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Report Resumes REPORT RESUMES ED 014 918 FL 000 249 THE TEACHING OF FRENCH IN THEUNITED STATES--A HISTORY. clY. WATTS, GEORGE B. AMERICAN ASSN. OF TEACHERS OF FRENCH PUB DATE OCT 63 EDRS PRICE MF$0.75 HC $6.64 164P. DESCRIPTORS *HISTORICAL REVIEWS,*FRENCH, * LANGUAGE INSTRUCTION, *COLLEGE LANGUAGE PROGRAMS,UNITED STATES HISTORY, *SECONDARY SCHOOLS, FLES,TELEVISED INSTRUCTION, TEXTBOOKS, LANGUAGE LADORATORIESILANGUAGE ENROLLMENT, TEACHING TECHNIQUES, PROFESSIONALASSOCIATIONS/ EDUCATIONAL TRENDS, MODERN LANGUAGE ASSOCIATION,AMERICAN ASSOCIATION OF TEACHERS OF FRENCH, A REPORT ON THE HISTORY OF FRENCHTEACHING IN THE UNITED STATES MAKES US AWARE OF THE GROWTHOF INTEREST IN MODERN LANGUAGE STUDY WHILE FOCUSING SPECIFICALLYON THE DEVELOPMENT OF FRENCH INSTRUCTION. THECONSEQUENT STUDY OF FRENCH IS TRACED IN THE OPENING CHAPTER WITHA BRIEF PICTURE OF THE TIES BETWEEN FRANCE AND THE AMERICANCOLONIES. 'SCHOOLS AND COLLEGES' FOLLOWS, WITH A BREAKDOWNOF THE HISTORICAL DEVELOPMENT OF FRENCH INSTRUCTION ANDTHE CHANGING EDUCATIONAL POLICY TOWARD LANGUAGE STUDYBY SCHOOL TYPES -- PUBLIC SECONDARY, ELEMENTARY,AND RELIGIOUS SCHOOLS, COLLEGES, UNIVERSITIES, COMMERCIAL,SUMMER LANGUAGE INSTITUTES, AND JUNIOR YEAR ABROADPROGRAMS. "TEXTS, TECHNIQUES, AND TEACHING EQUIPMENT'AND 'LANGUAGE ASSOCIATIONS" ARE THE TWO CONCLUDING CHAPTERSWHICH DESCRIBE THE TYPES OF BOOKS AND MATERIALSUSED FROM COLONIAL DAYS TO THE PRESENT AND A BRIEF BACKGROUNDOF SUCH RELATED ORGANIZATIONS AS THE MODERN LANGUAGEASSOCIATION OF AMERICA AND THE AMERICAN ASSOCIATION OFTEACHERS OF FRENCH. THIS DOCUMENT WAS PUBLISHED IN THE FRENCH REVIEW,' VOLUME 37, NUMBER L, PART 2. (SS) U S. DEPONENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS PART 2 OF TWO PARTS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCTION POSITION OR POLICY The Teaching of French in the United Staten A HISTORY GEORGE B. WAITS J431E151E0 SY AMERICAN ASSOCIATION OF TEACIIBB' S OF nasal VOLUME XXXVII No. 1 OCTOBER 1963 PART TWO OF TWO PARTS The Teaching of French in the United States: A History GEORGE B. WATTS Introduction HE MODERN LANGUAGE ASSOCIATION, under contract witli the IL S. Office of Education, undertook in 1959-61 a series of statistical and other surveys published as Reports of Surveys and Studies in the Teaching of Modern Foreign Languages. Two of these surveys were historical: Edwin H. Zeydel's "The Teaching of German in the United States from Colonial Times to the Present" and Sturgis E. Leavitt's "The Teaching of Spanish in the United States." The third survey, on the teaching of French, was commissioned at that time but delayed in execution because George Watts was too heavily committed to his teaching duties and tomanaging the AATF to do the thorough research that he felt must precede the writing of the history. We have it now, and it is well worth the wait. We persuaded Julian Harris, former editor of the French Review and one of the critics of the manuscript itself, i.o write the following foreword, and we are happy to see it appear under AATF auspices as a supplement to the French Review. DONALD D. WALSH 3 Foreword PROFESSOR George B. Watts is known tomany thousands of persons as the Secretary-Treasurer of the American Association of Teachers of French, for he has discharged the heavy duties of that importantpost for no lass than seven consecutive three-year terms. For this service alone, he would merit the gratitude and admiration of the profession. Duringhis incumbency, the Association grew from 2153 members (1942)to upwards of 10,000 (1963). In addition to the greatest possible conscientiousness, patience, and orderliness, he brought to this workan inexhaustible amount of ingenuity, resourcefulness, and leadership. Everyone lookedto him for guidance. When the other officers of the Association needed help, hewas always ready to come to their aid. When the Executive Council lackeda sense of direction, he could always be counted on to supply one. When editor and managing editor were hors de combat, hewas perfectly capably of getting out the French Review. Henri Peyreonce said of him: "George Watts is the AATF !" But quite aside from his distinguished services to the Association, he is a leading figure in his profession. Hewas born in Franklin, New Hampshire on October 3, 1890. After taking his AB at Dartmouth (1913), he studied abroad (Berlin, 1913, Montpellier, 1919), took his AMat Harvard (1915), taught at the Lawrenceville School, heldan irutructorship at the University of Minnesota (1920-26), took his Ph.D. at Minnesota (1926), and was Professor of French at Davidson College from 1926 until his retirement in 1961. He was thrice honored by the French Government, first in 1937 when he was awarded the title of Officier d'Acadernie, in1956 when he became a Chevalier de la Legion d'honneur, and in 1961 whenhe was made an Order de l'Ordre des Palmes Academiques. He is one of the leading spirits in the South Atlantic Modern Language A.:sociation, serving frequently asan officer (President, 1950) and reading a number of scholarly papers at its meetings. Because of his generalknowl- edgeability he has been invited to participate inmany regional and national conferences in which important questions of professional policyare debated. He is the author of a long list of learned books and articles,among which are the following: The Waldenses in the New World Duke University Press, 1941. 