to the special school training in German, the 
 following seems to be essential. First of all, a boy must 
 acquire a good pronunciation. He should have, as early as 
 possible, regular practice in speaking, his master making it a 
 point to talk German to his classes almost from the beginning 
 during some part of the lesson ; he should recite (and in some 
 cases sing) first little popular rimes and songs, later on poems, 
 prose fables, striking passages from speeches, etc. ; he should 
 overcome his natural shyness in speaking and imitating foreign 
 sounds. In the middle forms he should begin to write original 
 German, which is really easier than translation from English 
 into German. Little descriptions or renderings of a story afford 
 good practice at the beginning ; simple letters might follow ; a 
 natural gradation of subjects should be devised; he should regu- 
 larly write from dictation ; he should not learn any Old German 
 or receive any systematic instruction in historical grammar. 
 But in a boy who wishes to become a teacher of languages the 
 sense of historical development should be aroused early; he 
 should have some notion of the real meaning of ' rules ' and 
 ' exceptions ' ; he might be expected to have some idea of 
 mots populaires and mots savants in French (menble and mobile), 
 or, in German, have a notion of the existence of different 
 groups of loan words coming from the same source, e.g. 
 Kerker and Karzer ; Orgel and Organ ; Pfaffe, Papst, Papa, 
 Pope, etc. An advanced boy might, before coming up to the 
 University, read some little book on German, such as Wasser- 
 zieher's ' Aus dem Leben der deutschen Sprache ' 
 
92 The Training of Modern Language Teachers 
 
 But he should not go too far, and should be especially careful 
 about the use of philological terms. 
 
 If a boy wants to compete for a scholarship, he might use 
 Brandt's ' German Grammar ' in addition to his school gram- 
 mar, and read through a number of well-annotated editions of 
 modern classics. If he wishes to begin the study of M.H.G. 
 between his school and his University course, he should not 
 follow the usual guessing method, but should use Zupitza's 
 practical and reliable 'Einfiihrung in das Studium des M.H.D.,' 
 and read through one or two of the nice little volumes of the 
 'Sammlung Goschen.' But, above all, he should be well 
 trained as far as can reasonably be expected of a boy in 
 
 [understanding, speaking, reading, and writing modern German; 
 he should be able to do creditably a piece of easy composition, 
 and have some practice in writing in idiomatic style a simple 
 original composition. 
 
 It is most important that boys should come to the Univer- 
 sity well prepared in general information, and also reasonably 
 well grounded in their special subject. They have, as a rule, 
 only three years at their disposal, and the terms are very 
 short ; while in Germany most men find it now necessary to 
 devote four years to their studies. Intending students should 
 at once consult the University professors and lecturers about 
 their work. In one respect it is .essentially different from that 
 of all other students ; it cannot be well carried out in England 
 alone. A parent allowing his son to study modern languages 
 should be prepared to let him go abroad, at least once or twice 
 in the vacations. The omission of such foreign training would 
 be a great loss to his son. To him the foreign countries are 
 what the laboratories are to the student of science. 
 
 All indications point to a great future for properly trained 
 modern language students, men and women, but we want 
 for the work bright students, not such as cannot do any- 
 thing else and rely on their having lived abroad for some 
 time. They should not take up Modern Languages because 
 
The Training of Modern Language Teachers 93 
 
 they think the study of them easier than that of anything 
 else ; but because they care for the subject, and are anxious to 
 know more of the language, literature, culture, and spirit of two 
 of the most important nations of the world. They will some 
 day, as teachers, be called upon to interpret foreign ideas to 
 their own countrymen, to promote at home a just appreciation 
 of foreign excellence. The minds of the next generation are 
 to be formed partly by them ; their task is as noble as it is 
 diffiQuJt. Idle boys without ideas or ideals who have merely 
 resided abroad for some time will never perform that task. 
 
 A student who comes to the University, intending to read 
 for an Honours course in Modern Languages, should have 
 completed his reading for his Preliminary Examinations, so that 
 he can devote at least three clear years to his special study. 
 This is too often neglected, and the loss of time cannot, 
 under the present system, be made up. If he is not ready to 
 pass his Entrance Examination at once, let him defer coming 
 up for a year. 
 
 (^) University Training. 
 
 The University course stands in the centre of a modern 
 language master's training. The student gets here, better than 
 he gets it from any books, a general and methodical survey of 
 the whole domain of his subject. He will, later on, till but a 
 limited field himself, but he should not start as a narrow 
 specialist. He should be early accustomed to look over the 
 fences and hedges, and see what place his work must take in 
 the cultivation of the whole land. Perhaps he may some day 
 single out a favourite and promising spot where he will dig 
 deep. A science which is as young as ours requires frequent 
 explanation and discussion by the professor. Here the student 
 learns methodical work he learns to view the development of 
 language and literature in the light of history ; he learns not 
 only the facts, but their inner connection; he becomes acquainted 
 with the critical interpretation of old and modern texts. Much 
 
94 The Training of Modern Language Teachers 
 
 of a modern language student's work cannot be done by him- 
 self in the study. It must be done in the lecture room. 
 
 At our Universities we teach much more than a master can 
 and should directly use in class ; but a good schoolmaster 
 - ought to be widely read in his subject. How else can he make 
 a good choice of the books to be used, or decide about methods 
 to be adopted? He must also know by experience how 
 scientific results in his subject are obtained, or how far certain 
 current linguistic or literary theories can be considered as 
 well established. He ought not to be dependent on the 
 primers on language and literature which he happens to use. 
 This thorough information about his subject is the indispens- 
 able background for every single piece of his work ; it is the 
 shadow which he casts to borrow a suggestive simile from 
 Chamisso's 'Peter Schlemihl' without which, although he 
 cannot use it directly, he will everywhere feel hampered and 
 embarrassed. 
 
 The University cannot and should not be expected to train 
 students of modern languages exclusively for the profession 
 of teachers. The University has a twofold aim, viz. : 
 (a) to promote science (die Wissenschaff) and to train 
 scholars for that purpose ; (b) secondly, to prepare men qualified 
 to do good work in different branches of practical life, which 
 means, in our case, (i) teachers, (2) writers and critics, 
 (3) diplomatists, (4) civil servants, (5) men of business. We 
 have had students reading for all these different professions; 
 the University course should be so arranged as to benefit all 
 these different classes. It would be a serious mistake to 
 neglect the wants of the scholar ; it must be our aim to estab- 
 lish at the English Universities a thoroughly good English 
 modern languages school, producing valuable work. It is true 
 that a large percentage of men come up with a view to be- 
 coming teachers ; but, without professing to prepare them for 
 their task more than the others, I yet believe that, as a matter 
 of fact, the Universities do this, and that he who knows how 
 
The Training of Modern Language Teachers 95 
 
 to profit by the instruction can secure an excellent training. 
 He should only beware of imagining that the University can 
 do everything for him. Much must be left to his own indi- 
 vidual efforts, and the end of the University course does not at 
 all imply that his training as a teacher has come to an end. 
 He should go on working and improving his knowledge no 
 less than his practical experience. 
 
 The chief subjects of University study are: (i) Firstly, 
 the advanced study of the language, including practical exer- 
 cises, essays, phonetics, history of the language, and study of 
 specimens of the German language in old and modern 
 times. (2) Secondly, the study of literature, including 
 representative authors from the various periods, history of 
 German, and comparison with English literature, theory of 
 metre, and theory of poetry. (3) Thirdly, 'realia,' i.e. the 
 outlines of German life and thought, customs and institutions, 
 in old and modern times. 
 
 To master even the chief facts of all these subjects is no 
 small matter, and requires at least three clear years of con- 
 scientious work. Provision is made in the Cambridge Tripos 
 that a student may stay on for a fourth year, and take up, if he 
 likes, one of the more strictly philological sections, or read for 
 one of the English sections in connection with his modern 
 language work, unless he prefers to stay a fourth year without 
 taking any other examination solely with the view of extending 
 his knowledge and, if possible, doing a certain amount of 
 original work. 
 
 The student should attend all the University lectures by 
 which he is likely to profit, and not be discouraged if, at 
 first, he should fail to understand every word of those de- 
 livered in the foreign language. The ear naturally requires 
 considerable training, but I know from experience that, after 
 some time, he will be able to follow with ease. He should 
 take good lecture notes, and read them over and correct them, 
 where necessary, soon after the lecture. He should add to 
 
g6 The Training of Modern Language Teachers 
 
 them by later reading. Good notes are especially important 
 in modern languages, because the subject is so new. Many 
 printed books on philology and historical grammar are obso- 
 lescent or superseded; new theories are crowding in from 
 everywhere; it therefore would be indeed humiliating if it 
 could be said of a University lecturer on modern languages : 
 
 * Dass er nichts sagt, als was im Buche steht. ' 
 
 The exercises in speaking and writing should never, during 
 the whole course, be interrupted ; original composition, 
 especially, should not be neglected. The ear should be 
 trained also by dictation, and the speech organs practised by 
 frequent recitation. Poems and prose pieces of striking 
 excellence should be learned by heart, and often repeated ; 
 philological and literary exercises should not be neglected, 
 and, in an advanced class, students should be trained in the 
 methodical explanation of texts, and in criticism. Such 
 students as wish for private tuition, in addition to University 
 and College teaching, should, if possible, seek scientific in- 
 struction through the medium of the foreign language. The 
 private work of the student should be partly scientific, partly 
 practical. He ought to read up the prescribed subjects and, 
 as far as he can, the great masterpieces of modern literature. 
 He should work carefully through his lecture notes, alone or 
 with a fellow-student. He should make it a point to go 
 frequently to the University library or a Modern Language 
 Students' library to read up references to books and scientific 
 periodicals. The practical work includes reading of repre- 
 sentative German of our own time, studying of the best 
 magazines and newspapers, or well written novels representing 
 German life and thought. 
 
 If the work during the term is chiefly scientific, the 
 vacation work will be chiefly modern and literary. 
 
 A student who does not wish to spend the whole vacation 
 at home or at an English University may very profitably spend 
 
The Training of Modern Language Teachers 97 
 
 some months on the Continent in a town where he can see 
 some of the great classical plays which he is studying acted 
 on the stage. At most English Universities there are oppor- 
 tunities of conversing with natives of Germany and France. 
 The student should try to profit by them. If there is a 
 Modern Language Club, the student should join it. Many men 
 have been abroad at different places ; an exchange of experi- 
 ence and impressions must be of value for all members. 
 The student should also try to get to know the professor or 
 University lecturer of his subject and obtain his advice when 
 in doubt or difficulty. I shall discuss the study of l realia ' in 
 connection with the training abroad. 
 
 (c) Training after the University Course^ Self-Training. 
 
 A student who has qualified in the highest University 
 examinations can safely be left to himself, but he will probably 
 himself realize that, if he wants to become a successful teacher 
 of German, his training is not yet finished. He will apart 
 from the necessary methodical study of the art of teaching 
 and its auxiliary subjects, ethics and psychology, and apart 
 from storing up practical experience gained by school teaching 
 go on studying the classical authors, reading foreign periodicals 
 and magazines, scientific and literary, and also good news- 
 papers. He may perhaps subscribe to one or two, such as 
 Die Neueren Sprachen, the Archiv fur das Studium der Neueren 
 Sprachen und Litteraturen, the Zeitschrift fur den deutschen 
 Unterricht (see p. 103), and a magazine, such as Die Woche, 
 Das literarische Echo^ or the Deutsche Rundschau. In reading 
 German he should use Heyne's Dictionary, in which the words 
 are explained in German. He should endeavour to keep up 
 regular intercourse with natives, for which there are many 
 opportunities in large towns, especially in London. He might 
 exchange lessons or conversation, or even correspondence. No 
 less should he cultivate the society of teachers of modern 
 B. 7 
 
98 The Training of Modern Language Teachers 
 
 languages. By joining the Modern Language Association he 
 would come into contact with other modern language masters, 
 and would have excellent opportunities of exchanging experi- 
 ence. He should now turn earnestly to the study of books on 
 method, and test promising theories by his practical experi- 
 ence. At the University there was little time for such studies, 
 but now is the right time for them. 
 
 Realia. 
 
 The adherents of the t new method ' have rightly insisted 
 that in the training of modern language masters greater promi- 
 nence should be given to the study of those auxiliary subjects, 
 without some knowledge of which a master would not be fully 
 qualified for his work. As I have said before, the life and 
 thought of the nation, its institutions and customs, social 
 relations, history and geography, philosophy and religion, are 
 comprised in this general term. An English teacher of German 
 should be especially well informed about German school and 
 University life. 
 
 For general information and reference to larger works, 
 nothing can be better than Meyer's handy 'Kleines Konver- 
 sations Lexikon,' in three volumes, 6 i905. For history and 
 geography, the teacher will do well to buy the best current 
 German and French school books. See pages 136 139. 
 
 TRAINING ABROAD. 
 
 We have seen that, however successfully a student and 
 young master may work in England, a most essential part 
 of his training must be gone through on the Continent. 
 Large schools, Universities, County Councils, private donors 
 should all help modern language students and teachers in 
 obtaining this very necessary training abroad 1 . A student 
 
 1 For travelling bursaries, posts of assistants at Prussian state schools, 
 etc. see pages 3437 and J 5O r 5 r - 
 
The Training of Modern Language Teachers 99 
 
 should, however, take good care to arrive on the Continent 
 well prepared, or else the stay abroad will profit him but 
 little. The importance of the place selected is too much 
 underrated by Professor Breal in his book De r enseignement 
 des langues vivantes (pp. 40, 41). A North German town 
 is certainly to be preferred to a South or Middle German one, 
 a large town to a small town ; a University town offers many 
 additional advantages ; the capital of a country should be 
 known to a teacher in the first instance. Berlin or Paris 
 should consequently be chosen by preference. If they are well 
 known to the student, and if a good pronunciation has been 
 acquired, he may reside for some time in a small and pretty 
 Middle or South German place, e.g. at Jena (near Weimar 
 and Eisenach) or Marburg, or at Heidelberg or Freiburg. 
 There is a great difference between North and South German 
 speech, life, and character, and a teacher should know and 
 appreciate both. The decentralization of Germany is as 
 interesting as it is fortunate. 
 
 About the length of the stay abroad no definite rule can be 
 laid down. Of course, the longer the better ; but the student 
 should, at least, have passed one whole long vacation in 
 Germany, and a teacher should make it a point to go again, 
 from time to time, so as not to get rusty. The best plan 
 for a future German master is to arrange to spend at least six 
 months in Germany immediately after having taken his degree. 
 Only then may he hope to become well acquainted with 
 Germany and the Germans. Especially should a teacher 
 beware of rash generalizations, and not say, after a very short 
 stay in one place, ' I know Germany. 7 A student should stay 
 with a refined German family, and should avoid all boarding- 
 houses announcing 4 English comfort,' * afternoon tea,' etc. He 
 should stipulate that he should be the only foreigner received 
 at that time. The family of a German secondary teacher 
 will be, for obvious reasons, the best for him to go to. 
 University professors do not, as a rule, take boarders. 
 
 72 
 
ioo The Training of Modern Language Teachers 
 
 English teachers of limited means may sometimes reduce 
 expenses by giving or exchanging lessons. Professor Victor 
 has kindly consented to print applications in his periodical, 
 Die Neueren Sprachen \ but one who is not absolutely obliged 
 thus to reduce his expenses should not sacrifice part of his 
 valuable time abroad to work which does not materially 
 promote his own training. Teachers who have been abroad 
 before may like to join some of the numerous Modern 
 Language Holiday Courses 1 . 
 
 Once settled in a foreign country, a student should hear, 
 see, and speak as much as possible ; he should attend public 
 lectures, University lectures, hear sermons and political 
 debates ; he should make German acquaintances, know stu- 
 dents and teachers, walk, talk, and read with them. I usually 
 tell my students : First of all speak much in the family with 
 which you stay, and insist on having your pronunciation 
 corrected ; keep studiously away from everything English ; live 
 with Germans in the German way, even if you do not like 
 everything at first; try to be introduced into good German 
 society, and study society life; join in a Schulreise^ witness a 
 great public festival, a Turnfest, Schulfest, Sangerfest, a military 
 display ; attend the meetings of a Philologentag or Kunstler- 
 verein or Liedertafel; go to the theatres, and read the plays 
 beforehand ; buy and analyse different German newspapers 
 and magazines, subscribe to a lending library; try to be 
 admitted to the University library, and, if you happen to be at 
 Heidelberg, see not only the great tun but the great Minne- 
 singer manuscript ; see the great works of art, and endeavour 
 to find out which subjects are best treated and which are 
 treated by preference ; compare the North and South German 
 comic papers, and compare them with the Austrian, French, 
 and English you will find that all have an individuality of 
 their own ; take lessons in original composition, describe your 
 impressions, and ask your teacher and your friends about 
 1 See pages 3637. 
 
The Training of Modern, Language Teachtr*. 101 
 
 everything that strikes you; take, if possible, some lessons 
 on pronunciation and delivery of classical poetry and prose 
 passages from a good actor or actress ; keep a diary in which 
 you enter anything that strikes you as characteristic of foreign 
 life; collect illustrated catalogues; buy photographs and picture 
 post-cards, e.g. the Heidelberg Castle, Cologne Cathedral, 
 Wartburg, Roland of Bremen and Halle, Lubeck gates, etc. 
 Procure some collection of popular songs with music, and 
 books illustrating German life and customs ; buy a good school 
 atlas you will want detailed maps of Germany with the German 
 names ; read German books written in a truly German spirit, 
 not the poor imitators of Zola and Ibsen ; try to be admitted 
 to good schools, and attend lessons in different classes. 
 
