ct vicious and faulty
locutions, and rarely if ever make good the deficiency. They are
compelled of course to form a rough Grammar of their own, upon incomplete
information, and have to do so hastily and imperfectly. For writing,
where precision and accuracy are required a knowledge not based upon
Grammar is next to worthless.

Most pupils have a fourfold object in studying a language; they wish to
be able to read and write, to speak and to understand it. By what method
could this be most easily achieved? If this work could be performed
simultaneously, it would effect a saving of time and labour, as well as
impress what was being studied more deeply upon the memory. The memory
for sound, form, music, figures, spelling, etc., appears to be distinct
and to vary in each one. If the memory for sound could be brought more
into play, it must help to retain more tenaciously what was learnt.

Of course, the pupil can only expect to be master of the language so far
as he has studied and learnt. He cannot expect to reap where he has not
sown. Within this limit he learns to read, in preparing the lesson, and
to write, in writing out the exercises.

But Mr. Charles Sauer says in the preface to his Italian Grammar 5th Ed.,
page iv., "Everyone who has occupied himself with study of modern
languages knows, that by far the more difficult task is to _understand_
the foreign language," (_i.e._, when spoken.)

That cannot be called a success which leaves the most difficult part of
the task unaccomplished, nor can it be wise to allow difficulties to
amass and accumulate, if they can be mastered in detail as they present
themselves. The task is the education of the ear and tongue and this can
only be done by practice.

To learn to understand the language when spoken, one must hear it spoken;
to learn to speak it, one must speak it. It may even have its advantages
if such conversation keep within the range of the pupil's knowledge. He
thus feels that he ought, must, and can understand, if he try.

If the pupil speak to himself both these results are attained. This he
can do by studying aloud. His tongue will educate his ear and
familiarise it with the new sounds, whilst the ear will correct the
tongue. I assume, of course, that he is under the guidance of a teacher;
in this case with attention to the teacher's pronunciation and care, and
a little effort on his own part, he should soon pronounce correctly,
easily, and well