permitting us to examine these petty differences, we can only state our approbation of the principle; and, although we prefer a verbal interpretation of the foreign text in the margin, or in juxtaposition with that text, we feel persuaded that interlineal translation must, if properly used, assist in speedily making a learner understand the written language. This is the extent of the advantage to be derived from it, whatever may be the boast of some modern professors, who have founded on it systems of instruction by which they pretend to teach every branch of a living language.*

The carefulness which the use of interlineal translation demands, in order to produce all the benefit which may be expected from it, requires, on the part of learners, some discernment and power of self-direction. Children under twelve or thirteen would, if left to themselves, be apt to attend to the native more than to the foreign language, or to be satisfied with the meaning of individual words, without attending to the sense of the whole sentence. To them interlineal translations would also sometimes cause great perplexity; for, besides difference of idiom, which does not permit the use of precisely corresponding expressions in the two languages, and which renders translation more unintelligible as it is more literal, the authors of some of these works have thrown unnecessary difficulties in the way of the student: forgetting that most words have several acceptations, and that many of them even stand for different parts of speech, they have used their utmost ingenuity in perverting the sense by an affectation of giving a verbatim translation. It demands great powers of reflection and conception to be able from the context to succeed in discovering the sense of these enigmatical interpretations. Adherence to the spirit, rather than to the letter of the original text, would, in our opinion, constitute the merit of translations intended to assist beginners.

In transpositive languages, in Latin for example, an interlineal translation of the original text would present such a confused medley of words, that it would be almost impossible to divine from them the meaning of the author. Further assistance should therefore be afforded to beginners: this may be done by the adoption of the method suggested by Dumarsais, and successfully

• See Edinburgh Review, No. 87, for an able defence of the interlineal method of translation; see also An Essay on a System of Classical Instruction, combining the methods of Locke, Milton, Ascham, and Colet, &c., published by Taylor and Walton, London.

This

followed by many eminent professors on the continent.* method consists in at first introducing learners to a text arranged conformably to the genius of their native idiom, and accompanied with an interlineal translation in which the words omitted in elliptical expressions are supplied, and afterwards turning their attention to the pure text of the original, when, by means of the interlineal translation of the simplified text, they have become acquainted with its words and the nature of the subject. In the usual way of proceeding, if young people cannot of themselves construe the Latin phrase or supply the ellipsis, so as to comprehend the idea which it is intended to convey, the instructor decomposes and explains it for them, until they have learned how to do so themselves. There cannot therefore be a rational objection to works which, in the absence of the instructor, supply his place. The construction, which is beneficial when made vivû voce, cannot surely become prejudicial by being written. In the same manner that a skilful teacher, after having explained the original phraseology by means of what is called the construction, accustoms his pupils to follow the ideas of the author on the original text itself, and fixes it in their minds by frequent reference to it, so those who read by themselves with the aid of such works should constantly turn to that text, and endeavour, by familiarising themselves with it, to become independent of the introductory construed text.

It must not be said that these introductory books would create in the minds of learners false notions respecting the genius of the language which they study. Familiarity with the simple style of a juvenile work in the native or a foreign language, as was before remarked, does not injure the taste in literary composition, or prevent future enjoyment of the transpositive and figurative style of poetry. If any danger of this kind could arise from early acquaintance with the simplified construction of the text, it could only be in the possibility of learners adopting it in composition; but such a danger is chimerical, since the writing and speaking of Latin are no longer desirable. Should even these useless accomplishments be aimed at, the reading of two or three volumes thus arranged could not produce this effect. The attentive study and frequent perusal of the pure original text, which we recommend, and every volume read afterwards, would tend to set learners right on this point.

* See Dumarsais' Exposition d'une Méthode raisonnée pour Apprendre le Latin.

Facilities are now afforded in Great Britain and France for the adoption of Dumarsais' plan, because various Latin works have been published in those countries with the construction arranged conformably to that of the native tongue, and accompanied with an interlineal interpretation. Others also have been printed with two translations, one literal and the other free, which equally enable learners to ascertain critically the meaning of the author. But the seriousness of the subject of some of these works renders them fit only for adults.

Reference to a free and faithful translation in the native tongue would, under any circumstances, remove the difficulties which may be presented either by the inversion and ellipsis of the original, or by the strange collocation of the native words in the interlineal interpretation. Its previous perusal could, in the absence of other aid, afford to beginners considerable facilities in their first attempt at translating the foreign text. Such a translation would also prove useful to native instructors not thoroughly acquainted with the foreign idiom, and to foreigners not conversant with the language of their pupils. (21.)

