The importance of increasing the difficulty, according to the degree of proficiency of the student, has been noticed before. An exact recollection of the original would ender the second translation too easy, and would not be much more beneficial than the mere exercise of copying; complete obliteration of it from the mind would be equally bad, as it would make the task of retranslation too difficult. If the two extremes be carefully avoided, the double translation will become, by proper exercise of the imitative and retentive faculties, a certain and easy method of arriving at a prac. tical knowledge of the art of writing; for it is by decomposing that we learn to com pose. Thus it is a successful application of the two methods, to which we have before adverted: the first translation is an analytical, and the second a synthetical process.

Double translation is, as a means of storing the mind with the materials of discourse, far more efficient than the learning of vocabularies or dialogues; because the retentive and the recollective powers of the memory are successively called into action by the two versions; and are, besides, exercised on words, the import of which is determined by the context, as well as on a phraseology which can be depended upon as a model. It has this other peculiar advantage, that the more idiomatic the foreign expression is, the more it engages the learner's attention in searching for its equivalent in the native tongue; and, consequently, the greater is his chance of recollecting it for his second version and for ever after. As a means of forming his style in the foreign language, the double translation is preferable to simple reading; because it keeps the model for a longer time before the mind, and thereby impresses it more permanently on the memory. Let us add, that the double opportunity which it affords of comparing the construction of the two languages, exhibits, in a striking manner, the minutest shades of difference which characterize their genius; and, consequently, points out the principles peculiar to each, or common to both, that is to say, practically teaches particular and general grammar.

The correction of the second version of the double translation, which may be effected independently of a teacher, still further adds to its advantages. The self-instructed learner carefully compares his translation of the first version, or of a standard translation, with the original text, word for word, sentence for sentence. The impressions which he receives, through the eye, of the correctly written expressions, in contrast with his errors, are more deeply engraved in his mind than if he had, through the ear, obtained the same information from an instructor. He can thus correct what is faulty by the aid of an unerring standard; he receives, in fact, a lesson from the author or translator himself, and attains critical knowledge of the foreign language by a method which is sure, easy, and universal in its application.

Let it not be objected, that learners would be apt to avail themselves of the original text which is in their possession, to copy it entirely, instead of performing the second translation. Such a practice will be improbable, if their conscience have been habitually appealed to, and if they have early imbibed regard for truth. If they are not imbued with these moral principles, they had better abandon every intellectual pursuit, and go through a course of moral training. The age to which we must postpone the comparative study of languages permits the teacher to depend, for the right fulfilment of his task, on the honor of the students and on their desire of improvement. But, under the worst circumstances, their very perversity may be turned into account by biiging them to copy the foreign text, and requiring them to translate orally from their own writing. They soon will find it their interest to copy accurately, in order to facilitate their recitation; nor will they be long in discovering that they save time by postponing the operation until the matter has been well studied. By thus transcribing intelligently passages, with the meaning of which they have made themselves pre. viously acquainted, they not only will gain a familiarity with the foreign phraseology.

but they will also be able to use a correct spelling when required to retranslate from the vernacular into the original language, and when the presence of the parent or instructor renders recourse to the text-book impossible. Indeed, so efficacious is this mode of learning orthography, that the process may be recommended to all students indiscrimi nately as an introduction into the art of writing a foreign language.

As another means of learning orthography, we will suggest the practice of extracting from the best works which the student reads the passages most remarkable for beauty of style, or justness of thought, interesting anecdotes, striking truths, and maxims. These extracts would necessarily draw attention to the orthography, punctuation, &c at the same time that they would give correct habits of writing, cultivate taste for literature, exercise judgment in reading, and furnish useful ideas,-objects vastly mora important than mere knowledge of spelling. One may be free from errors in orthography and pronunciation, and be withal very ignorant.

To complete our suggestions on the art of writing in a foreign language, we will point out a series of progressive exercises which may alternate with the double translation, and through which skill in original composition may be attained.

At first, the learner should confine himself to forms of expression similar to those which he has practised orally with his teacher, as also to the use of words and phrases so familiar to him that he can readily divest himself of the corresponding native ones,no matter how common, homely, or even childish may be the theme, if, by this practice, he acquires the habit of writing his own ideas, directly and with ease, in the foreign language. Let him introduce in these initiatory compositions the progressive combinations which have been recommended for speaking, proceeding very gradually from the simplest to the most complicated propositions,-from detached sentences to connected discourse, until, after persevering for some time in this practice, he attains the power of composing without the intervening medium of the native tongue.

Connected composition would present little difficulty to a person skilled in forming detached sentences; for these, by means of connective terms, are easily formed into continuous subjects. But, as an intermediate step between the preceding exercises and original essays, the student may occasionally write narratives from recollection, and in imitation of good writers,-anecdotes, historical facts, or passages from standard works,-previously read, heard, or studied with that intention, an exercise corresponding to that already recommended for acquiring the art of speaking. The learner should, as in the case of oral narrations, take these from the foreign works, and, especially, if possible, from the book which he is at the time engaged in reading; for the words and phraseology which in this book directly suggested the ideas, would, from the association thus formed, be likely to present themselves to his mind when he wishes to express the same ideas. If, however, he should want any other assistance, he may consult a good standard dictionary, or such as have been compiled for the express purpose of phraseological illustration,* and having found an expression analogous to that he is in want of, he may adapt it to suit his own particular case.

