I-NRLF SB GIFT OF MICHAEL REESE The Teaching of Modern Foreign Languages. EonDon: C. J. CLAY AND SONS, CAMBRIDGE UNIVERSITY PRESS WAREHOUSE, AVE MARIA LANE. 263, ARGYLE STREET. F. A. BROCKHAUS. gorfe: THE MACMILLAN COMPANY. Bomirng: E. SEYMOUR HALE. The Teaching of Modern Foreign Languages m our Secondary Schools BY KARL BREUL LITT.D. (CAMBRIDGE), PH.D. (BERLIN) CAMBRIDGE UNIVERSITY LECTURER IN GERMAN CA1 AT THE UNIVERSITY PRESS. 1899 [All Rights reserved.'} (VIC First Edition, 1898. Second Edition, 1899. PREFACE. THE paper on ' the teaching of modern foreign languages ' was first read, in the Lent Term of 1895, to the 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 95628 vi Preface. (printed in the Educational Times, May 1894, and reprinted by Professor Victor's special request in Die Neueren Sprachen n. 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 W. G. Lipscomb and of Walter Rippmann. It is hoped that the Extract from the latest Ordnung der Prufung fur das Lehramt an hoheren Schulen in Preussen vom 12. September 1898, given in the Appendix, will be not un- welcome to many readers of the present work. K. B. ENGLEMERE, CAMBRIDGE, Easter, i CONTENTS. PAGE I. THE TEACHING OF MODERN FOREIGN LANGUAGES IN OUR SECONDARY SCHOOLS 1-64 a. General part ......... i 43 b. Special part : The Teaching of German . . . . 44 58 c. Bibliographical Appendix ...... 59 64 II. THE REFERENCE LIBRARY OF A SCHOOL TEACHER OF GERMAN 6584 APPENDIX . . . 85 90 INDEX ' 9194 THE TEACHING OF MODERN FOREIGN LANGUAGES IN OUR SECONDARY SCHOOLS. THE subject which I propose to discuss to-night can certainly not be likened to a smooth and flower-strewn path leading down hill. 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 our Secondary Schools. It has been my lot for more than twelve years to make from time to time a careful study of that very remarkable and ever increasing part of educational literature which is 1 See my edition of the fifteenth century poem "The Boke of Curtesy" in Kolbing's Englis'che Studien, IX. (1885), 51 sqq. B. I 2 The Teaching of Modern Foreign Languages known to the scholastic world by the high-sounding name of ' examination papers.' From 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 ' Because Iphigenia is the heroine of the play which we had to get up for this examination 7 ? 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 7 in the teaching of foreign tongues, the leading ideas of which were set forth lucidly and forcibly by Professor Wilhelm Victor (now of Marburg) in his famous pamphlet: ' Quousque tandem! Der Sprachunterricht muss umkehren' This revolutionary little treatise was written in this country in 1882. Since that date very many books and papers have been written pro and contra, most of them advocating a more or less radical reform of the old system of teaching in the spirit of the so-called ' direct,' 'analytic' or 'imitative' method. The 'new method 7 or 'Neuere Richtung' has of late made rapid strides in Germany, and its main principles are being gradually, and deservedly, adopted by a small band of energetic Modern Language teachers in this country. I cannot under- take to discuss here even the best books and pamphlets on new methods of Modern Language teaching. They will be enumerated at the end of these lectures, and students and teachers should make it a point to read the principal ones. These lectures are especially intended to be suggestive, and, in my own small way, I hope to fire your enthusiasm. in our Secondary Schools. Instead of discussing many different modem methods(l 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. 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 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 2 ^ 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 and with much better results than heretofore. I firmly believe that there is a great chance for Modern Language teachers in the immediate future, that great opportunities will before long be given, and that all we have to do at schools and universities is to prepare ourselves most carefully so as to be ready when the time comes.) It should not be said of us ' Aber der grosse Moment findet ein kleines Geschlecht.' The question arises :l 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 four conditions be fulfilled :^ \(i) More time should be allotted to the study of Modern 1 See now Miss Mary Brebner's pamphlet * The Method of Teaching Modern Languages in Germany' (London, 1898), Chapter v. 2 See, among others, C. Colbeck, 'On the Teaching of Modern Lan- guages in Theory and Practice,' Lecture I. Cambridge, 1887, and Fr. Storr, 'The Teaching of Modern Languages' (1897), p. 274. I 2 4 The Teaching of Modern Foreign Languages Languages at School. This is of paramount importance. Our leading public schools should set the example. (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 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 conducted exclusively by means of printed papers and without any oral test. 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 in conducting the examinations of which I am of course well aware. The written examinations of beginners should be discouraged.^ (3) From the very beginning none but duly qualified teachers should be entrusted with the teaching of Modern Languages. As to the qualifications which I believe to be absolutely indispensable I shall in the course of these lectures briefly give you my views. For details I should like to refer you to my lecture given in 1894 before the College of Preceptors "On the training of teachers of Modern foreign Languages" (Educational Times, May, 1894). 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 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 1 See Educ. Times, I.e. p. 230. in our Secondary Schools. 5 low. He who forms an educational or any other ideal must pitch it high ; time will show if he was right or if his demands were excessive. I confidently leave you to judge for yourselves. (4) 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 fourth point I wish to deyote special attention in these lectures. It is the one which at this very moment is engrossing the attention of Modern Language teachers in this country 1 and abroad. Methods. (jThere are many different methods of teaching Modern Languages in the field 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. Still it seems to me, and my experience as a teacher and examiner confirms my impression that 'the true method,' ' the royal road, 7 has not as yet been discovered. It has not been discovered either in England or abroad. I certainly do not flatter myself that I have discovered it. We are clearly just now in a time of transition and experiment, and I think we are in a fair way towards agreeing on a number of essential points. Many practical and experienced teachers in this country as well as 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 on all the principal points of method has, however, not up to the present been arrived at. Much more interchange of ideas and experience is required. The chief work is being done in Germany, Austria, Scandinavia, France and America 1 See the discussions in the Journal of Education and in the Modern Quarterly of Language and Literature. Cp. the Bibliographical Appendix, PP- 57-58. 6 The Teaching of Modern Foreign Languages England, in spite of a few noteworthy exceptions, has un- fortunately so far lagged behind. 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. They are mostly very one-sided, no doubt very good with regard to one particular point, but, to the neglect of all else, they carry one really good idea much too far. They are as a rule more or less mechanical, of but little scientific, literary or educational value ; they afford a certain routine, but do not at all 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 the practical, though 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 aim of Modern Language teaching in our higher schools. A language which has so subtle and elaborate a syntax I as French, or a language which is so deeply saturated with poeJtry as German, cannot and ought not to be studied by older boys and girls by mere imitation, after the unconscious fashion of an infant ! (2) Again, method itself, even the best method, however important it is, is not everything. A very great deal of the success depends on the natural gjifts, the previous training, the energy and the experience of the individual teacher. It is well known that the best Modern Language scholar does not always obtain the best results as a teacher. Consequently the Modern Language teacher must not -only be a well-trained scholar, but in addition something of an artist and of a mari of the world. He must have the power of speech, an easy mastery of the foreign idiom, and the gift of drawing out his in our Secondary Schools. I 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 Miinch 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 I moaify it in accordance with his own individuality and the/ requirements of different sets of pupils. He will continually i 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 zealous teacher in order* to be successful, it would not be right to undervalue v its* importance. On the contrary, it is most im- portant 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. Happily on a few important points there seems to exist -even now an almost general agreement among experts. Let me take these first. They are : (i) 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 1 On the method of training of Modern Language teachers see my before-mentioned lecture, and also the Journal of Education, February 1899, p. 151- 8 The Teaching of Modern Foreign Languages 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 16. (2) Modern Languages should not be taught in the same style as the ancient tongues. They are not studied mainly for the sake of their form, not even exclusively for the beauty and value of their literature, but in teaching Modern Languages we aim at teaching the principal features of the life, character and thought of great foreign nations. You will, then, agree with me that 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 ^nd 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. (3) And again, Modern Languages should beunuch 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 a man will possess the power of transforming himself 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 and of Modern History and Geography, which are often sadly neglected at school, to the Modern Language master. I have maintained that Modem 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 in our Secondary Schools. 