ABSTRACT
Now, having unburdened my mind. on this matter, I will recount briefly how I came to devote myself to the study of Oriental languages. I was originally destined to become an engineer; and therefore, partly because-at any rate sixteen years ago-the teaching of the "modern side" was still in a most rudimentary state, partly because I most eagerly desired emancipation from a life entirely uncongenial to me, I left school at the age of fifteen and a half, with little knowledge and less love of Latin and Greek. I have since then learned better to appreciate the value of these languages, and to regret the slenderness of my classical attainments. Yet the method according to which they are generally taught in English public schools is so unattractive, and, in my opinion, so inefficient, that had I been subjected to it much longer I should probably have come to loathe all foreign languages, and to shudder at the very sight of a grammar. It is a good thing for the student of a language to study its grammar when he has learned to read and understand it, just as it is a good thing for an artist to study the anatomy of the human body when he has learned to sketch a figure or catch the expression of a face; but for one to seek to obtain mastery over a language by learning rules of accidence and syntax is as though he should regard the dissecting-room as the single and sufficient portal of entrance to the Academy. How little a knowledge of grammar has to do with facility in the use of language is shown by the fact that comparatively few have studied the grammar of that language over which they have the greatest mastery, while amongst all the Latin and Greek scholars in this country those who could make an extempore speech, dash off an impromptu note, or carry on a .sustained conversation in either language, are in a small minority.