Marginal, interlineal, and other interpretations accompanying the foreign text, although founded in reason and recommended by the highest authorities, have still to contend against prejudice and blind routine. Amongst their most strenuous opponents and scoffers are some authors of grammars and vocabularies, interested in the adoption of a different course. These advocates of the up-hill-work system object that verbal interpretations afford too great a facility in translating, make learners advance too rapidly, account not for idiomatic forms, and do not exercise the mind.

Of these four objections, the first and second are too futile, too illogical, to deserve consideration. As to the third, we will observe that the dictionary does not account for irregularities of construction better than do these introductory books: such investigations can be best pursued when some practical acquaintance with the language has been gained. However, this is not, at any time, and much less in the first stages, the end proposed in learning a language. The comprehension of an author's meaning is the paramount object, and this object can be accomplished by a literal interpretation more effectually than by a dictionary.

VOL. II.

H

The fourth objection is equally unfounded; for the mind is necessarily exercised in receiving ideas, whatever be the means by which they are acquired. Besides, it cannot be expected that its higher powers could be completely cultivated, when the learner is merely engaged in ascertaining what are the words of one language corresponding to those of another. Reflection, conception, imagination, and judgment begin to take an active part in the study, only when a certain degree of proficiency enables the student to determine the meaning of unknown words from consideration of the context, when acquaintance with a sufficient number of facts permits him to infer the rules of the language by induction, when familiarity with the foreign construction enables him to compare the geniuses of the two languages, and, finally, when, in translating from the foreign into the native tongue, he can perceive the beauties of the one and transfer them into the other.

The above-mentioned auxiliaries have also been objected to on the unfounded supposition that the facility which they give in translating creates in learners habits of indolence, carelessness, or dependence.

In answer, it may be observed, that the very facility with which translation is effected by their means being attended with a certain degree of pleasure and, hence, of interest, is the surest encouragement to industry. Besides, the attention requisite to retain the meanings of words and ascertain the exact sense presented by their various arrangements would suffice to keep up mental activity. But suspicion of indolence will be completely removed, if the instructor proportion the length of the task to the ease with which it is accomplished. If, through these auxiliaries, learners come at the ideas of the author in one tenth of the time which would be required were they to apply to a dictionary, they ought to read ten times as much. The reproach of generating indolence in learners applies far more justly to the lexicon process, the tediousness and difficulty of which suffice to weary and dishearten the most diligent.

Carelessness will infallibly be detected if young people are examined on a text free from explanations. The great facility afforded to them by the introductory books will leave even the dullest without excuse for the non-fulfilment of his allotted task. The greater the facility for learning, the greater should be the accuracy required by the master at the time of examination. And if the same method is employed to discourage negligence in

a learner who uses a literal interpretation as in one who uses a dictionary, there is no reason why it should not have the same effect.

With regard to the habits of dependence which such books may be supposed to give to a learner, the imputation is equally applicable to the dictionary, and indeed to every means employed in commencing the study of any art. Because an infant avails himself of the hand offered by his mother to assist his first steps, does it follow that he will always be dependent on that hand ? Let the student abstain from these helps as soon as he finds that he has gained familiarity with the words. But how can they be consistently objected to, when, for the last two hundred years, the great academical establishments of England have sanctioned the use of Latin versions appended to Greek classics, as the most efficient means of introducing those who know Latin to an acquaintance with Hellenic literature? Who can seriously say that Greek is the only language in the study of which the method of literal interpretation is effectual?

It is particularly to self-instructing students, and to those who can translate in the intervals of the lessons, that the various helps above mentioned are useful: after having used two or three volumes with a literal interpretation, and as many with a free translation, they could prosecute their studies with a dictionary. But the assistance which these works give, can in no instance, be as efficient as that of a well-informed instructor, who can always suit the explanation of difficulties to the capacity of each individual, and illustrate passages in a more satisfactory manner than could be done in writing: yet such is the facility afforded by these explanatory books for beginning the study of the written language, that children, who at all times need the assistance of a teacher, might successfully undertake that study under the direction even of a person ignorant of the language.

SECT. VIII.-ADVANTAGES ARISING FROM THE INTRODUCTORY

BOOKS.

With any of the above-mentioned auxiliaries a learner may begin to translate a foreign text even before knowing the words of the second class or the verbs. He will not, perhaps, without this previous acquaintance arrive at the sense quite so readily, but with a little perseverance he cannot fail to