The teaching of German in secondary schools

Front matter

BOUGHT WITH THE INCOME A FROM THE

SAGE ENDOWMENT FUND

THE GIFT OF

Chapter I. The Value of German 6

Chaptee II. Aim of a Course 16

Chapter in. Pronunciation 39

Chapter IV. Work in Speaking 70

Chapter V. Grammar. 105

Chapter VI. Written Exercises 137

Chapter VII. Composition 149

Chapter VIII. Reading 162

Chapter IX. Translation 187

Chapter X. Vocabulary 215

Bibliography 223

THE TEACHING OF GERMAN IN SECONDARY SCHOOLS.

INTEODUCTION.

Some definite work has already been done in the United States towards putting modern language instruction upon a better basis as regards aim and method; for example, the report ^ presented by the Committee of Movement Twelve, at the session of the Modern Lan-

in u. s. A. guage Association held in Charlottesville, Va.,

in 1898. It is an attempt, by way of recommendation, to bring about some degree of harmony in the rather chaotic conditions that naturally exist in a nation so educationally decentralized as our own. Though brief, the report is comprehensive and practical, and deserves the careful study of every modern language teacher. After dealing with the aim and value of modern languages as a culture study, there follows a brief sketch and critique of some of the well-known systems or methods. The report then seeks to build up, from this preliminary discussion, a course more or less eclectic in method, to suit our conditions. Very valuable are the suggestions given to teachers, and everywhere the report is characterized by a wise conservatism, so desirable in the present status of modern language work in the United States.

In this book there will be an attempt to enlarge upon some of the points already discussed in this report, more

' "Keport of Committee on Modern Languages," Washington, 1899, 2 1 especially by bringing to our aid the best results of recent modern language teaching in Germany. No Movement country can show such a rapid, and, in the in Germany. main, healthy development in modern language instruction during the last generation as Germany. But although the study of the so-called "Reform Movement " in Germany is extremely rich in valuable ideas, it will not do to introduce the " made in Germany " product as a whole into this country. It must be adapted to American conditions and American ideals to bring about successful results. We must work out our own school problem just as Germany is trying to do. Even there the problem of modern language teaching is yet unsettled in many essential points. Due to good school organization, excellent equipment and personality on the part of many teachers, however, the work has reached, here and there, a high degree of effectiveness. Without going deeply into the history of this notable movement (which would lead us too far afield, and is not essential to our present purpose) its begiiming dates back, roughly speaking, to the publishing of the Tandem^"^ anonymous pamphlet by "Quousque Tandem " : " Der Sprachunterricht muss umkehren!" ' Sporadic attempts had already been made, of course, in different parts of Germany, towards the improvement of French and English work in the schools. Professor Victor, of Marburg, who turned out to be the author of this work, simply started the ball rolling in this brief philippic, and since that time, the movement has increased almost steadily in power. The ideas suggested by Vietor • " Der Sprachunterricht muss umkehren I " Vietor, Heilbronn, 1881,

INTEODTJCTION. 3

and others were worked out and tested with considerable success in the schoolroom, and were later incorporated, to greater or less extent, in the " Lehrplane " of the various States. Many of the reformers have undoubtedly gone too far in their zeal. Every great reform has its radical party. But, on the whole, the influence of the movement has been a sound and healthy one on the rank and file of modern language teachers.

Direktor Walter (of the Musterschule, Frankfurt-a-M.)

gives in his " Die Reform des neusprachlichen Unterrichts

auf Schule und Universitat," * a good statement of Vietor's

ideas. He writes : " Nicht der tote Buch-

as e en e g^j^|jg sondern das lebende Wort solle in den wort. '

Vordergrund treten; die neuere Sprache sei

nicht an einzelnen unzusammenhangenden Satzen, sondern

am lebensvollen Sprachstoffe zu erlernen und durch das

Sprechen und das miindliche Verarbeiten des Sprachstoffs

" Die Grammatik sei nicht mehr an erster Stelle zu erlernen, sondern habe als Abstraktion der Sprache ihr gegeniiber zuriickzutreten und sei auf induktivem Wege aus dem gewonnenen Sprachstoffe abzuleiten. An die Stelle der bisher iiblichen Uebersetzungen aus der Muttersprache in die fremde Sprache miisse die freie Behandlung der Sprache, wie im Worte, so auch in der Schrift treten.

