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In French, we used the little Course of Ahn-Albrecht, translated for Englishmen. It was just the same course which I had used 15 years ago when I was„Sextaner.“

I instructed in all branches as well, or as badly, as I could. Although my Principal taught with me in the same room and could very well hear and see how I was teaching, he gave me no hints on pedagogy. Thus I, of course, instructed according to an old and bad method, and, as I did the same in the other branches too, it is not at all to be won- dered that the progress of the pupils, especially in German and French, was miserable.

In German, we also used the book of a German— Otto's Grammar. I thought it too difficult for the mental capacities of my two pupils.

It was not my fault alone, nor even my bad method of teaching, that the boys did not learn much; they themselves were very lazy and inattentive. It is, as a rule, of little advantage to English pupils at Private Schools to be taught these two modern languages by natives of the respective countries. The reason may be partly found in the little peda- gogical skill of Foreign Teachers, who are either beginners in the art of teaching or belong to a different profession altogether. A second and far more important reason is the difficulty the English experience in learning and, particularly, in pronouncing foreign languages. Dr. Wormell, Head Master of the City of London Middle-Class School, said at the distribution of prizes in July, 1890, that English boys did not take so readily to foreign languages as did continental boys.“ Englishmen residing in a foreign country for the purpose of learning its language are in the habit of talking to one another in English, and even in their inter- course with foreigners, they use their own language whenever they are understood. Germans, as a rule, very seldom speak their own language in a foreign country.

In Latin, we employed, I think, the Grammar and Exercise-Book of Smith. The knowledge the boys acquired in it, was rather insignificant, though it must be comparatively easy for an Englishman to learn Latin on account of the similarity of English with Latin. The English pronunciation of Latin makes it quite another language to our German ear. A boy pronounced as he liked, and, unfortunately, I was obliged to let it pass, not knowing, whether it was right or wrong. The French also pronounce Latin according to their French way. In some English Public Schools, they begin to introduce the„Italian“ pronunciation of Latin, as they call it. 1

In the few 9ood Public Schools, pupils are said to acquire very great ability in trans- lating from Latin into English, and the English are sensible enough to lay the greatest stress upon this. But we cannot be astonished when we find that they employ a great deal of their time in writing Latin verses. This is mere trifling and of little use. At our English School, we rightly neglected this fruitless work.

Every morning from 9 to 9.30, I had to give„Junior Lessons,“ that means, in this half- hour I had to teach 8 boys of about 12 years of age English Grammuar, English History and Geographuh. I suppose I need scarcely dwell upon such a pedagogical absurdity.— Meanwhile, my first Principal was teaching, in the same room, the same branches boys of 14. I was once much astonished at hearing him teaching the geography of the Moun- tains of Germany.

At nearly all English schools, the pupils learn only Greek, Roman, and English History. In Geography, only Great Britain, Ireland, and the British Colonies exist for the English. This one-sided narrow view of things is an evil consequence of their over-great national pride. I even venture to say that their dislike of foreign languages springs partly from the same source.

At our School, great importance was attached to Arithmetic, and the boys much liked to„do sums,“ especially as my Head Master had brought about a certain rivalry between the boys of his Arithmetic Class. I had the Junior Arithmetic Class.

In Mathematics, at English Schools, such tasks are chiefly chosen as refer to money, and the great consideration is to get the right solution. The English always are practical

2 Evening Standard of July, 30, 1890.