5 6 FOREWORD The Handicrafts of France as Recorded in the Descriptions des Arts et Métiers (with Arthur H. Cole). Harvard University Printing Office, 1952. "The Swiss Editions of the Encyclopedie." Harvard Library Bulletin, ix (1955), 213-235. "Vincent Minutoli's Depeches du Parnasse ou la Gazette des Savants." PMLA, xid (1926), 935-941. "Louis Racine's De la Grace." PMLA, Lv (1940), 777-784. "The Encyclopedie Methodique." PMLA, Lxxm (1958), 348-366. "The Geneva Folio Reprinting of the Encyclopedie." Proceedings of the American Philosophical Society, 105 (1961), 361-367. "Notes on Voltaire." Modern Language Notes, xi,' (1926), 118-122. "Forgotten Folio Editions of the Encyclopedie." French Review, xxvii (1953), 22-29. "Voltaire, Christin, and Panckoucke." French. Review, xxxii (1958), 138-143. "The Supplement and the Table Analytique et Raisonnee of the Encyclo- pedie." French Review, xxviii (1954), 4-19. "The Comte de Buffon and his Friend and Publisher Charles-Joseph Panckoucke." Modern Language Quarterly, xviii (1957), 313-322. He is also the author of sections in the Sixteenth and Seventeenth Century Volumes of the Cabeen Critical Bibliography of French Literature as well as of innumerable reviews. Although he spends his summers with his family at Orleans on Cape Cod, where he enjoys sailing an( fishing (his boat is named "La Pucelle"), he is never out of touch with his professional interests and his friends: he is constantly to be seen in Widener Library, and the Wattses' guest house is rarely vacant in the summer months. JULIAN HARRIS University of Wisconsin Contents Introduction, Donald D. Walsh PAGE Foreword, Julian Harris 3 Preface 5 9 CATHOLIC MISSIONARIES IN MAINE, THE MIDDLE WEST,LOUISIANA 11 II. COLONIAL DAYS 1. Colonial Private Schools 14 2. New England. Calvinism. Libraries.Private teaching. Franklin. John Quincy Adams.. John Adams. 15 3. New York. Huguenot influence.Alexander Hamilton. Gouverneur Advertisements of tutors and bookdealers. Morris 21 4. Philadelphia. Advertisements ofteachers and bookdealers 5. South Carolina. Charleston 26 aristocracy. Private tutors. Anacting troupe 29 6. Virginia. Libraries. Advertisementsin Virginia Gazette. Jefferson. Washington. Quesnay de Beaurepaire. Madison 31 III. SCHOOLS AND COLLEGES 1. Public Latin Grammar Schoolsand Academies. Boston 1635. Middle Schools Public Latin School, or Academies. Phillips Andover. AmherstAcademy. Norton Female Seminary. MountHolyoke Female Seminary.North Carolina. Academies in the Southand West. 2. Public Secondary Schools. New 36 England. New York State.Pennsylvania. Maryland. North Centralstates. Texts and methods.Enrollments from 1890 to 1915. World War I. TheColeman Report. World WarII. ASTP. National Defense EducationAct. Electronics and language Recent language enrollments. laboratories. 40 3. Modern Languages in theElementary Schools. Earlyexperiments in New York, 1854. San Francisco, 1867. Boston,1880's. New England, 1909.Cleveland, 1918. University of Chicago Highand Elementary School, 1919.Brooklyn, 1931. Earl J. McGrath. MLApolicy statementson FLES. MLA Report, 1959-60. Alkonis-Brophysurvey, 3960-61. Simches and Bruno NDEA Language Institutes. study, 1962. ject Instructional TV. ModernLanguage Pro- 4. Religious Schools and Colleges. 49 Georgetown University. Parochialschools of Louisiana and New England.Restrictions during WorldWar I. The Waldensian colonies. The FrenchProtestant College of Lowelland Spring- field, Massachusetts. NewtonTheological Seminary 5. Colleges and Universities. Harvard. 56 D'Angloiserie. Albert Gallatin.Pennsyl- vania and Benjamin Franklin.Princeton. King's College, Yale. William and Mary. now Columbia. Jefferson. Brown. Hampden-Sydney.Williams. North Carolina. Union. UnitedStates Military Academy.United States Naval Academy. South Carolina.Georgia. Washington and bury. Bowdoin and Longfellow. Lee. Middle- Jefferson and Virginia. Amherst.George Ticknor at Harvard. Longfellow.James Russell Lowell. CharlesW. Eliot. Trinity. Hobart. Miami. Michigan.Wisconsin. Johns Hopkinsand
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