Mental Gymnastics.
With my deference on these questions to those who are accustomed to teaching, I have submitted M. Frary’s book (La Question du Latin) to two or three masters in lycées, and their answer to it is this. They say: “It is quite true that, considered as an acquisition, the Greek taught in lycées does not count, and though Latin is learned much better the pupils gain a very small acquaintance with Latin literature, and that chiefly by fragments; nevertheless, we do unquestionably find that, as gymnastics, these studies cannot be replaced by anything else that we know of. There are now pupils who do not study Latin or Greek, and we find that when they are brought into contact with the others on other subjects their intelligence seems undeveloped and inflexible. It is difficult, and often impossible, to make them understand things that are plain to the classical students.”[7]
Modern Languages.
In French Public Schools.
Quality of the Teachers.
A Hatter.
A Cook.
Examination.
Experience of F. Sarcey.
The École Normale.