When learners have, by these essays, acquired some command of language, their compositions must rise in character and increase in difficulty: descriptive and argumentative subjects should, in due time and alternately, engage their attention. But, the better to effect this, they should not be satisfied with hearing or reading on the subjects to be treated of, they should themselves minutely examine what they wish to describe, and should fully discuss with their instructor the points on which they have to write an argumentative dissertation. Compositions of a purely narrative character,

* See "Roemer's Dictionary of English and French Idioms, illustrating, by Phrases and Examples, the Peculiarities of both Languages, and designed as a Supplement to the ordinary Dictionaries now in use." New York. 1353.

resting on the concatenation of incidents, exercise more especially memory and imag!. nation: whereas descriptions and dissertations, without rejecting the aid of these two faculties, call for higher intellectual powers: the first requires accurate investigation of things, and nice discrimination in classifying the subject; the second depends chiefly ɔn judgment and strict attention to logical relations. The more minute the description. and the more philosophical the dissertation, the greater will be the demand on the reflective and reasoning powers of the students; the more extensive also will be the technological vocabulary brought into their service.

When reading, phrase-making, double translation, written narratives, and the study of grammar, have familiarized a student with the orthography, idioms, and syntactical structure of the language; when he begins to speak and write his thoughts readily and without the intervention of his own language; when, above all, he has enriched his mind with an extensive stock of ideas and words, and improved his taste by assiduous and critical study of the great models, then it is time to set aside all assistance, and depend, in his composition, entirely on his own resources:-the transition from free imitation to an independent and manly use of a foreign language will present no difficulty.

Original essays, whether in a foreign or in the native tongue, should, in the commencement, principally be of a narrative character, as offering less difficulty than any other kind of composition, and being more applicable to conversation or correspondence. Let the student, at first, condense in one or two pages, the matter of the last volume which he has been reading, and occasionally introduce some critical remarks of his own, on the style and sentiments of the author, or on the merit and tendency of his work. He will soon find that he can, with perfect ease, extend the matter to many pages. But he must be careful to avoid diffuseness and redundancy-very common defects of young writers. If these abstracts be given in his own words, and by thinking in the foreign idiom, the reflection which he bestows on what has lately been the subject of his reading, in order to collect, condense, and arrange his ideas, will change fugitive / impressions into lasting recollections, and develope in him great powers of expression as well as of observation.

We also advise students, when they write compositions, not to be over timid at first in the choice or arrangement of words, and not to aim too soon at faultless productions, as, by doing so, they would be apt to employ only such expressions as they already know, and thereby remain stationary. They should occasionally attempt the idiomatic, syntactic, and figurative forms, of the correctness of which they are uncertain, that the professor, on perceiving their deficiencies, may communicate to them general principles for their future guidance. They should, in fact, submit their performances to him, not to obtain compliments but instruction.

A good exercise is not that which is free from error, but that which affords the instructor opportunity to communicate information, correct false notions, and assist his pupils in overcoming difficulties. The errors which spring from ignorance are a source of improvement: those which arise from inattention are, on the contrary, the bane of instruction; and, to guard against them, learners should always carefully revise their compositions before submitting them to the inspection of the professor. Such a prac tice is indispensable to good writing; the habit must be early formed by those who wish to attain critical correctness of style. All the great writers of ancient and modern times, who are distinguished for purity of style, among others, Demosthenes, Cicero Horace, Pope, Johnson, Edmund Burke, Bossuet, Boileau, Racine, were remarkable for the extreme care with which they revised and corrected their productions before they allowed them to meet the eye of the public. Voltaire,* by his own acknowledgment,

* Mélanges Littéraires.

corrected every day some of his works. D'Israeli observes that the manuscripts of Tasso stili preserved are illegible from the vast number of corrections. Those of Pope which may be seen in the British Museum, are covered with erasures and interlineations. T. B. Macaulay states, that he has in his possession the variations in a fine stanza of Ariosto, which the poet has altered a hundred times. Petrarch is said to have made forty-four alterations in one verse. Pascal was frequently engaged for twenty days in writing some of his Provincial Letters. He recommenced several of them seven or eight times; and, by this means, obtained that perfection which has made his work, says Voltaire, "one of the best books ever published in France." Gibbon wrote his Memoirs six times over. Buffon wrote his "Epoques de la Nature" eighteen times before he allowed them to appear in print. "The infallible sign of mediocrity is self-admiration: it produces rapidly, and corrects little. A great mind, on the contrary, is almost always dissatisfied with its own performance." +

The method which has now been minutely detailed, and which is founded on the suggestions of the most eminent educationists, such as Pluche, Radonvilliers, Beauzée, Sicard, Lemare, Weiss, Niemeyer, and, more particularly, Marcel, of whose writings free use has been made without continued reference, will, we hope, obtain the consideration of those interested in the cause of education, now that the study of foreign languages is fast becoming an essential part of the training of American youth. Every object proposed from this study is here presented to their attention in the order and in the manner prescribed by nature; the several exercises indispensable for gaining complete knowledge of it come in succession, so that an accumulation of difficulties is avoided. This division of labor permits to do away with the heterogeneous medley of lessons which have gradually found their way into instruction, and which are only calculated to obstruct the path of study, and to confuse and dishearten the learner.