 This is what I wished to say concerning the training of 
 modern language masters. You will have noticed that a 
 training such as I propose for intending teachers of modern 
 languages is just as long, their work at least as hard, as sound, 
 as important and dignified, as that of their classical colleagues. 
 They have to master one, or even two, exceedingly difficult 
 languages, to be acquainted with the masterpieces of a rich 
 literature extending over many centuries ; they have not only 
 to write, but to speak, these languages easily and with genuine 
 foreign intonation. This requires them to go through a 
 special scientific and practical training of the ear and of the 
 speech organs, and involves an expensive stay abroad. . 
 
 To bring about an improvement in the status of duly 
 qualified modern language masters is one of the principal aims 
 of the Modern Language Association 1 , of which I most 
 heartily approve. 
 
 1 Information about the aims of the association, list of members, etc. 
 can be obtained from the Hon. Secretary, W. Osborne Brigstocke, Esq., 
 31, Cornwall Road, Bayswater, London, W. The annual subscription 
 is icxr. 6d., for which members are entitled to receive The Modern 
 Language Review and Modern Language Teaching post-free. 
 
BIBLIOGRAPHICAL APPENDIX 
 
 PERIODICALS 1 . 
 
 1. The Modern Language Quarterly (for some years, The Modern 
 
 Quarterly of Language and Literature]. Edited by H. Frank 
 Heath, with the assistance of E. G. W. Braunholtz, Karl Breul, 
 I. Gollancz, E. L. Milner-Barry, A. W. Pollard, W. Rippmann, 
 and V. Spiers. London. Seven Volumes 1897-1904. (2^. 6d. 
 each part.) Quarterly. Now split up into two separate 
 publications : 
 
 2. The Modern Language Review. Quarterly. Edited (with 
 
 the assistance of an advisory board) by John G. Robertson. 
 Cambridge. University Press. Since October, 1905. is. 6d. 
 per number. This is the strictly scholarly portion. 
 
 3. Modern Language Teaching. Monthly. Edited- (with the 
 
 assistance of an advisory committee of secondary teachers) 
 by Walter Rippmann. London. Black. Since March, 1905. 
 Yearly eight numbers. 6d. a number. 
 
 4. The School World. Often contains good articles, sometimes 
 
 especially devoted to modern languages, e.g. March, 1901 (Vol. 
 III. No. 27. Special number). 6d. a number. 
 
 5. Modern Language Notes. Edited by A. Marshall Elliott, James 
 
 W. Bright, Hans C. G. v. Jagemann, Henry Alfred Todd. 
 Baltimore. Since 1886. Eight numbers a year. (Subscrip- 
 tion in advance, js. a year 2 .) 
 
 1 The full titles of most of the above-mentioned and of many other im- 
 portant periodicals are given in the first chapter of my Handy Guide. The 
 Journal of Education and The School World should also be referred to and 
 consulted throughout. 
 
 2 A number of American Periodicals, also Transactions and Proceedings 
 of American Modern Language Associations, are not included as unfortu- 
 nately they can hardly be anywhere consulted in this country. But see 
 Reports 4 and 5. 
 
Bibliographical Appendix 103 
 
 6. Archiv fur das Studium der Neueren Sprachen und Littera- 
 
 turen. Started by Ludwig Herrig. Braunschweig. Since 
 1846. Continued by Julius Zupitza and Adolf Tobler. Now 
 edited (since 1903, Vol. in) by Aloys Brandl and Heinrich 
 Morf. The u6th volume is in course of publication. 
 Braunschweig. 1905-6. Half-yearly. (8s. per volume.) 
 
 7. Die Neueren Sprachen, Zeitschrift fiir den Neusprachlichen 
 
 Unterricht. Mit dem Beiblatt " Phonetische Studien." Pub- 
 lished by Wilhelm Victor (with collaboration of Franz Dorr 
 and Adolf Rambeau). Marburg. Since 1893. Yearly ten 
 parts. (i2s. a year.) 
 
 8. Zeitschrift fiir Franzosischen und Englischen Unterricht. 
 
 Edited by M. Kaluza, E. Koschwitz ( + ), G. Thurau. Berlin. 
 Since 1902. Yearly 6 parts. IDS. a year. 
 
 9. Neuphilologisches Zentralblatt. Organ der Vereine fiir Neuere 
 
 Sprachen in Deutschland. Monthly. xix. vols. Since 
 1887. 1905. Hannover. 8^. a year. 
 
 10. Zeitschrift fiir den Deutschen Unterricht, begriindet unter 
 Mitwirkung von Rudolf Hildebrand, herausgegeben von Otto 
 Lyon. Leipzig. Since 1887. Monthly. (i2s. a year.) 
 
 11. Wissenschaftliche Beihefte zur Zeitschrift des Allgemeinen 
 Deutschen Sprachvereins. Berlin. Verlag des Sprachvereins. 
 Cheap and valuable. Up to November, 1905 : 27 Hefte. 
 
 12. Zeitschrift fiir Franzosische Sprache und Litteratur, originally 
 Zeitschrift fur Neufranzbsische Sprache und Litteratur, mit 
 besonderer Beriicksichtiguhg des Unterrichts im Franzosischen 
 auf den deutschen Schulen, herausgegeben von G. Korting und 
 E. Koschwitz. The present general editor is D. Behrens. 
 Oppeln und Leipzig. (Now Berlin.) Since 1879. This 
 periodical is no longer devoted exclusively to Modern French. 
 (15^. a year.) 
 
 13. Litteraturblatt fiir Germanische und Romanische Philologie, 
 herausgegeben von Otto Behagel und Fritz Neumann. 
 Leipzig. Since 1880. Monthly, (us. a year.) 
 
 14. Monatsschrift fur Hohere Schulen. Edited by R. Kopke and 
 A. Matthias. Berlin. Weidmann. Since 1902. Monthly. 
 i$s. a year. 
 
IO4 Bibliographical Appendix 
 
 15. Revue de ? Enseignement des Langues Vivantes. Edited by 
 A. Wolfromm. Paris. Since 1883. (15^. a year.) Monthly. 
 
 16. Bulletin mensuel de la Societe des professeurs de langues 
 vivantes de 1'enseignement public. Since 1903. Monthly. 
 
 17. Le Maitre Phonetique, organe de FAssociation Phonetique 
 Internationale. Edited by Paul Passy. Bourg-la-reine (near 
 Paris). Since 1886. (4 s. a year.) 
 
 REPORTS. 
 
 1. Verhandlungen der Deutschen Neuphilologentage. Every 
 
 alternate year one volume of proceedings. Vols. I. x. 
 Hannover. Since 1886. Vol. XL Koln. 1905. 3^. 
 
 2. Jahresberichte fur das hb'here Schulwesen. Edited by K. 
 
 Rethwisch. Berlin. Weidmann. Since 1886. One Vol. 
 yearly. Price varying from los. to 15^. 
 
 3. Special Reports on Modern Language Teaching. [Education 
 
 Department] London. Since 1899. 
 
 4. Report of the Committee of Twelve of the Modern Language 
 
 Association of America. With introduction by the Chairman, 
 Calvin Thomas. Boston. 1900. 
 
 5. Report of the Committee of Nine of the Modern Language 
 
 Association of America, to consider the advisability and 
 feasibility of extending the High School course in German. 
 Prepared by Prof. A. R. Hohlfeld. Madison. 1905. 
 
 6. Full reports of the proceedings of the (English] Modern 
 
 Language Association and of papers read at their general 
 meetings used to be given in "The Modern Language 
 Quarterly," and will in the future be found in "The Modern 
 Language Review" and in " Modern Language Teaching." See 
 also the "Journal of Education." 
 
 7. Suggestions for a Modern Language Ctirriculum. Report by 
 
 a Special Sub-committee of the Education Sub-committee on 
 an Ideal Curriculum in Modern Languages. See "Modern 
 Language Teaching" I. (1905), 241-45. 
 
Bibliographical Appendix 105 
 
 BOOKS, PAMPHLETS AND ESSAYS 1 . 
 
 1. Allcock (A. .). The Teaching of Modern Languages (in 
 
 " Essays on Secondary Education by various contributors/' 
 ed. Chr. Cookson, pp. 149 sqq.). Oxford. 1898. (43. 6d. cloth. ) 
 
 2. Atkinson (H. W.\ An Experiment in Modern Language 
 
 Teaching (Journal of Education, May, 1897). On the articles 
 by F. B. Kirkman ; his reply is contained in the Journ. of 
 Educ. June, 1897. 
 
 3. Bagster-Collins (Elijah W.}. The Teaching of German in 
 
 Secondary Schools. New York and London. Macmillan. 
 1904. 6^. 6d. net. 
 
 4. Bahlsen (Z,.). Der franzosische Sprachunterricht im neuen 
 
 Kurs. Berlin. 1892. (is. $d. unbound.) There is an 
 English edition of these lectures. 
 
 5. Baumann (Fr.). Reform und Antireform im Neusprachlichen 
 
 Unterricht. Berlin. 1902. (is. unbound.) 
 
 6. Bell (G. C). The Relative Advantages of Different Systems of 
 
 Modern Language Teaching (a paper read at the Headmasters' 
 Conference, Cambridge, Dec. 1901 and published as a pamphlet). 
 
 7. Braunholtz (E. G. W.). Books of Reference for Students and 
 
 Teachers of French. A critical survey. London. Hachette. 
 1901. 2s. 6d. 
 
 1 The books, pamphlets and essays enumerated are unequal in value 
 and not invariably written from the same point of view, nor do they always 
 agree with the views set forth in the preceding pages, but they will all be 
 found suggestive and helpful. These lists do not comprise all that is 
 worth reading on the subject, their aim being simply to point out a large - 1 
 number of recent contributions to the study of Methods of Modern Lan- 
 guage Teaching, to which teachers will find it useful to refer. Several 
 articles contained in the Journal of Education (October, 1896, and the 
 following months) are very suggestive, also the contributions by "Zeitgeist" 
 in y. of Educ. March, 1902, and " Sapere Aude," y. of Educ. April, 1902. 
 For further information see Miinch's and Glauning's book (described under 
 40) which gives very valuable bibliographical lists. The books most useful for 
 the teacher of German are discussed on pp. 115 sqq. Cp. also the Biblio- 
 graphy in Bagster-Collins, pp. 224 sqq. (described under 3 in this list). 
 
io6 Bibliographical Appendix 
 
 8. Brtal (Michel}. De 1'enseignement des langues vivantes. 
 
 Paris. 1900. (frcs 2 unbound.) 
 
 9. Brebner (Mary]. The Method of Teaching Modern Languages 
 
 in Germany. London. 1898. (is. 6d. cloth.) See also: 
 Sadler's Reports, Vol. III. (1898), no. 8. (The whole volume is 
 
 3^. 6d. net.) 
 
 10. Brereton (Cloudesley). The Teaching of Modern Languages 
 with special reference to big towns. London. Blackie. 
 1905. (is.) 
 
 11. Breul (Karl}. The Training of Teachers of Modern Foreign 
 Languages. Lecture delivered at the College of Preceptors. 
 (Educational Times, May, 1894.) See now pages 78 sqq. 
 
 12. Breul (Karl). Speeches on the needs of Modern Languages 
 delivered at Cambridge (see Mod. Lang. Quarterly) and at 
 London (see M. L. Q. iv. 2 (July, 1901) pp. 156-8). See also 
 The Times, Dec. 26th, 1900 Jan. 29th, 1901, Sapere Aude y 
 "The means of encouraging the Study of Modern Languages"; 
 also Journal of Education, April, 1902, "Modern Languages 
 and the Universities, Supply of Teachers"; also Morning 
 Post (Oct. 3ist and Nov. ist, 1902), "On the teaching of 
 Modern Languages." (Reprinted in T/>/> /y^/W^ /Yfifd PP 
 199 222 and 286, edited by Spenser Wilkinson.) London. 1903. 
 
 13. Breul (Karl). Greek and its humanistic alternatives in the 
 Little-go. Cambridge. 1905. (is.) 
 
 14. Breul (Karl). A Handy Bibliographical Guide to the Study 
 of German Language and Literature, for the use of students 
 and teachers of German. Hachette. 1895. (2s. 6d. net.) 
 
 15. Breymann (H.). Die neusprachliche Reform-Literatur von 
 187693, Leipzig, 1895 (3 s - unbound); von 1894 99, Leipzig, 
 1900 (2s. $d. unbound) ; von 1899 1904, Leipzig, 1905 (4^. 
 unbound). The third part is called ' Eine bibliographisch- 
 kritische Ubersicht,' contributed by Prof. Dr Steinmiiller. 
 
 16. Colbeck (C.\ On the Teaching of Modern Languages in 
 Theory and Practice. Two Lectures. Cambridge. 1887. 
 (2s. cloth.) 
 
Bibliographical Appendix 107 
 
 17. Eggert (Bruno}. Phonetische und Methodische Studien in 
 Paris. Zur Praxis des neusprachlichen Unterrichts. Leipzig. 
 1900. (2s. 6d.) 
 
 18. Eggert (Bruno). Der psychologische Zusammenhang in der 
 Didaktik des neusprachlichen Reformunterrichts. Berlin. 
 1904. (is. lod.) 
 
 19. Eve (H. IV.). The Teaching of Modern Languages. (In 
 National Education, London, 1901, 228 253.) Reprinted 
 London, 1905. See also Educ. Times, February, 1901, pp. 
 
 5557- 
 
 20. Findlay (J.). An Experiment in Modern Language Teaching. 
 (Journal of Education, Oct. Nov. Dec. (with A. E. Twentyman), 
 1896.) See Kirkman. 
 
 21. Franke (F.). Die praktische Spracherlernung auf Grund der 
 Psychologic und der Physiologic der Sprache dargestellt. 
 Leipzig. 1890. (8<tf. unbound.) 
 
 22. Frazer (Mrs J . G.). The Phonograph as a School appliance. 
 (Journal of Educ. Nov. 1905, 736 737.) See nos. 48 and 52. 
 
 23. Gouin (F.). The art of teaching and studying languages. 
 Translated into English by Swan and Be'tis. London. 1892. 
 7s. 9*/. See no. 34. 
 
 24. Hartmann (K. A. M.\ Die Anschauung im neusprachlichen 
 Unterricht. Wien. 1895. (6d. unbound.) 
 
 25. Hartmann (K. A. M.). Reiseeindriicke und Beobachtungen 
 eines deutschen Neuphilologen in der Schweiz und in Frank- 
 reich. Leipzig. 1897. ($s. unbound, 4^. cloth.) 
 
 26. Hausknecht (Emit). The Teaching of Foreign Languages. 
 In Sadler's Reports, Vol. vm. (1898), no. 9. 
 
 27. Holzer (G.) und Schmidt (G.). Zur franzosischen und 
 englischen Unterrichtssprache. Beitrage zu einer Schul- 
 phraseologie. Heidelberg. Programm 666. Beilage. Hei- 
 delberg. 1900. 
 
 28. Jeffrey (P. Shaw). The study of Colloquial and Literary 
 French. London. Whittaker. 1899. (5*.) 
 
io8 Bibliographical Appendix 
 
 29. Jespersen (Otto]. How to teach a foreign Language. Trans- 
 lated from the Danish original by Sophia Ylsen-Olsen Bertelsen. 
 London. 1904. (3^. 6d.) 
 
 30. Kirkman (F. B.}. An Experiment in Modern Language 
 Teaching. (Journal of Education, February, April, 1897.) See 
 Findlay ; Atkinson. 
 
 31. Kirkman (F. B.}. Reform in Modern Language Examina- 
 tions. (Journal of Education, April, 1900, pp. 230 ff.) 
 
 32. Klinghardt (//.). Ein Jahr Erfahrungen mit der neuen 
 Methode. Marburg. 1888. (is. 8d. unbound.) 
 
 33. Klinghardt (//.). Drei weitere Jahre Erfahrungen mit der 
 neuen Methode. Marburg. 1892. (2s. 6d. unbound.) 
 
 34. Kron (7?.). Die Methode Gouin oder das Seriensystem in 
 Theorie und Praxis. Marburg. 2 i9oo. (3.$-. 6d. bound.) 
 
 35. Lange (Paul). Zur Reform unserer Neusprachlichen Schul- 
 ausgaben. Leipzig. 1901. (3^.) 
 
 36. Mangold ( W.}. Geloste und ungeloste Fragen der Methodik, 
 auf dem Gebiet der neueren Fremdsprachen. Berlin. 1892. 
 (8d. unbound.) 
 
 37. Mangold ( W.\ Der Unterricht im Franzosischen und Eng- 
 lischen, in the Reform des Hoheren Schulwesens in Preussen. 
 Halle. 1902. Pp. 191 226, and bibliographical references at 
 end. 12s. ; 145. cloth. 
 
 38. Montgomery (Miss J. D.). The Teaching of Modern Languages 
 in Belgium and Holland. In Sadler's Reports, Vol. n. (1898), 
 no. 26. 
 
 39. Munch (W.\ Zur Forderung des franzosischen Unterrichts. 
 Heilbronn. 1883. 2nd (improved) edition. Leipzig. 1895. 
 (2s. $d. unbound.) 
 
 40. Munch (W.) und Glauning (Fr.). Didaktik und Methodik 
 des franzosischen und englischen Unterrichts. Miinchen. 
 1895 (from Dr A. Baumeister's "Handbuch der Erziehungs- 
 und Unterrichtslehre fur hohere Schulen "). This book contains 
 a most valuable and up-to-date bibliography. (4^. 6d. unbound.) 
 New editions. Munch (1902), Glauning (1903). 
 
