19 MARCH 1870, Page 21

LETTERS TO THE EDITOR.

THE CAMBRIDGE EXAMINATIONS FOR WOMEN. [To THE EDITOR OF THE "SPECTATOR."] Sin,—As the Spectator is read by many who take an interest in 'education, I trust that you will kindly allow me space for a few lines on the Cambridge Local Examinations, and their influence

on the study of modern languages.

I fear that the importance of this study is not sufficiently valued by the Cambridge Examiners, for I am puzzled by the choice of some books appointed for the student, and still more by the examination questions.

As to the books, I will say a few words on "Waterloo" and "Madame Thirese," by Erckmanu-Chatrian, and on "Louis XI.," by Michelet. The former were chiefly written for the

working-classes in France ; they depict in a touching, graphic way the miseries caused by the long and bloody wars under Napoleon I., and will, no doubt, contribute to quench the revolu.- tionary spirit as well as the love of war in the French nation. " Waterloo," and "Madame Three" abound in idioms, but, on the whole, these are not of a very refined tone, and besides this, there are so many German expressions, or rather Alsatian words in these books, that many experienced teachers do not esteem

them to be a good choice fur the purpose of studying the French language. The choice of "Louis XI." is blamed for similar reasons. Feudal terms, soldier-like expressions, passages taken from old French writers, abound in this work. No one can object

occasionally to read such a book or an extract from it with pupils. It would increase their interest in French literature to know a

little of Coalmines and Froissart, and other old writers ; but if we have to study the minutest details of books, we should like to select

gems of literature, bright with the creations of master spirits, rich in useful information, in great truths, in noble thoughts ; books

which contain lines worthy to be committed to memory, and some of which will perhaps re-echo many a time in our innermost soul long after we have closed the volume. There are such gems in

French literature ; it is not so poor and shallow as many consider it who do not take the trouble to search. Cannot good classical pieces or fragments be found in some of the volumes written by Corneille, Racine, Moliere, Delavigne, Latuartine, Sainte-Beuve, Bossuet, Fenelon, Massillon, Pascal, Buffon, B. de Saint-Pierre, Madame de Stael, X. de Maistre, Villemain, Thiers, Barante, Chateaubriand, Guizot, Demogeot, and others? Do not authors like these furnish better material for the study of a language than the works of Mr. Erckmann-Chatrian ? Surely, the latter cannot

but be surprised himself that his books were chosen for the Cam- bridge Local Examinations. " Athalie," by Racine, and the drama, "Las Enfants d'Edouard," by C. Delavigne, which were also prescribed, are comparatively too short, and the latter has not the literary worth of some other pieces by the same author. May the lists for the coming years contain good classical works, works which will give to the young an extensive view of human life, which will impart knowledge varied in its kind and widely varied ; such a knowledge is not a superficial one. It would rejoice many if the study of gramniar as well as literature received more atten-

tion in the Cambrige Local Examinations, and this remark leads me to speak about the questions.

I have before me the papers given for the last examinations. The passages for translation from French into English and English into French are well chosen, but might not more attention be paid to questions referring to grammar, to the origin and derivation of words, to literature, &c., if these passages were a little shorter or less in number ? Questions on grammar, &c., are expected in an examination on a foreign language, but how can English questions like the following enable an examiner to form a correct judgment of a student's knowledge of French or German ?

"1. Draw a plan of the field of Waterloo, marking the direction of the chaussee named in the last extract. Also the position of Mont St. Jean, La Bello Alliance, Hougoumont, La Hale Sainte, Planchenois.

"2. Give a brief account of the battle of Ligny. What other engage- ment was fought on the same day, and what was the issue of either battle ?

"3. Enumerate the main engagements noticed in this work in the French campaigns of 1813 and 1814, giving in each case the locality, the composition of the opposing armies, and the general result.

"4. How does Shakespeare's account of Buckingham's conduet with regard to the Queen's taking sanctuary differ from that implied here ? [In the "Enfants d'Edonard."] "5. Give a short account of the "Eidesformol" and the circumstances attending its signature.

"6. What was the effect of the death of Gustavus Adolphus on the Protestant states ? By whom was Gustavus succeeded in the chief military command?"

Does it not seem as if these questions had lost their way into the examination-papers for young women from some paper written originally for young soldiers or military engineers ? These ques-

tions appear unfair, irrelevant, and disheartening for teachers and

pupils who have diligently studied French and German. In read- ing a book like "Waterloo" no geographical or historical details ought to be omitted ; but should these details occupy so prominent a place as they do in the examination-papers? if, in teaching languages, we study such matters as carefully as we should do in teaching history, we trifle with our time, and the hours appointed for languages in every good system of education would not suffice, if we drew a plan of each battle-field and high-road, &c., that is mentioned. The knowledge we impart should, I repeat it, always be comprehensive, but we must not lose sight of the special aim for which we work.

What I have said in the preceding lines refers also to the study

of German. As to the choiceof books appointed for candidates, I gratefully acknowledge that it has been excellent. The questions in the examination-papers are, however, as unsatisfactory as those for French. The grammar questions especially are so elementary and so few in number, that I should feel at a loss, if I had to judge of a student's knowledge by the answers they imply. Questions on those rules which must be obeyed in the construction of almost every sentence, on declensions, conjugations, cases, prepositions, &c., can alone enable us to form an idea of a student's know- ledge of a language ; and may not these questions be illus- trated by some quotations or examples given by the students themselves ?

The opinions of men and women who are earnestly striving to raise the tone of education, and the impartial judgment of teachers who have repeatedly prepared pupils, encourage me to beg that some alterations may be made in the papers for the coming years. The Cambridge Local Examinations are doubtless a powerful means towards progress. I do not write to blame or criticize, but it is of grave importance that this institution should not foster the tendency to which Mr. Fronde referred in his inaugural address at Saint Andrew's. I mean the tendency to study "for purpose and one purpose only,—to make a show in examinations."—I am,