All American girls of the rich class, and a very large number of the
poor class, study French.
The reasons given for this immense investment in time and money,
are:--
1st. That French words and sentences are common in our literature.
2nd. That educated people must speak French; for it is the language
of polite society everywhere.
3rd. Without a knowledge of French, you must forego the science and
literature locked up in that language.
4th. The study of the French language involves a peculiar mental
discipline of great value.
I am quite ready to admit that a knowledge of French is not only
convenient, but indispensable to a liberal education.
But, nevertheless, nineteen in every twenty girls, who study French,
simply waste their time and money.
It is not even intended, when they enter upon it, that they shall do
anything beyond a little grammar, and one or two readers. It is not
expected that they will speak the language, beyond the class
conversations.
So whatever may be justly said of the value of French, in view of
the considerations I have named, its value, as managed in our
schools, cannot be seriously discussed.
As to the words and sentences which occur so frequently in our books
and papers, it would be easy for any one to learn the meaning of all
such as have been domesticated, in a few hours.
As to French being the language of polite society everywhere; in the
first place, it isn't true; and, in the second place, if it were
true, the fact would hardly be pertinent in this discussion. I think
this will be fully appreciated, when I state that, during my own
residence in Paris, I did not hear of more than two or three
American girls who could be said to really enjoy a social existence
among the French-speaking population. And yet, the American girls
residing in Paris had, generally, I presume, made special
preparations in the language.
As to the "science and literature locked up in the French language,"
I can only say, that those of us who know how much science and
literature our girls get through their knowledge of French, smile,
when we hear this claim mentioned.
As to the peculiar mental discipline involved in the study of the
French tongue, it is very easy to put forward this claim, but
difficult to defend it. That the study of this language is valuable,
as a mental discipline, I believe; but that it is peculiar, or if
peculiar, particularly valuable, I do not believe.
I have no doubt that nine-tenths of the money and precious time
given to the study of French, in our ladies' seminaries, is, in
great part, wasted.
French is studied, in most cases, for the same reason that the piano
is,--it is fashionable.
A gentleman without education outside of his store, takes his
daughter to a school, when about the following conversation might be
heard:--
"I wish to place my daughter in your school."
"What studies would you have her pursue?"
"Well, she has finished the English studies, and I reckon she had
better take up music, French and Italian."
"Why do you select these studies?"
"Well, my daughter thinks she would like to finish off with these."
"Does she know anything of these languages?"
"No, I believe not."
"How much longer do you intend to keep her in school?"
"Only this year. I can't afford to send her more than one year
longer."
At this stage of the conversation the daughter is brought in; and
the teacher sees a pale, round-shouldered, sickly-looking young
woman, and, upon a little conversation, finds, judging from her
voice, manners and intelligence, that she greatly needs a thorough
course of physical and vocal training, with simple, rudimentary,
English studies.
The teacher asks her to go into an adjoining room, and write him a
letter, giving a brief account of her journey from home. In this
note she makes several mistakes in spelling and grammar, while the
chirography is very bad. If the teacher is a true educator, he
advises a course, which leads the father and daughter to consult a
little aside, after which they leave, with the promise that they
will think of it, and if he concludes to have her come, he will drop
a line.
Wouldn't they like to look at some rooms?
No, not just now; they would think of it, and drop a line.
In passing, let me say, that I can hardly think of a more trying
position, than that of the Principal of a private school, when he is
assisting parents to determine upon a course of studies for their
daughters.
Perhaps his institution is financially weak. He must be full, or
stop. He advertises in the papers and sends out circulars. The
pupils come in slowly, and the Principal is anxious.
Most of the pupils of private schools are backward in the rudiments.
The young ladies, in a great many cases, seek private schools,
because they are ashamed to go to the public schools, where there is
no mercy for bad spellers and readers. They know that, although they
are grown women, and wear silks and gold watches, if they read badly
and don't know the multiplication table, they will have to stand up
with a row of small boys and girls. So it happens that many of the
patrons of private schools are singularly backward in the rudiments.
The Principal is dying for the patronage, and the young ladies are
resolved upon French and music. When he sits down to talk with them
and their parents, the temptation to acquiesce in their choice of
studies is very strong. Only in this way is he likely to get them at
all; besides, the departments of French and music are the most
profitable.
After having been at the head of a large private school for years, I
can truly say that I heartily sympathize with managers of similar
institutions, exposed to this temptation.
Believing, as I do, that the study of languages, as such, has been
pushed to a most unfortunate, not to say absurd extent, and that, in
the case of the particular language under discussion, the waste has
become enormous, I will simply express the hope that soon, only
those who have the time, capacity and means to really accomplish
something, will undertake the French language; and that the millions
in our country who now waste months and much money in the "little
smattering," will turn their attention into other very important and
greatly neglected departments of education.
Perhaps I should add, that what I have said of the French, as
generally pursued in our schools, is applicable to the German,
Spanish and Italian languages.