Chapter VII: Preface (7)

Our method tries to employ many means which mutually support each other. The pronunciation is not learned merely by the teacher’s saying the word and the pupils repeating it, or by the pupil’s guessing at it through the orthography and the teacher’s correcting him. The latter plan we reject entirely; the former, however, we use even to a larger extent than before, and we adopt in addition to it a rational description and indication of sounds. The improved pronunciation thus acquired also helps in a high degree in the acquiring of the other (signification) side of the language. Where formerly there was no other way of communicating the meaning of words but through translation, we have in addition thereto direct and indirect observation, explanations in the foreign language, etc. Where the pupils formerly had to commit to memory paradigms, rigmaroles and rules, which all had to be taken on faith, we let them investigate for themselves and thus get an insight into the construction of the language. And whereas formerly the only exercises were translation from the mother tongue into the foreign language, we now have a whole scale of varying exercises, namely: direct reproduction (repetition of the teacher’s words; answers to questions which are based directly upon the words of the book)--modified reproduction (repetition of sentences with changes of tense, person, etc.; answers to freer questions; asking of questions)--free reproduction (renarration) and finally--free production (letters, etc.). And since there is a sensible meaning in all that is read or said or done, the interest is awakened and held, and the instruction becomes not only varied, but what especially beseems living languages, it becomes in the deepest and best sense of the word really _living_.

FOOTNOTES:

[54] Alfred Lord Tennyson: a Memoir by his Son. (Tauchnitz ed., IV. p. 84).

[55] Those who have their doubts may also read the accounts given by natives who have visited German schools where the instruction was conducted according to the reformed system, and who have had long talks with the pupils, in Walter, _Englisch nach dem Frankfurter reformplan_, pp. 152-165, and Miss Brebner, _The Method of Teaching_, etc.

[56] The letter-form is on the whole that form of composition which most persons have most use for, and which therefore ought to be practised most frequently. The international students’ letter-exchange, which has just been started a few years ago, will be of great benefit--for those who happen to get good correspondents and who themselves are not afraid of taking a little trouble.

[57] But of course the mother-tongue too; the study of nature, plants, animals, the human race; drawing and manual work, out-door life.

[58] An eloquent recommendation of this principle is to be found in v. Pfeil’s previously mentioned work “Eins,” but the same thought is also gaining ground elsewhere.

[59] Lessons which may be devoted not only to the language itself, but also to the acquisition of useful information in other departments as well; why not learn the geography and history of France in French during the French lessons, etc.

[60] I am here speaking of the Danish school-system, but I have a suspicion that this canker is not unknown in other countries.

[61] A. H. Sayce, _Fortnightly Review_, June 1875.

[62] A certificate from the school would be quite sufficient, if the instruction was under good control during the year.

[63] It has been previously suggested that various exercises in linguistic observation and classification may be given in connection with the revision, and that by means of such exercises the revision may be masked, as it were, and thus receive some of the fresh interest that attaches to something new.

[64] Similarly now in France.

SELECT LIST OF BOOKS.

M. BRÉAL, _De l’enseignement des langues vivantes_. Paris 1893.