work in (b) grammar and syntax is reported as "following the text" or teaching it "as met," and that in (c) the writing of Greek is drawn from composition texts or is based upon the material read. IV. METHODS In 4 schools the method used in classes in beginning Greek is the grammar-translation method and in 3 schools a combination of this and the direct method. The special devices, materials, and activities of which teachers of Greek avail themselves are shown in Table IX. In addition to these, one teacher reports the use of the Greek testament, translation being made from merely hearing it read. TABLE IX NUMBER OF TEACHERS OF GREEK REPORTING THE USE OF VARIOUS DEVICES, MATERIALS, AND ACTIVITIES The time spent in daily preparation by the students ranges from 45 to 120 minutes. The most common amount required by the work is 60-75 minutes. V. AIMS Table X contains the aims in the teaching of Greek that were listed in the questionnaire and shows the extent of the concurrence of the 7 teachers in each of the aims listed. Although the teachers were asked to give other purposes, none did so, and we may therefore conclude that those listed comprehend what these teachers aim to make the net results of their courses in Greek. (It should be kept in mind that the following summary is based upon but 7 responses of teachers of Greek.) 1. Greek has practically disappeared from programs of study in the secondary schools of North Central territory. TABLE X EXTENT TO WHICH TEACHERS OF GREEK CONCUR IN THE AIMS LISTED IN THE Ability to read and understand Greek of the grade usually offered in the Freshman year in college... 6 Ability to translate Greek into English. 7 Ability to write Greek of the grade usually required in the Freshman year in college..... 6 A better understanding of the English word-meanings and the grammatical structure of the English language. 6 A fair knowledge of the history, manners, and customs of the Greeks and their influence on Western civilization... 7 6 A fair knowledge of the mythology of the Greeks... Some idea of the forms of literature which the Greeks have given to the world... 2. The courses offered are either two or three years in length. The work for each year extends through at least 36 weeks, usually with five 45-minute recitation periods per week. 3. The time required for preparation varies greatly. Students usually spend from 60 to 75 minutes in daily preparation. 4. Most of the schools grant credit for a single year of Greek. 5. There is no standard year of appearance for courses in beginning Greek. 6. The content of courses in Greek does not seem to have been as well standardized as that of courses in Latin. 7. The grammar-translation method is used more commonly in the instruction of beginning classes, although a combination of grammar-translation and direct methods is also reported. 8. The teachers report the use of several devices, methods, and activities. 9. There is rather general agreement as to what should be the net results to the student of the course in Greek. I. C. THE MODERN LANGUAGES DISTRIBUTION OF RESPONSES TO THE INQUIRY Responses to the inquiry in modern languages were made by teachers in schools distributed as shown in Table XI. TABLE XI DISTRIBUTION BY STATES OF THE RESPONSES TO THE INQUIRY IN MODERN Length in years of the courses.-Table XII shows the number of schools reporting two-, three-, and four-year courses in the modern languages. It will be seen that the modal length of courses in German and French is two years, although three- and four-year courses are also common. Although one may easily impart too much significance to the fact because of the small number of reports received, it is interesting to note that twice as many schools offer a four-year as offer a two-year course in Spanish. TABLE XII LENGTH IN YEARS OF THE COURSES IN THE MODERN LANGUAGES Weeks per year.-With scarcely any exceptions the length of each year of the courses in the modern languages is 36 or more weeks. Two exceptions appear for German, one each of 34 and 35 weeks, and one of 33 weeks appears for French. There are no exceptions for Spanish. Periods per week.-Almost all schools follow the practice of five recitation periods per week. Four exceptions appear in the courses in German: 2 schools report five periods in first year and four in second; I school each reports four and three periods per week throughout all years of the course. Two exceptions are reported for French, one each of four and three periods throughout. No exceptions are reported for Spanish. Length of periods.-Table XIII shows the lengths of periods in use in the classes in the modern languages. This table indicates that the usual length of periods is 40 or 45 minutes. The 2 schools reporting 30-minute periods, 2 of those reporting 40-minute periods, I of those reporting 60-minute periods, and the 2 reporting 80minute periods for German, i.e., a total of 7 schools, state or imply that they provide time for supervised study-in the case of the shorter periods in addition to, and in the case of the longer periods as a part of, the time reported. The 2 schools reporting 80minute periods for French devote half of the period to supervised study. No 80-minute periods are reported after the second year. MODERN LANGUAGES IN THE ELEMENTARY GRADES German and French appear in the elementary grades of a number of school systems. The numerical facts of such appear TABLE XIII NUMBER OF SCHOOLS REPORTING VARIOUS LENGTHS OF CLASS PERIODS IN THE MODERN LANGUAGES ance are set forth in Table XIV. This table indicates that German is much more commonly taught in the grades of the elementary school than is French, and that the number of schools teaching TABLE XIV NUMBER OF SCHOOLS REPORTING GERMAN AND FRENCH IN THE GRADES OF THE ELEMENTARY SCHOOL it increases with considerable regularity from the fourth grade to the eighth. Twenty-four schools make more or less definite responses to the inquiry as to high-school recognition of elementary-school work in German. Of these, but a single school fails to grant recognition |