Bibliographical Appendix 109 
 
 41. Miinch (W.}. Welche Ausriistung fiir das neusprachliche 
 Lehramt 1st vom Standpunkte der Schule aus wiinschenswert? 
 (In "Die Neueren Sprachen," IV. Heft 6.) Marburg. 1896. 
 is. &d. A number of other essays of Miinch scattered in 
 various German periodicals are likewise well worth reading. 
 
 42. Miinch (IV.}. Das Akademische Privatstudium der Neuphilo- 
 logen, in " Lehrproben und Lehrgange der Gymnasien und 
 Realschulen." 1905. Separately printed. Halle. 1906. (5^.) 
 
 43. Neumann (A.). Fiihrer durch die Stadte Nancy, Lille, Caen, 
 Tours, Montpellier, Grenoble, Besangon, fiir Studierende, 
 Lehrer und Lehrerinnen. Marburg. 1902. (2s. bound.) 
 
 44. Ohlert (A.}. Die fremdsprachliche Reformbewegung, etc. 
 Konigsberg. 1886. (is. $d. unbound.) 
 
 45. Passy (Paul}. De la me'thode directe dans Penseignement 
 des langues vivantes. Paris. 1899. (Armand Colin C ie .) 
 (frcs 1.50.) 
 
 46. Rippmann ( Walter]. Hints on Teaching French. London. 
 3 1 904. (is. 6d. net, boards.) Hints on Teaching German. 
 London. 1899. (is. net, boards.) 
 
 47. Rippmann (Walter}. On the Early Teaching of French. 
 (A series of Articles in Macmillan's "School World," beginning 
 in no. i.) 
 
 48. Rippmann (Walter}. The Production of artificial speech 
 sounds. (In the School World, April, 1906.) See no. 51. 
 
 49. Roden (A. v.}. In wiefern muss der Sprachunterricht um- 
 kehren? Ein Versuch zur Verstandigung iiber die Reform 
 des neusprachlichen Unterrichts. Marburg. 1890. (is. %>d. 
 unbound.) 
 
 50. Roden (A. v.}. Die Verwendung von Bildern zu franzosischen 
 und englischen Sprechiibungen, methodische Ansichten und 
 Vorschlage. Marburg. 1898. (is. $d. unbound.) 
 
 51. Rossmann (P.). Ein Studienaufenthalt in Paris. Ein Fiihrer 
 fiir Studierende, Lehrer und Lehrerinnen. 2nd edition. 
 Marburg. 1902. (3^. bound.) 
 
 52. Rouse (W. H. D.}. The Phonograph in the Class- Room. 
 (Illustrated.) The School World. May, 1906. 6d. 
 
no Bibliographical Appendix 
 
 53. Salhviirck (E. -z/.). Fiinf Kapitel vom Erlernen fremder 
 Sprachen. Berlin. 1898. is. %d. 
 
 54. Savory (D. Z,.). Progress of the Reform Method of Teaching 
 Modern Languages, in Speaker, Sept. 23rd, 1905. (Cp. article 
 by same writer in Speaker, Sept. I9th, 1903.) 
 
 55. Schlapp (Otto}. Modern Languages in Scotch Schools and 
 Universities, their present position and prospects. Edin- 
 burgh. 1899. 
 
 56. Schlapp (Otto}. The Report of the Scottish Universities Com- 
 mission and the place of Modern Languages in the Examina- 
 tions for Bursaries of the Scottish Universities. Edinburgh. 
 Darien Press. 1900. ($d.) 
 
 57. Siepmann (Otto]. The advantages and fallacies of the new 
 method of teaching French. (An address delivered in London, 
 Dec. 1903.) Reprinted from the Preparatory Schools Review. 
 Oxford. Bocardo Press. 1904. 
 
 58. Siepmann (Otto). Modern Languages as an instrument of 
 Education arid Culture. (A paper read at Oxford, April, 
 1904.) London. Hodgson Co. 1904. [Reprinted in the 
 "Zeitschrift fur franzosischen und englischen Unterricht." 1905.] 
 
 59. Siepmann (Otto}. Preface to his ' Primary French Course.' 
 London. 1902. 
 
 60. Sigwalt (Ch.}. De 1'enseignement des langues vivantes. 
 Paris. 1906. (3^. unbound.) 
 
 61. Soltmann (H. C.). Der fremdsprachliche franzosische Unter- 
 richt an der Hoheren Madchenschule. Leipzig. 1889. (is. 
 unbound.) 
 
 62. Soltmann (H. C.). Das propadeutische Halbjahr des fran- 
 zosischen Unterrichts in der Hoheren Madchenschule. Bre- 
 men. 1893. (is. 6d. unbound.) 
 
 63. Spencer (Fr.}. Chapters on the aims and practice of teaching. 
 Chapter ill. (French and German, by the general editor.) 
 Cambridge. 1897. (6s. cloth.) 
 
 64. Storr (Fr.). The Teaching of Modern Languages (French and 
 German) in "Teaching and Organisation, with special reference 
 to Secondary Schools. A manual of practice, edited by P. A. 
 Barnett." London. 1897. Pp. 261 280. At the end of this 
 essay some other contributions by Mr Storr to the question of 
 
Bibliographical Appendix 1 1 1 
 
 Modern Language Teaching are enumerated. See also A. T. 
 Pollard's remarks on pp. 24 26 of the same volume. (6s. 6d. 
 cloth.) 
 
 65. Sweet (//.) The Practical Study of Languages. London. 
 1899. New York. 1900. (6^. net.) 
 
 66. Tanger (G.). Muss der Sprachunterricht umkehren? Berlin. 
 1888. (gd. unbound.) See no. 71. 
 
 67. Tuke (Margaret J.). Article in Journal of Education. 
 November, 1902. 
 
 68. Thiergen (Oscar). Methodik des neusprachlichen Unterrichts. 
 Leipzig. 1903. (4J. $d. cloth.) 
 
 69. Thomas (Calvin), A. Marshall Elliott, W. Stuart Macgowan 
 and others. Methods of Teaching Modern Languages. 
 Boston, U. S. A. 1891. (Essays and speeches very unequal 
 in value and importance. $s. 6d. cloth.) 
 
 70. Veyssier (.). De la me'thode pour Tenseignement scolaire 
 des langues vivantes. Paris. 1898. (3^.) 
 
 71. Victor (W.}. (Quousque Tandem.) Der Sprachunterricht muss 
 umkehren. Heilbronn. 1882. Third ed. with additional notes, 
 1905. (8d. unbound.) 
 
 72. Victor ( W.}. Die Methodik des neusprachlichen Unterrichts. 
 Ein geschichtlicher Uberblick in vier Vortragen. Leipzig. 
 1902. (is. unbound.) 
 
 73. Victor (W.}. Wissenschaft und Praxis in der neueren Philo- 
 logie. Marburg. 1899. ($d. unbound.) 
 
 74. Waetzoldt (St.). Die Aufgabe des Neusprachlichen Unter- 
 richts und die Vorbildung der Lehrer. Berlin. 1892. (is. 
 unbound.) Compare the " Verhandlungen des fiinften allge- 
 meinen deutschen Neuphilologentages zu Berlin" (1892) 
 (Hannover, 1893, pp. 25 sqq.) and the reviews of Waetzoldt's 
 lecture in " Die Neueren Sprachen" I. 48 sqq. (Victor); 
 " Mitteilungen zur Anglia" in. 361 sqq. (Wendt) ; "Zeitschr. 
 fur franzosische Sprache " xiv. i sqq. (Stengel) ; " Englische 
 Studien" XIX. 137 sqq. (Kolbing); " Litteraturblatt fur 
 germanische und romanische Philologie" XV. 130 sqq. 
 (Koschwitz). 
 
112 Bibliographical Appendix 
 
 75. Walter (Max). Der franzosische Klassenunterricht. Mar- 
 burg. 1888, 21895. ( Is - 3d- unbound.) 
 
 76. Walter (Max). Englisch nach dem Frankfurter Reformplan. 
 Marburg. 1900. ($s. 6d. unbound.) 
 
 77. Walter (Max). Die Reform des Neusprachlichen Unter- 
 richts auf Schule und Universitat. Mit Nachwort von W. 
 Victor. Marburg. 1901. (6d.) 
 
 78. Walter (Max). Der Gebrauch der Fremdsprache bei der 
 Lektiire in den Oberklassen. Marburg. 1905. 9^. 
 
 79. Ware (Fabian]. Phonetics and Modern Language Teaching. 
 (Journal of Education. August, 1897.) See Kirkman. 
 
 80. Ware (Fabian). The Teacher of Modern Languages in 
 Prussian Secondary Schools. His education and professional 
 training. In Sadler's Reports, Vol. III. (1890), no. 10. 
 
 81. Ware (Fabian}. The Teaching of Modern Languages in 
 Frankfurt a/M and district. In Sadler's Reports, Vol. III. 
 (1898), no. 7- 
 
 82. Widgery ( W. H.\ The Teaching of Languages in Schools. 
 London. 1888. (With a very full chronological bibliography 
 up to 1888.) Reprinted. London. 1903. (is.) 
 
 83. Winch (William H.}. Notes on German Schools. London. 
 1904. (Chapter XV. pp. 162 202, on the teaching of foreign 
 languages in Germany.) (6s. bound.) 
 
 84. Wolfromm (A.). La question des methodes. Revue de 1'en- 
 seignement des langues vivantes. Paris. 1902. (April number.) 
 
 SPECIAL BOOKS ON THE TEACHING OF GERMAN 1 . 
 
 85. Hildebrand (R.\ Vom deutschen Sprachunterricht in der 
 Schule. Leipzig. 4 i89o. (3^. unbound.) 
 
 1 Those books which are specially intended for the use of German 
 teachers in German Schools contain much more than an English teacher 
 can possibly expect to get through ; but as the smaller is contained in the. 
 
Bibliographical Appendix 113 
 
 86. Laas (E.). Der deutsche Unterricht auf hoheren Lehran- 
 stalten. Berlin. 1872. 2 i886 (edited by I. Imelmann). (Ss. 
 unbound.) See p. 141. 
 
 87. Lehmann (Rud.\ Der deutsche Unterricht. Eine Methodik 
 fur hohere Lehranstalten. Berlin. 2nd edit. 1897. 9^. cloth. 
 
 88. Wendt (Gustav). Didaktik und Methodik des deutschen 
 Unterrichts und die philosophische Propadeutik (from Bau- 
 meister's 'Handbuch' Vol. ill.). 2nd edit. Miinchen. 1905. 
 With useful bibliographical lists. (3^. 6d. unbound.) 
 
 89. Matthias (Adolf]. Handbuch des deutschen Unterrichts an 
 den hoheren Schulen. A monumental work which will ulti- 
 mately comprise six volumes, produced by the collaboration of 
 a number of first-rate authorities. Miinchen. Only a small 
 portion has so far appeared. 1906. 
 
 PHONETICS 1 . 
 
 90. Klinghardt (//.). Artikulations- und Horiibungen. Cothen. 
 J ^97- (5 s - bd. unbound.) 
 
 91. Passy(Paul\ Les sons du Fran^ais. Paris. 3 i892. (frcs. 1.50 
 unbound.) 
 
 92. Passy (Paul). Abrdgd de prononciation franchise. Leipzig. 
 1897. 2 i9oi. (is.) 
 
 greater, English teachers of German will in many cases find such works of 
 the utmost service except in the case of the special conditions and special 
 difficulties of the English learner. With regard to these and to a detailed 
 account of the method of teaching German in English schools the best book 
 is at present the American book by E. W. Bagster-Collins. See no. 3 of 
 the foregoing list. 
 
 1 For more detailed information see my Handy Bibliographical Guide, 
 pp. 8, 24 26, 35, and also pp. 125 sqq. of this book. For French, see 
 Braunholtz, ' Books of Reference for Students and Teachers of French.' 
 London, 1901. Here on pages 32 and 45 7 the titles of the important 
 books by Beyer, Koschwitz, and others are given in full. See also Miss 
 Brebner's pamphlet (No. 5), pp. 70 72, and Le Maitre Phonetique (January, 
 1897), pp. 39 41 (ouvrages recommandes pour 1'etude de la phonetique et 
 de la pedagogic linguistique). (See also Rippmann in Modern Langtiage 
 Teaching.} The larger and most useful works on Phonetics by Sievers, 
 Trautmann, Victor, Jespersen and others are here not enumerated. 
 
 B. 8 \^ 
 
H4 Bibliographical Appendix 
 
 93. Rippmann (W.\ Elements of Phonetics. English, French, 
 and German. Translated and adapted from Prof. Victor's 
 u Kleine Phonetik." London. 1899. (2s. 6d. net, boards.) 
 
 94. Scholle ( W.) and Smith (.). Elementary Phonetics. English, 
 French, German. Their theory and practical application in 
 the classroom. London. 1903. (zs. 6d. net.) 
 
 95. Vietor (W.\ German Pronunciation, Practice and Theory. 
 Leipzig. 3 i9O3. (2s. cloth.) (See pp. 62 63 of this book.) 
 
 96. Johannson (Arwid). Phonetics of the New High German 
 Language. Manchester and Leipzig. ($s. net.) 1906. 
 
 97. Siebs (Theodor). Deutsche Biihnenaussprache. Berlin, Koln, 
 Leipzig. 1898. 2 i9oi. ($s. $d. bound.) Grundziige der 
 Biihnenaussprache. ibid. 21904. (2s. bound.) 
 
 98. Bangert (W.). Ubersicht liber die phonetische Bewegung 
 zwischen 1878 93, in "Verhandlungen der Direktoren-Ver- 
 sammlung der Provinz Schleswig-Holstein." Berlin. 1898. 
 pp. 117184. 
 
 99. Breymann (//.). Die phonetische Litteratur von 1876 1895. 
 Eine bibliographisch-kritische Ubersicht. Leipzig. 1897. 
 (3J. 6d. unbound.) 
 
 100. Bremer (Otto}. Wandtafeln der deutschen Aussprache. 
 Tafel I : Die menschlichen Sprechwerkzeuge. Senkrechter 
 Durchschnitt durch die Mitte des Kopfes. Leipzig. Breitkopf 
 & H artel. 1903. is. 
 
THE REFERENCE LIBRARY OF A SCHOOL 
 TEACHER OF GERMAN 1 . 
 
 THERE are no doubt many difficulties which beset a teacher 
 of German in this country, such as want of time allotted to 
 his subject in the school curriculum, necessity of preparing his 
 pupils for a host of examinations, want of a clearly defined 
 and methodically arranged curriculum, lack of encouragement 
 of the subject in the vast majority of schools, distinct dis- 
 couragement in the present regulations for various exami- 
 nations, shyness of many pupils in dealing with the living and 
 spoken idiom, uncertainty concerning the best method to be 
 adopted in teaching, and doubt as to what books should be 
 used with the classes, and more especially in preparing for 
 his own work. 
 
 It can, however, not be urged that there is not now a great 
 number of really good, scientific, as well as practical books 
 available for a teacher to refer to in all cases of difficulty and 
 doubt, such as may arise at any moment in the various 
 departments of his every-day teaching. On the contrary, there 
 are, at least in some cases, so many books on the same subject 
 that a real difficulty is experienced by teachers as to which 
 
 1 Revised and enlarged Reprint from the Modern Language Quarterly 
 for November, 1897. For a similar up-to-date list of the best books of 
 reference for a teacher of French, see E. G. W. Braunholtz, 'Books of 
 reference for students and teachers of French,' London, 1901, and also 
 O. Siepmann's list of books in 'The School World,' March, 1901, and W. 
 Rippmann in 'Modern Language Teaching,' I. 6 (Oct. 1905), pp. 171 sqq. 
 
 82 
 
Ii6 The Reference Library of 
 
 should be used by preference. The school reference libraries 
 are as yet very poor as far as German is concerned, and 
 teachers of German should make every effort to improve them. 
 Apart from this, however, most teachers will probably wish, as 
 far as may be, to purchase gradually all the necessary books of 
 reference for themselves. But as only a very few teachers will 
 be able to possess all the books which they may from time 
 to time wish to consult, the establishment of good school 
 libraries for teachers of modern languages is a pressing need 
 which cannot be ignored any longer. 
 
 The choice of tools will, of course, largely depend on the 
 kind of work which the teacher will have to do, but a well- 
 equipped and sufficiently endowed reference library will be found 
 by every teacher of the very greatest importance for the 
 success of his teaching and for necessary self-improvement. 
 It is the object of this article to assist young teachers to some 
 extent in making their choice and in recommending books 
 for school and college libraries. As far as possible the latest 
 editions are quoted. New books of value and interest will 
 henceforth be regularly noticed in Modern Language Teaching 
 and The Modern Language Review, as they used to be (since 
 1897) in the columns of the Modern Language Quarterly. 
 
 Such ordinary grammars, composition-books, school dic- 
 tionaries, and the like, as are in daily use in schools, and 
 with which every teacher is naturally familiar, have all, or 
 nearly all, been excluded from the following lists. I shall, in 
 the subsequent paragraphs, freely refer readers to my ' Handy 
 Guide 1 ,' where a much greater number of books of reference is 
 given, and will here, once for all, draw attention to a work 
 now in course of publication, which when completed will be of 
 
 1 Karl Breul, 'A Handy Bibliographical Guide to the Study of the 
 German Language and Literature for the use of Students and Teachers of 
 German.' London: Hachette Co., 1895, 8vo. Bound, is. 6d. Some 
 books enumerated in the present chapter are of more recent date than the 
 'Guide.' 
 
a School Teacher of German 117 
 
 the greatest utility to teachers : the ' Handbuch des deutschen 
 Unterrichts an den hoheren Schulen.' (To be completed in 
 about 14 parts, published separately and each complete in it- 
 self; General Editor, Adolf Matthias, Miinchen, 1906.) It will 
 contain much that English teachers of German will not require, 
 but a great part of it will be to them, no less than to their 
 German colleagues, of the utmost importance. As it is a very 
 expensive work it will be difficult for many teachers to buy it, 
 but it might well find a place on the shelves of the reference 
 library for modern language teachers in the larger secondary 
 schools. 
 
