the soldiers act in unison in execution of the command of their officers. The connection between the so-called disconnected sentences is that they have been selected to illustrate and inculcate the rule under study. This is the true connection that unites and harmonises them all, that each leads the pupil directly to the attainment of his object—the mastery of the rule. The illusory connection of some insipid narrative is only delusive.
What can a method be which, from the beginning excludes the mother tongue of the pupil when he knows no other? it is necessarily confined to dumb show and practice. It is no more to be compared for thoroughness to the Grammatical Method than would be instruction in weaving by a weaver, with the instruction of Master of the Technical School in constructing a piece. Doubtless a person can learn to weave a piece in a Factory but no one will compare such an acquirement with the course of instruction in manufacturing, in the construction of a piece, imparted at the Technical School, under the guidance, of Mr. Ashenhurst’s text books. Grammar, in the study of language is such a text book, it imparts order and method to the study.
We have suffered from the divorce and the dissociation of theory and practice. Until recently our universities, or seats of learning, catered only for the aristocracy, the land-owning class, and the clergy: science was neglected. Originating in the natural advantages of an abundant supply of easily-worked coal and iron, an extensive coast line, and a favourable geographical situation, we had achieved an undeniable pre-eminence in industry and manufactures, which was supported by abundant cheap capital and a spirit of enterprise; it was backed by workmen possessed of natural ability, and such skill as practice and highly sub-divided labour can impart. All this was found insufficient to enable us to hold our own, our supremacy was passing away, and when the cause of our inability to maintain it was investigated, our deficiency was declared to be the lack of a systematised higher education. Public Spirit founded our Technical Schools to supply the remedy and they have been found effective.
Owing to the neglect of modern languages by our Universities and a system of higher education which took no cognizance of industrial needs we were amongst the most backward in this branch of study, but when interest was aroused our grammars were largely borrowed from our more successful competitors from those who excelled as much in modern languages as we ourselves in industry. They were often the work of foreign specialists and experts they are the very instruments of success used by our
most successful rivals, how then can they be inadequate? Translation has put us into possession of the best works used by our foreign rivals, and if we are less successful than they it is due as a Swiss correspondent of the “Manchester Guardian” recently stated not to the superior aptitude but the superior application of the foreigner. He is less sensible to the attractions of football and out-door sports or at least they are not of such an all-absorbing irresistible temptation. With a mother tongue compounded of the Teutonic and Romance languages, no other people than the British enjoys such a natural facility for acquiring both the German and French and their sister tongues.
In 1893 the Scotch Education Department issued a report to the Lords of the Committee of Council on Education for Scotland, by Professor Herbert A. Strong, L.L.D. on
Methods of teaching Modern Languages in Belgium.
Belgium was selected as a field for investigation, says Professor Strong, because, from force of circumstances it has paid particular attention to this branch of instruction, the necessity of learning modern languages being there felt, much more strongly than in Britain. It is a small country, thickly populated, with an extensive commerce, for which as well as for its literature, it is compelled to look to countries larger than itself. It embraces three languages within its borders—Flemish, spoken by more than three millions; Walloon by over two millions, and French the language of literature and commerce.
In the Primary Schools, French, the language of their Literature and Commerce is studied six years. Every child must study one language besides its mother tongue. This is compulsory.
| 1st | 2nd | 3rd | 4th | 5th | 6th year | |
| Girls weekly | 2 | 2 | 3 | 3 | 3 | 3 hours |
| Boys weekly | 2 | 2½ | 4 | 4 | 3 | 3 hours |