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English
11381
But we shall find that this observation holds good in every department of pedagogic life: the simpler and more comfortable method always masquerades in the disguise of grand pretensions and stately titles; the really practical side, the _doing_, which should belong to culture and which, at bottom, is the more difficult side, meets only with disfavour and contempt. That is why the honest man must make himself and others quite clear concerning this _quid pro quo_. T WE SHALL FIND THAT THIS OBSERVATION HOLDS GOOD IN EVERY DEPARTMENT OF PEDAGOGIC LIFE THE SIMILAR AND MORE COMFORTABLE METHODS ALWAYS MASQUERADES IN THE DISGUISE OF GRAND PRETENSIONS AND STATELY TITLES THE REALLY PRACTICAL SIDE THE DOING WHICH SHOULD BELONG TO CULTURE IN WHICH AT BOTTOM IS THE MORE DIFFICULT SIDE MEETS ONLY WITH DISFAVOUR AND CONTEMPT THAT IS WHY THE HONEST MAN MUST MAKE HIMSELF AND OTHERS QUITE CLEAR CONCERNING THIS QUID PRO QUO
d language and as if the present and future were under no obligations to it whatsoever. The historical method has become so universal in our time, that even the living body of the language is sacrificed for the sake of anatomical study. But this is precisely where culture begins--namely, in understanding how to treat the quick as something vital, and it is here too that the mission of the cultured teacher begins: in suppressing the urgent claims of 'historical interests' wherever it is above all necessary to _do_ properly and not merely to _know_ properly. Our mother-tongue, however, is a domain in which the pupil must learn how to _do_ properly, and to this practical end, alone, the teaching of German is essential in our scholastic establishments. The historical method may certainly be a considerably easier and more comfortable one for the teacher; it also seems to be compatible with a much lower grade of ability and, in general, with a smaller display of energy and will on his part.  AL WITH IT AS IF IT WERE A DEAD LANGUAGE AS IF THE PRESENT AND FUTURE WERE UNDER NO OBLIGATION TO IT WHATSOEVER THE HISTORICAL METHOD HAS BECOME SO UNIVERSAL IN OUR TIME THAT EVEN THE LIVING BODY OF THE LANGUAGE IS SACRIFICED FOR THE SAKE OF AN ANATOMICAL STUDY BUT THIS IS PRECISELY WHERE CULTURE BEGINS NAMELY IN UNDERSTANDING HOW TO TREAT THE QUICK AS SOMETHING VITAL AND IT IS HERE TOO THAT THE MISSION OF THE CULTURED TEACHER BEGINS IN SUPPRESSING THE URGENT CLAIMS OF HISTORICAL INTERESTS WHEREVER IT IS ABOVE ALL NECESSARY TO DO PROPERLY AND NOT MERELY TO KNOW PROPERLY OUR MOTHER TONGUE HOWEVER IS A DOMAIN IN WHICH THE PUPIL MUST LEARN HOW TO DO PROPERLY AND TO THIS PRACTICAL END ALONE THE TEACHING OF GERMAN IS ESSENTIAL IN OUR SCHOLASTIC ESTABLISHMENTS THE HISTORICAL METHOD MAY CERTAINLY BE A CONSIDERABLY EASIER AND MORE COMFORTABLE ONE FOR THE TEACHER IT ALSO SEEMS TO BE COMPATIBLE WITH A MUCH LOWER GRADE OF ABILITY AND IN GENERAL WITH A SMALLER DISPLAY OF ENERGY AND WILL ON HIS PAR
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