" Vor allem zeigt Vietor, wie wenig Wert man bisher auf die Aussprache der fremden lebenden Sprachen gelegt habe, ja wie diese nach einem Wort seines Gesinnungsgenossen

'"Die Reform des neusprachlichen Unterrichts auf Schule und Universitat," Walter, Marburg, 1901.

Professor Dr. Trautmann in Bonn zum grossen Teil 'grauenvoU ' sei, und zeigt uns den Weg, wie unter Beniitzung der inzwischen emporgebluhten jungen Wissenschaft der Phonetik eine genaue lautreine Aussprache zu lehren und wie hierbei stets vom Laut auszugehen sei. This also represents the desires, in the main, of the Reformers since the days of Victor."

The newest element, perhaps, is the attention given to pronunciation. This work was greatly aided by the recent results in the scientific study of phonetics of such men as Sievers, Techmer, Trautmann, Victor, Sweet Elements in and Bell. The " method," as represented by the " Keform. -j^ y^^^^ exponents, owes its success largely, however, to the careful synthesis and adaptation to present school needs — the inheritance of centuries. There has been a redistribution of values, notably the important place given to reading real texts and the oral side of language study, the subordinate place given to grammar, and the rearranged method of its study. The details of the system have been worked out more carefully than ever before, and the various elements have been harmonized with greater success than has heretofore been attained. To be sure, the success has not been wholly due to method. The increased effectiveness of the teaching-body has everywhere been an important contributing factor. Indirectly, the " method " has brought this about because of the stimulating effect it has had on the teachers. The "method," as illustrated in the Reform literature and by its best exponents, made extraordinary demands upon the modern language teacher. To meet the demands, it meant other

INTEODUCTION. 5

ideals of training. It was no longer sufficient for a teacher to have gained a grammatical and reading knowledge of the language. If the pupils were to be taught to use the language in speaking, naturally the teacher must possess an adequate oral command of that language. The "papermethod " would have died a natural death if there had not been a revival, a requickened life, in the study and appreciation of what modern languages stand for in a modern curriculum, and earnest attempts on the part of a large body of teachers, particularly the younger teachers, to meet the new demands. I consider the awakening to the importance of having well-equipped teachers one of the greatest results of the Reform movement.

CHAPTER I.

THE VALUE OF GERMAN.

The discussion of the value of German, as a school subject, naturally divides itself into three parts :

First, its practical value.

Second, its cultural value.

Third, its formal or disciplinary value.

" We study modern languages preeminently because they are useful " ' looked at from the utilitarian standpoint, and as a means of opening our minds to a literature and civilization, a knowledge of which the educated

Practical American needs as an essential part of his intel-

Value. ^

lectual equipment. If we take into consideration the more purely practical possibilities inherent in our subject, we might argue in favor of it, by way of comparison with Latin, as follows :

Whatever position Latin enjoyed in the Middle Ages as a spoken and written language, its day, as such, has forever passed. Such knowledge is only of value to the Eoman

church, and to a very narrow circle of schol- "Dead ^j,g^ perhaps. The traveller and the scholar

no longer need Latin to make themselves understood. In this sense Latin and Greek may be said to be " dead " languages, as contrasted with the " living " languages of to-day. In another sense, of course, they are

1 " The Teaching of Languages in Schools," Widgery, London, 1903.

