[54] Alfred Lord Tennyson: a Memoir by his Son. (Tauchnitz ed., IV. p. 84).
[55] Those who have their doubts may also read the accounts given by natives who have visited German schools where the instruction was conducted according to the reformed system, and who have had long talks with the pupils, in Walter, Englisch nach dem Frankfurter reformplan, pp. 152–165, and Miss Brebner, The Method of Teaching, etc.
[56] The letter-form is on the whole that form of composition which most persons have most use for, and which therefore ought to be practised most frequently. The international students’ letter-exchange, which has just been started a few years ago, will be of great benefit—for those who happen to get good correspondents and who themselves are not afraid of taking a little trouble.
[57] But of course the mother-tongue too; the study of nature, plants, animals, the human race; drawing and manual work, out-door life.
[58] An eloquent recommendation of this principle is to be found in v. Pfeil’s previously mentioned work “Eins,” but the same thought is also gaining ground elsewhere.
[59] Lessons which may be devoted not only to the language itself, but also to the acquisition of useful information in other departments as well; why not learn the geography and history of France in French during the French lessons, etc.
[60] I am here speaking of the Danish school-system, but I have a suspicion that this canker is not unknown in other countries.
[61] A. H. Sayce, Fortnightly Review, June 1875.
[62] A certificate from the school would be quite sufficient, if the instruction was under good control during the year.
[63] It has been previously suggested that various exercises in linguistic observation and classification may be given in connection with the revision, and that by means of such exercises the revision may be masked, as it were, and thus receive some of the fresh interest that attaches to something new.