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 cannot be reached by mere unconscious imitation, but in the case of some especially difficult sounds a certain amount of phonetic drill is absolutely necessary in order to shorten and to smooth the way of the pupil. No one should undertake to teach Modern Languages even 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 as large and as useful as possible. Under the old system of studying Modern Languages cases 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. Schroder, 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 so much smack 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 ftir 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 home for homme, vou for vu> and Enfenk for Anfang, swonsig for zwansig, Studien for Studien, etc. io The Teaching of Modern Foreign Languages It is not easy to say to what extent oral and colloquial German should be combined in school teaching with the study and analysis of the written literary language. In order to arrive at a fairly satisfactory conclusion and to strike a fair balance between the views of the old school who almost exclusively studied the written language of a few select classics, mostly poets, and the modern extremists who condemn what- ever 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 settle for ourselves the question : What should be the aim of Modern Language teaching in our Secondary Schools'! Here 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 that 'a practical mastery' of a foreign language as promised by some methods cannot possibly be hoped for. How many aduks 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 and intelligently so as to become a good basis for later practice. What is to 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 ^4//want to read foreign books, periodicals and newspapers, and to enjoy the treasures of foreign literature. All will one \' in our Secondary Schools. n day be anxious to know something of and to appreciate justly 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. ' Sprach- gefiihl ' should be early aroused and carefully fostered by much reading of first-rate modern authors. A sufficient amount of grammar should be learned chiefly from the reading and a sub- sequent systematic analysis of the most important sentences 1 . 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. Translation from the foreign language into good and idiomatic English (not the usual shocking trans- lation-English) should be carefully and systematically practised after the first foundation has been laid (see p. 12). At an early stage some very easy original composition in the foreign language might be attempted with advantage. But very little ordinary composition, i.e. translation from English into the foreign language, should be done, 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 lower forms. In almost all schools composition is begun much too early, when the children know but little grammar, hardly any idiomatic turns and phrases, and have not yet developed any 'Sprachgefiihl.' Most 1 See F. Spencer's 'Aims and Practice of Teaching' (Cambridge, 1897), pp. 100 sqq. and J. Findlay's * Preparation for Instruction in English on a direct method' (Marburg, 1893). It should, however, be borne in mind that both of them gained their experience by teaching small classes of adults. See also some of the pamphlets and essays enumerated in the Bibliographical Appendix, especially those by W. Rippmann. 12 The Teaching of Modern Foreign Languages examinations prescribe it at a stage when the children cannot possibly be expected to produce a piece of decent composition of ordinary difficulty. The regulation requiring early compo- sition and the pieces set may look very nice on the syllabus and in the papers of certain examinations but read the Examiners' Reports in order to estimate the value of the work sent up by the vast majority of the candidates. Rather set them some easy original composition. Original compositions are in fact easier than translations from the mother-tongue and certainly at first better calculated to make the children enter into the spirit of the foreign language. The writing of easy letters on familiar subjects which would interest the children should be encouraged early arid practised constantly. Little stories read or told by the teacher should be reproduced by the pupils, short accounts of ordinary things and occurrences should be frequently given. The children should be en- couraged to write and to speak about all they have actually seen and experienced. During a Modern Language lesson no English appellation should as far as possible 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 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 Correspondence between pupils attend- ing German, French and English schools. This movement is a very recent one but much good is reported of it 1 . After 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 1 Apply to Dr M. Hartmann, Konigliches Gymnasium, Leipzig, and also to Monsieur Sevrette, 31 Rue St Brie, Chartres (Eure et Loire). Compare Miss M. Brebner, ' The Method of Teaching Modern Languages in Germany,' pp. 38 39, and the Journal of Education^ 1897, p. 99. in our Secondary Schools. 13 teaching of pronunciation, spelling, grammar, and similar points of language, while in a subsequent lecture I shall discuss the reading, the composition and study of reading-books, and the proper selection and explanation of authors, and the teaching of the history of foreign literature. In a final lecture I shall speak of some special points referring to the teaching of German only. Pronunciation. Any child that is instructed in a foreign language has a right to hear and to learn from its teacher a correct and idiomatic pronunciation of the foreign tongue. Am I wrong if I main- tain that in many schools, even in good ones, this condition is far from being fulfilled ? I do not at all require a teacher to dwell too long on phonetic niceties or to give a great deal of precious time to the teaching of phonetics pure and simple. There is neither time nor need for that. 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. 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 any mistake of any importance. He will not unfrequently make the whole class pronounce 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 more 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 during the lesson. They will be continually worked at, and the difficulties will gradually become less and will finally be overcome by the 14 The Teacliing of Modern Foreign Languages large majority of children 1 . Such difficulties are for instance the French nasal sounds, the 1 mouille, the guttural r in French and German, the pure (undiphthongised) long vowels and the modified vowels in German, the German initial z, the ich and ach sounds, etc. The instruction in actual phonetics should be as short and as simple as possible, but its fundamental principles should be imparted even to children. They should 'be told and shewn that the spoken words consist of sounds and not of letters (e.g. veau, deuil, feuille; schwarz, stehen, sprechen, etc.). There is no very great difference in the pronunciation of the German Vieh, the English fee and the French fi, although the vowel sound is sometimes a diphthong in the English word (=fee ee , phonetically^'). Again a teacher would probably seize an opportunity of shevVitig the children that our ordinary alphabet is not by any means complete, as it is far from representing each sound occurring in a language by a special symbol, but uses the same letter for various sounds, e.g. ch in ich, ach, or b in Weib, Weibes \ or a in man, father, small, or oo in good, floor, flood 1 , or th in thin and thine', g in gin and gun ; I i\\ fusil, peril and jf/y (' sons' and 'threads'); // in famille, Camille\ or g in gant, mangeant. Again and here lies a great source of danger with regard to 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 much more opened and the vowel sound quite short and pure. The German Quell ' source ' is to be pronounced kvel (bilabial but without protruding the lips at all), the English quell is 1 On the whole question see now the able lecture " On the use of Phonetics in Modern Language Teaching" by Dr Paul Passy, an abstract of wbich is printed in The Modern Quarterly of Language and Literature, I. pp. 64sqq. and cp. The Journal of Education, 1897. (See the Index under " Phonetics.") in our Secondary Schools. 15 kuell. Or again, in many German words the so-called * glottal stop' should be carefully noticed and practised, e.g. Verein (=fdr > ain\ erortern (^-ar'ortdrri), geachtet (^gJactet), abdndern (=dp'$nd?rri), Polar eis (= polar* als\ Wachtelei (vactzPai), etc. 1 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'aiz^n) and verreisen (firaizdn). See Miss Laura Soames, ' Introduction to Phonetics,' p. 146, W. Victor in 6 German Pronunciation/ pp. 56 sqq., and W. Rippmann, ' Elements of Phonetics/ pp. 6, 24. 