The present method, on the contrary, tends to encourage them, by enabling them to understand the reason of what they do: the means are always made consistent with the end, and their exercises the very objects aimed at in the study of a language. They cannot but be anxious to learn when thus they find that every unnecessary obstacle is removed, and that the tasks imposed on them are few, agreeable, and indispensable.

We have throughout adduced reasons for our recommendation of particular exercises, and shown the benefits which they confer. These reasons, or others which the professor may have in support of any particular plan which he adopts, he should communicate to his pupils, when they are of an age to understand and appreciate them. Being thus rendered conscious of the usefulness of their various exercises, they will perform them with more pleasure, and apply to study with more diligence and alacrity. It has been often asserted that foreign languages could only be learned abroad. We, however, differ from this opinion, and think, on the contrary, that a proper method places the learner in a more favorable position for acquiring a foreign idiom than social intercourse in the country itself in which it is spoken; for, admitting even, what is far from being always the case, that he then mixes much with its inhabitants, he has no chance of understanding them for a considerable time; because the nature and rapidity of ordinary conversation do not permit the oral expression to be accompanied with the interpreting signs of the language of action, as when young children are spoken to. His progress in this department, and, consequently, in its counterpart, the art of speaking, must be much impeded, the more so as he cannot, with propriety, stop strangers at every word requiring explanation, as he might his instructor at home. The facility afforded to learn a foreign language abroad may be experienced in childhood, not in manhood.

If, in his native place, a learner have access to a large and select collection of foreign

*Curiosities of Literature.

Victor Cousin, Philosophie Populaire.

works; and if he can frequently enjoy the society of an instructor who pronounces the foreign language correctly, and who, in conformity with our suggestions, will assidu ously read or speak it to him, his practice of the language may be as great as if he were in the country where it is spoken, and must certainly be safer. When abroad, being in daily contact with a variety of uneducated people, whose services are indispensable, and who often speak in the most incorrect and vulgar manner, erroneous impressions must constantly be received, which will be the more easily imbibed as they are the first, and as ignorance of the language precludes the possibility of discriminating between right and wrong. The home learner does not labor under the same disadvantage; for he acquires only correct expressions from his books, hears only a pure pronunciation from his teacher, without the counteracting influence of bad example, and is sure, whether he speaks or writes, to have all his errors corrected.

The circumstance of being abroad is favorable to the learning of a foreign language only when the opportunity is afforded of frequently hearing good models and of bringing into use the materials of language as they are acquired. But the opportunity does not generally fall to the lot of travellers; many pass through a country without gaining admittance to the society of the natives, without even having either time or inclination to read, their practice of the language being frequently confined to the exchange of some familiar ideas with servants of hotels, or an accidental fellow-traveller who chances to be communicative. The less they know the foreign language the less they avail themselves of the opportunities of hearing or speaking it, because the more reluctant are they to exhibit deficiency in the presence of well-educated natives. It must have come within the observation of our readers that not a few persons have returned from travels abroad with but a scanty stock of foreign phraseology.

It may then be fairly concluded that, at home, by adopting a proper course, a foreign language may be learned better than abroad; for the rapidity of acquisition and facility of expression which result from mixing much with the natives, when that can be effected, are almost always obtained at the expense of correctness. The most advisable plan, whenever practicable, is to acquire at home some proficiency in hearing and speaking the language, and complete the acquisition by practice abroad.

But, whether a foreign living language be learned at home or abroad, it must not be forgotten that the rapid, correct, and complete acquisition of it depends chiefly on the method adopted, and the spirit with which it is pursued. Intrinsically good as a method may be, it will sometimes fail for want of being carried on in the spirit in which it was formed. To avert this danger, we have endeavored to leave nothing important unexplained: observations apparently trifling frequently lead to the most useful results. But, however minute have been our directions, there still remain many practical details which cannot be well entered into, as their usefulness depends on particular contingencies, or circumstances which cannot be foreseen: the unfolding of these must be left to the discretion of the teacher.

We therefore will observe, in concluding, that, as the application of general principles is liable to exceptions, in order to derive from the exercises recommended throughout all the benefits which may be expected from them, it will sometimes be advisable to modify them according to the attainments proposed, or to the age and dispositions of the learners; but, so long as those who study a foreign language conform to the great principles of imitation and analogy, they are on the right road, they follow nature's course, which, in this acquisition, consists, at first, in listening and reading, then trying to speak and write. Theory comes afterwards to assist practice and complete the knowledge. Such is the method we advocate, the spirit of which may be summed up in these few words: Imitation initiates, Practice acquires, Grammar perfects, and Ilabit secures the knowledge of a Language.