Abilene High School - Orange and Brown Yearbook (Abilene, KS)

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quite general use of having double recitation periods and requiring less prepared work. SECOND YEAR GERMAN Under our arrangement of recitation periods the pupil has much more time for speaking the language in the second year's work. And the better the understanding of grammatical principles obtained from the first year's' work, the more time there is for actual use of German later and the more correct will the use of it be. All topics mentioned under German I are carefully reviewed, more detailed work is done with pronouns-relative, demonstrative and indefiniteg the passive voice is learned, reflexive and impersonal verbs, and the uses of the subjunctive mode taken up ih detail. For all this review work lessons are outlined and kept in a note book. There are in these outlined lessons references to the state textg fuller or different statements concerning the topic under consideration, when profitable: and new sets of sentences to be written in German. Repetition of once-used exercises is un- interesting and unnecessary. The reading for this year is selected from the follow- ing list: Grimm's Maerc-hen, Gerstaecker's Germelshauser, Zschoppe's Der Zerbrochene Krugj, Storm's Immensee, Wildenbruch's Das Edle Blut, Benedix's 'Die Luegnerinf' Leander's Traeumereien, Bacon's Im Vater1and, Auerbach's Brigitta,', Mosher's Wilkommen in Deutchlandf' It is easy and profitable to have good and varied reading for the second year. THI RD YEA R GE RMAN Each added year in modern language is more satisfactory and more pleasant. There is little need now for drill on fundamentals. Such an advanced Composition as Bacon's offers exactly the kind of work needed-drills on specific words of com- mon use, typical German phrases, much-used idioms, interesting historical notes and, incidental to this brand new material, the review of every grammatical prin- ciple. The reading can be from the very best of German works. It is generally chosen from the following list: Heyse's L'Anabbiatta, Heyse's Die Blinden, Auerbach's Brigitta, Baumbach's Der Schwiegersohnf' Goethe's Herman und Dorothea, Lessing's 'Minna von Barnhelmf' Riehl's Der Fluch der Shonheitj' Riehl's Das Spielniannskindu and Schiller's Wilhelm Tell. We have always put off the study of Wilhelm Tell until the second half of the third year and it has always been the favorite classic of all pupils. At that time it is actually easy read- ing, is invariably considered so. Sixty to eighty lines is one assignment. Enough German has been previously read that each individual pupil of his own accord re- marks the beauty of the diction. The translation is so easy that the characters and action stand out clearly in the pupil's mind and he is enthusiastic from the start and throughout the reading. He has studied the construction of plays in English and intelligently criticizes the development of characters and formation of plots. This is all the natural outcome of reserving it to the last of the third year's work. We have listened to recitations on Wilhelm Tell by second-year pupils where thirty lines were laboriously untangled for one day's work, grammatical constructions had to be dwelt upon and the effort was so great that the story was lost, characters were confused and the idea of beauty of language never occurred to the pupil's mind. 0116 and a half years can make that great a difference. When it is reserved for the third year there is always a good taste left and frequently a stronger desire to continue the study of German. There is a great abundance of interesting collateral reading with Wilhelm Tell, suchlas Swiss legends, Swiss customs and stories of the Alpine avalanches mentioned in 'the play. There are scores of beautiful postcards of Swiss scenery which we show with the reflectoscope. We have also heard the Tell music by Rossini on the grafonola. Last of the work in connection with this play is the biography of Schiller, whose nobility of character throughout a life of adversity seems to enlist still greater interest in and love for his work. We have had occasional meetings of all German pupils after school, Where we have played games, speaking only Germang shown, with the reflectoscope, postcards of German cities and the Rhine, listened to legends of these places told by the DU' pils, and have heard records of German songs on the grafonola or have ours-elves sung German folk-songs. NINE TEEN

