Such a mode of proceeding is founded on the difference which exists between the learners of foreign languages and children when learning their maternal tongue. To elucidate the subject, it will be proper to observe, that the former have already acquired a large stock of ideas, and of words of every species, in their own language, when they first begin to learn a foreign tongue; while the latter have learned merely words sufficient to express the ideas relative to the object of their present wants. These, therefore, must proceed more slowly in the acquisition of others, for which they have not so much occasion; such as the verbs, and more especially a great many of those terms which we have denominated words forming the link, or completion of sense, between the other parts of speech.

Those who apply themselves to the study of foreign languages, and are desirous of clothing their ideas as speedily as possible with its various terms, let them follow the mode here proposed, as the most expeditious and simple, and that founded on the progress of the human mind, and the nature of language itself,

Another important advantage will be derived from learning the Vocabularies and the Familiar Phrases together: it will prepare the learner imperceptibly for comprehending French writers, which last will complete the system of instruction in the French language.

The best authors for the scholar's improvement are those that are suitable to his taste, and would afford him most pleasure in an English dress; such he will be enabled to relish, when he can command a sufficient number of our phrases, and is capable of conjugating the two auxiliary verbs, which at least ought to be known,

Thus reading, which otherwise would be fatiguing to all who are not the disciples of Job, becomes an agreeable amusement*.

With respect to a selection of books, the pupil's taste and genius, as I before observed, must be consulted. For my own part, I would give the preference to comedies in prose, and to an interesting collection, entitled "Recueil général de Proverbes dramatiques, en vers & en prose,” Londres & Paris, 1785†.

** There is no necessity of beginning to read authors very early: for, by learning the Vocabularies in the manner we have proposed, we learn the three things which constitute the knowledge of a language, viz. to understand, speak, read, or write it. Application to books suited to the taste of a pupil will divide his attention (which should be wholly devoted to committing to memory the practical part) and from the trouble of learning the phrases, especially in the beginning, will create a distaste to them. Merely reading polite writers, is a very circuitous and ineffectual method of learning a language, unless supported by such a method as we recommend: for, supposing one already acquainted with pronunciation, the same word must occur in books a great many times, before it can be retained in the mind, for the ready purposes of conversation. The reason for this is obvious: the words expressing the ideas of authors, are not presented one by one, in an analytical manner, as they are in the practical part of the following work; but they are en masse, without any order but that of the ideas of the author, whose design in writing was not to teach a language. Hence it happens that, by being directed to many words at once, the attention is so weak on each of them, that the mind cannot remember any particular one, unless it has occurred a great many times.

I will conclude these remarks with observing, that the dictionary best to be used when the reading of authors may become proper, is not an English and French Dictionary, but one altogether French, such as the Dictionary of the French Academy. My reasons are, 1st, That the scholar is then able to understand in French the definition given of the words he wishes to become acquainted with: this must certainly be a very decisive advantage. 2d, By entirely losing sight of the English, he becomes familiar with the genius and analogy of the French language much sooner than he possibly could by reading the definition of words in the English. 3d, The explanations of words, and their various acceptations, are illustrated by a greater number of examples in a national dictionary, than in those designed for the instruction of foreigners; add to this, the language, spelling, and printing are more correctly executed.

† Or to Gilblas, if a good French edition can be procured; for the London editions generally teem with egregious blunders. This novel, which is very entertaining, abounds with familiar and idiomatical phrases, and is, of course, well calculated for the acquirement of the French.

Reading such works, written in a familiar style, in which are expressed the various turns and idioms of the French, must lead to perfection in the acquisition of the language.

Nor should the historians or poets be neglected; for, as by the former of these, we are instructed in the manners and customs of former ages; so, by the latter, we are taught all the nice turns, and the elegancies peculiar to that language in which they have written.

French poetry is not is not very different from prose; for it is hot so much in the construction, as in the choice of expres sion, that the difference consists.

After an attentive perusal of the productions we have recommended, which cannot fail to blend improvement with pleasure, the scholar will be enabled to write French correctly on those subjects for which his genius is best qualified; and, after he has learned the Vocabularies, both te understand and to speak the language correctly.

Having, I trust, fully satisfied the reader respecting this mode of instruction, I will venture to say, no longer able to resist the powerful voice of reason and experience, that it is the most simple, expeditious, philosophical, and infallible method, that can possibly be made use of: and to avoid the unmerited charge of prejudice or preposses sion in favour of it, I ingenuously acknowledge that it is not my own, but NATURE's, suited to grown persons or children, who are capable of speaking and reading their mother tongue. I have no merit but in discovering that, which others might have hit upon; and, by applying this method of instruction to a particular language, in showing, at the same time, that it is applicable to all others.

I will here observe, that were this method accommodated to the dead languages, which might be accomplished without material alterations in the two parts of this work, the fifth part of the time consumed in learning, even imperfectly, those languages as they are now taught, would be sufficient to the attainment of a complete knowledge of them. What a salutary reformation would education then undergo? which, as it is now conducted, is nothing more than a fashionable way of wasting, in the drudgery of schools, the most valuable part of life, and all this, in many cases, to acquire such languages as, on our entry into the world, are scarcely of any utility to us. How much better would that time be employed in the acquisition of such arts as are useful to society, or even in gymnastic exercises, which invigorate the frame, and render man more adequate to the performance of those various duties and functions which an all-wise Creator has imposed on him in his passage through this transitory life.

The subject of this discourse, might, with propriety, have been dismissed here, were I not aware that innovation, and the peculiar tendency of the work, will rouse Prejudice, that antiquated hydra of the schools, and in her train a host of enemies against me: that these will attack me at every disadvantage, or attempt to strangle this infant of reformation in the very cradle. However, for this I am prepared; for, in this enlightened age, the splendid beams of truth cannot fail to dispel the clouds of error, while, under the banners of reason and philosophy, I am sure to be shielded from the shafts of envy and prejudice*.

I earnestly solicit those gentlemen who may try the method here laid down, to inform me of their remarks thereon; as it may tend to promote the

Some, upon reading the above declaration, may demand arguments and authorities in favor of so novel a doctrine, as that of learning a language without the assistance of grammar; and, though a plain recital of the circumstances which gave rise to it, together with the analysis given, will probably satisfy the greatest part of such readers, as think there is no need of defending Nature's method, yet, so great is our deference, even for those, that we will endeavour to gratify their demands, by presenting to their reflection the following propositions, supported by arguments which we deem unanswerable.

1st. We cannot manifest our thoughts outwardly with the 'voice, or speak, without sentences; that is to say, without a series of words united together and depending on one another.

REMARK.

It is evident, that the rules contained in grammar will not give you this faculty: recourse, therefore, must be had to some other means. Nature, when teaching children their mother tongue, daily points this out, but her unerring lessons have been disdained; we have unfortunately fancied ourselves more knowing than the all-creative Power! Such is the cause of error in this mode of instruction, as well as in so many other things.

2d. Locke, this great law-giver in matters concerning education, speaking of the best method of learning lan. guages, observes, "That languages are only to be learned

success of a work principally designed to facilitate, in an astonishing manner, the acquisition of a Language, and, at the same time, explode the present method of schools, which for so many centuries has degraded the human understanding. Their favours, if agreeable, shall be gratefully acknowledged in a future edition, that will, no doubt, make its appearance, under the friend. ly auspices of an illumined public,