A HE MOST NOTABLE single contribution in the field of German methodology within the last few years is a book by Hagboldt (17) on the teaching of German. After a sketch of the main changes in the teaching of languages from ancient times to the present, Hagboldt summarizes "The Foreign Language Study," discusses (and in the main agrees with) the Coleman Report, and postulates the following: we must obtain better results, particularly in one-and two-year courses; we must strive for an attainable aim, that of a reading ability within limits; we must utilize results of word, idiom, syntax counts, employ realia freely, and apply placement tests and objective measurements. "In brief courses our salvation lies in being much less ambitious concerning speaking and writing, and in being much more effective in concentrating our efforts on the passive phases of our subject, namely aural comprehension and reading" (17:33). Along these lines Hagboldt exemplified his theories persuasively and concretely, with many practical examples, hints, tricks of trade, and bibliographical references for further study. Hagboldt's attainments in practice and theory and his wide influence on textbook making and teaching in foreign languages make his book important, all the more so since there has been no book on the teaching of German for many years.Although the Coleman Report has aroused a good deal of not unsound criticism, the main point of it, the emphasis on reading, has been generally accepted today by those who make textbooks and write articles on methodology. This emphasis on reading which derives from the Modern Foreign Language Study is seen in studies by Cope (9); Koch (28) who complained that teachers have not yet caught up with the adopted shift to reading, hence need some instruction in how to teach reading; Louis (30) who suggested methods for "streamlining" instruction in a three-year course; Basilius (3) whose concern was that the reading method be continued in the second year along the path that was begun in the first, and suggested how this can be done; and Hess (20) who is concerned for the third year.Several studies on German teaching in certain sections of the country have been made. Hoffman (21) reported on Louisiana; Wittman (49) on Pennsylvania (staff, members, enrolment, language requirements, methods, textbooks); and Vail (47) showed by statistics that foreign language instruction is badly neglected in the state of Washington.
