[24] Cf. my remarks on “schaffende und erhaltende analogiebildung,” in Techmer’s Internat. Zeitschr. f. allgem. Sprachwissensch., iii. (1887), p. 191 ff.
[25] Slawo-deutsches und Slawo-italienisches, Graz, 1885.
[26] i.e. Translations from the mother-tongue, beginning with single sentences of the usual kind.
[27] Aus meinem leben, II. vi. Goethes werke, Cotta’sche bibl. d. weltlitteratur, 20. 218.
[28] Obwohl ich mich seit geraumer zeit mit der theorie der sprachen beschäftige, hege ich noch heutzutage eine abneigung gegen die systematischen sprachlehren.—Auf anlass des volapüks. Berlin, 1888, p. 38.
[29] If the text-book itself does not recommend certain exercises for each piece.
[30] On the whole teachers who read connected pieces with their pupils in the thorough manner which I have suggested, will be surprised at the strong powers of association produced by successiveness; one word always recalls the whole context in which it has been learned. In one of the exercises given by Walter, pupil A mentions one of the words which the class has had and then the name of pupil B, who is thereupon expected to give the whole sentence in which the word occurs. Of course this can be done now and then by way of recreation; as a rule it is not necessary. This new method of always learning and remembering the words in their natural context may be compared to the newest methods in natural history teaching, according to which the pupils must see the animals and plants as they are at home in their natural surroundings, acted upon by them and in turn acting upon them.
[31] Each phenomenon which is taken up should, however, be treated to the end with as much thoroughness as is possible at that standpoint. Grammar ought not to be taken up during the lesson merely as a matter of secondary importance, subordinated to other exercises, whose object is to help the pupils to understand the text, or to develop their practical skill in the language. If the teacher does not want to devote a whole hour to the grammar, he can at least draw a sharp line between these exercises in theory and the other exercises. One thing at a time, and that done well!
[32] Or when a period is reached, he may give all the substantives which he has found one at a time—the rest as above. The advantage of this is that the connexion is kept intact.
[33] Dr. Sweet tries to throw ridicule on my suggestion as to inventional grammar (The Practical Study of Languages, 1899, p. 115–116); he seems to forget the distinction between independent grammatical research and teaching in schools; and when he speaks about the boys having to sort “a hundredweight or so of slips,” I think his exaggeration needs no further refutation than the above statements, which are nothing but an amplification of what I wrote in 1886. Fortunately, on p. 117, Dr. Sweet recommends practically the same course as is outlined here, only carried out to a less extent.