bufinefs are perhaps well enough qualified to manage common affairs, and in a few particulars have a pretty good judgment. But counfels of high moment, and the proper invention and execution of them, fucceed beft in the hands of men of letters. Lord BACON. SECTION XVI. ON LEARNING FRENCH AT SCHOOL. Fas eft et ab hofte doceri *. E'en from a foe inftruction may be fought. OVID. T HE French language abounds with authors elegant, lively, learned, and claffical. A fcholar cannot, in this age, difpenfe with it. To be ignorant of it, is to cut off a copious fource of amufement and information. ́ I need not expatiate on its utility to the man of business, and the ornament it adds to the accomplished gentleman. Its ufe and its grace are fufficiently understood. But whether boys fhould begin to learn it fo early as they fometimes do, admits of doubt. I need not obferve, that the lapfe of a confiderable time is neceffary to mature the mind as well as the body. Like the body, the mind may, at a very early age, be overladen and contracted in its growth. I would therefore begin with the most important object, and lay a good foundation. The Latin grammar I confider as the most important object at that age, and as the avenue to future improvements. Let not the scholar then be introduced to French till he has made The war was not terminated when this motto was felected. a pro a progress in the knowledge of the Latin grammar *. At the age of ten or twelve, and before, if the boy has abilities, this preparation may be in a great measure completed. The knowledge of Latin words, as well as of the grammar, will contribute greatly to facilitate the acquifition of French. French fhould by all means be taught grammatically. And when the pupil has not learned the Latin grammar, he must begin with the first elements of the French, and go through. them accurately; for fome grammar muft be learned with accuracy. But when he is acquainted with the parts of speech, and the general principles of grammar in all languages, which he will be by learning the Latin grammar, I cannot fee any neceffity for going over the fame ground in a French grammar; which, however, is not uncommonly required, to the great impediment and confufion of the ftudent. It will therefore require judgment in the French mafter, to felect fuch parts only of the *He who has learned the Latin grammar perfectly, will find French incredibly facilitated. Mr. Richard Carew, who wrote a paper on purpose to discountenance the ufual methods of learning Latin, by the grammar, &c. informs us, that he learned more French among the natives in three quarters of a year, than he had done Latin in thirteen years.' But he is obliged to confefs, though very unwillingly, that "tke ufe of his Latin grammar did fomething help him." RICHARD CAREW's True and ready Way. H 3 grammar grammar as are abfolutely neceffary. These are of themselves fufficiently numerous. I will likewife recommend it to him to introduce the ftudent to reading an eafy author, as foon as the nouns, pronouns, and regular verbs are learned. This early entrance on reading authors greatly accelerates a progress in the French language, and, indeed, in all languages. The fubject matter of a book, efpecially if it be narrative and entertaining, alleviates the labour of acquiring the knowledge of a new language. But when the boy is confined during fix or twelve months to the dry rules of a grammar, he is naturally induced to hate the ftudy of a language, which presents to him nothing but irksome toil. The perufal of an eafy author not only makes the ftudy pleasant, but also illuftrates and fixes in the mind the rules of grammar. I believe the greater number of parents wish their fons to learn French chicay that they may * The following remarks of Mr. Chambaud, prefixed to his grammar, appear to me juft. "The learning of a language is the work of time and application. It cannot be learnt in a fhort time without taking great pains. That is impoffible in the nature of the thing: and children learn nothing but by repeating the fame thing over and over again. "But if they do not learn so fast as grown perfons, they generally learn better. They will fpeak French, of course, after they have learnt how to fpeak for we are all apt to fhew our accomplishments. If both they and their master act their part, you may be enabled to speak the language. This is certainly you may reft satisfied that they come on well, though they cannot speak. Do not be impatient at the operations of nature; the works but flowly. Children, in a good state of health, and under a wholefome diet, grow conftantly, though their growing is not conftantly obfervable. It is even fo with the mind: it improves conftantly, fo it is properly cultivated; though 'tis in process of time only that we can perceive the improvement. It is impoffible for one not to be able to fpeak the language, when thus made capable of it; and it is as impoffible to be made capable of it, otherwife than by ftudying its genius, and learning methodically. "It is a great abuse introduced in most schools, to force beginners to speak nothing but French among themselves. They muft of neceflity either fpeak wrong (even fuppofing they have a competent flock of words and expreffions, for it is the utmost abfurdity to pretend, that they will learn them by guelling), or condemn themselves to filence. The firft cannot but be very detrimental to them; fince they thereby accuftom themselves to a barbarous broken French, which is no language at all, and cannot be unlearned without infinite pains. The fecond is ftill worse, for it hinders them from difclofing freely their thoughts, and ftraitens in fome measure their understanding; but, above all, gives them the utmoft averfion to the language, their books, and their mafter: to prevent which, too much care cannot be employed. "It is amazing to fee how apt people are to deceive themfelves, and how eafy to be impofed upon by defigning crafty men, who improve the general fimplicity to their own private gain. To H 4 this |