 Dictionaries. A number of dictionaries of different 
 kinds should be found on the shelves of a well-equipped 
 reference library. Apart from the ordinary small school 
 dictionaries, a teacher will be in constant need of at least 
 one large dictionary of the first order. The last edition of 
 Fliigel's well-known and time-honoured dictionary is much to 
 be recommended. Its full title is Felix Fliigel, 'Allgemeines 
 Englisch-Deutsches und Deutsch-Englisches Worterbuch.' 
 Fourth, entirely remodelled, edition. 2 parts in 3 vols. 
 Braunschweig, 1891. (Price, bd., 2. ^s.) 1 The English- 
 German part is by far the better of the two, it gives many 
 carefully chosen instances from English classical authors of all 
 times, with exact references to the works where they occur, and 
 good German renderings ; the German-English part, which is 
 really the more important one for English students, is written 
 on a different plan and leaves more to be desired. A smaller 
 dictionary, partly based on the large Fliigel (the English- 
 German part only), is the one called Fliigel-Schmidt-Tanger, 
 1 A Dictionary of the English and German Languages for 
 Home and School.' Two vols. London, 1896 (15*. bound). 
 
 1 The prices quoted in this article are those for which the books may 
 be obtained from Messrs Heffer and Sons, Petty Cury, Cambridge. The 
 prices are liable to the usual discount. 
 
n8 The Reference Library of 
 
 It is excellently printed, very full, marvellously cheap, and most 
 useful for all ordinary purposes. 
 
 Still better from a scientific point of view is Schroer's new- 
 adaptation of Grieb's well-known dictionary. (Vol. I. English- 
 German. Vol. II. German-English. Paul Neff, Stuttgart, 
 1894-1902. Its price is exactly the same as that of Fliigel- 
 Schmidt-Tanger. 155-.) 
 
 A work which surpasses even the big Fliigel in complete- 
 ness is the ' Encyclopadisches Englisch-Deutsches und Deutsch- 
 Englisches Worterbuch,' compiled by Ed. Muret and Daniel 
 Sanders with the help of many specialists. It consists of four 
 volumes, each costing i. is. half-bound. (Berlin, 1891-1902.) 
 An abridged school edition of this work has also been published. 
 (It is very full, the print is good though rather small, and it is 
 obtainable in two vols. 16^.; in one vol., 15^., Berlin, 1900.) 
 
 The smaller books by Thieme-Preusser, and Kohler (which 
 have been completely re-edited), and the still smaller books by 
 Whitney, Krummacher, James, and Weir (of which I have just 
 completed a revised and much enlarged edition to be published 
 in the autumn), are certainly useful in many respects to school 
 children and students at the beginning of their course, but do 
 not afford all the information a teacher of German may desire 
 to obtain. Among the host of very small books may be men- 
 tioned E. Muret's ' Taschenworterbuch der Englischen und 
 Deutschen Sprache' (Berlin, 2 1 902, 35. 6^.) and Jaschke's ' English- 
 German Conversation Dictionary,' which is excellent for use 
 when travelling in Germany. (London, Nutt, 1893. 2s.6d.} 
 
 Apart from German-English and English-German dic- 
 tionaries, a teacher will often desire to consult a German 
 dictionary with German explanations, and, if possible, with 
 well-chosen German instances. The very big works of the 
 brothers Grimm and their successors, and of Daniel Sanders 
 (see my ' Guide,' pp. 48 49), are too bulky and expensive 
 for ordinary purposes ; the former is still uncompleted. 
 Two recent dictionaries of smaller size will probably be very 
 
a School Teacher of German 119 
 
 welcome to many teachers of German. One is by Moriz Heyne, 
 ' Deutsches Worterbuch,' 3 vols. Leipzig, 1890-95 (;i. los. 
 unbound, i. iqs. half calf). It contains numerous well-chosen 
 instances, and is most handy for reference. A new enlarged 
 edition, giving the latest official spellings, is now in course of 
 publication, Leipzig, 1905-6. An abridgment of the original 
 edition, in one vol., was published in 1897 (13^. half calf). 
 Another most useful dictionary, in which no full quotations are 
 given, but the development of meaning of the words very care- 
 fully elaborated, is the ' Deutsches Worterbuch,' by Hermann 
 Paul. Halle, 1897 (Ss. unbd. ; IQS. half calf). Heyne and 
 Paul exclude all foreign words of recent importation. Every 
 teacher should endeavour to get Paul's dictionary and the large 
 Heyne both will be of daily use to him. English teachers of 
 German will sometimes be in doubt as to the inflexion 
 or pronunciation of foreign words in German. They should 
 consult the ' Fremdworterbuch/ by Dan. Sanders, 2 vols. 
 Leipzig, 2 1891-2 (155. half calf). There is now, however, a 
 strong tendency in Germany to avoid, if possible, the use of 
 foreign words, and several dictionaries have been compiled in 
 which German equivalents of foreign words are given. Such 
 are G. A. Saalfeld, ' Fremd- und Verdeutschungsworterbuch,' 
 Berlin, 1898 (7$. 6d. bound), and O. Sarrazin, ' Verdeutschungs- 
 worterbuch.' Berlin, 3 i9o5 (6s. bound). Mention should 
 also be made of the ' Verdeutschungsworterbiicher des Allge- 
 meinen Deutschen Sprachvereins ' (issued to its members). 
 The separate parts are also obtainable at low prices, e.g. Die 
 Speisekarte (i), Der Handel (ii), Die Schule (vii), etc. The 
 most handy dictionary of synonyms is Eberhard's 'Synony- 
 misches Handworterbuch der deutschen Sprache' (the latest, 
 1 6th ed., by Otto Lyon) with well-chosen German instances 
 and translations of the German synonyms into English, French, 
 Italian, and Russian. Leipzig, 1904 (half-bound, 135. 6d.). 
 The etymology of words of German origin has been admirably 
 treated by Fr. Kluge in his ' Etymologisches Worterbuch der 
 
I2O The Reference Library of 
 
 deutschen Sprache.' This book, the first edition of which ap- 
 peared in 1 88 1, has rapidly gone through a number of carefully 
 revised editions. The last edition was published at the end of 
 1898 and costs, bound in leather, rcxr. A very short, but useful, 
 etymological German dictionary is the one by Ferd. Better. 
 Leipzig, 1897. (Sammlung Goschen, No. 64, lod. cloth.) 
 A very good systematical English- German vocabulary (parts of 
 which will be found useful for class-teaching) has been com- 
 piled by Gustav Kriiger, ' Englisch-Deutsches Worterbuch nach 
 StofTen geordnet fur Studierende, Schulen und Selbstunterricht.' 
 Berlin, ^895 (35. io</.). 
 
 Many other dictionaries, including older German dic- 
 tionaries, special glossaries, dialect dictionaries, dictionaries 
 of technical and commercial words and phrases, etc., which 
 are of less importance for ordinary teaching, must be passed 
 over in this article. Their full titles are given in my * Guide,' 
 chapter vi., pp. 45 54. I will only mention F. W. Eitzen's 
 * Worterbuch der Handelssprache,' 2 vols. English-German, 
 Leipzig, 1893 (i6s. bound), which is very full and on the 
 whole reliable, and is not mentioned in the ' Guide.' 
 
 Grammars, etc. Such books as are very widely known 
 and extensively used in class-teaching, e.g. the grammars by 
 Kuno Meyer, Macgowan, Fiedler, Aue, Eve, Weisse, Meissner, 
 Siepmann, and others, need not be discussed in this place. 
 I wish to call attention to some excellent books which seem to 
 be less known. L. Harcourt's ' German for Beginners/ Marburg 
 and London, 2 i898 (2s. &d. net), is an admirable book for its 
 purpose. The * Leitfaden fiir den ersten Unterricht im Deut- 
 schen ' by S. Alge, with the collaboration of S. Hamburger and 
 W. Rippmann, deserves warm recommendation. A new 
 edition, completely rewritten, has been published in 1905 
 under the title 'Dent's New First German Book,' is. 6rf. H. G. 
 Atkins' ; Skeleton Grammar of German ' (London, Blackie, 
 i s. 6d.) will be found useful, where it is desirable to em- 
 phasize only the main facts of accidence and syntax. The 
 
a School Teacher of German 12 1 
 
 excellent American book by H. C. G. Brandt, 'A Grammar 
 of the German Language for High Schools and Colleges, 
 designed for beginners and advanced students/ Boston, 6 i893 
 (6s. net, cloth), which is far too little known in this country, 
 will be found extremely useful. Teachers should make it 
 a point to obtain the larger edition (including the advanced 
 portion). Among the more bulky works on German grammar 
 written in English, G. O. Curme's recently published ' Grammar 
 of the German Language, designed for a thorough and practical 
 study of the language as spoken and written to-day' (New 
 York, 1905, icxy.), is to be warmly recommended. There is 
 a Grammar of the German language by G. H. Clarke and 
 C. J. Murray which has just (1906) been published by the 
 Cambridge University Press. I have not yet been able to 
 examine it. It is smaller than Curme's book, but fuller 
 than most school grammars (6s.). Of those written in 
 German, the ' Neuhochdeutsche Grammatik mit Beriicksich- 
 tigung der historischen Entwickelung der deutschen Sprache,' 
 F. Blatz, Karlsruhe, 3 1895-6, 2 vols. (entirely rewritten), 
 unbound, 22^., half-calf, 26^., deserves special recommenda- 
 tion. Students and teachers will find Curme and Blatz most 
 useful for study and for reference. They may also like to 
 consult L. Siitterlin's 'Die deutsche Sprache der Gegenwart,' 
 Leipzig, 1900, 6s., and the shorter ' Deutsche Sprachlehre fiir 
 hohere Lehranstalten,' Leipzig, 1905, 2s. $d. (by L. Siitterlin 
 and A. Waag), both extremely good books. Of the older 
 books, I. Ch. Aug. Heyse's ' Deutsche Grammatik,' 26th ed., 
 completely rewritten by Otto Lyon, Hannover, 1900 ($s.), 
 may, in spite of some shortcomings, still be used with advantage 
 in many cases. The ' Deutsche Grammatik ' (Gotisch, Alt- 
 Mittel- und Neuhochdeutsch), by W. Wilmanns, which is now 
 in course of publication, will probably be of too strictly philo- 
 logical a character to meet the practical needs of school-teachers. 
 So far vol. i. (phonology), Strassburg, 2 i897 (8^. unbound, los. 
 half-bound), and vol. n. (word-formation), trassburg, 
 
122 The Reference Library of 
 
 (\2S. 6d. unbound), and the first half of vol. in. have 
 appeared. A fourth volume, and possibly a fifth, are to 
 follow. It is an admirable piece of work. 
 
 An excellent short book for repetition of the principal facts 
 of old and modern phonology and accidence is Fr. Kaufifmann, 
 'Deutsche Grammatik.' Marburg, 3 i902 (2S. gd. cloth). The 
 book is only intended for the use of students, and cannot be 
 used for class-teaching. 
 
 With regard to syntax alone, the works by Vernaleken, 
 Erdmann, Kern, and Wunderlich, give much useful infor- 
 mation. (See my 'Guide,' p. 32.) Erdmann's work (in two 
 volumes), which is now completed (vol. n. by Otto Mensing, 
 Stuttgart, 1898), deserves special recommendation. (los. un- 
 bound the 2 vols.) 
 
 There are a number of German books in which doubtful 
 points of grammar and the 'best German 5 are discussed at 
 length. Five of these will be especially serviceable to 
 English teachers (for others, see my ' Guide,' pp. 29 30). 
 K. G. Andresen, ' Sprachgebrauch und Sprachrichtigkeit im 
 Deutschen.' Eighth edition, Leipzig, 1898 (6s., or cloth 7^.). 
 This is the most conservative book of the three. Th. Matthias, 
 in his 'Sprachleben und Sprachschaden.' Leipzig, 2 i897 (6s. $d. 
 cloth), of which an abridged edition has been published in 1896 
 (Kleiner Wegweiser durch die Schwankungen und Schwierig- 
 keiten des deutschen Sprachgebrauchs, is. 5^.), makes greater 
 concessions to recent usage. The third book is much shorter, 
 but also very useful A. Heintze, 'Gut Deutsch.' Eighth 
 edition, Berlin, 1897 (is. 6d. cloth). Heintze has also recently 
 brought out a very large, and on the whole reliable, work in 
 dictionary form on the doubtful points of grammar and style 
 under the title ' Deutscher Sprachhort,' Leipzig, 1900 (i2s. un- 
 bound), which deserves to be recommended. The last book 
 of this kind is W. Grunow, ' Grammatisches Nachschlagebuch, 
 ein Wegweiser fiir jedermann durch die Schwierigkeiten 
 der deutschen Grammatik und des deutschen Stils.' Leipzig, 
 1905 (2s. 6d.). 
 
a School Teacher of German 123 
 
 The fundamental questions concerning the history of 
 language in general have been discussed in a masterly way by 
 Henry Sweet in his ' History of Language/ London, Dent, 
 
 1900 (is. net). More detailed books on the subject are Otto 
 Jespersen's 'Progress in Language,' London, 1894 (7^. 6d.\ 
 and H. Paul's 'Principien der Sprachgeschichte ' (IQS. bound). 
 The books (written from different points of view) of Wilh. 
 Wundt, 'Sprachgeschichte und Sprachpsychologie,' Leipzig, 
 
 1901 (35-. bound), and B. Delbriick, ' Grundfragen der Sprach- 
 forschung' (against Wundt), Strassburg, 1901 (45-. lod. bound), 
 are of a more advanced character. 
 
 Those who wish to have a brief survey of the history of the 
 German language and its grammar should refer to O. Weise's 
 * Unsere Muttersprache ; ihr Werden und ihr Wesen ' (Leipzig, 
 3 i897, 2s. %d.\ and also to W. Uhl, VEntstehung und Entwicke- 
 lung unserer Muttersprache.' Leipzig, 1906 (is. 3^.). A some- 
 what older book of a similar character, and especially good 
 with regard to strictly philological information, is O. Behagel's 
 4 Die deutsche Sprache' (Leipzig, ^902, revised and enlarged 
 edition) (3^. 8d. ). An adaptation of the original edition, which is, 
 however, not free from slips, appeared in London, 1891, under 
 the title, 'A Short Historical Grammar of the German Language 7 
 (4-j-. 6d.). A really first-rate account of the history of the German 
 language considering the special needs of English students 
 of German has still to be written. Teachers may also like to 
 refer to O. Brenner's 'Grundziige der geschichtlichen Grammatik 
 der deutschen Sprache.' Miinchen, 1896 (2^. 5^. unbound). In- 
 formation on special points is given in A. Waag's 'Bedeutungsent- 
 wickelung unseres Wo rtschatzes' (based on H. Paul's Dictionary), 
 Lahr, 1901 (35-. unbound); Albert Polzin's * Geschlechtswandel 
 der Substantiva im Deutschen (mit Einschluss der Lehn- 
 und Fremdworte),' Hildesheim, 1903, and with regard to the 
 vocabulary (especially loan-words) the following books should 
 be consulted : F. Seiler, ' Die Entwickelung der deutschen 
 Kultur im Spiegel des deutschen Lehnworts' (Halle, i. 1895, 
 
124 The Reference Library of 
 
 2 i905; ii. 1900), 45-. the two parts, unbound. R. Kleinpaul, 
 ' Das Fremdwort im Deutschen ' (Sammlung Goschen. Leipzig, 
 lodf.). A small pamphlet containing a few short and popular 
 articles on the German language, such as boys preparing for 
 scholarships may like to read, is the one by E. Wasserzieher, 
 'Aus dem Leben der deutschen Sprache.' Leipzig, no date 
 (3^.). A well-written and practical book is the one by Henri 
 Lichtenberger, ' Histoire de la langue allemande.' Paris, 1895 
 (frcs. 7.50). Another useful French book, treating of the mutual 
 relation of English and German grammar, is a book by 
 V. Henry, which was translated by the author himself, under 
 the title, ' A Short Comparative Grammar of English and 
 German, as traced back to their Common Origin and con- 
 trasted with the Classical Languages.' London, 1894 (js. 6d.}. 
 Excellent information with regard to niceties of spelling 
 is given by W. Wilmanns in his valuable book, ' Die Ortho- 
 graphic in den Schulen Deutschlands.' Berlin, 1887 (3$. 8</. 
 unbound). It is, however, to some extent superseded by the 
 new ; Reichsorthographie,' and reference should therefore be 
 made to the latest books giving the spellings now officially 
 adopted by Germany, Austria and Switzerland, such as the 
 pamphlet called 'Regeln fiir die deutsche Rechtschreibung und 
 Worterverzeichnis,' Berlin, 1902 (3^.); K. Duden's handy 
 and reliable ' Orthographisches Worterbuch der deutschen 
 Sprache mit etymologischen Angaben, kurzen Sacherklarungen 
 und Verdeutschungen der Fremdworter. Nach den fiir Deut- 
 schland, Osterreich und die Schweiz giiltigen amtlichen Regeln,' 
 Leipzig- Wien, ^905 (is. &/.). Otto Sarrazin, in his 'Deutsche 
 Einheitsschreibung,' Berlin, 3 i9o6 (iod.\ goes even further, in 
 that he does away with those older spellings which Duden, 
 following the official regulations, in some cases allowed as 
 alternatives. Sarrazin justly believes that two ways of spelling 
 the same word should be discouraged and only prints the more 
 modern spelling in all cases of doubt. Aug. Vogel, ' Ausfiihr- 
 liches Grammatisch-orthographisches Nachschlagebuch,' Berlin, 
 
a School Teacher of German 125 
 
 1902, 2s. io*/. bound, is also a most useful book of reference 
 written on a different plan from Duden's which teachers may 
 sometimes like to consult by the side of Duden's book. They 
 should also read what has been forcibly urged by Otto Siebs 
 in his 'Zur Einfuhrung der neuen Rechtschreibung,' Breslau, 
 
 1903. Valuable critical remarks on spelling are to be found in a 
 small book by O. Brenner, 'Die lautlichen und geschichtlichen 
 Grundlagen unserer Rechtschreibung.' Leipzig, 1902 (is. 
 unbound). The differences between the new and the old 
 spelling are well summarised in Johannes Meyer's pamphlet 
 ' Die Abweichungen der neuen von der alten Rechtschreibung/ 
 2nd ed., Hannover, 1902 (3^.). A short guide to modern 
 punctuation is the book by O. Glode, ' Die deutsche Inter- 
 punktionslehre.' Leipzig, 1893 (4^-)- Teachers will remember 
 that some attention to German punctuation is indispensable, as 
 in several important points the principles governing English 
 and German punctuation are at variance. Teachers who have 
 to prepare boys for examinations in which they must show 
 proficiency in reading German handwriting should use C. F. A. 
 Kolb, ' Lesebuch in Handschriften,' 9th ed., Stuttgart, 1900 
 (is. zd. boards), or H. Oskar Sommer, ' Specimens of German 
 handwriting' (with detachable key), London, Hachette, 1900 
 (25. 6d.). 
 
