"In many schools, it is true, they do use a single book; but that book is Telemachus, a sort of epic poem, without doubt excellent in its kind, but the least adapted for teaching French of any work that we could name. Telemachus is, of all books that we are acquainted with, the least consonant with the idiom of the French language, and offers to the learner the least store of pure genuine Gallicisms. Its monotonous superabundance of style soon tires the pupil, who finds only fatiguingly beautiful sentiment, and a number of facts, strung together into a story, apparently for no purpose but to introduce a series of sermons or moral discourses. It is not from such books as these that we choose to learn a modern language when we are old enough to be our own instructors. We take some book that treats of an interesting subject, some geographical description of the country, some historical sketch of it, or some work that treats of an art or science which we make our own particular study. A similar plan ought to be followed in teaching French in our schools."*

Quarter ly Journal of Education of the Society of Useful Knowlededge, vol. ii. p 32.

To select a complete historical piece it was necessary, that it should be interesting and, above all things, applicable in every respect to the occasion; but how could that be done without omitting many pages from a multitude of books which are considered to be without spot or blemish? A complete history was too long; a single extract, on the other hand, was always too short. In general, the books given to beginners are too voluminous, and the majority of those who study the French language relinquish the pursuit before they have learned a quarter of the book which was first placed in their hands. We consulted several hundreds of the most esteemed works before we found what we sought for: we believe we have succeeded in our attempt, in Rapin's Life of Alfred the Great. This monarch is considered by many of the first French writers as having approached nearer to perfection than any of the princes of the middle ages or of modern history.

We are not ignorant that Augustin Thierry, Dr. Lingard, and several celebrated historians, relate that Alfred, before his misfortunes, laid himself open to reproach; but these slight faults are

of too little importance to be particularly alluded to, besides which they are not mentioned by Rapin. We do not wish to enter into this criticism; we leave the tutors of both sexes in England the task of enlightening their young pupils on this subject, as well as that of instructing them in the names of places and persons, which Rapin has not written, in the orthography of the present day.

The anecdote of the burnt cakes in the shepherd's cottage is not related by Rapin.

As for us, we leave the text unchanged, with the exception of the orthography, which we have altered according to the latest decisions of the Academie Française,—that unique tribunal, which is, in these matters, "sans appel." We have omitted a few details which we considered too long and too uninteresting for young readers, and which are of no great importance; but we have taken care not to mutilate the narration of the principal facts in abridging them. A language cannot be well learned, nor its spirit felt, but from a style which flows with ease.

As our book is addressed to all classes of students, we have supposed that they have every

thing to learn, and have therefore added a grammatical dictionary of all the words found in the Life of Alfred; and in all cases, as far as has lain in our power, the sense of the idiomatic expression has been conveyed. The general insufficiency of dictionaries in this respect has led us to adopt a plan which exacts the most minute and laborious care and application.

We do not blame any system of tuition, aided by interlinear or other translations; but as we imagine that the labour ought not to be rendered too easy, we have added a kind of grammatical dictionary.

We do not enter into the subject of pronunciation, for fifteen years' experience has fully convinced us (notwithstanding all that has been published on the subject), that the pronunciation of a living language, and more especially that of the French, can never be acquired without the assistance of a master or mistress, and that other means can be recommended only by ignorance or char

* Lévizac's Dictionary, though deficient in some respects, is the most complete, and the only one, up to the present time, fit to be placed in the hands of young people.

latanism. The rules laid down by some of the best grammarians, in works which are in the hands of every body, are amply sufficient as far as regards written rules of pronunciation.

"Rapin-Thoyras was born in the year 1661, at Castres, in Languedoc. His father, who was a barrister, made him enter on the same career; but fearing that the Protestants would soon be excluded from all official situations, he obtained permission to renounce the bar, and embrace the profession of arms. He was conversant with the dead languages, as well as with English, Italian, and Spanish, and had read the most esteemed authors in these languages. He was also a good mathematician and an excellent musician. On the revocation of the edict of Nantes he retired to England (A. D. 1686) to shelter himself from the persecutions directed in France against the ProHe obtained the rank of ensign, followed by that of lieutenant, in an English regiment, and afterwards was appointed aide-de-camp to General Douglas, who commanded in Ireland. He was dangerously wounded at the assault of Limerick. When he had recovered from his wounds he ob

testants.