The decline of Latin also brought w

The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
When once the Latin tongue had ceased to he a normal vehicle for communication, and was replaced as such by the vernacular languages, then it most speedily became a 'mental gymnastic', the supremely 'dead' language, a disciplined and systematic study of which was held to be indispensable as a basis for all forms of higher education. (V. Mallison, cited in Titone 1968: 26)
As "modern" languages began to enter the curriculum of European schools in the eighteenth century, they were taught using the same basic procedures that were used for teaching Latin. Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. These sentences were constructed to illustrate the grammatical system of the language and consequently bore no relation to the language of real communication. Students labored over translating sentences like the following:
The philosopher pulled the lower jaw of the hen. My sons have bought the mirrors of the Duke. The cat of my aunt is more treacherous than the dog of your uncle. (Titone 1968: 28)
By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign language in a school. A typical textbook in the mid-nineteenth thus consisted of chapters or lesson organized around grammar point. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences.
Nineteenth-century textbook compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Oral work was reduced to an absolute minimum while a handful of written exercises, constructed at random came as a sort ' of appendix to the rules. Of the many books published during this period, those by Seidenstucker and Plotz were perhaps the most typical ... [SeidenstuckerJ reduced the material to disconnected sentences to illustrate specific rules. He divided his text carefully into two parts, one giving the rules and necessary paradigms, the other giving French sentences for translation into German and German sentences for translation into French. The immediate aim as for the student to apply the given rules by means of appropriate exercises ... In [Plotz'S] textbooks, divided into the two parts described above, the sole form of instruction was mechanical translation . Typical sentences were: 'Thou hast a book. The house is beautiful. He has a kind dog. We have a bread [sic]. The door is black. He has a book and a dog. The horse of the father was kind. ' (Titone 1968 : 27) This approach to foreign language teaching became known as the Grammar-Translation Method.

Hasil (Bahasa Indonesia) 1:

Penurunan Latin juga membawa dengan itu baru pembenaran untuk mengajar Latin. Kata Latin untuk mengembangkan kemampuan intelektual, dan studi tata bahasa Latin menjadi tujuan itu sendiri.Ketika setelah lidah Latin telah berhenti dia kendaraan yang normal untuk komunikasi, dan digantikan oleh bahasa-bahasa seperti itu, maka paling cepat menjadi ' mental senam ', bahasa yang amat 'mati', sebuah studi yang disiplin dan sistematis yang dipercayai sangat diperlukan sebagai dasar untuk semua bentuk pendidikan tinggi. (V. Mallison, dikutip dalam Titone 1968:26)Sebagai "modern" bahasa mulai memasukkan kurikulum sekolah Eropa dalam abad ke-18, mereka diajarkan menggunakan prosedur dasar yang sama yang digunakan untuk mengajar bahasa Latin. Buku terdiri dari pernyataan aturan tata bahasa abstrak, daftar kosa kata, dan kalimat untuk terjemahan. Berbicara bahasa asing tidak tujuan, dan oral praktik ini terhad kepada siswa membaca keras kalimat mereka telah diterjemahkan. Kalimat ini dibangun untuk menggambarkan sistem tata bahasa bahasa dan menanggung akibatnya ada kaitannya dengan bahasa komunikasi yang nyata. Siswa bekerja keras selama menerjemahkan kalimat seperti berikut:Filsuf ditarik rahang bawah ayam. Anak saya telah membeli cermin Duke. Kucing bibi saya lebih berbahaya daripada anjing Anda paman. (Titone tahun 1968:28) Pendekatan ini didasarkan pada studi Latin abad kesembilan belas, telah menjadi cara standar untuk mempelajari bahasa asing di sekolah. Sebuah buku yang khas di kesembilan belas pertengahan sehingga terdiri dari bab atau pelajaran yang diselenggarakan di titik tata bahasa. Setiap titik tata bahasa terdaftar, aturan penggunaannya dijelaskan, dan itu digambarkan oleh contoh kalimat. Nineteenth-century textbook compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Oral work was reduced to an absolute minimum while a handful of written exercises, constructed at random came as a sort ' of appendix to the rules. Of the many books published during this period, those by Seidenstucker and Plotz were perhaps the most typical ... [SeidenstuckerJ reduced the material to disconnected sentences to illustrate specific rules. He divided his text carefully into two parts, one giving the rules and necessary paradigms, the other giving French sentences for translation into German and German sentences for translation into French. The immediate aim as for the student to apply the given rules by means of appropriate exercises ... In [Plotz'S] textbooks, divided into the two parts described above, the sole form of instruction was mechanical translation . Typical sentences were: 'Thou hast a book. The house is beautiful. He has a kind dog. We have a bread [sic]. The door is black. He has a book and a dog. The horse of the father was kind. ' (Titone 1968 : 27) This approach to foreign language teaching became known as the Grammar-Translation Method.