 The subject of the best German pronunciation is still a very 
 vexed question, even among the Germans themselves. Teachers 
 should refer to pages 61 64 and 87 89, and consult the 
 'Deutsche Biihnenaussprache ' by Th. Siebs, Berlin, 2 i9oi 
 (35-. $d. bound), or the abridged edition of this book ('Grundziige 
 der Biihnenaussprache,' Berlin, ^904, 2s. $d. bound) which 
 contains many practical hints as to how common mistakes of 
 pronunciation may be avoided. The books which will be most 
 helpful for English teachers are Victor's 'German Pronunciation : 
 Practice and Theory,' Leipzig, 3 i903 (2$.), his 'Die Aussprache 
 des Schriftdeutschen,' Leipzig, 5 i9oi, with the transcription of 
 the Association Phone'tique Internationale (is. &/.), and the 
 
126 The Reference Library of 
 
 reprint of his lecture, * Wie ist die Aussprache des Deutschen zu 
 lehren?' Marburg, 3 i9oi (is.). A 'Deutsche Lauttafel,' illus- 
 trating this lecture, was published at the same time (is. 6d.). 
 It can also be had on a large scale and mounted to be hung 
 up on the wall of the class-room (2^. 6d.\ Heinrich Oberlander's 
 'Ubungen zum Erlernen einer dialektfreien Aussprache,' 5 1900, 
 Miinchen ($s. 8d. bound), will also be found very helpful. 
 Teachers who are anxious to consult handy books on phonetics 
 may either refer to Arwid Johannson's ' Phonetics of the New 
 High German Language,' Manchester and Leipzig, 1906 (3^.); 
 or to Laura Soames, ' An Introduction to English, French, and 
 German Phonetics, with reading lessons and exercises,' new 
 edition, revised and edited, after Miss Soames' death, by W. 
 Victor, London, 1899 (6s.); to Soames' ' Phonetic Method' 2 
 parts (each 2s. 6d.)\ to W. Scholle and G. Smith, 'Elementary 
 Phonetics, English, French, and German, their theory and 
 practical application in the class-room ' London, 1903 
 (25. 6d.) ; or to Victor's 'Kleine Phonetik des Deutschen, 
 Englischen und Franzosischen,' Leipzig, 3 i903 (2s. lod. cloth). 
 A useful translation and adaptation of it is W. Rippmann's 
 * Elements of Phonetics.' London, ^903 (2^. 6d. net). 
 
 Other books and pamphlets on pronunciation and phonetics 
 are: W. Braune, 'Uberdie Einigung der deutschen Aussprache.' 
 Rektoratsrede. Heidelberg, 1904 (1^.3^.). Karl Luick, 'Deutsche 
 Lautlehre, mit besonderer Beriicksichtigung der Sprachweise 
 Wiens und der Osterreichischen Alpenlander' (Leipzig-Wien, 
 1904, 2s. 6d.). H. Huss, ' Lehre vom Accent der deutschen 
 Sprache zum erstenmal vollstandig behandelt und fiir Fremde 
 bearbeitet' (Altenburg, 1877, " 3^)- G. Hempl, 'German 
 orthography and phonology' (Boston, U.S.A., 1897, 9^.). C. H. 
 Grandgent, 'German and English Sounds.' Boston, U.S.A., 
 1892 (2^. 6d.). For the use of those who are anxious to study 
 German texts of an easy character in phonetic transcription 
 W. Victor has written a ' Deutsches Lesebuch in Lautschrift ' 
 Part I. 2 i904 (3*. bound). Part II. 1902, 3^. bound. Leipzig 
 
a School Teacher of German 127 
 
 and London (Nutt). There exists an edition of Schiller's 
 ' Wilhelm Tell ' in phonetic script by Pierce-Hempl. New 
 York, 1900. Mention may here be made also of the 36 
 German phonographic records (in 3 sets), spoken by me 
 for Mrs J. G. Frazer's series (Cambridge, 1906) (each record 
 3^., booklets 2d. for each series), which will be found a help 
 to individual teachers preparing for their work as well as 
 to classes of moderate size. The records aim at giving as far 
 as possible a model pronunciation of a considerable number of 
 carefully selected and graduated specimens of German prose 
 and poetry. They should be several times repeated by the 
 phonograph till the scholars are familiarized with every sound 
 and have also caught the accent of the phrase and have under- 
 stood the proper way of reciting German prose and verse. 
 
 There are several books devoted to the teaching of conver- 
 sation (see my ' Guide, 'jg^3&)> Perhaps the most serviceable 
 of them is A. Hamann's Hicho of Spoken German,' Leipzig, 
 1892 (2S. 6d. cloth), a series of excellent dialogues, which 
 afford, at ihe same time, a useful introduction to the study of 
 German life and manners. With regard to the latter, R. Kron's 
 German Daily Life' (London, 4 i905) (2s. 6d. net), and also 
 the ' Bilder deutschen Lebens und Wesens ' by the same author 
 (Karlsruhe, 1905, 15-. 3^. bound), will be found interesting. 
 
 For the explanation of German idiomatic phrases, no better 
 books could be desired than those by Wilh. Borchardt, ' Die 
 sprichwortlichen Redensarten im deutschen Volksmunde nach 
 Sinn und Ursprung erlautert,' Leipzig, 5 i895 (by G. Wustmann) 
 (>js. cloth), and by H. Schrader, ' Der Bilderschmuck der 
 deutschen Sprache.' Berlin. Sixth edition, 1901 (>js. cloth). 
 For other similar books, familiar quotations, slang, etc., see my 
 * Guide,' p. 39, but the smaller books on idioms are, for various 
 reasons, all more or less unsatisfactory. To those enumerated 
 in the * Guide' might now be added : M. Taker and F. F. Roget, 
 'German Idioms.' London, 1900 (35. 6d.). A. Oswald, 'A 
 Selection of German Idioms and Proverbs.' London, 1902 
 
128 The Reference Library of 
 
 (is. 6d.} Still a really good book for English students remains 
 to be written. 
 
 Teachers who make their advanced pupils write free essays 
 on German classical works or characters occurring in great plays 
 should use among others the books of Victor Kiy, 'Themata 
 und Dispositionen zu deutschen Aufsatzen und Vortragen im 
 Anschluss an die deutsche Schullektiire fur die oberen Klassen 
 hoherer Lehranstalten,' three parts, Berlin, 2nd ed. 18971899 
 (Parts I. and III. 3*., Part II. 3* 6ft. cloth); H. Ullrich, 
 'Deutsche Muster- A ufsatze' (Leipzig, 2 i 903, 2S. lod. unbound); 
 Karl Kiiffner, ' Aufsatzbuch ' (Niirnberg, 1905, 3^. unbound). 
 
 For the teaching of scientific German nothing can be better 
 than ' A first German course for science students,' comprising 
 a Reader and outline of grammar with diagrams and vocabulary, 
 by H. G. Fiedler and F. E. Sandbach, London, 1906 (25. 6d.). 
 It is to be followed shortly by a second course which will con- 
 tain graduated passages from modern scientific publications 
 with grammatical notes. 
 
 Histories of Literature. The best history of German 
 literature written in English is the one by John G. Robertson 
 (Edinburgh and London, 1902, los. 6d. net.). In a second 
 edition of this excellent book the relations between German 
 and English literature and the most significant parallels and 
 differences between the two might with advantage be more 
 strongly emphasized. A fine and suggestive book giving a full 
 account of the development of German literature as influenced, 
 by social forces has hailed from America. It was originally 
 called ' Social Forces in German Literature. A study in the 
 history of Civilization ' by Kuno Francke, which title has now 
 been altered to ' A History of German Literature as determined 
 by Social Forces/ New York, 4 i9oi (IQS. cloth.). The older 
 books in English are of little or no value and should not be used, 
 and the English translations or adaptations of German works 
 are none of them free from very serious shortcomings. Hence 
 a teacher will very likely prefer to possess one or more German 
 
a School Teacher of German 129 
 
 works of moderate size on the subject. The following will, 
 in my opinion, best serve his purpose Wilhelm Scherer, 
 ' Geschichte der deutschen Litteratur,' Berlin, 9th ed., 1902 
 (IDS. cloth, i2s. half-calf), perhaps the most brilliant book of 
 its kind, written by a ripe scholar, who was endowed with a 
 refined taste for literary beauty. Another very valuable 
 work is the t Geschichte der deutschen Litteratur von den 
 altesten Zeiten bis zur Gegenwart,' by Friedrich Vogt and 
 Max Koch. Leipzig and Wien, 1897, 2 i904, 2 vols. (;i). 
 This book is profusely adorned with very carefully selected and 
 splendidly executed illustrations, giving facsimiles of old and 
 modern manuscripts and handwritings, and numerous portraits 
 of famous authors, etc. The scientific value of this book is 
 incomparably higher than that of another well-illustrated history 
 of literature by Robert Konig (26th revised ed. in two vols. 
 Bielefeld and Leipzig, 1898) (i half-calf), which has still 
 a wide circulation in Germany. A splendid large picture-book, 
 merely illustrating German literature from the earliest times 
 to the present day by over 2200 pictures and illustrations, is 
 Gustav Koennecke's 'Bilderatlas zur Geschichte der deutschen 
 Nationalliteratur. Erganzung zu jeder deutschen Litteratur- 
 geschichte.' 2nd ed. Marburg, 1895 (* % s - half calf). It is 
 marvellously cheap for what it contains. For German literature 
 as seen by a French critic, see A. Bossert, ' Histoire de la 
 litterature allemande' (2nd, revised ed. Paris, 1904, frcs. 5) 
 which is a very interesting and helpful book. A model 
 of the way in which special studies in literature should be 
 written is Charles Herford's * Literary Relations of England 
 and Germany in the XVIth Century' (Cambridge University 
 Press, 1886 (9*). 
 
 For the eighteenth century the great work by H. Hettner, 
 4 Geschichte der deutschen Litteratur im achtzehnten Jahr- 
 hundert,' 4th ed. (revised by O. Harnack), Braunschweig, 1894 
 (> l - 1 5 S - 6d- unbound, or bound in 2 vols. ( leather )i. igs. 6d.\ 
 will be found as useful as it is interesting. For the two last 
 
 B. 
 
130 The Reference Library of 
 
 centuries all necessary personal and bibliographical references 
 are given in the second edition of Karl Goedeke's admirable 
 * Grundrisz ' which after Goedeke's death is being con- 
 tinued by a number of leading German scholars. 7 vols. 
 4. 1 6^. lotf 7 . unbound. There are not a few books from 
 which information as to German literature in the nineteenth 
 century can be obtained. It is hardly necessary to say that 
 they differ a great deal in character and judgment, but in 
 most of them there is plenty of interesting matter and 
 valuable information. I must pass over a number of such 
 works but should like to draw the attention of teachers of 
 German to the following : Richard M. Meyer, Die deutsche 
 Litteratur des neunzehnten Jahrhunderts. Berlin, 1900, 3 i9o6 
 (re-written, i2s. 6d. bound). This is a very valuable book 
 written by one of the most gifted pupils of Scherer. It is the 
 outcome of a stupendous amount of reading and suggestive on 
 every page even if one cannot always agree with the views of 
 the learned author. Most useful bibliographical references are 
 contained in the same author's 'Grundriss der neueren deut- 
 schen Litteraturgeschichte.' Berlin, 1902 (75. bound). Older 
 books are R. v. Gottschall, ' Die deutsche Nationallitteratur 
 des neunzehnten Jahrhunderts. Litterarhistorisch und kritisch 
 dargestellt,' 6th ed., 4 parts. Breslau, 1892 (i unbound). 
 L. Salomon, ' Geschichte der deutschen Nationallitteratur des 
 neunzehnten Jahrhunderts,' 2nd ed. (with thirty portraits of 
 poets). Stuttgart, 1887 (125. cloth). Ad. Stern, 'Studien zur 
 Litteratur der Gegenwart' (with portraits of authors). Dresden 
 and Leipzig, ^898 (los. 6d. unbound, 125-. 6d. cloth). John 
 Firman Coar, Studies in German literature in the nineteenth 
 century. New York, 1903 (los. 6d. net, bound). This is an in- 
 teresting book and contains many excellent observations. It 
 should, however, be noted, that it is written 'with the intention 
 to measure the development of the German nation by ideals of 
 American democracy, though not by standards of American 
 living.' A short but useful account of recent German literature 
 
a School Teacher of German 131 
 
 is given by Carl Weitbrecht under the title ' Deutsche Littera- 
 turgeschichte des 19. Jahrhunderts ' (Sammlung Goschen), 
 2 vols., 1901 (bound is. 8//.). The short account of nineteenth- 
 century literature by Adolf Stern, * Die deutsche National- 
 litteratur vom Tode Goethes bis zur Gegenwart' (originally 
 intended to form a supplement to Vilmar's ' History of German 
 Literature'), Marburg, 4 i9oi, is also not without value (2^. icu/. 
 cloth). Books dealing with the various departments of literature 
 in detail the novel, the drama, lyric poetry, etc. cannot be 
 enumerated here. The titles of many of the more important 
 ones will be found in chapters 8 and 12 of my ' Handy Guide.' 
 From a great number of German primers of literature for schools 
 only those by H. Kluge, G. Egelhaaf, Max Koch, G. Botticher 
 and K. Kinzel, and Gotthold Klee (Dresden and Berlin, 8 i9o6) 
 need be mentioned. See my ' Guide,' pp. 63 64. Each has 
 its own advantages. Klee's book (2^. cloth) is the best for 
 school purposes. 
 
 Metre. A short but useful survey of the history of German 
 metre, with good specimens and due consideration of modern 
 forms, is given by Fr. KaurTmann in his ' Deutsche Metrik nach 
 ihrer geschichtlichen Entwickelung.' Marburg, 1897 (4^. 3^.). 
 A more detailed account of modern German metre a subject 
 which apparently is hardly ever touched upon in school teaching, 
 while the outlines of it deserve to be just as well known as 
 the metrical art of the ancient classical writers is given in 
 F. Minor's 'Neuhochdeutsche Metrik.' Strassburg, 2 i902 (icxr. 
 unbound; i2s. half calf). Most teachers will probably find 
 the book too elaborate for their purpose in spite of its being 
 extremely readable and suggestive. The metre of a play in 
 blank verse and in the Old German free metre of four accents 
 is fully discussed in my edition of Schiller's 'Wallenstein i.' 
 Cambridge, 2 i896 (3^. 6d. cloth) ; blank verse alone in my 
 editions of 'Wilhelm Tell,' Cambridge, ^897 (25. 6<t. cloth), 
 and of Goethe's 'Iphigenie,' Cambridge, 1899 (3^. 6d. cloth). 
 
 92 
 
132 The Reference Library of 
 
 Theory of Poetry, etc. A number of 'Poetiken' of 
 very different size and character are enumerated in my ' Guide ' 
 on pp. 74-75. There will be little time, and perhaps little need, 
 for systematic instruction in the theory of poetry in our schools, 
 but teachers will probably like to possess and use at least the 
 following small and cheap hand-book : C. F. A. Schuster, 
 'Lehrbuch der Poetik fur hohere Lehranstalten,' Halle, 3rd 
 ed. 1890 (2*. cloth). In this connection I should like to 
 mention and to recommend very strongly three books which 
 teachers will find helpful in preparing discussions of the 
 classical German dramas with more advanced pupils. They 
 are : Gustav Freytag, ' Die Technik des Dramas,' 9th ed. 
 Leipzig, 1901 ($s. unbound, 6^. 6d. bound); the American 
 translation of this book by E. J. MacEwan, Chicago, 1895 
 (75-. 6d. cloth), does not seem to be very well done. R. Franz, 
 1 Der Aufbau der Handlung in den klassischen Dramen/ 
 Bielefeld and Leipzig, 2 i898 (4^. 6d. unbound, 6^. half-bound), 
 and H. Bulthaupt, ' Dramaturgic des Schauspiels.' Vol. i. 
 (Lessing, Goethe, Schiller, Kleist). Oldenburg and Leipzig, 
 9th ed. 1902 (7^. cloth). Paul Goldscheider's ' Erklarung 
 deutscher Schriftwerke in den oberen Klassen hoherer Lehran- 
 stalten ' (Berlin, 1889, is. 6d. unbound, and a 'Nachtrag' 
 published in 1893), and his recent book ' Lesestiicke und 
 Schriftwerke im deutschen Unterricht' (Miinchen, 1906, 85-., 
 cloth 95-.), will also be found useful. 
 
