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the case and consider the place accorded to grammar by the higher scientific point of view.
One opinion finds general acceptance and that is the view expressed by Talleyrand which we have quoted at the head of this chapter. Herder declared that grammar was learnt by means of speech and not speech by means of grammar. According to Locke, children must learn grammar by the method that created grammar, proceeding, that is, from facts to laws. Again, it was Locke who denied that any language could be properly spoken by learning grammatical rules. In Buffon's words: " The art of correct speech is learnt rather from the use and imitation of examples than from prescribed rules." Lastly, Talleyrand himself: " The rules of grammar are results that may be offered to one who already knows the language and is able to reflect upon them. They cannot, however, be used as a means of learning language." Among the moderns Mauthner says in his second volume: " Grammar is not the creation of popular speech; rather it is popular speech that creates certain uniformities subsequently called grammar. The prominent place given to grammar in the study of a foreign language is an error on the part of our universities and training colleges and of the teachers they produce."
These examples may suffice; let us now consider the judgments passed upon language-teaching by the schoolboys and schoolgirls of all European schools. We will not trust to our own memory, bored as we were by our language classes, for others may have different recollections. We will refer to an experienced and entirely unprejudiced . teacher and experimental psychologist in the person of Marx Lobsien, who in 1926 (some years after
■move than a mere literary composition, they represent theory backed by experience. She has scrupulously tested the validity of the teaching theories she advances and their adaptability for school use.
Further, the author has arranged her matter in a most judicious and helpful way. After an introduction, explaining the aim of the book and the method followed, the first chapter deals with the necessary differences of method in the teaching of the native and a foreign language. Chapters 2 and 3 — the latter here reproduced — are devoted to the best means of teaching phonetics and grammar by film. Then follow three chapters on the technique of filmteaching, the necessary general equipment and thirdly the influence which this teaching cannot fail to exercise upon the memory. In a last chapter Frdulein Juer-Marbach outlines certain general principles of teaching based upon the research work of the previous chapters.
The Review welcomes the opportunity of offering its readers a sample chapter from this important study and we are sure that it will be of real interest not only to the student of educational science but still more to that wider circle of persons engaged in the daily task of practical teaching.