AMONG American institutions the University of Michigan has always been prominent in the cultivation of the German language. It was early recognized that German ranked in cultural and practical value with the classical languages, and it came to be considered almost axiomatic that some knowledge of the language was necessary for every well-educated person. Until the time of World War I the enrollment in German was larger than that in any of the other modern languages, and, under the direction of a long succession of able and enthusiastic teachers, it exerted a powerful influence upon the educational program of the state.
The first evidence of any interest in modern languages in the University of Michigan is afforded by the appearance of the name of Louis Fasquelle, Professor of Modern Languages, in the Catalogue of the year 1846-47. During his first two years on the faculty his teaching was confined to one course in French. It was only one-third of a year long (one term), but was ordinarily required for graduation, as were all the courses listed. There were then no electives indicated, or even alternative curriculums. The French course was extended to two terms in 1848-49, at which time, according to the Catalogue, one term of Spanish and one of Italian were also taught. The latter two courses were replaced by German in the fall of 1849. That this pioneer work before 1850 was highly esteemed, however slight it may now seem, is to be seen from the Regents' annual report to the superintendent of public instruction for 1849:
It deserves to be particularly noticed, that they [the Regents] have introduced a system of extensive and efficient study in Modern Languages, running through the whole course, which will make all students acquainted with most of the modern languages of Continental Europe, and particularly the French, Spanish, Italian, and German. In Eastern Colleges, the Modern Languages are but an incidental study, during one or two terms of certain classes; and that, by students only who may elect them in preference to other branches. In this respect, our University possesses superior privileges; and meets, more extensively and efficiently, the wants of our educated youth, than any of our older Colleges. It is a new feature in College studies, and particularly appropriate to our Western States, filling up with a foreign population from nearly all the different nations of Europe.
R.S.P.I.
It may well be doubted that this exactly represented the situation, however, for in our own time it is only a very exceptional student who acquires much knowledge of a foreign language in two-thirds of a year, and the catalogues do not confirm the statement that instruction in modern languages ran "through the whole course."
Louis Fasquelle, 1849-62. — In 1849-50, when German made its appearance, the total amount of modern language work was comprised in two terms of German (junior year) and two terms of French (one term in the sophomore and the other in the junior year). Spanish and Italian were not offered again for nearly twenty years.
The increasing recognition of the importance of scientific studies led in 1852 to the introduction of a scientific course. Three terms each (an entire year) of French and German were required, and students in the classical course were also