“The poem of Beowulf,” Klaeber tells un, “consists of two distinct parts joined in a very loose manner and held together only by the person of the hero.” Like W. P. Ker, Klaeber finds some reason to regard the second part as s late-conceived sequel to the first, rather than as integral with it in the poet's original plan.

The study of foreign languages in the schools and colleges has in the past been justified in many different ways, and without question many reasons can be adduced to support their place in modern education. One argument in their favor which has been advanced more and more frequently is the assertion that foreign languages are not only useful but necessary for an understanding of other peoples and other cultures. This point of view is by no means limited to professional teachers of foreign languages but is to be found among men in public life and in organizations deeply concerned with contemporary educational problems. Despite their variety of source, the statements which have been cited demonstrate a surprising unanimity of attitude in their insistence that a fundamental aim of foreign language instruction is the transmission of what, for lack of a better name, we may call cultural insights.