Abstract
This paper is a part of series dedicated to classical language instruction and personal development. It is a follow-up to the first part and it attempts to briefly outline the state of teaching of classical languages in the first half of the 20th century.
To some extent, the paper also examines how classical education was reflected in the society, how it formed the personalities of individuals and how it correlated with the ideas of newly established Czechoslovakia. In regards to the methodology, efforts to change the approach were much more common in this period.
It seemed that the grammar-translation approach, which had been prevailing originnally, was not bringing the desired results and that it was necessary to at least reform it. Direct method was introduced, too.
A comparison of these two methods creates the body of this paper.