THE YA1.VE OP GERMAN. 7

far from dead, for they still live for us in their literatures, and in the formative influence they undoubtedly have, more or less directly, on our lives and ideals. An understanding of the works that have come down to us seems to me, to-day at least, to be the natural aim of their study. All the rules of grammar and syntax of the language, studied and learned, serve this purpose, namely, that the student may thereby more accurately interpret Latin and Greek authors. All exercises, all writing of sentences and composition, all oral work, would aim to give the student a firmer and surer grasp of the technique of the classic author. As for the thought, it is best secured by changing the foreign idiom into one with which the student is familiar, the mother-tongue. That is the simplest, the quickest, and the surest way. Naturally this is not by any means the final aim, which would include many other things — an understanding and clear interpretation of the work as a whole in its peculiar form, and no good teaching would fall short of this aim. Modern languages also live in their literatures, but these literatures are constantly changing and developing. Miinch, in his " Vermischte Aufsatze," ^ likens them to a flowing stream, not a beautiful lake whose shores are Languages. clearly defined to us, as are the classical languages to-day. But only half the life of a modern language is represented by its literature. The spoken language of every-day life, differing more or less from the, written language of books, is another side which must receive due recognition. However strong may be the literary side of German, we must not forget that it is no 1" Vermischte Aufsatze," Miinch, Berlin, 1896.

mere book language — it is the common language of one of the greatest nations of modern times, a nation with which we are closely associated in many ways.

Commercial ties between Germany and the United States, for example, are a factor which cannot be put aside without comment in judging the value of German from the utilitarian standpoint, and especially when we come to consider what it is most essential to emphasize in a secondary school course in German. It would only be a narrow and sordid idea of the function of a subject to regard it as representing so much definite stock in trade to be turned later on into so many dollars and cents. The secondary school is not meant to be a place where pupils can receive special training in German and French to fit them for a foreign clerkship, still the teacher has no right to forget that French and German may come to possess a commercial value in the life of the pupils, and should be taught with this end in view, in so far as it does not conflict with other results of greater educational importance.

Closely allied to the foregoing thought is the importance that travel has, within recent years, assumed amongst Americans. No doubt one can manage in these days to travel all over Europe and never need more than a chance phrase or so. To reap, however, the full educational benefits that undoubtedly accrue from travelling, it is important to have a first-hand knowledge of the language of the country you are in. Surely one gets a very distorted view, one quite out of perspective, of foreigners and foreign life, if it is merely seen in Americanized or Anglicized hotels. It is far better to be able

THE VALUE OF GERMAN. 9

to use even a meagre school knowledge of German than to be dependent upon a guide for everything. But all the advantages in travel that come from previous study of a foreign language, and particularly from the power to use the language in speaking, are obvious, and I need not dwell upon them. We must, however, guard against over-estimating the educational value and the importance of the ability to speak, as well as under-estimating it. We can deal with this phase of the question better in the next chapter, in the attempt to fix an aim in planning a high school course.

The scholar has long since needed at least a reading knowledge of French and German for his necessary development. The doctor, the student of art, of architecture, the engineer,

the clergyman and men engaged in many vaiu^* other occupations, are constantly finding out

that German scholars have something to ofifer them, something in their particular field it is essential they should know. There are many translations of great books, to be sure, but the best books are often not available — at any rate until years after they are wanted. It is idle to suppose they ever will be. But the importance of a knowledge of German is not confined to the scholar or the progressive professional man. It is expected of every educated man that he should understand the position occupied by Germany in the civilized world, and there is no better way to learn to appreciate the best that German civilization has to offer us, than by studying the German language and its literature. By reading and absorbing the best literature of our own language, by interesting ourselves in all the intellectual and spiritual life of our own race, we enrich our personality. It is simply going one step farther to absorb the mental life of such great races as the French and German. Our thoughts are expanded and deepened, and made more complete and rich. We gain greater mental and critical balance, and greater appreciation of what our own literature stands for, and, indirectly, what American and German civilization stand for. After all, the language and literature represent the people better than any other one aspect of their civilization. In studying German, then, pupils are studying about Germans and Germany. There is no one who would dispute that, sooner or later in his education, the individual should become acquainted with the aims, customs, and peculiar traits of those civilizations which have done so much for humanity. In this way he begins to learn to take an intelligent interest in things and events outside his own country, and, undoubtedly, the very best place to make this beginning is in the class-room study of German and French.

