The Teaching of French in Negro Schools

Abstract

The teaching of modern foreign languages in Negro secondary schools and colleges is one of the obvious weaknesses of our educational system. So evident is this deficiency that certain high schools have abolished the language requirement, and numerous others have restricted the study to the junior and senior years. Some educational theorists-convinced that they are acting in the best practical interest of the student-have reached the conclusion that the languages have little or no value in our schools, that really important literary works can all be read in translation, and that the practical demands of modern education make such cultural subjects as Spanish, German and French out of place in an overcrowded curriculum. In white schools a similar dissatisfaction with the kind of language intruction offered has long since been felt. Committees have investigated the problem, but despite the excellence of many of their recommendations, they have found it difficult to meet on any common ground, except to agree upon reading as the most practical objective. The diversity of opinion as to how this objective may best be attained is sufficient to indicate that no definite solution has yet been formulated. The reading, eclectic, direct, phonetic and other methods suggested constitute a veritable maze in which even experienced teachers sometimes lose their way.'