Whatever the advantages or defects of the English language be, as it is our own language, it deserves a high degree of our study and attention, both with regard to the choice of words which we employ, and with regard to the syntax, or the arrangement of those words in a sentence. We know how much the Greeks and the Romans, in their most polished and flourishing times, cultivated their own tongues. We know how much study both the French and Italians have bestowed upon theirs. Whatever knowledge may be acquired by the study of other languages, it can never be communicated with advantage except by such as can write and speak their own language well. Let the matter of an author be ever so good and useful, his compositions will always suffer in the public esteem, if his expression be deficient in purity and propriety. At the same time the attainment of a correct and elegant style is an object which demands application and labour. If any imagine that they can catch it merely by the ear, or acquire it by a slight perusal of some of our good authors, they will find themselves much disappointed. The many errors, even in point of grammar, the many offences against purity of language, which are committed by writers who are far from being contemptible, demonstrate that a careful study of the language is previously requisite, in all who aim at writing it properly.

These observations appear to determine conclusive→ ly the subject which we have been discussing. They will suffice therefore to prove that the application of a child to a dead language, before he is acquainted with his own, is a lamentable waste of time, and highly detrimental to the improvement of his mind. It was the

neglect of the cultivation of our own tongue which excited the reproach of M. Voltaire.

The general principles of grammar are common to all languages; a noun is the same in English, French, Latin, Greek, &c. The varieties of languages are easily acquired by observation and practice, when a preliminary knowledge of our own grammar is obtain ed. But the comprehension of our native tongue is not the only good preparative for the study of other languages.. Some previous acquaintance with the general nature of things is necessary to the accomplishment of this end, in order that our literary progress may be obstructed merely by words. For, although it be useful to leave some difficulties in the way of a child, that he may exercise his mind in overcoming them, yet he must not be disgusted by too many or too great impediments. Our whole attention should consist in proportioning the difficulties to his powers, and in offering them to his consideration individually. If latin were made the primary object of a child's lessons, he would lose a vast portion of time in the study of grammar; he would be incapable of perceiving the beauties of that language, because he would not have acquired any previous knowledge. No benefit therefore could possibly accrue from reading, in the latin tongue, subjects which he could not understand in his own. But by becoming well acquainted with our best poets and prose writers he will easily learn, independently of the number of ideas which he will gain thereby, the general rules of grammar; several examples will unfold them, and a proper application of others may be soon made without difficulty. Besides, he will acquire taste and judgment, and be well prepared to feel the beauties of a foreign tongue, when he be

gins to feel the beauties of his own. His knowledge being also extended and diversified, it will be found that the sale difficulty attendant on the study of latin consists in learning words: so that to obtain a just knowledge of things, he must apply himself to such latin authors only as are within the reach of his capacity, and whose writings he can comprehend with the same facility as if they were written in his native language. By this plan he will easily acquire the latin tongue, treasure up fresh knowledge as he advances, and experience no disgust in the study of it. Nothing can be more useless than to fatigue a child, by filling his memory with the rules of a language which he does not yet understand. For, of what advantage is the knowledge of all its rules, if he be unable to apply them? We should wait therefore till reading has gradually enlightened his mind, and then the task becomes less irksome to him. When he has studied his own language, we should anticipate the principal differences between the latin and English syntax. His surprize in perceiving an unexpected difference will excite his curiosity, and effectually remove all distaste. After this and not before, we may devote a part of each day to latin; but it ought never to be the principal object of his studies.

Such is the outline of this plan of education, which has nature for its basis, and reason for its superstructure; but such a plan, it must be granted, is not to be found in any of our seminaries of learning. Their system inverts knowledge; this proposes to make it orderly and progressive. Theirs is founded on precedent and long established usage; this is recommended by its obvious utility and economy of time.

THE END.