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 enunciation. He should not allow them to jerk out the words one by one, but should strictly insist on their emitting them in one continuous flow to the end of the sentence, however slow the pronunciation of the whole sentence may be at first. This is often neglected in school teaching, the masters being satisfied with a correct pronunciation of individual words. Reciting should be regularly and carefully practised from the beginning, 1 For the explanation of the symbols used in the transcription of the German words see Victor's 'German Pronunciation,' Leipzig, 1890. Professor Victor has now adopted the transcription of the Association Phonetique which cannot be reproduced here. 1 6 The Teaching of Modern Foreign Languages and also dictation, in order to train the ear to catch foreign sounds quickly and correctly. In order to teach pronunciation effectively, most advocates of the ' Ne^iere 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 ever so much better if they do not start with the confusing spelling of the present day, and they are of opinion 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 been tried more than once 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 much wanted. As far as I can see at present and have been able to gather from the experience of others, it is not necessary to introduce transcribed texts excellent and in- dispensable as no doubt they are for students and teachers into class teaching. The modern reformers seem to go, in this case, a little too far in their natural reaction against the old method. They want revolution instead of reform. At all events books like Dr Sweet's l Elementarbuch des gesprochenen Englisch ' and *A Primer of Phonetics' will never do for school teaching. Dr Passy's system as used in his periodical *Le maitre phonetique-' is easier, and bids fair to become the r cognised International alphabet for phonetic transcriptions. Single words of exceptional difficulty might well be transcribe/^ in class teach- ing in the symbols of this alphabet. The books on phonetics from which a teacher will derive useful information are enume- rated in my * Handy Guide/ 4, b. To these should now be 1 See The Mod. Quarterly of Language and Literature, 1 1. 150 3 and jgy g; the Report of the Mod. Lang. Association Sub-committee on Phonetics will appear in the Quarterly of April, 1899. in our Secondary ScJwols. 17 added Victor's ' Kleine Phonetik des Deutschen, Englischen und Franzosischen,' Leipzig, 1897, and the most useful trans- lation and adaptation of it by W. Rippmann (London, Dent, 1899) which has just appeared. 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 roi : parlerais : Francois should be explained by an account of the earlier pronunciation of -oi (like oe). The rimes of Schiller and Goethe, e.g. gliihn : ziehn ; Euch : bleich ; krone : Thrdne^ an : Bahn ; keck : weg\ Getose : Schosse, 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 pronunciation would not be out of place. Spelling. As to Spelling a word or two must suffice. German spelling will be discussed in the last 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 represents in this case an earlier stage of pronunciation, it is more or less ' historic' (cp. knight, veau, Stahl). Much has now simply to be committed to memory, but again the advantage of a good pronunciation on the par^of the children will clearly shew itself. If children have been taught from the beginning to distinguish in French properly betw.in e, e and e, they will without fail write reponse, but repos* and represented pere, and 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 Tochter, Burgen and Biirgen, geachtet and geachtet, tauschen and tauschen would be possible. They would distinguish in writing between B. 2 1 8 The Teaching of Modern Foreign Languages reisend, reissend and reizend, between versehren and verzehren, between Senne, Sehne, Scene, and Zdhne. Grammar. It is pretty generally admitted that up to now 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 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 grammar of the foreign tongue, ' but only the master should have made it a special study. He should of course be thoroughly well grounded in his grammar; more- over and this is important he should be able to give, wher- ever it may be desirable, the 'why' no less than the 'what.' He should know the historical or phonetic reasons of the chief grammatical phenomena 1 but it would be a grave mistake if he were to introduce too 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 1 See Ernst Laas, ' Der deutsche Unterricht auf hoheren Lehranstalten ' (2nd ed. (by J. Imelmann), Berlin, 1886), pp. 217 222. /';/ our Secondary Schools. 19 thoroughly to understand the words of the text, they are certainly not meant to be learned by heart in order to be reproduced in the next examination paper. They are intended to relieve the teacher and to give him time for reading the text and discussing the scenes and characters of great plays, but not to disgust children with a beautiful poem or a fine story. 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, 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. They should chiefly be used as books of reference. 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 make them find themselves. The process may be at first somewhat slow, but the interest of the pupils will never be allowed to flag, and ultimately the rules will be much better known, being remembered in their application and not merely in themselves. 1 This point is not by any means new, but was emphasized by Comenius and others. 2O The Teaching of Modern Foreign Languages 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 such 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. 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 Curt Abel Musgrave, London, 1894. Must, then, grammar be dry and repulsive to children? It certainly was so under the old system when all schools were ' 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 everything de- pends on the way in which a teacher will introduce 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 Sprachgefiihl, the unconscious and unerring feeling for what is 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 children at school should sometimes get a glimpse of the 'why' and the 'how/ although as a rule 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 in our Secondary Schools. 21 may be discussed as occasion offers itself, viz. the problems of ordinary form-association (e.g. 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 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 develop- ment of language. Good German instances are found in the little book by E. Wasserzieher, 'Aus dem Leben der deutschen Sprache' (3^.), also in R. Kleinpaul, 'Das Fremdwort im Deutschen' (is. Sammlung Goschen, 55). and in the books by O. Behaghel and O. Weise (see pages 69 70). The relation of English 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 shewn. (For classified lists of correspondences between German and English words see my edition of ' Doctor Wespe ' by R. Benedix. Pitt Press Series, 1888, 2 i895.) Rather than not touch on these points at all, sacrifice the greater number of exceptions, in fact a good deal of what our practical grammars give in small print, and what should not be got up, but only be referred to as occasion offers. The discussion and brief explanation of such important general phenomena is of far greater educational value than the somewhat mechanical drill in rare exceptions or seldom used words and phrases. Idioms. The study of idiomatic phrases and the acquisition of a useful vocabulary cannot be begun too early. But only the 22 The Teaching of Modern Foreign Languages really current idioms should be committed to memory, and sentences, not isolated words, should be learned. The princi- pal idioms should be imparted gradually and, where advisable,, explained. Ancient manners and bygone customs have left many an interesting trace in the idiomatic phrases of everyday speech. An explanation of German idioms such as einem die Stange halten einen im Stiche lassen mir schwant Boses einem ein X fitr ein U machen einen Kerb bekommen 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. In most schools they are unduly neglected. The necessary books of reference for the teacher of German are given on p. 71 and in my ' Guide 1 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), but a really first-rate book for class purposes has still to be written. Vocabulary. Apart from the vocabulary, which the pupils will gradually I 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 will be learnt by the class. He will of course 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 ' Wandbilder fur den Anschauungs- und Sprachunterricht,' n pictures, Wien, Holzel 1 ), or G. Egli's 1 In connection with these may be used the books called * Konversations- Unterricht nach Holzel's Bildertafeln ' (German, French, Italian, English) published by Emil Roth at Giessen. The German, French, etc. parts can be had separately. The First French Book and the First German Book in Dent's Series will also be found most useful in this respect. in our Secondary Schools. 23 cheap and useful little picture-books with vocabulary called 1 Satze fur den Unterricht in den vier Hauptsprachen ' (Bilder- saal fur den Sprachenunterricht), Zurich, Orell Fiissli. He will take such series of words as: father, mother, ' child, son, daughter... i.e. all the ordinary (but* no unusual) family names 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... ; 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 stories 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. Subjects such as 'a walk in the country,' 4 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 is given. Another way of increasing the vocabulary, which is often very useful with more advanced pupils, is the study of ordinary words which are connected by f o r m : sitzen, setzen, Sitzung, Satzung, Sitz, Satz (Aufsatz, Einsatz, Vorsatz, Absatz), auf- sitzen, absitzen, nachsitzen, einsetzen, absetzen, vorsetzen, versetzen, besetzen, ubersetzen, Besitzung, Besatzung, Besetzung, Versetzung, or steigen, Steig (Bahnsteig, Steigbiigel\ Stieg (Aufstieg, Abstieg), Steg^ ein-, aus-, itm-steigen...z\.c. The difficulty here is where to stop, but the conscientious teacher who has prepared his lesson beforehand and has written down the words which he intends to give to his pupils will not be exposed to the danger if \\ 24 The Teaching of Modern Foreign Languages 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 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. (See the lists of sound-correspondences in my Pitt Press edition of * Doctor Wespe.') I should not advise teachers to confine themselves to one method only some change is always refreshing but to take the first method (the 'series' method a simplified 'Gouin' 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 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; 4 Hints on teaching German/ London, 1899); who has also contributed some valuable articles on the early teaching of French to the first numbers of 'The School World.' Conversation. 