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much the same ideals as ours. Ignorance was never known to foster kindly feeling or confidence-just the contrary. Fourth, a foreign language is just difficult enough for the High School pupil to make it a prized posession. A silver cup won by close contesting in athletics is highly valued, whereas the receipt of the same cup as a gift would bring absolutely no pleasure. The ancient Greeks devoted much time to the study of grammar, giv- ing it the formidable title of logic. It is not a subject made up of words and rules to be committed, as is often supposed, but is systematic, reasonable and logi- cal, calling for fine distinctions and subtle discriminations. It is worthy of the time of a student and is necessarily the frame work of any language whatsoever. Last, a modern foreign language is not merely an abstract, intellectual posses- sion. lt is tangible, usable. We have the pleasure of expression, the pleasure of actual employment of our new faculty. Theodore Roosevelt says every reasonably intelligent youth of today should be able to read and understand at least one for- eign tongue-that it requires only average intelligence to do so and that the mental benefits doubly repay the time and effort spent. The pleasure and benefits then would seem to warrant the study of German. There is the satisfaction of natural human curiosity and interestg there is the men- tal proportion resulting from variety: there is the healthful, stimulating mental aC- tivity of a reasonably difficult subject, the enjoyment of actually speaking as the people of another nation speak, the pleasure of putting our knowledge into practice? and the knowledge of the history, customs and literature of a foreign people, the knowledge which destroys narrowness and prejudice. lt is for such knowledge that we study. Whatever more immediate and selfish reasons there may be, We must admit we hope to obtain them by virtue of being able to think clearly, honestly and logically. FIRST YEAR' GERMAN The scope of first year German depends largely upon the place it is assigned in the course of study. ln our school it is a Freshman subject and as such it should be as concrete as possible. The pupil requires a knowledge of the use of cases, the formation and use of tenses, declension of nouns and adjectives, comparison of ad- jectives and adverbs, relative pronouns, effects of inseparable verb-prefixes, uses of verbs with separable prefixes, general and special uses of modal auxiliaries, the formation of the subjunctive mode and such uses as may be briefly, clearly and logically stated. These things cannot be learned without also learning the different orders of words in German sentences. One hundred to one hundred and twenty-five pages of simple German prose, legends, stories, history and biography are read. Some idiomatic, conversational prose, four or five simple poems, and a number of German songs are committed to memory. The average pupil has a speaking vocab- ulary of 200 to 250 words, acquired from vocabularies in the texts and made familiar by 'tconversation drills -discussions of weather, local happenings, retelling of anecdotes, questions and answers on assigned reading. The number of words a pupil understands when reading or knows on hearing far exceeds the number he can actually use in speaking. This is inevitable. 'Two much is expected of modern language instruction by a majority of people, at least from the first year of instruction. Our recitations average perhaps forty minutes in length. That cannot be spent in conversation in the foreign language except at the cost of ignoring all prepared work. So that is not to be considered. These discussions of assigned work cannot be limited entirely to German either, un- der present circumstances. The average pupilys understanding of grammar is such that he must be instructed thoroughly and in detail on simple parts of speech, tenses and modes before there is any foundation for acquiring a new language. To try to do this in the foreign language in 40 minutes per day is an absurd waste of time. Furthermore the time is past when a child learns a new language naturally. Time is too precious to spend in learning by imitation. To ignore at the outset this gen- eral lack of knowledge of grammar in an attempt to gain a greater vocabulary .for conversational purposes is to build a showy but unsound structure. The fact that more time is essential in this work is being recognized and a plan is coming into EIGHTEEN

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STUDY HALL Department of Latin THE FRESHMAN YEAR The High School offers four years of Latin. The first year is a study of begin- ning Latin, based on the text A Latin Reading Book, by Whittemore. In this year the foundation principles of Latin grammar are studied along with illustrative sentences, both Latin sentences to be translated into good English and English sen- tences to be translated into Latin. Sentences of the latter type are of particular value in developing the memory and reasoning faculties. There are also reading lessons- based on the early history of Rome, which appeal to the students' usual lik- ing for history and thus aptly connect the Latin language with the ancient Romans who spoke it. Another practice employed in beginning Latin classes which adds greatly to the general interest is the comparative study of Latin and English. Dif- ferent Latin roots are taken and their English derivatives searched out and discussed. In this way the students increase their English vocabulary and fix in mind more firmly the Latin roots. THE SOPHOMORE YEAR In the second year some real Roman history is read as written by Caesar. The first four books of his Gallic Wars are translated. Besides the excellent training obtained by translating the Latin into good and correct English there are some im- portant historical facts. We learn of the traits and habits of the barbarians living north and West of Rome. The fickleness and instability of the Gauls, the hardiness of the Germans and the peculiar characteristics of the maritime people on the island of Britain are all of unusual interest as depicted by Caesar, who carried on so many TWENTY v