what the same degree of political and spiritual freedom of expression in Germany, with which he finds himself blessed in most of the countries of the western hemisphere.

I do not, however, think that the study of German will ever quite regain its former position in our public schools. I think it is true that practically every reason for the study of German that was valid four years ago is equally valid now. Unfortunately several of the reasons that have proven most potent in the past have never been wholly valid. The reasons which, in recent years, have been so persistently urged for the substitution of German for Latin have, it seems to me, been pretty definitely proven fallacious.

So, I think the most that we may hope to see after the termination of the war is the restoration of German to its legitimate, normal position, a position for which it will not need to be justified, ¡ but in which it will justify itself.

It is apparent that the present situation is due, not to reason, but to the sentiment and feeling of the pupils themselves and of those who are responsible for their choice of subjects. How, then, may we best contribute to the restoration of reason? Certainly not by argument. Passion is not wont to yield to argument. The proper attitude must be cultivated above all by a sensible and discreet attitude on the part of the teacher himself. The study of German and admiration for the great literature of Germany is not inconsistent with thorough-going Americanism. A teacher whose knowledge of the language and whose acquaintance with the literature of Germany has merely contributed to an unreasoning admiration of everything German and to an incapacity to appreciate American institutions, has no legitimate claim to a place in the public school and will do much more to discourage than to encourage the study of German.

The press is a powerful influence which we cannot disregard. Local newspapers can do much, if they will, to call our people back to reason in this matter. An occasional editorial showing a favorable position on the part of the editor will do positive good. Perhaps we can encourage such favorable expression. It seems to me, too, that our position may be somewhat strengthened by some modification in our method of instruction and particularly in the angle of attack. Possibly greater emphasis on the close kinship

of English and German might tend in this direction, the frequent but tactful reminder that our English ancestors were German and that English of Anglo-Saxon origin is German; that whenever our English word is a real Anglo-Saxon word it is very apt to have its cognate in German.

The study of cognate words is of great value in itself and I think we have never given it sufficient consideration in our high school work. It will help to clarify the matter if, at the beginning, attention is called to the derivation of the word cognate, i. e. that it is not from cognosco, as pupils of Latin are apt hastily to infer, but from the deponent verb nascor, to be born; hence to be born together, i. e. twins. This discovery on the part of the pupil will lead to many interesting associations. When a pupil has learned to associate Bach and beck the chances are that he has learned a new English word and so has added two new and useful words to his vocabulary. In the two words town and Zaun a considerable part of the history of civilization is revealed, while the identification of knave and Knabe will elicit an appreciative response, especially on the part of the girls. Those of us who are of Scotch antecedents will be interested in numerous German cognates found in Scotland where the original Saxon has survived in many words that have long since become obsolete in English, the most obvious of which are kirk and Kirche, birk and Birke, kale and Kohl, wale and Wachlen, stirk and Starke (Immensee).

To this point let me add an appeal for greater emphasis on the reading, not necessarily on translation, but intelligent reading of the German text and an intelligible rendering, at least of difficult passages into readable English. We can never do wholly without translation. Translation plays too important a part in commercial life, in political life, in the realm of diplomacy and in literature. Now it is stark folly to assume that we can ever impart to the pupil a speaking knowledge of, or the ability to converse in, German in our public schools. Not many of us possess it ourselves and if we do we have not acquired it in the public schools. I am an advocate of constant oral practice in the classroom but whatever we may do in this way is purely incidental to the much more important matter of cultivating an ability to read.

In the choice of reading texts there is also opportunity for the

exercise of sound discretion. Unfortunately you are excluded, in this state, from a choice of an elementary reader, and in this case the committee will be lenient with me, I am sure, if I surmise that if the selection were to be made today they would probably be able to make a more tactful choice than has been made in the selection of the one now in use.

I should like also to enter a protest against the familiar objection to stories with a non-German setting, and in doing so to atone, if possible, for any guilt of my own in having unwittingly lent support to this particular form of German propaganda. The very best of Heyse's work (and this means the very best in the German short story form) is to be found in his Italian stories. While these may not be German stories in the sense that they have a German setting they form a part of German literature which the Germans themselves would be the last to repudiate. Moreover Heyse's language is thoroughly German and of a quality rarely equalled and never surpassed.

In conclusion if the reader will be charitable with me I will make an exceedingly heretical suggestion, a suggestion which, however, is made rather in the form of an interrogation than as a recommendation. I have found Freiligrath's excellent and beautiful translations of Tennyson and Longfellow of intense interest to college students. And this interest is all the greater because of the student's familiarity with the original, a familiarity acquired surreptitiously I suppose, for they have assuredly been told that these are but third rate poets, if, indeed, not enirely negligible.

Now, I am not at all sure that, just at the present time, the occasional use of English and American authors in German translation might not be something more than a happy experiment. The Germans have very excellent translations of most of our best writers. In fact I am inclined to think that, in order to find anything really exciting in fiction the Germans have to go to the French or English. What original German story could we find to which the average American boy would react as he would to Treasure Island or Huckleberry Finn? Poe's stories ought to appeal to both boys and girls and should lose little in the process of translation, much less, of course, than Mark Twain. Sherlock Holmes would probably go far toward making the course in German one of the most

popular courses in the high school. Do not misunderstand me. I am only raising a question here though in all seriousness. The value of such translations I regard as purely experimental, as something that can be determined only after fair trial.

The suggestions that I have been urging, not as infallible panaceas but as something entitled to consideration, are, in brief summary:

First, the necessity of a right attitude on the part of the teacher himself;

Second, the encouragement, wherever possible, of newspapers to a favorable expression of sentiment;

Third, the importance of making very clear the close relationship of the English and German races, and, in this connection, the twofold value of the study of cognate words;

Fourth, a greater emphasis on the disciplinary value of the study of German, and less attention to so-called Realien, especially in the high school;

Fifth, the possibilities that may exist in the occasional use of German translations of English and American authors.

The Teaching of Oral English

PROFESSOR FRED S. SORRENSON, DEPARTMENT OF EDUCATION AND ORATORY, MIDLAND COLLEGE, ATCHISON, KANSAS.

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¤ HE importance of the spoken word is being shown by the great war in which we are now engaged. Since the United States entered it, speakers have been sought out and sent everywhere throughout the land to explain why we entered the war, to awaken our sympathy for those who are going to fight our battles for us, and to make us ready to give, if necessary, our last full measure of devotion to the cause which we have espoused. Not all of the speakers sent out upon this errand are succeeding as well as they wish. Many of them, had they been better trained, could carry out more acceptably the sacred trust which they have found it necessary to assume.

In both war and peace, other things being equal, those who can speak well in public, are best able to carry on important work. Since we of this generation are now being made to realize more fully than we have before the importance of public speaking, it seems fitting that we give increased attention to the teaching of Oral English. There is opportunity in most grammar grades, high schools and colleges to do more in the way of training young people to talk well before an audience. In order that our minds may be refreshed regarding the best methods of teaching Oral English, this paper has been prepared.

When setting about the teaching of the subject, the first step consists in presenting enthusiastically motives for taking up the work. In the grammar grades, it may be pointed out, thai the boys and girls will become able to express themselves in speech with more clearness and force, thus becoming better leaders in playground activities. It may be said that the training will increase their power to delight the hearers of the church, school and society programs in which they have a part. Classes may also be reminded that the boy or girl who takes the work will learn to recite lessons more ably and so attain higher class standing.