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Proverbia Britannica. By ARCHER TAYLOR. Reprinted from Washington University Studies, Vol. XI, Humanistic Series, No. 2, pp. 409–423, 1924. A reprint of 335 proverbs from the collection printed by Gruter in his Florilegium Ethicopoliticum, 1611. Die Mundart im Englischen Drama von 1642-1800. By Adolf Weiss. 8vo, 85 pp. Giessen: Engl. Seminar der Univ., 1924. Die Sprache in Frances Burneys Evelina. By Karl Büttner. 8vo, 36 pp. Giessen: Engl. Seminar d. Univ. 1924. A Concise Etymological Dictionary of Modern English. By ERNEST WEEKLEY. 8 X 5, xx. +983 pp. Murray. 1924. 7s. 6d. n. An abridgement of the author's "Etymological Dictionary of Modern English," published in 1921, and reviewed in E. S. V, 33. The Oxford English Dictionary: Vol. X. Ti-Z. Unforeseeing-Unright. By W. A. CRAIGIE. Whisking-Wilfulness. By C. T. ONIONS. Oxford, Clarendon Press. 1924. 10s. and 5s. resp. [See Brief Mentions Dec. '24 and April '25.] The Pocket Oxford Dictionary of Current English. Compiled by F. G. 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Poutsma's Grammar of Late Modern English, II, Section I, A: Nouns, Adjectives and Articles. (II). W. van Doorn, An enquiry into the causes of Swinburne's failure as a narrative poet. With special reference to the Tale of Balen'. (II). The Review of English Studies. *) I, 1. Jan. 1925. R. W. Chambers, Recent research upon the Ancren Riwle. - O. Elton, The present value of Byron. - L. L. Schücking, Shakespeare and Sir Thomas More. H. Granville-Barker, A note upon chapters XX. and XXI. of The Elizabethan Stage. D. T. B. Wood, The Revels Books: the writer of the "Malone Scrap". E. K. Chambers, Elizabethan stage gleanings. G. Thorn Drury, Some notes on Dryden. Allardyce Nicoll, The rights of Beeston and D'Avenant in Elizabethan plays. Notes and Observations. Reviews. Summary of periodical literature. - Modern Language Review. Oct. 1924. Includes: E. D. Laborde, The style of The Battle of Maldon. W. J. Lawrence, Thomas Ravenscrofte's Theatrical Associations. R. P. 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Includes: LongworthChambrun, Influences françaises dans la Tempête de Shakespeare. L. Cattan, La Venise de Byron et la Venise des romantiques français. A review of Kalff, West-Europeesche Letterkunde, I-II, by Th. de Ronde. The Yale Review. XIV, 1. Oct. 1924. Includes: J. de Bosschère, Charity in the Work of May Sinclair. C. B. Tinker, Rasselas in the New World. G. M. Trevelyan, History and Literature. D. Martin, Mr. Galsworthy as Artist and Reformer. - Id. XIV, 2. Jan. 1925. Includes: Th. Moult, The Life and Works of Joseph Conrad. A. Feuillerat, Scholarship and Literary Criticism. Modern Language Notes. XXXIX, 8. Dec. 1924. Includes: T. W. Baldwin, Shakespeare's Jester: the dates of Much Ado and As You Like It. C. E. Whitmore, Mr. Hardy's Dynasts as tragic drama. Modern Philology. Nov. 1924. A. C. L. Brown, The Grail and the English Sir Perceval, VI. R. C. Williams, Two studies in epic theory. E. Brugger, Loenois as Tristan's home. H. E. Smith, Relativism in Bonald's literary doctrine. J. S. P. Tatlock, Levenoth and the grateful dead. E P. Hammond, Charles of Orleans and Anne Molyneux. - - Studies in Philology. XXI, 3. July 1924. Includes: M. P. Tilley, Pun and proverb as aids to unexplained Shakespearean jests. H. Fletcher, Milton and Yosippon. Id. XXI, 4. Oct. 1924. Includes: W. J. Lawrence, John Kirke, The Caroline actordramatist. J. F. Shipley, Spenserian prosody: the couplet forms. - A. D. Snyder, Coleridge's cosmogony: a note on the poetic "world-view". R. P. McCutcheon, The "Journal des Scavans" and the "Philosophical Transactions of the Royal Society". G. McG. Vogt, Richard Robinson's "Eupolemia" (1603). - Journal of English and Germanic Philology. XXIII, 4. Oct. 1924. Includes: K. Malone, The historicity of Arthur. M. W. Bundy, Shakespeare and Elizabethan psychology. *) London, Sidgwick & Jackson, Ltd. Annual Subscription, 10 s. 6d. net. Published quarterly. A Guide to English Studies. The Study of Present English. It is clear that the future English master needs a sound practical knowledge of the language he intends to teach. There would be hardly any need in a purely Dutch periodical to insist upon this, for the truth has never been seriously disputed in our country. But things have been different in Germany, and it is not so certain as we could wish, that Holland will not repeat the mistake of Germany in the neglect of the living language in the teaching of foreign languages in the universities. If Holland has escaped from this undoubted evil for the secondary schools, it is not due to the wisdom of the University professors but to the fact that the teaching of modern languages has up to very recent times been independent of the University. This may have contributed to keep the scholarly standard lower than it would otherwise have been, but it must be acknowledged that it has saved the schools from masters who did not know the language they were expected to teach. The merit of having done more than any other of his colleagues in Germany to remove this obstacle to the real progress of modern studies in his country belongs to Professor Viëtor, who in 1887 published the now well-known Einführung in das Studium der englischen Philologie. In the second edition (1897) he expresses his satisfaction that the standpoint which ten years before had made him a lonely figure among the German professors of modern languages was supported by respected colleagues. Of course Viëtor was punished for his