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. Egli's or Holzel's pictures; see above). At first, of course, in order to be understood, he will occasion- ally have to give some short explanations in English, and he in our Secondary Schools. 25 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 beginning make all the children take an active part in the lesson ; they must be interested stimulated to make out what the master says and to express in the foreign tongue what they see him doing. He has first to 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 first natural shyness and disinclination to use the foreign idiom. Most English boys and girls are unwilling to try to speak any other language than their own, 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 fulfil this condition 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 teach for an hour in the foreign language. A German modern language master is required in his 'Staats- examen ' to s^ew 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 . In speaking the foreign language the teacher should at 1 At Cambridge the institution of -a new voluntary viva voce Examina- tion on a much larger basis and of a much more searching nature than the present oral test is just under consideration. For the latest ' German regulations see the Ordnung der Priifung fur das Lehramt an hoheren Schulen in Preussen vom 12. Sept. 1898, and cp. pp. 85 90. 26 The Teaching of Modern Foreign Languages first make use of some picture such as Holzel's. With older pupils he may also take the map of Europe, and teach accord- ing to the direct method, beginning perhaps by pointing to England and saying l : Dies ist England. Was ist dies? Dies ist England. Dies ist Deutschland. Was ist dies ? Dies ist Deutsch- land. England (Deutschland) ist ein Land. Das Land ist gross, das grosse Land. Deutschland ist ein grosses Land. Dies ist die Nordsee. Die Nordsee ist ein Meer. Dies ist der Rhein. Der Rhein ist ein Fluss. Der'Fluss fliesst in das Meer (in die Nordsee). Dies ist die Elbe. Die Elbe ist auch ein Fluss. Die Elbe fliesst auch in die Nordsee. Der Rhein und die Elbe sind Fliisse. Die Elbe ist ein grosser deutscher Fluss. A number of questions and answers carefully pronounced would serve to make the children familiar with the foregoing 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 gross ; grosser, grosse, grosses ist, sind fliesst Fluss, Fliisse der Fluss, das Land, das Meer, der Rhein, die Elbe, die Nordsee England, Deutsch- land, deutscher ein deutscher Fluss. Or a teacher might start with Egli's little picture-books and discuss all the scenes of everyday life with his pupils, especially 1 Cp. now the excellent chapter on the teaching of German on a direct system by Professor Spencer in his ' Aims and Practice of Teaching ' (Cambridge, 1897), pp. 100 120. My specimen above given was con- structed before the appearance of Dr Spencer's valuable experiment. On a similar experiment (by Dr Findlay, Mr Twentyman and Mr Kirkman) see the Bibliographical Appendix p. 61 under 8 and 15. in our Secondary ScJiools. 27 with young children -in the lower forms. With older children historical and geographical pictures should be discussed also. In order to secure, without risk of losing it again, an easy command of the foreign idiom, teachers of Modern Languages should 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 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 munici- palities ; and in Sweden, I am informed, on such a scale that every Modern Language teacher receives one every five years on an average. America, as is well known, 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 government 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)." In England the State does not directly interfere 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 help them by granting an occasional leave of absence. This is a point of the very greatest 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 28 r f/ie Teaching of Modern Foreign Languages travelling scholarship to students of the Mason College. Here County Councils and private donors can do much good. At present there exist in various French, Swiss, and in three 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 method (often ' direct method ' courses) given. Such summer meetings are being held in July and August at the German Universities of Greifsvvald (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 Frangaise (apply to the Secretary, 45, Rue de Grenelle) and (at Caen and Tours) by the Modern Language Holiday Courses Com- mittee (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-35sqq. Many of my own students have derived the greatest benefit from attending them. Moreover the Ferienkurse are cheap, part of them specially devised for the needs of foreigners and, from all I have heard of them from a number of students of both sexes, most enjoyable 1 . 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, and not go to one of the large boarding- houses, which are obviously the most unsuitable places to go to if one wants to learn a foreign language. There is a grow- 1 See also the Modern Language Quarterly, i. (July, 1897), p. 37 ; II. (November, 1897), p. 89; the Mod. Q. of Lang, and Lit. II. (July, 1898), pp. 153 60; and several notices in The Journal of Education and other educational papers. Read also the report of an important discussion in the Journal of Education, 1899, p. 151. in our Secondary Schools. 29 ing 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 and well justified view I cannot discuss it here at length 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 1 . Here at Cambridge we have now (1899) for nearly fifteen 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 2 . 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 in my lecture on the training of Modern Language Teachers. Reading. As the object of Modern Language teaching is in my opinion to teach not only the foreign language, but at the same 1 Books such as * French Daily Life ' (by W. Rippmann, based on Kron's Le petit Parisien, London, 1898) 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 Nord- deutschland, Rhein, etc. in German); Langenscheidt's ' Notworterbuch der franz. Sprache ' in. ('Land und Leute in Frankreich ') ; Mahrenholtz, 'Frankreich' (Leipzig, 1897); and consult Klopper's * Franzosisches Real- Lexikon ' (Leipzig : in course of publication). 2 An account of the history and present position of the Cambridge Medieval and Modem Languages Tripos is given by me in the April number (1899) of the Modern Quarterly, pp. 32226. 3O The Teaching of Modern Foreign Languages 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 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 map of Germany (or France) with German (or French) names should be hung up in the Modern Language class room during all German or French Lessons. German names of German places should be taught throughout (why are they usually given in French spelling and in English pronunciation?), e.g. Aachen, Koln, Mainz, Wiirzburg, Miinchen, Braunschweig, Wien, Donau, Weichsel, Vogesen, 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 Reader for English Schools has not yet been written. E. Hausknecht's 'The English Student,' perhaps also W. Victor's and F. Dorr's 'Englisches Lesebuch,' or O. Jespersen's and Chr. Sarauw's ' Engelsk Begynderbog ' (Kj^benhavn, 1896) are the books which I should set up as models to be followed. In the upper forms the Reader should be replaced by the study of some of the best classical works. Nature of the proposed ' Reader.'' Our model 'Reader' which is as yet unwritten should contain only pieces illustrating the life and thought of foreign nations in olden and, still more, in our own times. The in our Secondary Schools. 31 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-asserting criticism. The texts should as far as possible be accompanied by a series of illustrations. A complete glossary at the end, carefully compiled, 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 and 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 'the boy and the serpent,' etc. On the othejc 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 to the Louvre/ or ' to the Castle at Heidelberg/ or ' to Cologne Cathedral/ ' a reception into the Academic Frangaise/ ' a speech by Bismarck in the Reichstag/ 'a German school-treat,' 'a Turnfahrt/ ' a Sangerfest/ etc. Or 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. Pieces such as these would be just as useful to the pupils learning the German 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, 32 The Teaching of Modern Foreign Languages and would furnish excellent material for comparison and dis- cussion. 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. Special maps of Berlin and Vienna (or Paris) and surroundings should be included. (2) Tables of foreign measures, weights, and moneys (the latter perhaps with coloured illustrations few English children realise the size and value of a German Pfennig 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. (5) 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. (6) A list of all the most common abbreviations used in the foreign languages. 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 devised. This again would be a really useful subject for discussion among the members of the Modern Language Association, and the columns of the Modern Quarterly of Language and Literature are at the disposal of in our Secondary Schools. 33 persons of experience anxious to discuss this most important problem. As but little time can be allotted to Modern Lan- guages in the curricula of our High 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.