 Among the numerous prose readers the following will be 
 found suitable for advanced students and of interest to the 
 teachers themselves : Wilhelm Paszkowski, ' Lesebuch zur 
 Einfiihrung in die Kenntnis Deutschlands und seines geistigen 
 Lebens, fiir auslandische Studierende und fiir die oberste Stufe 
 hoherer Lehranstalten des In- und Auslands ' (Berlin, 2 i 905, 
 35. $d. cloth). Margarete Henschke, ' Deutsche Prosa, ausge- 
 wahlte Reden und Essays, zur Lektiire auf der obersten Stufe 
 hoherer Lehranstalten zusammengestellt' (Leipzig-Berlin, 1905, 
 
a School Teacher of German 133 
 
 $s. 6d. cloth). O. Weise, ' Musterstiicke deutscher Prosa, zur 
 Stilbildung und zur Belehrung ' (Leipzig-Berlin, 1903, is. $d. 
 cloth). H. Raydt und R. Rossger, ' Deutsches Lesebuch fiir 
 Handelsschulen und verwandte Anstalten ' (Leipzig, 1902, 
 2S. lod. cloth). The latter will be found especially useful for 
 advanced students of commercial German. 
 
 German Classics. A great number of school editions of 
 German classics with English, German, and French Notes are 
 enumerated in my ' Guide,' pp. 94 96. For particulars as to 
 English editions of German Classics available in 1893 see my 
 article in Lyon's 'Zeitschrift fiir den deutschen Unterricht,' 
 Vol. viii. (1894), pp. 167 sqq. Of English editions without 
 notes Max Miiller's * German Classics' in 2 vols., Oxford, 1886, 
 deserves to be mentioned. Vol. n. has been recently revised 
 by F. L. Armitage. (Vol. i. Ss. 6d. net, Vol. n. $s. 6d. net.) 
 Of German editions the Cotta Jubilee edition of Schiller's and 
 Goethe's works is excellent (Schiller in 16 vols. ; Goethe, in 40 
 vols., is not yet complete, cloth, 2s. each). The Hempel editions 
 of Lessing, Goethe and Schiller, the 'German classics' editions in 
 the Leipzig Bibliographical Institute, including editions of Goethe, 
 Schiller, Burger, Uhland, Heine, Kleist, Reuter and others 
 (each vol. separately obtainable, well bound, for 2s.) by the same 
 publishers, and most of the volumes of Kiirschner's ' Deutsche 
 National-Litteratur ' and of Brockhaus' 'Bibliothek der deut- 
 schen Nationallitteratur des achtzehnten und neunzehnten Jahr- 
 hunderts,' deserve to be recommended. Uhland's poems have 
 been well edited by Erich Schmidt and Julius Hartmann in their 
 < Vollstandige kritische Ausgabe,' in 2 vols. Stuttgart, 1898. 
 16$. bound. Of the cheap series the volumes of Cotta's 'Biblio- 
 thek der Weltlitteratur ' (bound), and those of the 'Collection 
 Spemann ' (bound), uniformly printed in excellent type on 
 excellent paper, can be had for is. each ; the well-known series 
 of novels, original and translated from many foreign languages, 
 which is called ' Engelhorns Allgemeine Roman-Bibliothek ' 
 
134 The Reference Library of 
 
 (Stuttgart, each vol. 6d. unbound, and lod. bound), the still 
 cheaper ' Deutsche Biicherei ' (Berlin, each vol. $d. unbound, 
 and 6d. bound) ; the Hendel editions (Halle, unbound) for 
 3^. per volume; Reclam's texts, 'Universal Bibliothek' (Leipzig), 
 3^. per volume; and the texts of ' Meyer's Volksbticher' (Leipzig) 
 and the ' Wiesbadener Volksbiicher ' for 2d. per volume. 
 
 A number of anthologies of modern German lyric poetry 
 have been enumerated on pages 98-99 of my guide. To these 
 I should like to add the following, all of which will be found of 
 moderate compass and worth reading : Carl Busse, ' Neuere 
 deutsche Lyrik,' Halle, 1895 ( 2S - bound.); J. Loewenberg, 'Vom 
 goldnen Uberfluss,' Leipzig, 1902 (is. lod. bound). A handy 
 edition for school purposes is ' Deutsche Lyrik des neunzehnten 
 Jahrhunderts,' by M. Consbruch and F. Klincksieck, Leipzig, 
 1903 (2s. bound). A good popular and cheap selection ($d.) 
 is L. Jacobowski's little book, called ' Neue Lieder der besten 
 neueren Dichter furs Volk,' Berlin. A delightful anthology of 
 the best German songs, with music, is the one just published 
 under the general editorship of A. R. Hohlfeld by Messrs 
 Heath and Co. It is called 'Deutsches Liederbuch fur ameri- 
 kanische Studenten,' Boston, 1906. 
 
 Some other excellent sets of classics of a more scientific 
 character are enumerated in my 'Guide' on pp. 81 82, 
 and some commentaries mentioned on pp. 100 104. 
 
 Old German. Few teachers will feel inclined to give 
 much time and attention to Old German, and will therefore 
 hardly be in need of advice as to what books to use for the 
 study of the Older German classics. Moreover they will 
 probably have become acquainted with the best books of 
 reference at the Universities where in the future most of our 
 modern language teachers will receive their preliminary training. 
 Still many teachers may at the present moment wish to prepare 
 boys for scholarships at the Universities, and although Old 
 German is with very good reason no longer an indispensable 
 
a School Teacher of German 135 
 
 condition for success in an Entrance Scholarship, a teacher may 
 occasionally like to give specially promising pupils a start and 
 teach them the elements of Middle High German or at least 
 some sixteenth century German 1 . Some teachers may also 
 like to continue their own reading and extend their knowledge 
 of Older German literature. 
 
 I shall not, in the following list of books, include any 
 works of an advanced character, being strongly of opinion 
 that Old German as such is not a school subject, and should 
 not, unless in very exceptional cases, be begun before the 
 University course. Moreover, a smattering of Old German 
 and German philology, if not carefully taught by an ex- 
 perienced teacher, is sure to do far more harm than good. 
 
 The basis of the modern literary language is sixteenth century 
 German. A teacher might first use Raphael Meyer's * Einfiih- 
 rung in das altere Neuhochdeutsche,' Leipzig, 1894 (15-. &/.), 
 in which the first fifty-five stanzas of the poem of ' Huernen 
 Seyfrid ' are commented on, and then proceed to read some of 
 the small volumes in the handy 'Sammlung Goschen' (Leipzig, 
 lod. per volume) (see 'Guide,' pp. 79-80). In a similar series, 
 viz., Botticher and Kinzel's 'Denkmaler der alteren deutschen 
 Literatur,' the volumes ' Hans Sachs ' (by K. Kinzel), Halle, 
 4 i902 (is. unbound), and ' Kunst- und Volkslied in der Re- 
 formationszeit ' (by K. Kinzel), Halle, 1892 (is. unbound), 
 will be found useful and interesting. 
 
 If teachers should desire to give their pupils some speci- 
 mens of the actual text of Luther's first translation of the 
 Bible ('Septemberbibel') and briefly to discuss the principal 
 changes from sixteenth to nineteenth century German, they 
 cannot do better than choose them from the excellent book by 
 A. Reifferscheid, ' Marcus Evangelion Martin Luthers nach 
 
 1 On the whole question see page 92, and my article on 'Modern 
 Languages at Cambridge' in P. Shaw Jeffrey's The Study of Colloquial and 
 Literary French, London, 1899, p. 190. 
 
136 The Reference Library of 
 
 der Septemberbibel, mit den Lesarten aller Originalausgaben, 
 etc.' Heilbronn, 1889 (4*. $d. unbound). For other sixteenth 
 century texts nothing can be better than Braune's cheap and 
 reliable ' Neudrucke.' (See ' Guide,' p. 81.) 
 
 The best introduction to the study of Middle High 
 German is Julius Zupitza's * Einfiihrung in das Studium des 
 Mittelhochdeutschen.' Oppeln, 1868. 6th ed., 1901 (25. 6d. 
 unbound, 3^. cloth). Many scholars have been first initiated 
 into a serious study of Middle High German by this most 
 excellent little book. After going through Zupitza's practical 
 introduction, teachers might read through Jos. Wright's 'Middle 
 High German Primer,' Oxford, 1888, ^899 (3^. 6//.), and 
 then study Hartman von Ouwe's ' Der arme Heinrich ' in 
 J. G. Robertson's edition, London, 1895 ( 2S - 6d-)> or Dr Bieger's 
 annotated edition of the best part of 'Das Nibelungenlied,' 
 Leipzig, 1904, 3.$". 6d., or some volumes from Goschen's series. 
 The small Middle High German grammar by H. Paul (Halle, 
 15 1 900, 3.?. 9^.), and the small dictionary by M. Lexer (Leipzig, 
 6 i9oi, 6s.), are much to be recommended. 
 
 Mythology, Sagas. A teacher who is desirous of ob- 
 taining a rapid survey of German Mythology and 'Heldensage' 
 without being able to devote much time to the study of the 
 more comprehensive books might read two handy volumes 
 (lod. each) of the very useful ' Sammlung Goschen.' The 
 one on ' Deutsche Mythologie' is by Fr. Kauffmann, 2nd ed. 
 Leipzig, 1900; the booklet on ' Die deutsche Heldensage' 
 is by O. L. Jiriczek. Leipzig, 3 i9o6. English translations of 
 these have been made by Miss M. Bentinck-Smith ('Northern 
 Hero Legends,' 1902) and Miss M. Steele Smith ('Northern 
 Mythology,' 1903) in Dent's 'Temple Classics' (is. each). 
 The larger books on these subjects are enumerated in my 
 * Guide' on pp. no 112. To these should now be added 
 W. Golther, 'Handbuch der germanischen Mythologie,' Leipzig, 
 1895 (145". half calf), and O. L. Jiriczek, 'Deutsche Heldensagen,' 
 
a School Teacher of German 137 
 
 i. Strassburg, 1898 (8s. unbound). The Nibelungen and Kudrun 
 Sagas have been carefully dealt with by Francis E. Sandbach 
 in 'The Nibelungenlied and Gudrun in England and America,' 
 London, 1904 (los. 6d. net), and the Dietrichsage by the same 
 author in his booklet on ' The Heroic saga-cycle of Dietrich of 
 Bern' (Vol. xv. of Nutt's 'Popular Studies in Mythology, 
 Romance, and Folklore'), London, 1906 (6d.}. 
 
 History and Geography. Although German history 
 and geography as such will hardly ever be taught in ordinary 
 schools, a teacher of German should make it a point to be 
 well informed as to the main facts of either subject, and should 
 possess some standard German books with German names of 
 places and events in his private library. The histories and atlases 
 of this kind need not be very bulky and expensive ; some really 
 good German school and family books will amply suffice for his 
 purpose. There are a good many works which would do very 
 well, but German books on German Realien do not seem to be 
 as yet very familiar to English teachers of German. A few 
 suggestions may therefore be welcome 1 . With regard to 
 history, I can recommend David Miiller's * Leitfaden zur 
 Geschichte des deutschen Volkes' (Berlin, "1899, 2s. 6d. cloth), 
 and the larger book by the same author, called ' Geschichte 
 des deutschen Volkes in kurzgefasster iibersichtlicher Darstel- 
 lung' (Berlin, 18 i902, 6s. bound). The 'Deutsche Geschichte' 
 by O. Kammel is also widely used in Germany. Some consider 
 it to be now the best work of its kind (12^. 6d. half calf). 
 A shorter work by Otto Kammel also deserves to be recom- 
 mended. It is called ' Der Werdegang des deutschen Volkes. 
 Historische Richtlinien fur gebildete Leser.' Vol. i. Das Mittel- 
 alter. Leipzig, 1896 (23. 6d. cloth). Vol. n. Die Neuzeit. Leipzig, 
 
 1 In Germany an acquaintance with the principal English and French 
 Realien is required by the present regulations of the Oberlehrerpriifung (see 
 pp. 149 150). There is so far no book on German Realien corresponding 
 to Cl. Klopper's Englisches Real-Lexikon and Franzosisches Real-Lexikon. 
 
138 The Reference Library of 
 
 1904 ($s. 6d. cloth). K. Biedermann's l Deutsche Volks- und 
 Kulturgeschichte fiir Schule und Haus,' 3 Parts in i Volume, 
 Wiesbaden, 4 i9oi (js. 6d. cloth), is much to be recommended. 
 Teachers may like to read through Parts iv. and v. (on ' Deutsche 
 Geschichte ') of Friedrich Neubauer's ' Lehrbuch der Geschichte 
 fiir hohere Lehranstalten,' yth and 6th edd. Halle, 1905, 
 and consult J. Jastrow's book, ' Geschichte des deutschen 
 Einheitstraumes und seiner Erfiillung ' (Berlin, 4 i89i, 6^. 
 unbound, JS. half-bound). A most excellent ' Atlas fiir 
 Mittel- und Oberklassen hoherer Lehranstalten ' was published 
 in 1898 at Bielefeld and Leipzig under the editorship of 
 R. Lehmann and W. Petzold (5^.) The small Atlas by 
 E. Debes, 'Schulatlas fiir die mittlere Unterrichtsstufe,' Leipzig 
 (is. 6d.\ will suffice for ordinary purposes. A useful little book 
 is also A. L. Hickmann, ' Geographisch-statischer Taschen- 
 Atlas des deutschen Reiches.' 3 Parts. Leipzig- Wien (2^. 
 each part cloth, or the three in one volume, 5^. cloth). There 
 is a good 'Historischer Schulatlas' by F. W. Putzger (new 
 ed. by Baldamus). Bielefeld and Leipzig, 1905 (2^. lod. 
 boards). Very cheap and useful for class teaching is P. Knotel's 
 'Bilderatlas zur deutschen Geschichte' (with explanatory notes), 
 Bielefeld and Leipzig, 3 i903 (3^.). H. Luckenbach's cheap 
 and excellent ' Abbildungen zur deutschen Geschichte' (Miin- 
 chen and Berlin, 1903, is. 6d. boards) may also be recom- 
 mended. A book on Germany similar to Wendt's ' England ' 
 has still to be written, but a number of valuable and interesting 
 books on German History and on German Life and Customs 
 are enumerated in my ' Guide' on pp. 116 sqq. To these 
 should now be added a small book by Kron, entitled, * Bilder 
 deutschen Lebens und Wesens; zusammenhangende Lesestoffe 
 iiber Verhaltnisse und Vorgange des taglichen Lebens' (1905, 
 i s. $d. cloth), Fr. Ratzel's l Deutschland, Einfiihrung in die 
 Heimatkunde,' Leipzig (25-. 6^.), August Sach's ' Deutsche 
 Heimat, Landschaft und Volkstum ' (with excellent illustra- 
 
a School Teacher of German 139 
 
 tions) (Halle, 2 i902, js. 6d., IQS. cloth), Hans Meyer's 'Das 
 deutsche Volkstum ' (Leipzig-Wien, 1898, 2 i903. 2 vols. 
 9r. 6d. each, cloth), W. H. Dawson's ' German Life in Town and 
 Country,' with illustrations from photographs (London, Newnes, 
 1901, 3^. 6d. net). Some other English books on Germany are 
 W. H. Dawson, 'Germany and the Germans,' London, 1894, 
 2 vols. (265-.), and S. Whitman, 'Imperial Germany,' London, 
 1889 (new ed. 1895, 2S. 6^/.), to which may be added the 
 interesting account written from the French point of view by 
 Le Pere Didon called ' Les Allemands,' Paris, 1884 (frcs. 7.50 
 unbound). Concerning the rights and duties of German 
 citizens, teachers will find reliable information in the book by 
 A. Giese, 'Die deutsche Biirgerkunde,' Leipzig, 3 i903 (is. 6d. 
 boards), and in G. Hoffmann and E. Groth, ' Deutsche Biirger- 
 kunde. Kleines Handbuch des politisch Wissenswertesten fiir 
 jedermann.' "1902, Leipzig (25. 6d. bound). 
 
 General Information. Succinct and reliable informa- 
 tion on all matters connected with German history and 
 biography, life and thought, may be obtained from Meyer's 
 ' Kleines Konversations-Lexikon ' in 3 volumes, 6th ed. Leipzig 
 (half-bound, ^i. icxr.), which will prove of the greatest use 
 and which every teacher of German should endeavour to get. 
 The 6th edition has just appeared. Brief information concern- 
 ing the government and administration may be found in John 
 Wenzel's ' Comparative view of the executive and legislative 
 departments of the governments of the United States, France, 
 England and Germany' (Boston, U.S.A., 1901, is.). A very 
 concise book giving brief information concerning German 
 affairs, institutions, customs, etc. is J. Kiirschner's Jahrbuch, 
 published every year. Berlin-Leipzig-Eisenach (is. unbound). 
 Brief and reliable information concerning all living modern 
 German literary men (not only poets and novelists), authors' 
 societies, periodicals and newspapers is given in an annual 
 publication called ' Deutscher Literatur-Kalender,' started by 
 
140 The Reference Library of 
 
 the late Joseph Kiirschner. The 28th vol. appeared at Leipzig 
 in 1906 (6s. 6d. bound), and there is now (since 1905) H. A. L. 
 Degener's new annual 'Wer ist's? Zeitgenossenlexikon ' (Leipzig, 
 95-. 6d. cloth), corresponding to the English ' Who's Who ? ' 
 
 Lessons may also be made more interesting by the exhi- 
 bition of picture postcards, large and small, and by photographs 
 of towns, scenery, monuments, great men, etc. Intending 
 teachers and teachers travelling abroad should make a point 
 of collecting such things and should bring back with them 
 specimens of the coins, stamps, popular costumes, text, music 
 and illustrations of the principal popular songs, and any- 
 thing else characteristic of the places in which they have been. 
 Such photographs and postcards in so far as they would 
 directly illustrate the authors read at school and modern 
 German life should also at all good schools form part of the 
 scholars' and teachers' reference libraries. 
 