independence: he never left the little university of Marburg. Viëtor's defence of the practical study of the living language had a weak spot: he defended it only on "practical" grounds. This enabled, indeed naturally encouraged, his opponents of charging him with advocating "examen-philologie" (Elze). The charge was perfectly intelligible in a scholar of the type of Elze, who was interested in the scientific, chiefly literary, study of his subject, and knew little, and perhaps cared less, for the needs of the schools. He thought that it was not the duty of the university to provide a practical training, and this was quite defensible in a country where the university diploma does not carry the right to teach. But it is defensible only as long as one is ready to agree that the practical knowledge of the living language is a practical necessity only. It has, however, been shown, partly by bitter experience, that such a knowledge is an unavoidable part of the equipment of any real student of a modern language. It is especially the development of the study of Romance languages that has brought the necessity home to us). But the practical study of the living language is not an end in itself; for the scientific study of a modern language it is only a means to its theoretical study. The practical and the theoretical study must be combined to become useful as the foundation both of the historical and the general study of language. The question whether the scientific study of a language is necessary or desirable for the future master is one to which different answers are possible, at least to which different answers have been, and are being, given. In Holland and Germany the answer is in the affirmative, in England it seems to be in the negative. With regard to England I may refer to the Report of the Government Committee on Modern Studies (His Majesty's Stationery Office, 1918. Price 1/6), and for a confirmation from a private scholar the February 1) See Delbrück, Grundlagen der neuhochdeutschen Satzlehre, 1920. E. S. VII. 1925. 3 number of Modern Languages (the organ of the Modern Language Association), where the reader will find an interesting Presidential Address by Dr. Ernest Barker. There are some people in Holland who would probably see the linguistic standard lowered without regret. To quote a characteristic indication of the tendency: when there was a question of establishing lectureships for modern languages in the University of Groningen 1) one of the professors declared to the intended lecturers that it was not necessary to teach the university students grammar and phonetics so elaborately as was required for the secondary state-examination (A-diploma). One of the men wittily answered: "Ah, I see, Professor, what is wanted is a sort of University Mulo 2)". Those who wish to see how greatly the schools and the pupils may benefit by masters who are properly trained in language as well as in literature may compare the results attained by our schools with those of some other countries. They will also be strengthened in their conviction that we should be unwise to make fundamental changes if they read an admirable article on the teaching of foreign languages in the Gedenkbundel of De Drie Talen published last year; we refer to the essay by Mr. J. H. Schutt: Enige Opmerkingen over het Onderwijs in de Moderne Talen. In the following notes on the study of present English the practical and the theoretical study will be treated separately; this does not mean that they should succeed each other in the teaching; on the contrary, both have their best effect if the two are taught concurrently. The Practical Study of Living English. What is the ideal of the young student who, after leaving school, takes up the systematic study of present English? I believe it should be to speak English like a native. What does this entail? In essence it requires the student to live his life over again in the terms of the foreign language, from the nursery to the university. That this is impossible I am ready to grant; that the ideal can be lowered I must emphatically deny. It necessarily means that the stage of learning practical English is never passed 3). The first step is to complete or increase one's command of the language of daily intercourse. It is necessary in itself, and at the same time the means to much other knowledge: a stay in England becomes really useful only when the student can talk naturally with his equals in education, and when he can observe things for himself without troubling those who can have no real interest in them. Details of pronunciation and idiom will be observed (and noted down at night!), but as a rule it will be better not to discuss them with one's acquaintances: the less of "shop" there is the greater the chance that the relations to English people one meets are or become more or less natural. English people are very polite to foreigners, as a rule; but this should not lead the student to believe that he is welcome for that reason. Interest in foreigners as such is very common in Holland, there is little of it in England. Although a stay in England is absolutely necessary, much can also be 1) In the end nothing came of it, the Minister of Education declaring that Holland was too poor a country to spend the enormous sum of ƒ 6000, i. e. £ 500 yearly on the training of its masters of French, German, and English. 2) Mulo is the name for higher elementary education. 3) This is not so bad as it seems; it is really true also of native English students, though in a less important way. |