^ This is at present very frequently not the case ; a number of the books prescribed and 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 than the books actually studied. The ' canon' of works to be read should of course be sufficiently comprehensive to admit of frequent changes : at one time one of Lessing's plays, at another one of Goethe's or Schiller's or Grillparzer's or some other great dramatist might be set, the same standard of difficulty being kept. But nothing that is not of real literary excellence should be read, and for this reason for instance Kotzebue's old-fashioned and one-sided farce, 6 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 Freytag's comedy, * Die Journalisten,' is not read half as much as it deserves to be. A ' canon' of poems to be learned by heart after due explanation and recitation by the master should also be prepared. 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. Some prose pieces (fables, passages from speeches) might also occasionally be committed to memory and recited with suitable intonation before the class. If properly treated this is . really a most useful exercise, but of course the master must take care that the piece is well learned, well understood, and recited with the proper expression. The pieces thus learned B. i 34 The Teaching of Modern Foreign Languages 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 the necessary changes in Modern Language examinations are made and due importance is attached to the spoken lan- guage. It is to be hoped, and it is indeed probable, that this change for the better an all-important change for the proper teaching and study of the modern living tongues will soon take place. I sincerely trust that before long all the better 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 find out (1) How many hours for how many terms and years you can dispose of at present at your school ; then (2) Make a general plan of work on a clearly conceived system. (3) Endeavour to bring about a fruitful interchange of ideas with your fellow-teachers, especially with your colleagues at the same school, as to what should be read. The study of foreign classics should be less dependent upon ' set books ' appointed for examinations. The draw- backs 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 or five of the same size might have been read and enjoyed within the same space of time. Sometimes, of course, prescribed 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 following is a true though rather an extreme in our Secondary Schools. 35 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 one set book, but I have worked through many exami- nation papers ' ! More than once I have been asked by teachers : Do you think that the French and German iyth and 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, but unfortunately this interest 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 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 poems of Paul Verlaine, still less is Schiller's ' Wallenstein ' the most suitable preparation for the 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 choice language. It is the privilege of a teacher to shew to his pupils how these great works of art should be appreciated and enjoyed. His zeal and enthusiasm should fire that 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 3 2 " " ** -., ^ 36 The Teaching of Modern Foreign Languages should be laid on the careful study of a number of foreign masterpieces of the iyth and i8th centuries. These convic- Jeffrey (P. Shaw}. How shall we learn French? (Journal of Education, October, 1897.) ^^- J e ff re y (P- Shaw}. The study of Colloquial and Literary French. London. Whittaker. 1899. (Will appear soon.) 15. Kirkman (F. B.\ An Experiment in Modern Language Teaching (Journal of Education, February, April, 1897). See Findlay ; Atkinson. 16. Klinghardt (H.\ Ein Jahr Erfahrungen mit der neuen Methode. Marburg. 1888. (is. %d. unbound.) 17. Klinghardt (//.). Drei weitere Jahre Erfahrungen mit der imitativen Methode. Marburg. 1892. (2s. 6d. unbound.) 18. Kiihn (V. K.\ Entwurf eines Lehrplans. Marburg. 1889. (is. unbound.) 19. Mangold (W.\ Geloste und ungeloste Fragen der Methodik. Berlin. 1892. (8d. unbound.) 20. Montgomery (Miss J. D.\ The Teaching of Modern Language s in Belgium and Holland. In Sadler's Reports, Vol. n. (1898), no. 26. 21. Munch ( W.\ Zur Forderung des franzosischen Unterrichts. Heilbronn. 1883. 2nd improved ed. Leipzig. 1895. ( 2S - 6d- unbound.) 62 Bibliographical Appendix. 22. Munch (W.} und Glauning (Fr.). Didaktik und Methodik des franzosischen und englischen Unterrichts. Miinchen. 1895 (from Dr A. Baumeister's c Handbuch der Erziehungs- und Unterrichtslehre fiir hohere Schulen'). This book contains a most valuable up to date bibliography. (4^. 6d. unbound.) 23. Munch ( IV.). Welche Ausriistung fiir das neusprachliche Lehramt ist vom Standpunkte der Schule aus wiinschenswert ? (In 'Die Neueren Sprachen,' iv. Heft 6.) Marburg. 1896. 24. Rippmann (Walter}. Hints on Teaching French. London. 1898. (is. 6d. net, boards.). Hints on Teaching German. London. 1899. ( IS * net > boards.) - 25. Rippmann ( Walter'). On the early Teaching of French. (A series of articles in Macmillan's * School World,' beginning in no. i.) 26. Roden (A. v.\ In wiefern muss der Sprachunterricht um- kehren ? Ein Versuch zur Verstandigung liber die Reform des neusprachlichen Unterrichts. Marburg. 1890. (is. 8d. unbound.) 27. Roden (A. von}. Die Verwendung von Bildern zu franzosischen und englischen Sprechiibungen, methodische Ansichten und Vorschlage. Marburg. 1898. (is. ^d. unbound.) 28. Spencer (Fr.). Chapters on the aims and practice of teaching. Chapter III. (French and German, by the general editor). Cambridge. 1897. (6s. cloth.) ~29. 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 Modern Language Teaching are enumerated. See also A. T. Pollard's remarks on pp. 24 26 of the same volume. (6s. 6d. cloth.) 30. Tanger (G.). Muss der Sprachunterricht umkehren ? Berlin. 1888. (qd. unbound.) 31. Veyssier (E.\ De la m&hode pour Penseignement scolaire des langues vivantes. Paris. 1898. (3^.) 32. Victor ( W.\ (Ouousque tandem.) Der Sprachunterricht muss umkehren. Heilbronn. 1882. Reprint 1886. (8rf. unbound.) Bibliographical Appendix. 63 33. Waetzoldt (/.) Die Aufgabe des Neusprachlichen Unter- richts und die Vorbildung der Lehrer. Berlin. 1892. (\s. unbound.) (Compare the " Verhandlungen des fiinften allge- meinen deutschen Neuphilologentages zu Berlin (1892).) Hannover. 1893. PP- 2 5 s^*!- anc ^ ^ e reviews of Waetzoldt's lecture in 'Die Neueren Sprachen' I. 48 sqq. (Victor); " Mitteilungen zur Anglia" in. 361 sqq. (Wendt) ; "Zeitschr. f. franz. Spr." xiv. i sqq. (Stengel); "Englische Studien" XIX. 1 37 sqq. (Kolbing); " Litteraturblatt f. germ, und roman. Philologie" XV. 130 sqq. (Koschwitz). 34. Walt her (Max}. Der franzosische Klassenunterricht. Mar- burg. 1888, 2 i895. ( IS - 3^ unbound.) ^-35. Ware (Fabian}. Phonetics and Modern Language Teaching (Journal of Education^ August, 1897). See Kirkman. 36. Ware (Fabiaii}. The Teacher of Modern Languages in Prussian Secondary Schools. His education and professional training. In Sadler's Reports, Vol. in. (1898), no. 10. 37. Ware (Fabian). The Teaching of Modern Languages in Frankfurt a/M and district. In Sadler's Reports, Vol. ill. (1898), no. 7. 38. Widgery ( W. H.\ The Teaching of Languages in Schools. London. 1 888. (With a very full bibliography.) This pamphlet is now unfortunately out of print. 39. Methods of Teaching Modern Languages. By A. Marshall Elliott, Calvin Thomes, W. Stuart Macgowan, and others. Boston, U.S.A. 1894. (Essays and speeches very unequal in value and importance.) (3^. 6d. cloth.) 40. Breymann (//.). Die neusprachliche Reform-Litteratur von 1876 93. Leipzig. 1895. (3 s - unbound.) SPECIAL BOOKS ON THE TEACHING OF GERMAN 1 . 41. Hildebrand (/?.). 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 greater, English teachers of German will in many cases find such works of 64 Bibliographical Appendix. 42. Laos (E.). Der deutsche Unterricht auf hoheren Lehran- stalten. Berlin. 1872. 2 1886 (edited by I. Imelmann). (8s. unbound.) 43. Lehmann (Rud.). Der deutsche Unterricht. Eine Methodik fiir hohere Lehranstalten. Berlin. 1890. (8s. unbound.) 44. Wendt (Gustcm). Der deutsche Unterricht und die philo- sophische Propadeutik (from Baumeister's ' Handbuch ' Vol. ill.). Miinchen. 1896. With useful bibliographical lists. (3^. unbound.) PHONETICS 1 ,. >*^' 45. Klinghardt (//.). Artikulations- und Horiibungen. Cothen. 1897. ($s. 6d. unbound.) 46. Passy (Paul). Les sons du Frangais. Paris. 3 i892. (is. 6d. unbound.) 47. Passy (Paul}. Abre'ge' de prononciation franchise. Leipzig. 1897. (is. 2.d. boards.) 48. Rippmann (IV.). Elements of Phonetics. English, French and German. Translated and adapted from Prof. Victor's " Kleine Phonetik." London. 1899. (zs. 6d. net, boards.) 49. Victor (IV.). German Pronunciation, Practice and Theory. Leipzig. 21890. (zs. cloth.) (See pp. 7273 of this book.) 50. Breymann (H.). Die Phonetische Litteratur von 1876 1895. Eine bibliographisch-kritische Ubersicht. Leipzig. 1897. (3.9. unbound.) the utmost service except in the cases of the special conditions and special difficulties of the English learner. With regard to these and to the right methods of teaching German in English schools the standard book has still to be written. 1 For more detailed information see my Handy Bibliographical Guide^ pp. 8, 24 26, and 35, and also pp. 72 73 of this book. For French see : Miinch, in his ' Methodik und Didaktik des franzosischen Unterrichts,' pp. 95 96. Here 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 maitrc phonetique (January, 1897), pp. 39 41 (ouvrages recommandes pour 1'etude de la phonetique et de la pedagogic linguistique). 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 the army exami- nations, shyness of the 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 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 should be used by preference. The school reference libraries are, as a rule, very poor as far as German is concerned; moreover, most teachers will probably wish, as far as may be, 1 Revised and enlarged Reprint from the Modem Language Quarterly for November 1897. A similar up-to-date list of the best books of reference for a teacher of French has still to be written. B, 66 The Reference Library of to purchase gradually all the necessary books of reference for themselves. 