 Method of Teaching. However well informed a teacher 
 may be, he will have to adapt himself in his teaching to the 
 school curriculum, to the aims to be attained by his pupils, 
 and he will have to give his most serious attention to the 
 study and consideration of the methods to be followed in his 
 teaching. No school teacher who takes the slightest interest 
 in his subject can at the present time afford to keep aloof 
 from the discussions as to the best method of teaching 
 modern foreign languages, and every one will be able to learn 
 a great deal from the books written on the subject of the 
 teaching of German. A number of the most suggestive 
 books have been enumerated on pp. 112-113. Some of these 
 works a Modern Language teacher will no doubt wish to 
 possess for himself, so as to be able to refer to them from time 
 to time as occasion arises. The following books appear to 
 me to be especially useful W. H. Widgery, ' The teaching of 
 languages in schools.' London, 1888 (2s.). W. Rippmann, 
 1 Hints on teaching French ' and ' Hints on teaching German.' 
 
a School Teacher of German 141 
 
 (See p. 62.) Michel Breal, * De 1'enseignement des langues 
 vivantes, Conferences faites aux etudiants en lettres de la 
 Sorbonne.' Paris, 1893 (2^.). Fr. Spencer, 'Aims and Practice 
 of Teaching.' Cambridge, 1897 (6s.). An interesting account of 
 the new methods of Modern Language teaching in some particu- 
 larly good German schools was given by Miss M. Brebner in her 
 pamphlet called ' The Method of teaching Modern Languages 
 in Germany.' London, 1898 (is. 6d. cloth). All of these 
 books advocate more or less the so-called Reformmethode or 
 ' Neuere Richtung,' and are therefore in accordance with the 
 requirements of the ' Kaiserliche Erlass ' (Kiel, Nov. 26th, 
 1900), which determined among other things that teachers of 
 modern languages should especially strive to give their pupils 
 facility in speaking in the foreign tongue and the ability clearly 
 to understand current authors. Most of them also lay stress on 
 the value of modern languages as humanistic studies a con- 
 sideration which should be always kept in view. In this 
 connection O. Siepmann's lectures may again be mentioned. 
 His views on this point are sound and forcibly expressed, and 
 I am in hearty agreement with him when he discusses the 
 spirit in which modern languages should be taught. Similar 
 views are in some places expressed by Ch. Sigwalt. The 
 books and pamphlets that have so far been mentioned are 
 written for teachers whose native tongue is not German, 
 but much that is useful can also be learned from some 
 German books for German teachers, if one bears in mind 
 that the standards set up in them require modification and 
 abatement, as German is a foreign language in this country. 
 Teachers can still learn a great deal from a careful study of the 
 books by E. Laas and R. Hildebrand (see my ' Guide,' pp. 37 
 and 119, 120), but generally speaking they will derive most 
 benefit from the works by R. Lehmann, ' Der deutsche 
 Unterricht. Eine Methodik fur hohere Lehranstalten,' Berlin, 
 (95. cloth) ; and by G. Wendt, ' Der deutsche Unterricht.' 
 
142 The Reference Library of 
 
 Miinchen, 1896 ($s. 6d. unbound). The latter contains also 
 an admirable bibliography. More recent is Lehmann's ' Der 
 Unterricht im Deutschen,' contributed to W. Lexis' splendid 
 work ' Die Reform des hoheren Schulwesens in Preussen,' 
 Halle, 1902, pp. 177-190, and the most comprehensive work 
 on the subject, mainly intended for Germans, will be the 
 encyclopaedia edited by Adolf Matthias which is mentioned 
 on page 113. 
 
 Valuable works on German education in general, and there- 
 fore including the teaching of modern languages, are : James E. 
 Russell, ' German Higher Schools. The History,, Organization 
 and Method of Secondary Education in Germany ' (New York, 
 1899, 75-. 6d. net.). E. M. Sadler, ' Problems in Prussian 
 Secondary Education for Boys, with special reference to similar 
 questions in England' (London, 1898). F. E. Bolton, 'The 
 Secondary School System of Germany' (London, 1900, 6^. 6d.). 
 W. H. Winch, ' Notes on German Schools, with special relation 
 to curriculum and methods of teaching' (London, 1904, 6s.). 
 Hugo Miiller, ' Das hohere Schulwesen Deutschlands am 
 Anfang des 20. Jahrhunderts ' (Stuttgart, 1904, 25. unbound). 
 See also Baumeister's Handbuch, vol. i. 2. On * German ideals 
 of to-day ' in life and education there is a recent excellent 
 article by Kuno Francke in 'The Atlantic Monthly' of Dec. 
 1905 (is.) which deserves careful perusal by anyone who takes 
 an interest in the intellectual life of Germany. 
 
 Concerning higher and highest German education teachers 
 will find valuable information in Fr. Paulsen, ' Die Deutsche 
 Universitat als Unterrichtsanstalt und als Werkstatte der 
 wissenschaftlichen Forschung ' (in * Deutsche Rundschau/ 
 Sept. 1894, xx. Heft 12, pp. 341 ff.); 'Die hoheren Schulen 
 und das Universitatsstudium im 2o sten Jahrhundert' (Braun- 
 schweig, 1901, TO^/.); 'Die deutschen Universitaten und das 
 Universitatsstudium ' (a fine book, Berlin, 1902, 7^. 3^. bound) 1 ; 
 1 An English translation of this important book has just been published 
 
a School Teacher of German 143 
 
 *Die hoheren Schulen Deutschlands und ihr Lehrerstand, in 
 ihrem Verhaltnis zum Staat und zur geistigen Kultur.' Braun- 
 schweig, 1904, 6//. (all by the same author). The following 
 volumes (io</. each) of the 'Sammlung Goschen ' deserve to 
 be warmly recommended : Paul Stoetzner, ' Das offentliche 
 Unterrichtswesen Deutschlands in der Gegenwart,' Leipzig, 
 1901, and Friedrich Seiler, 'Geschichte des deutschen Unter- 
 richtswesens,' Leipzig, 1906. (Vol. i. to the end of the i8th 
 cent., Vol. ii. till the present day.) In both of these works the 
 best books of reference for a more detailed study are carefully 
 enumerated. 
 
 With regard to French methods, which teachers of German 
 may wish to compare, refer to ' Special Reports on Education 
 in France,' London, 1899 ( a reprint from vol. n. of 'Special 
 Reports ' of the Education Department), and to Oskar Mey's 
 4 Frankreichs Schulen in ihrem organischem Bau und ihrer 
 historischen Entwickelung, mit Beriicksichtigung der neuesten 
 Reformen.' 2nd ed. (rewritten and enlarged). Leipzig, 1901 
 (45-. lod. unbound). See also the account given by Eugene 
 Stropeno in Baumeister's Handbuch der Erziehungs- und 
 Unterrichtslehre flir hohere Schulen. Vol. i. Part 2 (Miinchen, 
 1897), pp. 419-461, and also pp. 737-892, where the organisa- 
 tion of secondary education in Great Britain has been treated 
 by me at length, and has in some places been compared with 
 the conditions obtaining in Germany. 
 
 Teachers should also make it a point to read some of the 
 periodicals enumerated in section i of the bibliographical 
 appendix to this book, such as ' Modern Language Teaching/ 
 ' Modern Language Review,' 'Die Neueren Sprachen,"Archivfiir 
 das Studium der Neueren Sprachen und Litteraturen/ 'Bulletin 
 
 by Messrs Longmans, Green and Co. (London, 1906, bound, i$s. net). 
 The translation is by Frank Thilly and William W. Elwang, to which is 
 prefixed a very valuable preface by M. E. Sadler, and another suggestive 
 preface by one of the American translators (Thilly). 
 
144 The Reference Library of a Teacher of German 
 
 Mensuel de la societe des professeurs de langues vivantes, 3 
 1 Modern Language Notes,' in order to keep themselves in 
 touch with modern theories and opinions on questions of the 
 method of teaching. Some of these ought to be taken in by 
 the better schools for the teachers' reference library which 
 should be found in all of them. 
 
 I trust that the recommendations and hints given above 
 may enable teachers to make a good choice of books of 
 reference in the various departments of their teaching and 
 private study. More than once I have been privately asked 
 by practical teachers for information of this kind; may the 
 suggestions and recommendations now given be found useful 
 to a wider circle of readers, and thus render some service 
 to the cause of the study and teaching of German in Great 
 Britain ! 
 
APPENDIX. 
 
 EXTRACT from the Ordnung der Priifung fur das 
 Lehramt an hoheren Schulen in Preussen vom 12. 
 September 1898. Halle a. S. 3 igo6. 
 
 8. 
 Umfang und Form der Priifung. 
 
 Die Priifung besteht aus zwei Teilen, der Allgemeinen und der 
 Fachprufung. Beide sind schriftlich und miindlich ; die schrift- 
 lichen Hausarbeiten sind vor der miindlichen Priifung zu erledigen. 
 
 Sowohl in der Allgemeinen als auch in der Fachprufung ist dem 
 Unterrichtsbediirfnisse der hoheren Schulen Rechnung zu tragen. 
 
 9. 
 
 Priifungsgegenstande. 
 
 i. Priifungsgegenstande sind 
 
 A. in der Allgemeinen Priifung fur jeden Kandidaten : Philo- 
 sophic, Padagogik und deutsche Literatur ; ferner fur die Kandida- 
 ten, welche einer der christlichen Kirchen angehoren : Religions- 
 lehre. 
 
 [In den von den Kandidaten gewahlten Fachern (in der Fach- 
 priifung) muss sich im allgemeinen Franzosisch mit Englisch ver- 
 binden, aber es kann an Stelle der einen oder der andern Fremd- 
 sprache auch Deutsch von den Kandidaten gewahlt werden. K. B.] 
 
 B. 10 
 
146 Appendix 
 
 I0 - 
 
 Mass der in der allgemeinen Priifung zu stellenden 
 A nforderungen. 
 
 Bei der Allgemeinen Priifung kommt es nicht auf die Darlegung 
 fachmannischer Kenntnisse an, sondern auf den Nachweis der von 
 Lehrern hoherer Schulen zu fordernden allgemeinen Bildung auf 
 den betreffenden Gebieten. 
 
 Demnach hat der Kandidat in der ihm nach 28, I obliegenden 
 Hausarbeit nicht bloss ausreichendes Wissen und ein verstandnis- 
 volles Urteil liber den behandelten Gegenstand zu bekunden, 
 sondern auch zu zeigen, dass er einer sprachrichtigen, logisch 
 geordneten, klaren und hinlanglich gewandten Darstellung fahig 
 ist. 
 
 Fur die mundliche Priifung ist zu fordern, dass der Kandidat 
 
 1. in der Religionslehre sich mit Inhalt und Zusammenhang 
 der Heiligen Schrift bekannt zeigt, einen allgemeinen Uberblick 
 iiber die Geschichte der christlichen Kirche hat und die Haupt- 
 lehren seiner Konfession kennt ; 
 
 2. in der Philosophic mit den wichtigsten Tatsachen ihrer 
 Geschichte sowie mit den Hauptlehren der Logik und der Psycho- 
 logic bekannt ist, auch eine bedeutendere philosophische Schrift 
 mit Verstandnis gelesen hat ; 
 
 3. in der Padagogik nachweist, dass er ihre philosophischen 
 Grundlagen sowie die wichtigsten Erscheinungen in ihrer Entwicke- 
 lung seit dem 16. Jahrhundert kennt und bereits einiges Verstand- 
 nis fur die Aufgaben seines kiinftigen Berufes gewonnen hat ; 
 
 4. in der deutschen Literatur dartut, dass ihm deren allge- 
 meiner Entwickelungsgang namentlich seit dem Beginne ihrer 
 Bliiteperiode im 18. Jahrhundert bekannt ist, und dass er auch 
 nach dem Abgange von der Schule zu seiner weiteren Fortbildung 
 bedeutendere Werke dieser Zeit mit Verstandnis gelesen hat. 
 
 ii bis 27. 
 Mass der in der Fachprufung zu stellenden Anforderungen. 
 
 Vorbemerkung. Auf jedem Priifungsgebiete ist von den 
 Kandidaten Bekanntschaft mit den wichtigsten wissenschaftlichen 
 Hilfsmitteln zu fordern. 
 
Appendix 147 
 
 ii. 
 
 Abstufung der Lehrbefdhigung. 
 
 i. Die Lehrbefahigung in den einzelnen Fachern hat zwei 
 Stufen : die eine, fiir die unteren und mittleren Klassen (zweite 
 Stufe), reicht bis Untersekunda einschliesslich, die andere (erste 
 Stufe) umfasst auch die oberen Klassen bis Oberprima ein- 
 schliesslich. 
 
 3. Bei der Erwerbung der Lehrbefahigung fiir die erste Stufe 
 ist in jedem Falle Voraussetzung, dass den fiir die zweite Stufe 
 in dem betreffenden Fache zu stellenden Forderungen entsprochen 
 ist. 
 
 Deutsch. 
 
 Von Kandidaten, welche die Befahigung fiir den deutschen 
 Unterricht nachweisen wollen, ist zu fordern 
 
 a. fiir die zweite Stufe : Sichere Kenntnis der neuhoch- 
 deutschen Elementargrammatik und Bekanntschaft mit der 
 Geschichte der neuhochdeutschen Schriftsprache ; eingehendere 
 Beschaftigung mit klassischen Werken der neueren Literatur, 
 insbesondere aus ihren fiir die Jugendbildung verwendbaren 
 Gebieten, und Ubersicht iiber den Entwickelungsgang der 
 neuhochdeutschen Literatur. Ausserdem ist Bekanntschaft mit 
 den Grundziigen der Rhetorik, Poetik und Metrik sowie mit 
 den fiir die Schule wichtigen antiken und germanischen Sagen 
 darzutun ; 
 
 b. fiir die erste Stufe iiberdies : Eine Beherrschung des 
 Mittelhochdeutschen, welche befahigt, leichtere Werke ohne 
 Schwierigkeit zu lesen und mit grammatischer und lexikalischer 
 Genauigkeit zu erklaren ; eine, wenigstens fiir die mittelhoch- 
 deutsche und neuere Zeit, auf ausgedehnterer Lektiire beruhende 
 Kenntnis des Entwickelungsganges der gesamten deutschen 
 Literatur ; Vertrautheit mit der Poetik und deutschen Metrik 
 sowie mit denjenigen Lehren der Rhetorik, deren Kenntnis fiir die 
 Anleitung zur Anfertigung deutscher Aufsatze in den oberen 
 
148 Appendix 
 
 Klassen erforderlich 1st ; dazu nach Wahl des Kandidaten entiveder 
 Bekanntschaft mit den Hauptergebnissen der historischen Gram- 
 matik und Kenntnis der Elemente des Gotischen und Althoch- 
 deutschen, oder die Lehrbefahigung in der Philosophischen Pro- 
 padeutik ( 13). 
 
 17. 
 
 Franzosisch. 
 
 Von den Kandidaten, welche die Lehrbefahigung im Fran- 
 zosischen nachweisen wollen, ist zu fordern, dass sie Kenntnis der 
 lateinischen Elementargrammatik nachweisen nebst der Fahigkeit, 
 einfache Schulschriftsteller, wie Casar, wenigstens in leichteren 
 Stellen, richtig aufzufassen und zu iibersetzen ; sodann 
 
 a. fur die zweite Stufe : Kenntnis der Elemente der Phonetik, 
 richtige und zu fester Gewohnung gebrachte Aussprache ; Vertraut- 
 heit mit der Formenlehre und Syntax sowie der elementaren Syno- 
 nymik ; Besitz eines ausreichenden Schatzes an Worten und Wen- 
 dungen und einige Ubung im miindlichen Gebrauche der Sprache ; 
 Einsicht in den neufranzosischen Versbau und Ubersicht iiber den 
 Entwickelungsgang der franzosischen Literatur seit dem 17. Jahr- 
 hundert, aus welcher einige Werke der hervorragendsten Dichter 
 und Prosaiker, auch der neuesten Zeit, mit Verstandnis gelesen sein 
 miissen ; Fahigkeit zu sicherer Ubersetzung der gewohnlichen 
 Schriftsteller ins Deutsche und zu einer von groberen sprachlich- 
 stilistischen Verstossen freien schriftlichen Darstellung in der 
 fremden Sprache ; 
 
 b. fiir die erste Stufe : Fur den schriftlichen und miindlichen 
 Gebrauch der Sprache nicht bloss voile grammatische Sicherheit 
 bei wissenschaftlicher Begriindung der grammatischen Kenntnisse, 
 sondern auch umfassendere Vertrautheit mit dem Sprachschatz 
 und der Eigentiimlichkeit des Ausdrucks, sowie eine fiir alle Un- 
 terrichtszwecke ausreichende Gewandtheit in dessen Handhabung ; 
 iibersichtliche Kenntnis der geschichtlichen Entwickelung der 
 Sprache seit ihrem Hervorgehen aus dem Lateinischen, ferner 
 Kenntnis der allgemeinen Entwickelung der franzosischen Lite- 
 ratur, verbunden mit eingehender Lektiire einiger hervorragender 
 Schriftwerke aus friiheren Perioden wie aus der Gegenwart ; Ein- 
 
Appendix 149 
 
 sicht in die Gesetze des franzosischen Versbaues alterer und 
 neuerer Zeit ; Bekanntschaft mit der Geschichte Frankreichs, 
 soweit sie fur die sachliche Erlauterung der gebrauchlichen Schul- 
 schriftsteller erforderlich ist. 
 
