Now look at them. See the red spots on her cheeks; they tell us of struggling modesty and innocence. The story proceeds; the lascivious gestures, the lecherous gaze of the men and half-naked women on the stage, are beginning to tell upon the whole audience. See our girl.

That arm is pressing her against his side, and her eyes are busy with the words, as if she were completely absorbed. When she returns to her home to-night, her mind will be filled with thoughts, of which she will not speak to her mother.

G.o.d alone knows the number of pure souls that have been ruined by the insidious poison of the opera.

THE STUDY OF FRENCH.

All American girls of the rich cla.s.s, and a very large number of the poor cla.s.s, 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 cla.s.s 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 pa.s.sing, let me say, that I can hardly think of a more trying position, than that of the Princ.i.p.al of a private school, when he is a.s.sisting parents to determine upon a course of studies for their daughters.

Perhaps his inst.i.tution 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 Princ.i.p.al 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 Princ.i.p.al 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 inst.i.tutions, 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.

DISCIPLINARY VALUE OF FRENCH.

But we are told that many studies are pursued in all schools, which have no direct practical use; that they are introduced for their disciplinary value, and that French is one of them. Twenty years ago this statement would have ended the argument; but now the best educators, on both continents, have something more to say.

A small proportion of the people have the means, leisure and wish to devote their lives to self-culture. These may embrace the broadest curriculum. But the million cannot give themselves up to such indulgences. We must make our school education a means.

Let me ill.u.s.trate. Learning to spell the words of our language is a valuable discipline; besides, it has a direct, practical value. For the disciplinary service, the Russian language might be added, with great profit. But I should advise the million to forego the intellectual drill involved in the study of Russian orthography, and, in this department, to confine themselves to English words. I should do this,--

1st. Because of the direct, important practical use; and,--

2nd. Because, in the case of the million, all the time which can be afforded for orthographic studies, with reference to mental discipline, may be very profitably devoted to our own language.