Waetzoldt said in an address delivered at the fifth meeting of the German modern language association held at Berlin in 1892:

" Ein dreifaches Bewusstsein fordern wir von einem Gebildeten : ein Volksbewusstsein, ein Zeitbewusstsein, ein Weltbewusstsein. Ein dreifaches Verstandnis des Menschlichen What Is a ^°^^ hohere Bildung dem Einzelnen eroffnen.

Cultured in drei grosse geistige Beziehmigen ihn stellen :

THE VALUE OP GEEMAN. 11

dische Welt der Vergangenheit und Gegenwart eroffnet ihm der Lehrer des Deutschen und der Geschichte, die Geisteswelt des Altertums der klassische Philolog; der Lehrer des Franzosichen und Englischen (Deutschen) aber verbindet den Schiiler mit der Kulturwelt der Gegenwart ausserhalb seines Vaterlandes, er erganzt die nationale Bildung zur Weltbildung ; er erzieht im Knaben den bewussten Mitarbeiter an den grossen gemeinsamen Aufgaben der Menschheit, indem er mittels der fremden Sprache und ihrer Werke ihm das freie Verstandnis fur Heimat, Leben, und Sitte der beiden grbssten mitlebenden Volker zu erschliessen trachtet." *

It is only a small beginning we can hope to make in even the best planned high school course. If properly fostered, however, an interest may be awakened within the minds of Appreciation *^^ pupils for the great nations beyond our of Foreign own, which will bear good fruit in their

* °°*' later intellectual development. In the school

the pupil should begin to learn that, however great his native country is, it is impossible for it alone to work out the salvation of humanity. He should learn to appreciate the good qualities of other nations, and judge their weakness or strength with some degree of correctness and fairness. Foreigners often criticise our civilization severely, sometimes with justice, more often unjustly, through ignorance. And we do the same ! Certain traits of character, habits, manners, peculiar to foreigners, we condemn simply because we are not accustomed to them. Much of the enmity and dislike

• " Die Aufgabe des neusprachlichen Unterrichts vmd die Vorbildung der Lehrer," Waetzoldt, Berlin, 1892.

between nations is due to utter ignorance of each other on the part of the masses. Every political action is eyed with suspicion and distrust, and their very best characteristics are misinterpreted because misunderstood. Surely there is a great work for modern languages and modern language teachers, in battering down some of the prejudices that exist largely as a result of generations of ignorance.

The formal or disciplinary value of German lies deeper than the cultural, and any discussion is open to dispute. Everywhere there are quicksands into which one is likely to

fall if one attempts to reduce the value to of G^rm^n^"^ anything like a definite system. We are in

need of scientific work, in this special field, by language scholars possessing the necessary equipment in psychology. A beginning has been made by A. Ohlert in " Das Studium der Sprachen und die geistige Bildung." * These pages and other works of Ohlert, notably his " Allgemeine Methodik des Sprachunterrichts in kritischer Begriindung," ^ deserve careful study by those who are interested in the solution of this perplexing problem. Unfortunately the results obtained by him are almost negative, especially when we consider the great emphasis laid in the last century upon the special mental training to be derived from foreign language study, particularly from the study of Latin and Greek grammar. Since the days of Pestalozzi, the catch- word "formale Bildung" has played a great r6le in

1 " Das Stadium der Sprachen und die geistige Bildung. Sammlung von Abhandlungen aus dem Gebiete der padagogischen Psychologie," Ohlert, 2. Band, 7. Heft, Berlin, 1899.

' " Allgemeine Methodik dea Sprachunterrichts in kritischer Begriindung," Ohlert, Hannover, 1893.

