784 THE POPULAR SCIENCE MONTHLY. 



tion by the pupil, and the formation of strong associations be- 

 tween them and actual experiences. 



The correct sounds must receive a degree of attention and 

 reverence that would do credit to a music-master. Inevitable 

 awkwardness in pronunciation should be corrected, not only by 

 repeated efforts to imitate what is heard, but also by careful 

 instruction as to the exact position and movements of the vocal 

 organs in making the difficult sounds. This is of great impor- 

 tance, as it reacts upon the auditory memory and does much 

 toward fixing a clear conception of the correct sound of each 

 word. Probably very few Germans or Frenchmen have a clear 

 conception of the sound of " tli" in English; but had they from 

 the first, whenever attempting this sound, been required to place 

 the tip of the tongue between the teeth (which is never done in 

 speaking French or German), there could be but little difficulty 

 in pronouncing or recalling it. And in the same way a clear 

 understanding of the fact that the French u and German Umlauts 

 require the lips to be thrust forward and partially closed, will 

 enable one to acquire these sounds far more readily than he 

 otherwise could. 



An objective expression of the meaning of words and sentences 

 should always be sought. Things actually impressing the senses 

 cause a more vigorous action of the brain than any recollection of 

 them ; consequently they make associations stronger and mean- 

 ings more vivid. Although the exhibition of common objects 

 and pictures, in teaching a vocabulary, may to the superficial 

 observer seem childish and wasteful of time, it is in reality wise 

 and economical. 



The memorizing of sentences, reading aloud, listening to 

 others read, and writing from dictation should all be employed, 

 in addition to simple conversations between teacher and pupil, as 

 valuable exercises. What is read at first should be carefully 

 graded, so that the ideas may be awakened without having re- 

 course to English, thus avoiding the habit of making a bad trans- 

 lation, which is often injurious to a school-boy's use of his own 

 language. 



As a pupil in the first stage of progress is pretty sure to go 

 astray when left to himself, the work should be so arranged that 

 all the time allotted to the language may be spent with the 

 teacher. Tasks for outside preparation should not be assigned 

 until the appreciation of the correct sounds is keen enough to pre- 

 vent the contraction of vicious habits of pronunciation. Gram- 

 mar should at first be taught only as it becomes available for 

 immediate use ; but, later in the course, it should be taught sys- 

 tematically, and copious outside reading should be assigned. 



A student who can neither go abroad nor command the serv- 



