"INTERSCHOLAR" CORRESPONDENCE AND MODERN LANGUAGE TEACHING.
[To ras EDITOR OF TER "srscrAroa."]
Sin,—Seeing that you have on several occasions published letters in connection with the study of modern languages, I would be grateful if you could spare me space to submit to your numerous readers a few remarks on " interschola,r " correspondence as an auxiliary to modern language teaching.
The idea is by no means new, but it does not seem to have received in the past the support it really deserves.
I happen to be one of the lucky Frenchmen who, following the advice of an excellent English master, began early 'to correspond with an English boy, and the results of that correspondence, which was carried on for over three years, have been many.
In the first place, it gave me a better knowledge of the English vocabulary and idioms peculiar to letter-writing, and chiefly in consequence of that, at the end of my school career I could without great difficulty understand and write an English letter. I expect my correspondent found the correspondence equally advantageous to himself, although I must say he did not seem quite so keen about acquiring fluency in writing French as I was with regard to English ; but, on the other hand, judging from his remarks, and from the kind invitation he sent me to come across and spend a week with him in London at the time of Queen Victoria's Jubilee, I should say he took a liking to me, and perhaps through me to the French people as a whole. Speaking for myself, the reading of my unknown friend's letters went a long way towards fostering in me that friendship for the British which a stay of six years in Great Britain has now developed into a sort of love, very much
• akin to the one I feel for my own countrymen.
In France and in some other countries the Socialists are endeavouring to prevent warfare by putting pressure on their respective Governments ; but too often their efforts, though *ell meant no doubt, have the opposite effect. It seems that their lofty aspirations are doomed to failure, owing to the less idealistic turn of mind of some of their neighbours. But are there no other ways of approaching that happy time when wars shall be no more ? I believe there are, and one of the safest, though perhaps longest, ways consists, to my mind, in a deeper and more widely spread study of modern languages, which would act as a powerful incen- tive to closer relationship between the individuals who compose the nations. The exchange of visits between his Majesty King Edward and President Loubet, and more recently between various British and French bodies, has contributed highly in strengthen- ing the bonds of friendship which unite France and Britain, and in the same way an exchange of letters between British and French scholars would be sure to bring most happy results ; by visiting one another, talking and writing to one another, the individuals, and in time the peoples, would understand and like each other better, and all the bias and• prejudice which has stood so long in the way of the peacemakers would vanish. And, of course, what applies to the study of English and French applies 'more or less to the study of any modern language. I think the modern-language masters in all countries would do well to give careful thought to that particular result of their teaching, and to bear it in mind constantly; they would then feel that their task is of a more noble kind than they had ever suspected perhaps. The study of a modern language, besides contributing to .the general education of the pupil, providing him with an instrument of great practical value, and affording him pleasure in the course of his travels and readings, makes him realise that he is contributing his share towards minimising the possibilities
of war. •
Now, after this somewhat lengthy digression, I would like to help in solving the difficulty of finding suitable correspondents for those who feel inclined to give the system a trial. With regard to British boys anxious to correspond with French boys, I would advise them to write in English a letter to " Monsieur Is Professeur d'Aliglais" of the " Lyche 7, of any "prefecture" (a ".prefecture" is the chief town in the administrative division called "departement,"—the names of all the "prefectures" can be found easily in a good political map of France) to ask him if he would be kind enough to get correspondents for them among his own pupils. I have no doubt he would in most cases. In the letter it would be well to state one's age and tastes, and also one's school and the method to follow in correcting each other's mis- takes. It is, of course, taken for granted that .the French masters of such boys would- give them all the help they can to start, and would use such letters as their pupils would permit as subjects for some of the viva-voce lessons. The exchange of letters might in time be supplemented by the exchange of newipapers and magazines, the reading of which would also be very profitable. Should this information prove insufficient, I have no doubt one would receive excellent advice by applying to the English head- quarters of "The International Correspondence," Mowbray House, Norfolk Street, Strand, W.C., or to the London branch of " L'Alliance Fran caise," secretary, M. Belfond, 8 Barnard's Inn, Holborn, E.C. Finally, should no satisfactory reply be obtained from any of the sources mentioned, I would gladly supply further information.
French Master, Boston Grammar School Lincs.
Previous page