THE VALUE OP GERMAN. 13

pedagogy. When speaking the foreign language (here Latin) ceased to be the chief practical aim of instruction, Latin grammar began more and more to take its place, more especially as there was nothing else to replace it. In the study of grammar pedagogues came to believe that they possessed a universal means of strengthening the mind. The mental gymnastics, as practised on the difficult rules of grammar and syntax, and, particularly, translations from the mother-tongue into Latin, were believed to sharpen the pupil's mind and strengthen his memory and will power, besides training in logical thinking. The theory of the disciplinary value of foreign language study was based upon two assumptions, both of which are now discarded by psychologists as unsound. It was assumed in the first place that language, particularly Latin, was logical in its structure, and hence offered material par excellence for teaching logical thought and its expression. However, modern psychology would hold that language is primarily only psychological by nature. Even if we grant that Latin is excellent as a type of language and that the pupil by studying it will doubtless grow in intellectual power, experience teaches us daily that one may have a well disciplined mind, and may be a logical thinker without having had the unique training that Latin was and is still held to give. Logical thinking comes to one as the result of the study of the thought, and not from study of the linguistic form in which the thought is moulded. English, then, and the various sciences, can also be made effective instruments for sound training. Neither Latin nor the modem foreign language holds a monopoly as regards " formale Bildung."

The second psychological fallacy was the belief that the mind is made up of faculties which can be developed in much the same way as we develop our muscles. Modern psychology admits that the senses alone are capable of being directly trained. The pianist can train his sense of touch or sound, the artist of form or color, etc. We stUl use the terms memory, will, judgment, for the sake of convenience of terminology. They are, however, only attributes of the mind, manifestations of our mental life. The mind itself is a unit. Let us take, for instance, reason. If we could give exercises to increase a general faculty of reasoning, we should expect a man to furnish us with sound judgments on any subject we might choose. We all know, however, that the value of a man's judgments depends upon the clearness and sharpness of his concepts in a given field of thought and his ability to analyze and utilize them well in a particular case. We might discuss memory and the other so-called faculties of the mind in much the same way. In every case we should find that we are not dealing with training in the old-fashioned sense at all.

Latterly, one hears less of making formal training, in the narrow sense, a pedagogical aim in itself, especially in the study of modern languages. Teachers take it for granted that a certain value lurks in every subject, if taught in accordance with psychological laws, as we understand them, without bothering much about the peculiar worth of a particular study judged from this standpoint alone. They seek to find other more positive reasons for the study of modern languages, especially along the lines social in aim. Briefly, what disciplinary value can we definitely ascribe to language

THE VALUE OP GERMAN. 15

study — in the present case German — in high school work? The study of forms and syntax, the translation from and into the foreign tongue, the acquisition and study of a vocabulary, all these have a moulding influence on the mind. The study of a foreign language implies a never-ending, many-sided, process of comparison with the mother-tongue, in thought, and in expression of thought. Each nation has its own peculiar point of view. It sees the world without with different eyes, and accordingly emphasizes different aspects in its language. By this constant exercise in comparison, ideas take on not only a fiiUer significance, but become sharper and more clearly defined. It is possible that little is added numerically to our ideas, but, on the other hand, what we already know is broadened and supplemented by fresh new views and ways of looking at things, and new modes of expression. Moreover, in learning modern languages there is another pedagogical factor present : the emphasis laid upon the spoken language, in the class-room, gives rise to exercises having a distinct value in themselves. The training in correct articulation, in the power to hear and read accurately and readily, in speaking — by which the pupils gain flexibility and security in the control of vocabulary and forms, all these undoubtedly have a decided pedagogical value.

Chapter II. Aim Of A Couese

The practical outcome of a school course is the first problem to confront us, and hence it is of vital importance to consider at the outset what it is best worth our while to accomplish, before attempting to determine how it is to be accomplished. A clear insight into what is the most important end to be kept in view, a separation of the major from the minor, a concentration of the many lines of study in planning a language course, these are far from simple to attain, yet it is only by close attention to these points we can secure any high grade of efficiency in the work. And even after having made, what appears to be, the best choice, the path is not easy to follow. There are so many things to be done, and some are so alluring, that it is far too easy in actual practice to become unbalanced as to the relative value of this or that kind of work, and, in so doing, to lose sight of the ultimate goal we set out to gain.

