— 2—

impossible with an ever growing, ever fowing living literature, considering the continual evo- lution of human thought in ever new forms, new channels, the changing preferences of public taste and the progress of history and civilisation.

But if we still are groping rather than seeing our way through this maze, is there not another cause for our want of unity and concord? Certainly it is difficult out of the immensity of material which any modern literature, French, English, German, spreads before us, to choose the few works which would be most proper to be read in a course of tuition of a few years with the scanty allowance of time that modern languages generally enjoy.²*) But are we agreed at least upon the criteria to be applied in the selection? I am afraid we are not.

There are those who admit modern languages to a share in public teaching only on account of their practical usefulness in every-day's life. You may have to go to Paris or to London, and it may be very convenient to have a smattering of French and English then. Or you have commercial and other business letters to write, or you may wish to be able to read foreign newspapers, or even scientific books before they have been translated. Some that take this point of view are zealous advocates of the modern languages and want to increase the number of hours devoted, the importance attached in public examinations etc. to this branch of teaching. A Belgian statesman of this class knew no better how to plead the cause of his client than by saying:„Tout le monde n'est pas assez riche pour donner à ses enfants une bonne allemande et une bonne anglaise.“

If you take this view of the matter, you will read with your pupils, first nursery-tales, hen amusing anecdotes, perhaps a„Guide to conversation“, or some modern play, with ready- made phrases for immediate use,— small coin for pocket-money; afterwards you may read some of those governess-novels of which the last thirty years or so have been so prolific.

We cannot look upon our task in this meanly utilitarian way. The study of modern as well as of ancient languages has a nobler object, a higher aim: the education of youth, the culture of the mind, the rational conception of the intellectual and moral nature of man, as it develops and manifests itself not only in distinguished individuals and their works, but also in the different phases and gradual growth of civilisation.

For the ancient languages, this view is generally taken, and their teaching in our colleges could scarcely be defended or advocated on any other ground. If modern languages, besides this, offer the advantage of practical usefulness, this should not make us overlook their edu- cational properties, nor turn us away from the most important part of our task. Eyven in the interest of education— if we comprehend in this term education through life aud self-education

²) Attempts at forming a catalogue of works that ought to come under consideration, have been made.

V. Verhandlungen der Direltoren-Versammlungen in den Provinzen des Königreichs Preussen. Elfter Band.

Berlin 1882.“— V. also Timme, Ulbrich, Rambeau, Bretschneider, Münch, Perle treating the same question.