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 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 younger teachers to some extent in making their choice. New books of value and interest will henceforth be regularly noticed in the Modern Quarterly of Language and Literature. (London : Dent and Co. Single numbers, 2s. 6d.} 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. 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 at present the largest English-German and German-English dictionary which is complete. Its full title is Felix Flugel, ' Allgemeines Englisch-Deutsches und Deutsch-Englisches Worterbuch.' Fourth, entirely remodelled, edition. 2 parts in 3 vols. Braunschweig, 1891. (Price, bd., 2. $s.) 2 The English- 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 this article are of more recent date than the 'Guide.' 2 The prices quoted in this article are those for which the books may be obtained from Mr Th. Wohlleben, 45, Great Russell Street, London, W.C. (opposite the British Museum). The prices are liable to a discount of 10% for foreign and 25% for English books to bona fide teachers. a School Teacher of German. 67 German part is by far the better of the two; the German- English part, which is really the more important one for English students, leaves a good deal to be desired. A smaller dictionary, partly based on the large Fliigel (the English- German part only), is the one called Fliigel-Schmidt-Tanger, ' A Dictionary of the English and German Languages for Home and School. 7 Two vols. Braunschweig, 1896 (12^. 6d. bound). It is excellently printed, very full, and most useful for all ordinary purposes. A work which will surpass in completeness even the big Fliigel is now in course of publication. It will ultimately consist of four large volumes. The first two volumes, con- taining the English and German part (compiled by G. Muret, with the help of many specialists), are completed (half-bound, 2. 2s.). The publication of the second part has been begun by the Langenscheidt'sche Buchhandlung, Berlin, 1897. The editor of the first number was the late well-known lexico- grapher Daniel Sanders. The work is being continued under the general editorship of Immanuel Schmidt. An abridged school-edition of this work (in 2 volumes) is also in course of publication. Vol. i. (the English-German part) has appeared. (is. 6d.) The smaller books by Grieb, Thieme-Preusser, Kohler (all of which have been, or are being, completely re-edited), and the still smaller books by Whitney, Krummacher, and Weir (of which I am preparing a thoroughly revised edition) are certainly useful in many respects, but do not always afford all the information a teacher of German may desire to obtain. 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 52 68 The Reference Library of ordinary purposes. Two recent dictionaries of smaller size will probably be very welcome to many teachers of German. One is by Moriz Heyne, ' Deutsches Worterbuch,' 3 vols. Leipzig, 1890-95 (;i. IQJ. unbound, i. 195. half calf). It contains numerous well-chosen instances, and is most handy for reference. An abridgment of it in one vol. has recently (1897) been published (135. half calf). Another most useful dictionary, in which no instances are given, but the develop- ment of meaning of the words very carefully elaborated, is the * Deutsches Worterbuch,' by Hermann Paul. Halle, 1897 (8s. unbd. ; IQS. half calf). Both books strictly 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 iSgi-2 (145. 6d. 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 equi- valents of foreign words are given. Such are C. A. Sahlfeld, 'Fremd- und Verdeutschungsworterbuch.' Berlin, 1898 (js. 6d. bound) and O. Sarrazin, ' Verdeutschungsworterbuch.' Berlin, 2 i889 (6s. bound). A short account of the history of foreign words in German has been given by Rud. Kleinpaul, under the title * Das Fremdwort im Deutschen,' Leipzig, 1896. (Sammlung Goschen, No. 55, lod. boards.) Many teachers will be glad of a very complete and useful dictionary giving every ordinary modern German word, whether of German or of foreign origin, according to the so-called new spelling. One of the greatest authorities on moderate spelling reform, Konrad Duden, has compiled a 'Vollstandiges orthographisches Worter- buch der deutschen Sprache mit etymologischen Angaben, kurzen Sacherklanmgen und Verdeutschungen der Fremd- worter. Nach den neuen amtlichen Regeln.' Leipzig, 5th ed., a School Teacher of German. 69 1898 (is. 6d.}. The most handy dictionary of synonyms is Eberhard's ' Synonymisches Handworterbuch der deutschen Sprache' (the latest, i5th ed., by Otto Lyon) with well-chosen German instances and translations of the German synonyms into English, French, Italian, and Russian. Leipzig, 1896 (half-bound, i$s. 6d.). The etymology of words of German origin has been admirably treated by Fr. Kluge in his * Etymo- logisches Worterbuch der deutschen Sprache.' This book, the first edition of which appeared in 1881, 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, los. A short, but very useful, etymological German dictionary is the one by Ferd. Better. Leipzig, 1897. (Samm- lung Goschen, No. 64, lod. boards.) A very good systematical English- German vocabulary (parts of which will be found useful for class-teaching) has been compiled by Gustav Kriiger, 1 Englisch-Deutsches Worterbuch nach Stoffen geordnet fur Studierende, Schulen und Selbstunterricht.' Berlin, ^895 (4^.). A most useful and handy little pocket-dictionary for travelling purposes is the ' English-German Conversation Dictionary/ by Richard Jaschke. London, 1893 (2$. 6d.}. 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 e Guide,' chapter vi., pp. 45-54. I will only mention F. W. Eitzen's ' Worterbuch der Handelssprache.' German-English. Leipzig, 1893 (us. 6d. bound), which seems to be very full, 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, Baumann, Meissner, Siepmann, and others, need not be discussed here. I wish to call attention to some excellent books which seem to 7js. 6d. unbound). The last book of this kind deserving warm recommendation has only quite recently appeared. It is the 'Geschichte der deutschen Litteratur von den altesten Zeiten bis zur Gegenwart,' by Friedrich Vogt and Max Koch. Leipzig and Wien, 1897 (bound, 16^.). This book is pro- fusely 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 (25th revised ed. in two vols. a School Teacher of German. 75 Bielefeld and Leipzig, 1895 (i half-bound), which has had a wide circulation in Germany. A fine and suggestive book giving a full account of the development of German literature as influenced by social forces hails from America. It is called 'Social Forces in German Literature. A study in the history of Civilization' by Kuno Francke. New York, 2 i89y. (IQS. cloth.) A splendid work, merely illustrating German literature from the earliest times to the present day by over 2200 pictures and illustrations, is Gust. Koennecke's 'Bilder- atlas zur Geschichte der deutschen Nationallitteratur. Er- ganzung zu jeder deutschen Litteraturgeschichte/ 2nd ed. Marburg, 1895 ( I - % s - na ^ calf). For the eighteenth century the great work by H. Hettner, * Geschichte der deutschen Litteratur im achtzehnten Jahrhundert,' 4th ed. (revised by O. Harnack), Braunschweig, 1894 (i. i$s. 6d. unbound, or bound in 2 vols. (leather) ^i. igs. 6d.), will be found as useful as it is interesting. There are several books from which information as to German literature in our own century can be obtained. It is hardly necessary to say that they differ a great deal in character and judgment, but in all of them there is plenty of interesting matter and valuable information. The following may be mentioned in the first instance R. v. Gottschall, ' Die deutsche Nationallitteratur des neunzehnten Jahrhunderts. Litterarhistorisch und kritisch dargestellt,' 6th ed., 4 parts. Breslau, 1892 (i unbound). Fr. Kirchner, 'Die deutsche Nationallitteratur des neunzehnten Jahrhunderts/ Heidelberg, 1894 (75-. 6d. unbound, los. half calf). L. Salomon, 'Ge- schichte der deutschen Nationallitteratur des neunzehnten Jahrhunderts/ 2nd ed. (with thirty portraits of poets). Stuttgart, 1887 (i2s. cloth). Ad. Stern, 'Studien zur Litteratur der Gegenwart ' (with portraits of authors). Dresden and Leipzig, 2 1 898 (IQS. 6d. unbound, i2s. 6d. cloth). A short and somewhat one-sided work is the 'Geschichte der deutschen Litteratur in der Gegenwart,' by Eugen Wolff. Leipzig, 1896 (6.r. 6d. cloth). 76 The Reference Library of In many ways preferable is the still shorter book by A. Bartels, 'Die deutsche Dichtung der Gegenwart.' Leipzig, 2 i898 (3^. 6d. boards). 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, ^890, is also not without value (25. $d. cloth). The modern German drama has been treated with much interest by Berthold Litzmann. Hamburg and Leipzig, 2 i894 (5^.). From a great number of German primers of literature for schools only those by H. Kluge, G. Egelhaaf, Max Koch, G. Botticher and K. Kinzel, and Gotthold Klee (Dresden and Berlin, 2nd ed. 1897) need be mentioned. See my ' Guide,' pp. 63-64. Each has its own advantages. Klee's book (2s. cloth) is perhaps the best for school purposes. Brief and reliable information concerning all living modern German authors (not only poets, but men of letters generally), authors' societies, periodicals and newspapers, etc. is given in Joseph Klirschner's annual publication (somewhat corresponding to our ' Who's who') called 'Deutscher Litteratur-Kalender.' The 2oth volume appeared at Leipzig, 1898 (bound, 6*. 6d.}. Metre. A short but useful survey of the history of German metre, with good specimens and due consideration of modern forms, is given by Fr. Kauffmann in his l Deutsche Metrik nach ihrer geschichtlichen Entwickelung.' Marburg, 1897 (^s. 6d.). A more detailed account of modern German metre a subject which apparently is hardly ever touched upon in school teaching, while the outlines of it deserve to be just as well known as the metrical art of the ancient classical writers is given in F. Minor's 'Neuhochdeutsche Metrik.' Strassburg, 1893 (IQS. unbound; 12$. 