 Bemerkung. Fur minder eingehende Kenntnisse auf dem 
 Gebiete der geschichtlichen Entwickelung der Sprache kann eine 
 besonders tiichtige Kenntnis der neueren Literatur nebst hervor- 
 ragender Beherrschung der gegen wartigen Sprache ausgleichend 
 eintreten. 
 
 1 8. 
 Englisch. 
 
 Von den Kandidaten, welche die Lehrbefahigung im EngUschen 
 nachweisen wollen, ist zu fordern, dass sie Kenntnis der lateinischen 
 Elementargrammatik nachweisen nebst der Fahigkeit, einfache 
 Schulschriftsteller, wie Casar, wenigstens in leichteren Stellen, 
 richtig aufzufassen und zu ubersetzen ; sodann 
 
 a. fiir die zweite Stufe : Kenntnis der Elemente der Phonetik, 
 richtige und zu fester Gewohnung gebrachte Aussprache : Ver- 
 trautheit mit der Formenlehre und Syntax sowie der elementaren 
 Synonymik ; Besitz eines ausreichenden Schatzes an Worten und 
 Wendungen und einige Ubung im miindlichen Gebrauche der 
 Sprache ; Ubersicht liber den Entwickelungsgang der englischen 
 Literatur seit Shakespeare, aus welcher einige Werke der hervor- 
 ragendsten Dichter und Prosaiker, auch der neuesten Zeit, mit 
 Verstandnis gelesen sein miissen ; Fahigkeit zu sicherer Uber- 
 setzung der gewohnlichen Schriftsteller ins Deutsche und zu einer 
 von groberen sprachlich-stilistischen Verstossen freien schriftlichen 
 Darstellung in der fremden Sprache ; 
 
 b. fiir die erste Stufe : Fiir den schriftlichen und miindlichen 
 Gebrauch der Sprache nicht bloss voile grammatische Sicherheit 
 bei wissenschaftlicher Begriindung der grammatischen Kenntnisse, 
 sondern auch umfassendere Vertrautheit mit dem Sprachschatz und 
 der Eigentiimlichkeit des Ausdrucks, sowie eine fiir alle Unter- 
 richtszwecke ausreichende Gewandtheit in dessen Handhabung ; 
 iibersichtliche Kenntnis der geschichtlichen Entwickelung der 
 Sprache von der altenglischen Periode an ; Kenntnis der allge- 
 
 io3 
 
1 50 Appendix 
 
 meinen Entwickelung der Literatur, verbunden mit eingehender 
 Lektiire einiger hervorragender Schriftwerke aus friiheren Perioden> 
 wie aus der Gegenwart ; Einsicht in die Gesetze des englischen 
 Versbaues alterer und neuerer Zeit ; Bekanntschaft mit der 
 Geschichte Englands, soweit sie fur die sachliche Erlauterung der 
 gebrauchlichen Schulschriftsteller erforderlich ist. 
 
 Bemerkung. Fiir minder eingehende Kenntnisse auf dem 
 Gebiete der geschichtlichen Entwickelung der Sprache kann eine 
 besonders tiichtige Kenntnis der neueren Literatur nebst hervor- 
 ragender Beherrschung der gegenwartigen Sprache ausgleichend 
 eintreten. 
 
 28. 
 Schriftliche Hausarbeiten. 
 
 2. Priifungsarbeiten aus dem Gebiete der klassischen Philo- 
 logie sind in lateinischer, aus dem der neueren Sprachen in der 
 betreffenden Sprache, alle iibrigen aber in deutscher Sprache 
 abzufassen. 
 
 33- 
 Ausfiihrung der mundlichen Priifung. 
 
 5. Die Fachpriifung im Franzosischen, Englischen, Polnischen 
 oder Danischen ist insoweit in der betreffenden Sprache selbst zu 
 fiihren, dass dadurch die Fertigkeit des Kandidaten im mundlichen 
 Gebrauche derselben ermittelt wird. 
 
 CONTINENTAL TRAINING FOR TEACHERS. 
 
 The following communication has been issued by the Board of 
 Education : 
 
 The French and Prussian Governments have initiated, in con- 
 junction with the Board of Education, a scheme whereby a number 
 of young teachers (men and women in the case of France, men 
 only in the case of Germany) can be appointed as temporary 
 " assistants " for one year in French lycdes and colleges or Prussian 
 gymnasia respectively. The two Ministries will proceed shortly to 
 make fresh appointments. 
 
Appendix 1 5 1 
 
 The main duty of the " assistant " will be to conduct small con- 
 versation classes for about two hours daily. 
 
 Though not taking any part in the regular instruction of pupils, 
 he will, both in France and Germany, be considered in all other 
 respects as the colleague of the masters. He will not receive a 
 salary, but he will be lodged and boarded at the institution to 
 which he is attached, subject to the provision that in Germany, in 
 certain cases, a sum of about ^65 (1,300 marks) may be paid to 
 him in lieu of board and lodging. 
 
 Candidates for such posts must be teachers (or intending 
 teachers) in secondary schools, and should preferably be graduates 
 of some British university. Applications, containing particulars as 
 to course of study and qualifications, should be forwarded without 
 delay to the Director of Special Inquiries and Reports, Board of 
 Education Library, St Stephen's House, Cannon-row, Westminster, 
 with testimonials in duplicate as to character and capacity and 
 teaching experience, and a medical certificate of health. It will 
 also be necessary for each candidate to have a personal interview 
 with the Director at his office. 
 
INDEX. 
 
 Abbreviations, the chief German, 42 
 
 Aims of Modern Language Teaching 
 
 in Secondary Schools, 9, 12, 13, 
 
 45. 55. 57, 7 8 
 Alliteration, 86 
 Analytic method, 3 
 Answers, in complete sentences, 32 
 
 Bibliographical appendix, 102-14 
 
 Periodicals, 102-104 
 
 Reports, 104 f. 
 
 Books, pamphlets and Essays on 
 modern language teaching, 
 105 f. 
 
 Books on teaching of German, 
 112-113 
 
 Books on phonetics, 113-114 
 
 Books on modern language teach- 
 ing, 105-13 
 
 Books on the study and teaching 
 of German, 115-43 
 
 Cambridge Medieval and Modern 
 
 Languages Tripos, 38, 95 
 Classics, study of the, 24, 39, 42-7 
 Canon of suitable books to be 
 
 read, 39-40, 4 2 > 43 
 Canon of suitable pieces to be 
 
 learnt by heart, 43 
 Rimes in classics, 21 
 Annotated editions of classics, 
 
 24* 39>.42 
 Biographical accounts of classics, 
 
 54 
 
 English renderings of foreign 
 classics, 49 
 
 Classics, 
 
 French and German i;th and 
 
 1 8th cent, classics, 45 
 German classics, 133-4 
 Classrooms, special, to be allotted 
 to modern language teaching, 5 
 Coins, foreign, 29, 41, 140 
 Composition, ordinary, only to be 
 done by advanced pupils, 13, 
 
 T 4 . 
 
 Composition, original, 13, 14, 52 
 
 Conversation, 31-8, 127 
 Correspondence' international, 14- 
 15, 97 
 
 Dictation, 19, 22, 87 
 Dictionaries, 38, 117-20 
 German, i j 7 ff. 
 German- English, 117-8 
 German-German, 118 
 of foreign words in German, 119 
 etymological, 1 19 
 orthographical, 124 
 synonym ical, 119 
 systematic English-German, 120 
 for travelling, 38, 118 
 commercial and miscellaneous, 
 
 120 
 Differences between German and 
 
 English, 57 
 Difficulties (chief) of German 
 
 Grammar, 71-4 
 
 Difficulties (chief) of German pro- 
 nunciation, 63-8 
 
 Direct method of teaching modern 
 languages, 3, 31-4 
 
154 
 
 Index 
 
 English too much neglected in many 
 
 schools, 51-2, 54 
 Essays, books on German essay 
 
 writing, 128 
 
 Etymological comparison, 30 
 Examinations 
 
 drawbacks of set books in 
 
 Examinations, 44-5 
 Foreign, for mod. lang. teachers, 
 
 33, 145-150 
 Neglect of the spoken language 
 
 in, 5 
 
 Viva Voce, 32 
 Exchange of 
 lessons, 97 
 letters, 15, 97 
 pupils, 15 
 teachers, 36 
 
 Explanation of poems, dramas, etc., 
 51-2 
 
 Foreign words in German, books on, 
 
 119 
 
 Form association, 26, 70 
 Form, metrical, 50-1 
 French 
 
 relation to English, 27 
 
 difficult sounds, 16, 17, 19 
 
 enunciation, 18 
 
 metre, 21, 50-51 
 
 first teaching of, 31 
 
 Geography, 80, 91, 98, 137-8 
 German, aim of teaching, 57 f. 
 
 Books on teaching, 105-14, 
 140-3 
 
 classics, books on teaching, 
 
 133-4 
 
 conversation, 31-8, 127-8 
 dialects, 61-2, 84, 88-9 
 dictionaries, 117-20 
 difficulties of, 63-7, 71-4 
 essays, 52, 128 
 first teaching of, 31 
 geography, 80, 137-8 
 grammars, 120-4 
 grammar teaching, 68-77 
 handwriting, 58, 59, 125 
 history, 80, 136-8 
 idioms, 27, 127 
 
 German, 
 
 language (books on history of), 
 
 1^3-4 
 
 letters, use of, 58-60 
 letter writing, 42 
 literature (books on history of), 
 
 128-31 
 literature, should it be taught as 
 
 such? 54 
 middle high German, 79, 84, 85, 
 
 134-5 
 
 mythology and sagas, 136 
 
 names, 39, 76 
 
 old high German, 84, 86 
 
 old German, 135 
 
 'Realien,' 29-30, 39, 41-2, 80 
 
 (sixteenth century), 135 
 
 spelling, 21-2, 60, 124 
 
 syntax, 83; books on, 122 
 
 word formation, 76 
 Glottal stop, 1 8, 65 
 Gradation of reading, 39 
 
 of poems learnt by heart, 43-4 
 Grammar, 68-74 
 Grammars, 120-4 
 
 Defects of existing school 
 
 grammars, 24, 69 
 Grammar teaching, 13, 22-7, 69 
 Gramophone, 19, 62 
 
 Handwriting (German), 58, 59, 125 
 Historical Grammar, 23, 24, 26, 70 
 History, 80, 91, 98, 136-8 
 Holiday courses for teachers and 
 students, 36-7 
 
 Idioms, to be taught, 10, 27-8 
 explained (books on), 127 
 
 Illustrated Reader, 40 
 Primer, 39 
 
 International correspondence, 14 
 
 Intonation, characteristic foreign, to 
 be taught, 18, 19, 62 
 
 Latin words in German, French or 
 
 English, 26 
 
 Learning by heart, 43-4 
 Leave of absence for mod. lang. 
 
 teachers, 35 
 Letters in German reader, 42 
 
Index 
 
 155 
 
 Letter writing, 14, 42 
 
 Library of mod. lang. books for 
 
 junior and senior pupils, 46; 
 
 mod. lang. students' reference 
 
 library, 96 ; ideal teachers' 
 
 library, 113-43 
 Literature, foreign, should it be 
 
 taught in schools, 54; English 
 
 Ht., 51, 54 
 books on German, 128-31 
 
 Maps, 5, 39, 41 
 
 Method of reading with a class, 
 
 47-53 
 Methodical preparation of lessons, 
 
 47 
 Metres, study of, 50-1 
 
 books on German, 131 
 Modern Languages 
 
 Association, 35, 98, 101 
 at Cambridge, 32, 38 
 educational value of, 4, 55 
 connected with study of History 
 
 and Geography, 10, 80 
 interest in, 45 
 not to be degraded, 55 
 not to be taught like classical 
 
 languages, 9 
 to be taught mainly by English 
 
 men and women, 37 
 how the teaching of them may 
 
 be improved, 4-6 
 time allotted to them in schools, 
 
 4i44 
 
 principles of teaching, 9 
 methods of teaching (various), 6 
 books on methods of teaching, 
 
 105-12 
 onesidedness of some methods of 
 
 teaching, 7 
 the direct or analytic method of 
 
 teaching, 3 
 general agreement as to method 
 
 of teaching, 6, 9 
 Mod. Language 
 
 Quarterly, 6, 13, 16, 20, 38, 102, 
 
 113, 116, 143 
 
 Review, TOI, 102, 116, 143 
 Teaching, 15, 31, 42, 101, 102, 
 
 113, 116, 143 
 
 Mother tongue, sound teaching of it 
 important for foreign language 
 teaching, 52 
 
 Mots populaires and Mots savants, 
 26, 70, 91 
 
 Names, German geographical, 41 
 
 proper and family, 76 
 * Neuere Richtung,' 3, 19, 140 
 
 Object lessons, 39 
 Old German, study of, 85, 134 
 Oral test in examinations, 5, 32, 44 
 Orthography, German, 60, 124-25 
 
 Paraphrase, 14, 48 
 
 Periodicals, 102-4 
 
 Phonetics, 15-18, 87-89 
 
 Phonetic transcription, 19-20, 40, 
 
 63, 127 
 Phonetics (drill in), 10 
 
 (books on), 113-4, 125-26 
 Phonograph, 19, 48, 62, 109 
 Phrases (idiomatic), 10, 27, 127 
 Pictures (use of) in lower forms, 28, 
 
 . 3 1 * 33 
 
 in Reader, 40, 41 
 Picture Post Cards, 30, 101, 140 
 Plays, discussion of great, 50-3 
 
 historical, 53 
 
 acted abroad, 52 
 
 classical (books on), 133 
 Poems to be learnt by heart, 43, 49 
 
 to be read in school, 48-9 
 Poetry, books on the theory of, 
 
 .132-33 
 Precision, 62 
 
 Prepositions, use of German, 7 1 
 origin of certain German, 71 
 Prescribed books in examinations, 
 
 44-5 
 
 Primer, 39 
 Pronunciation, 10, 15-22 
 
 German, 61-4, 84, 87-8, 125-26 
 Punctuation, 22 
 
 book on, 125 
 
 Reader, centre of mod. lang. 
 teaching, 39 
 nature of proposed reader, 40-2 
 
156 
 
 Index 
 
 Reader, 
 
 what to reject and what to 
 
 include in it, 40-2 
 Reading, to be placed in the fore- 
 front, 12 
 method of reading with a class, 
 
 47-54 
 lesson, preparation of teacher 
 
 for, 47-8 
 
 Readings and recitations by foreign- 
 ers, 63 
 ' Realien,' 29-30, 39, 41-2, 80, 98, 
 
 137 
 
 Reciting, 19, 44 
 Reform movement, 2 
 Relation of French and German to 
 
 English, 26 
 Reproductions, 14 
 Residence abroad, 34-7,99-101, 140 
 Results of teaching mod. langs., 55 
 Rimes in the classics, 21 
 
 Self-abnegation of teacher, 47 
 Series method, 28-9, 107-8 
 Size of classes, 5 
 Sounds 
 
 Etymological correspondences 
 between English and German 
 sounds, 27, 30 
 Sound Tables, 16, 63 
 Spelling, 21, 22, 60, 124 
 
 imperial German, 60-1 
 Spoken language often neglected in 
 
 examinations, 5, 32, 44 
 Sprachgefuhl, 13, 26 
 Structure of Dramas, books on, 132 
 of dramas to be explained, 
 
 50 sqq. 
 
 Study of German (what it comprises) 
 79-80 
 
 Tables of foreign moneys, weights, 
 
 measures, etc., 29, 41 
 of foreign sounds, 16, 63-68 
 
 Teachers of foreign languages, onl; 
 
 duly qualified ones to be ap 
 
 pointed, 5 
 
 qualifications of, 8, 78-80 
 scholarships for, 35 
 exchange of, 36 
 to be mainly English, 37 
 residence abroad of, 34-38, 98- 
 
 101 
 number of hours they should b 
 
 required to teach, 9 
 of German, ideal referenc 
 
 library for, 113-43 
 training of, 5/9, 78-101 
 training of, at school, 90-93 
 training of, at the University 
 
 93-97 
 training of, after the Universit 
 
 course, 97-101 
 training of, abroad, 98-101 
 Theatre, 52-3 
 
 Theory of poetry (books on), 132 
 Time, all important for success i: 
 
 mod. lang. teaching, 4 
 Translation, 12-14, 46, 49 
 Travelling Scholarships for teacher 
 
 and students needed, 35-6 
 at Birmingham, 35 
 
 University training in moder 
 
 languages, 93 ff. 
 Use of German type, 57-8 
 Utilitarian views on mod. lan 
 
 study, 45, 46, 55 
 
 Verbs, strong, 72 
 separable, 72 
 
 Vocabulary, methods of increasing 
 10, 28-31 
 
 Wall-maps of foreign countries, 
 
 39 4i 
 
 Wall-pictures, 28-9, 31, 33 
 Word formation, 30, 76 
 
L D2l-100m-7,'33 
 
Tb UDUDQ 
 
 UNIVERSITY OF CALIFORNIA LIBRARY