Studien und Plaudereien
Im Vaterland
second series
by
Sigmon M. Stern,
Author "Studien und Plaudereien," First Series, andDirector of Stern's School of Languages, New York.
AND
MENCO STERN.
THIRD EDITION.
NEW YORK
HENRY HOLT AND COMPANY
F.W. CHRISTERN
Boston: Carl Schœnhof
copyright, 1881,
BY
SIGMON M. STERN.
TO
OUR FRIENDS AND PUPILS
WHO HAVE INSPIRED AND ENCOURAGED US IN OUR WORK
THIS BOOK IS DEDICATED.
PREFACE.
How times have changed!
Formerly it was thought that a nation existed only for the sakeof its ruler; to-day the belief is that the man at the head of apeople is only a first servant.
The schoolmaster of olden time was the ruler of the school;to-day every good teacher considers himself in the service of thestudents intrusted to his care, and concedes that each of thempossesses individuality and has rights that he must respect; hedeems it his duty to consider above all things the true interest ofthose under his charge, and consequently will carefully preparetheir way, so as to make it as easy and pleasant as possible, andassist them in attaining their ends with the least loss of strengthand time.
It is because of such ideas as those just mentioned that ourbest teachers have been moved to consider the methods and textbooksin common use, and the mode of improving upon them. The result isthat great improvements have been made in all branches ofstudy.
In order to study a language years ago, the student wentdirectly to the works of the best writers, but found that learningin this way was impracticable: those great authors had written forsuch as knew their language and understood it well—not forthose who were to study it for the first time; hence, teachers cameto write textbooks containing rules of grammar in connection withsentences to illustrate such rules, and afterward used and appliedextracts from the writings of standard authors.
This was a step forward and a better way, because of its greatersystem; but, though the method proved useful, it was not foundeasier or more agreeable than the old one.
Famous men have studied and learned languages in both of theseways; but they were men who, on account of their great abilities,would have acquired the knowledge in any other way: many lessgifted have also learned languages in these ways; but with whatsacrifice of time and strength; what labors they had to endure, andhow many of them have had to give up the study!
Must these hardships necessarily be connected with the study oflanguages? Is there no way to reach the same or even betterresults, with less difficulty;—are there no means to openeducation to a still greater circle, indeed to open it to all, tomake a common road smooth, easy and agreeable?
The cordial reception given by educ