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.' a School Teacher of German. 77 Cambridge, 2 i896 (3^. 6d. cloth); blank verse alone in my editions of 'Wilhelm Tell/ Cambridge, "1897 (2*. 6d. cloth), and of Goethe's ' Iphigenie/ Cambridge, 1899 (3 s - &d. cloth). 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 our school teaching, but teachers will probably like to possess and use at least the following two small and cheap hand-books : C. F. A. Schuster, ' Lehrbuch der Poetik fur hohere Lehranstalten.' Halle, 3rd ed. 1890 (2S. cloth), and the still smaller * Deutsche Poetik' by Karl Borinski, * Sammlung Goschen,' 1895 (lod. cloth). In this connection I should like to mention and to recommend very strongly three books which teachers will find helpful in dis- cussing German dramas with more advanced pupils, or in preparing for scholarship examinations : Gustav Freytag, ' Die Technik des Dramas,' 4th ed. Leipzig, 1881 (55-. unbound, 6s. 6d. bound). The American translation of this book by E. J. MacEwan, Chicago, 1895 (l s - 6 ^- cloth), does not seem to be very well done. R. Franz, ' Der Aufbau der Handlung in den klassischen Dramen.' Bielefeld and Leipzig, 1892 (4s. 6d. unbound, 6^. half-bound), and H. Bulthaupt, ' Drama- turgic des Schauspiels.' Vol. i. (Lessing, Goethe, Schiller, Kleist). Oldenburg and Leipzig, 5th ed., 1893 (6s. cloth). 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 fur den deutschen Unterricht,' Vol. viu. (1894), pp. 167 sqq. Of English editions without notes Max Miiller's 'German Classics' in 2 vols., Oxford, 1886 (;i. is.), deserves to be mentioned. Professor Schiiddekopf , is preparing a comprehensive modern anthology ; and I am preparing a selection of the best and most characteristic of Goethe's collected works in one volume for the Clarendon 78 The Reference Library of Press. Of German editions : the Hempel editions of Lessing, Goethe and Schiller, the Schiller edition by Bellermann for the Leipzig Bibliographical Institute, the editions of Burger, Uhland, Riickert, Heine (in 7 volumes) and others by the same publishers, and most of the volumes of Kiirschner's * Deutsche National-Litteratur' and of Brockhaus' 'Bibliothek der deutschen Nationallitteratur des achtzehnten und neunzehnten Jahr- hunderts,' deserve to be recommended. Of the cheap series the volumes of Cotta's ' Bibliothek 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 Hendel editions (Halle, unbound) for $d. per volume; Reclam's texts, ' Universal Bibliothek' (Leipzig), $d. per volume ; and the texts of the series called ' Meyer's Volksbiicher' (Leipzig) for 2d. per volume. Some other excellent sets of classics of a more scientific character are enumerated in my l Guide ; on pp. 81-82, and a number of commentaries mentioned on pp. 100-104. English teachers of German will find M. W. Gotzinger's ' Deutsche Dichter,' 5th ed. (partly rewritten by E. Gotzinger), 2 vols. Aarau, 1876-7 (iSs. unbound, and i cloth), very useful. 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. Still many teachers may in a not very distant future wish to prepare boys for scholar- ships at the Universities, and although Old German is with very good reason no longer an indispensable 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 and sixteenth century German 1 . Some teachers may also like to continue their 1 On the whole question see The Educational Times, May i, 1894 ; and my article on 'Modern Languages at Cambridge' in P. Shaw Jeffrey's The Study of Colloquial and Literary French, London, 1899, p. 190. a School Teacher of German. 79 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 very well and carefully taught by an experienced 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 ' Einfiihrung in das altere Neuhochdeutsche,' Leipzig, 1894 (2s.), in which the first fifty-five stanzas of the poem of 'Huernen Seyfrid ' are commented on, and then proceed to reading some of the small volumes in 'GoschenV or 'Botticher and KinzelV sets (see ' Guide/ pp. 79-80). In the 'Sammlung Goschen,' Vol. xxiv. might be selected for this purpose. It contains a selection (by L. Pariser) of passages from ' Seb. Brant, Luther, Hans Sachs and Fischart.' Stuttgart, 1893 (iodf. cloth). In ' Botticher and KinzePs ' ' Denkmaler der alteren deutschen Litteratur,' the volumes ' Hans Sachs ' (by K. Kinzel). Halle, 1893- (is. unbound), and ' Kunst- und Volkslied in der Re- formationszeit ' (by K. Kinzel). Halle, 1892 (is. unbound), will be found useful. 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 use the excellent and handy book by A. Reifferscheid, ' Marcus Evangelion Martin Luthers nach der Septemberbibel, mit den Lesarten aller Originalausgaben, etc/ Heilbronn, 1888 (4.$-. 6d. unbound). For other sixteenth century texts nothing can be better than Braune's cheap and reliable ' Neudrucke.' (See * Guide/ p. 8r.) So The Reference Library of The best introduction to the study of Middle High German is Jul. Zupitza's ' Einfiihrung in das Studium des Mittelhochdeutschen.' Oppeln, 1868. 4th ed., 1891 (23. 6d. unbound, $s. cloth). Many scholars have been first initiated into a serious study of Middle High German by this most excellent little book. After having gone through Zupitza's introduction, teachers might rapidly read through Jos. Wright's ' Middle High German Primer.' Oxford, 1888, "1899 (3* 6<), and then study Hartman von Ouwe's ' Der arme Heinrich ' in J. G. Robertson's edition. London, 1895 (4^. 6js. half-bound). A most excellent ' Atlas fur Mittel- und Oberklassen hoherer Lehranstalten ' was published in 1898 at Bielefeld and Leipzig under the editorship of R. Lehmann and W. Petzold (5^.). Teachers of German will 1 In Germany an acquaintance with the principal English and French Realien is required by the present regulations of the Oberlehrerpriifung (see pp. 89, 90). There is no book on German Realien corresponding to Cl. Klopper's Englisches Real-Lexikon and Franzosisches Real-Lexicon which are in course of publication (Leipzig, since 1897). B. 6 82 The Reference Library of find it extremely useful. The small Atlas by E. Debes 'Schulatlas fur die mittlere Unterrichtsstufe,' Leipzig (is. 6d.), deserves to be mentioned in this connection, and will suffice for ordinary purposes. A useful little book is also A. L. Hick- mann, * Geographisch-statistischer Taschen-Atlas des deutschen Reiches.' 3 Parts. Leipzig- Wien (23. each part cloth, or the three in one volume, 3^. cloth). Very cheap and useful for class teaching is P. KnotePs * Bilderatlas zur deutschen Geschichte' (with explanatory notes). Bielefeld and Leipzig, 1895 (&) A number of valuable and interesting books on German History and on German Life and Customs are enumerated in my * Guide' on pp. 116 sqq. Concerning the rights and duties of German citizens teachers will find reliable information in the book by A. Giese, 'Die deutsche Biirgerkunde.' Leipzig, 1894 (is. 3^.), and in G. Hoffmann and E. Groth, ' Deutsche Biirgerkunde. Kleines Handbuch des politisch Wissenswertesten fiir jedermann.' Leipzig (2$. 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. 5th ed. Leipzig, 1893 (half-bound, i. 4*.), which will prove of the greatest use in many questions, and which every teacher of German should endeavour to get. The 6th edition is just being published in parts. A very concise book giving brief information concerning German affairs, institutions, customs etc. is J. Kiirschner's Jahrbuch. Berlin-Leipzig-Eisenach, 1898. (is. unbound). Some good English books on Germany are W. H. Dawson, 'Germany and the Germans.' London, 1894, 2 vols. (26^.), and S. Whitman, 'Imperial Germany.' London, 1889 (new ed. 1895, 2s. 6d.}. An interesting book, written from the French point of view by a man of culture, is 'Les Allemands' by Le Pere Didon. Paris, 1884 (6s. unbound). a School Teacher of German. 83 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. 60-64 of this book. 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 (2^.). W. Rippmann, ' Hints on teaching French ' and ' Hints on teaching German.' (See p. 62.) Michel Breal, ' De Fenseignement 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 a number of 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 ' Neuere Richtung,' and 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 62 84 Reference Library of a School Teacher of German. the works by R. Lehmann, ' Der deutsche Unterricht. Eine Methodik fiir hohere Lehranstalten.' Berlin, 2 i897 (9^. cloth); and by G. Wendt, < Der deutsche Unterricht.' Miinchen, 1896 (35-. unbound). The latter contains also an admirable bibliography. 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 recently published Ordnung der Priifung fur das Lehramt an hoheren Schulen in Preussen vom 12. September 1898. Berlin, W. Hertz. 1898. o n 8 8 - Umfang und Form der Priifung. Die Priifung besteht aus zwei Theilen, der Allgemeinen und der Fachpriifung. Beide sind schriftlich und miindlich ; die schrift- lichen Hausarbeiten sind vor der miindlichen Priifung zu erledigen. Sovvohl in der Allgemeinen als auch in der Fachpriifung ist dem Unterrichtsbediirfnisse der hoheren Schulen Rechnung zu tragen. Priifungsgegenstande. i. Priifungsgegenstande sind A. in der Allgemeinen Priifung fiir jeden Kandidaten : Philo- sophic, Padagogik und deutsche Literatur ; ferner fiir die Kandida- ten, welche einer der christlichen Kirchen angehoren : Religions- lehre. [In den von den Kandidaten gewahlten Fachern (in der Fach- priifung) muss sich Franzosisch mit Englisch verbinden, aber es kann an Stelle der einen oder der andern Fremdsprache auch Deutsch von den Kandidaten gewahlt werden. K. B.] 86 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 bios ausreichendes Wissen und ein verstandnis- volles Urtheil liber den behandelten Gegenstand zu bekunden, sondern auch zu zeigen, dass er einer sprachrichtigen, logisch geordneten, klaren und hinlanglich gewandten Darstellung fahig ist. Fiir die mundltche Priifung ist zu fordern, dass der Kandidat 1. in der Religionsjehre sich mit Inhalt und Zusammenhang der Heiligen Schrift bekannt zeigt, einen allgemeinen Ueberblick iiber die Geschichte der fchristlichen Kirche hat und -die Haupt- lehren seiner Konfession kennt ; 2. in der Philosophic mit den wichtigsten Thatsachen ihrer Geschichte sowie mit den Hauptlehren der Logik und der Psycho- logie 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 fiir die Aufgaben seines kiinftigen Berufes gewonnen hat ; 4. in der deutschen Litteratur darthut, dass ihm deren allge- meiner Entwickelungsgang namentlich seit dem Beginne ihrer Bliitheperiode 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 Fachpriifung zu stellenden A nforderungen. Vorbemerkung. Auf jedem Priifungsgebiete ist von den Kandidaten Bekanntschaft mit den wichtigsten wissenschaftlichen Hiilfsmitteln zu fordern. Appendix. 