In passing, let me say, that I can hardly think of a more trying position, than that of the Principal of a private school, when he is assisting parents to determine upon a course of studies for their daughters.
Perhaps his institution is financially weak. He must be full, or stop. He advertises in the papers and sends out circulars. The pupils come in slowly, and the Principal is anxious.
Most of the pupils of private schools are backward in the rudiments. The young ladies, in a great many cases, seek private schools, because they are ashamed to go to the public schools, where there is no mercy for bad spellers and readers. They know that, although they are grown women, and wear silks and gold watches, if they read badly and don't know the multiplication table, they will have to stand up with a row of small boys and girls. So it happens that many of the patrons of private schools are singularly backward in the rudiments.
The Principal is dying for the patronage, and the young ladies are resolved upon French and music. When he sits down to talk with them and their parents, the temptation to acquiesce in their choice of studies is very strong. Only in this way is he likely to get them at all; besides, the departments of French and music are the most profitable.
After having been at the head of a large private school for years, I can truly say that I heartily sympathize with managers of similar institutions, exposed to this temptation.
Believing, as I do, that the study of languages, as such, has been pushed to a most unfortunate, not to say absurd extent, and that, in the case of the particular language under discussion, the waste has become enormous, I will simply express the hope that soon, only those who have the time, capacity and means to really accomplish something, will undertake the French language; and that the millions in our country who now waste months and much money in the "little smattering," will turn their attention into other very important and greatly neglected departments of education.
Perhaps I should add, that what I have said of the French, as generally pursued in our schools, is applicable to the German, Spanish and Italian languages.
DISCIPLINARY VALUE OF FRENCH.
But we are told that many studies are pursued in all schools, which have no direct practical use; that they are introduced for their disciplinary value, and that French is one of them. Twenty years ago this statement would have ended the argument; but now the best educators, on both continents, have something more to say.
A small proportion of the people have the means, leisure and wish to devote their lives to self-culture. These may embrace the broadest curriculum. But the million cannot give themselves up to such indulgences. We must make our school education a means.