The highest ideal knowledge of a foreign language would mean, that one could use it as a second mother-tongue; that one could use it with equal degree of freedom in speaking, reading, or writing. It is an open laeaL^ question whether one can ever become abso-

lutely bi-lingual, whether It is possible to command equal mastery of two sets of symbols to express one's ideas. At any rate, a close approximation would take years of the most strenuous application, under the most

AIM OF A COTJESB. 17

favorable circumstances. Even then the large majority would never accomplish it, in fact, only the most gifted.

The most favorable conditions, obviously, are found in the land where the foreign language is spoken. But mere years of association with the people is by no means all. The

advantages of environment must, at every conStioiis. point? be supplemented by earnest, untiring

effort after perfection. From residence abroad, there is a downward scale of values of conditions for the acquisition of a foreign language, from study and association with a tutor who lives with his charge (as suggested by Locke some centuries ago), to lessons under a private teacher. If we confine the discussion to the practical requirements, we must relegate the school to a very low place in the scale, and, other things being equal, such as equipment of teacher, number of hours, etc., the larger the classes, the lower the chances of success. How to teach languages from books, and how to overcome the seemingly insurmountable difficulties of environment, has troubled thoughtful pedagogues for ages. Even in the days when Latin was the spoken language of the world of culture, and was practically the only subject taught in the schools, there were constant complaints that the results were far from being commensurate with the time expended, and so we find many methodizers, Ascham, Eatke, Comenius, and others trying hard to systematize the work, and increase the pupil's practical command of Latin. Those were golden days for practical results in Latin study, and yet the obstacles to be overcome, and the limitations that had to be set, were not small, if we can judge from a study of these methodizers' books. 8

It is obvious to any one who has had experience in teaching modern languages, or has given thought to the matter, that the present day school curriculum does not warrant

teachers laying equal stress upon speaking, Beading, reading, and writing. To attempt to carry

or Writing? ^^^ g^^^j^ ^ scheme under present secondary school conditions, is to court failure. The teacher will not find time to do any one sufficiently well. Lest we squander valuable time it will be better to have a clear idea of relative values, and, as an outcome, to make a careful adjustment of the various kinds of work ; to decide upon making one thing the chief goal towards which we strive ; and only to use other forms wherever there will be a distinct gain thereby. Shall we lay chief stress upon speaking, reading, or writing ? The choice ought to be largely determined by at least these factors : time and school conditions, demands of society and probable future use, and greatest permanent value in the intellectual life of the individual.

After some years' experience, and under tolerably favorable conditions, I am convinced that there is time in a secondary school course of four years, or even three, to teach

pupils how to speak German with a considthe Chief Aim. ^""^^^^ degree of fluency and precision, within

a very limited field. "We can teach what one might call, for lack of a better term, travel talk. We can expect to do even more than this, I feel warranted in saying. Given a clever, interesting teacher, excellently equipped for just this type of work, and put him in charge of a class of a dozen or fifteen, and the chances are distinctly favorable for success, within the narrow boundaries set.

AIM OP A COURSE. 19

But, on the other hand, every moment of the time must be utilized for oral exercises, or work intimately connected with them and expressly meant to further a conversational readiness. There will be little time that can be devoted to reading for reading's sake. The only reading will be of such a nature as to be capable of being moulded into conversation, and the vocabulary will necessarily be restricted to the common words of every-day life, for it is only by keeping down the stock of words and expressions, and by employing them almost daily in as varied relations as the ingenious teacher can devise, that a course in conversation can possibly thrive. This is the height of utilitarianism in the study !

Again, if we choose to send boys of the high school to a business school, or rather, if we make a sort of business course of German instruction and teach pupils foreign correwriting spondence, I see no reason to suppose that

the this cannot be done equally successfully under

® ■ the same conditions as I have mentioned above. In order to learn how to write there is no need to learn how to speak, or to learn the vocabulary of every-day life. The knowledge of the comparatively narrow technical nomenclature of trade, and the necessary business letter formulas, are not difficult of attainment. Time, and constant practice, will assure almost mechanical accuracy and precision. Here too, all the work must be confined strictly to the business field and phraseology. The ordinary German story will be a sealed book to the pupil.