87 II- Abstufung der Lehrbefahigung. i. Die Lehrbefahigung in den einzelnen Fachern hat zwei Stufen : die eine, fiir die unteren und mittleren Klassen (zweite Stufe), reicht bis Unter-Sekunda einschliesslich, die andere (erste Stufe) umfasst auch die oberen Klassen bis Ober-Prima 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. 14- 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 Uebersicht 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 darzuthun ; 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 gesammten deutschen Litteratur ; 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 Klassen erforderlich ist ; dazu nach Wahl des Kandidaten entweder 88 Appendix. Bekanntschaft mit den Hauptergebnissen der historischen Gram- matik und Kenntnis der Elemente des Gothischen und Althoch- deutschen, oder die Lehrbefahigung in der Philosophischen Pro- padeutik ( 13). Franzosisch. Von den Kandidaten, welche die Lehrbefahigung im Fran- zosischen nachweisen wollen, ist zu forden a. fur die zweite Stufe : Kenntnis der Elemente der Phonetik, richtige und zu fester Gewohnung gebrachte Ausprache ; Vertraut- heit mit der Formenlehre und Syntax sowie der elementaren Syno- nymik ; Besitz eines ausreichenden Schatzes an Worten und Wen- dungen und einige Uebung im miindlichen Gebrauche der Sprache ; Einsicht in den neufranzosischen Versbau und Uebersicht liber den Entwickelungsgang der franzosischen Litteratur 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 Uebersetzung 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 Sprachschatze und der Eigenthiimlichkeit 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, fiir welches Kenntnis der Elementargrammatik nachzuweisen ist nebst der Fahigkeit, einfache Schulschriftsteller, wie Caesar, wenigstens in leichteren Stellen richtig aufzufassen und zu iibersetzen ; ferner Kenntnis der allgemeinen Entwickelung der franzosischen Litte- ratur, verbunden mit eingehender Lektiire einiger hervorragender Schriftwerke aus fruheren Perioden wie aus der Gegenwart ; Ein- sicht in die Gesetze des franzosischen Versbaues alterer und Appendix. 89 neuerer Zeit ; Bekanntschaft mil der Geschichte Frankreichs, soweit sie fur die sachliche Erlauterung der gebrauchlichen Schul- schriftsteller erforderlich ist. Bemerkung. Fiir minder eingehende Kenntnisse auf dem Gebiete der geschichtlichen Entwickelung der Sprache kann eine besonders tiichtige Kenntnis der neueren Litteratur nebst hervor- ragender Beherrschung der gegenwartigen Sprache ausgleichend eintreten. 18. Englisch. Von den Kandidaten, welche die Lehrbefahigung im Eng- lischen nachweisen wollen, ist zu fordern a. fur 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 Uebung im miindlichen Gebrauche der Sprache ; Uebersicht liber den Entwickelungsgang der englischen Litteratur seit Shakespeare, aus welcher einige Werke der hervor- ragendsten Dichter und Prosaiker, auch der neuesten Zeit, mit Verstandnis gelesen sein miissen ; Fahigkeit zu sicherer Ueber- 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 Eigenthiimlichkeit 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- meinen Entwickelung der Litteratur, 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 9O Appendix. 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 tlichtige Kenntnis der neueren Litteratur 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- Ausfukrung der miindlichen Priifting* 5. Die Fachpriifung in Franzosischen, Englischen, Polnischen oder Danischen ist insoweit in der betreffenden Sprache selbst zu fiihren, dass dadurch die Fertigkeit des Kandidaten im miindlichen Gebrauche derselben ermittelt wird. UNIVERSITY ) INDEX. abbreviations, the chief foreign ab- breviations, 32 aims of modern language teaching in secondary schools, 8, 10, 29, 35> 44 analytic method, 2 answers in complete sentences, 25 books on modern language teaching, 60-64 books on the study and teaching of German, 66-84 Cambridge Medieval and Modern Languages Tripos, 29 classics, 18, 32, 36; German classics, 77-78 ' canon ' to be elaborated, 33 annotated editions, 18, 33, 38, 77 French and German i7th and 1 8th century classics, 35 English renderings of foreign clas- sics, ii, 38 foreign texts always to be read out in class, 38 archaisms in classics, 52-53 rimes in classics, 17 biographical accounts of classics, 42 composition, ordinary, n, 36; free, 11-12, 74 conversation, 24-26, 73 correspondence, international, 12 dictation, 16 dictionaries : German dictionaries, 66-69 German-English, 66-67 German- German, 67-68 foreign words in German, 68 German equivalents of foreign words, 68 orthographical, 68 etymological, 69 synonymical, 69 systematical (English- German), 69 travelling (English-German), 69 commercial, 69 miscellaneous, 82 differences between German and English, 45 difficulties, chief difficulties of Ger- man grammar, 54; of German, pronunciation, 49-52 direct method, 2, 26-27 English, too much neglected in many schools, 40 Index. essays, books on German essay writing, 74 etymological comparisons, 21, 24 examinations neglect of the spoken language, 4> 34 prescribed books, 34-35 foreign examinations for modern language teachers, 25 form-association, 21, 54 form, metrical form of foreign poetry, 38-39 foreign words in German, books on, 68 P'rench, first teaching of, 24 German : aim of teaching German, 44 books on the teaching of German, 63-64, 66-84 classics, books on, 77-78 conversation, 24-26, 73 dictionaries, 66-69 difficulties of German, 49-52, 54, /i essays, 74 genders, 56-57 geography, 80-82 grammar teaching, 52-58; gram- mars, 69-71 handwriting, 72 ; in examinations, 4 6 history, 80-82 history of the German language, books on, 71-72 history of German literature, books on, 74-76 idioms, 73 letters, 45-47, 72 German : Middle High German, 79-80 mythology, 80 names, 58 Old German, 78-80 pronunciation, 47-52, 72-73 punctuation, 72 'Realien,' 80-82 sagas, 80 sixteenth century German, 79 spelling, 47, 72 syntax, books on, 71 word-formation, 57 glottal stop, 15, 50 gradation of reading, 30 of poems to be learnt, 33 grammar, teaching of grammar, 18 21 German grammar, 52-58; defects of many school grammars of German, 53 historical grammar, 20-21, 53-4 holiday courses abroad, 28 idioms, 9, 21-22 ; German idioms explained, 73 illustrated Primer, 30; illustrated Reader, 30 international correspondence, 12 Latin words in German, French and English, 21 learning by heart, poetry and prose, 3334 leave of absence for modern language teachers, 28 letters in German Reader, 32 literature, books on German litera- ture, 74-76 Index. 93 literature, should foreign literature as such be taught in schools?, 42 maps of the foreign country, 30, 32 method, new, direct, analytic, 2 method of reading with a class, 36 methods (various) of teaching modern languages, 5 books on methods of teaching modern languages, 60-64, of teaching German, 82-84 methodical preparation for a reading lesson, 36-38 metre, 38-39, 53 ; books on German metre, 76-77 Modern Language Association, 27, 32 Modern (Language) Quarterly, 5, 12, 14, 16, 28, 32, 44, 51, 59, 65 Modern Languages at Cambridge, 25, 29 Modern Languages: educational value, 3, 35 not to be taught like dead tongues, 8 to be connected with English, 8 ; with history and geography, 8 increased interest in, 35 opportunities for teachers, 3, 43 not to be degraded, 43 mots populaires and mots savants, 21. 54 names, German geographical, 30 proper names and family names in German, 58 Neuere Richtung, 2, 83 new method, 2, 83 object lessons, 30 oral test necessary in examinations, 4' 34 j orthography, German, 47, 68, 72 periodicals, 59-60 phonetics, 13-15, 64, 73 phonetic transcription, 16 phrases, idiomatic, 9, 21, 73 pictures in 'Reader,' 30, 32 picture-books, discussions of pictures in lower forms, 22, 24, 26 plays: discussion of great plays, 38-41 ; historical plays, 41 ; acted abroad, 40 ; books on classical German plays, 77 poems to be learned by heart, 33, 37; reading in school, 37-38 prepositions, right use of German prepositions, and case after them, 54 prescribed books for examinations, 34 punctuation, book on German, 72 Reader, centre of modern language teaching, 30 constitution of model Reader, 30- 32 reading, 29 ; what should be rejected, 3i, 33 reciting, 15 residence abroad, 27-29 results of teaching modern languages, 42-43 rimes of the classics, 17 self-abnegation of modern language teacher, 37 series-method, 24 94 Index. sound-tables, 13, 73 spelling, 17; German spelling, 47, 72 spoken language neglected in our examinations, 4, 34 Sprachgefiihl, 20, 56 structure of dramas, explanation, 40, 77 tables of foreign measures, weights and moneys, 23, 31; of foreign sounds, 13 teacher : only duly qualified teachers to be appointed, 4, 18 ; teachers, q'ualifi cations, 25-26, 37-41 training of modern language teachers, 4, 7 modern language teachers to be mainly English, 29; reference library of a teacher of German, 65-84 theatre, visits to foreign theatres, 40-41 theory of poetry, books on, 77 time, all important question for success in modern language teaching, 3-4 translation, u, 38 travelling scholarships for modern language students and teachers urgently wanted, 27-28 ; at Birmingham, 27 utilitarian views on modern lan- guage study, 35 verbs, strong and separable verbs in German, 55 vocabulary, 9, 22-24 wall-pictures, 22, 24-25 word-formation, 23, 57 CAMBRIDGE: PRINTED BY j. AND c. r. CLAY, AT THE UNIVERSITY PRESS. THIS BOOK is DTTE T ** -BfMjjUW NOV an* 1946 JAN 14 re 0505 UNIVERSITY OF CALIFORNIA LIBRARY