language, but only a short time. I explained to the scholar the rules and exercises of the grammar; he wrote the latter ones, and I corrected them.

SPANISH.

When I was seventy-two years old, I learned Spanish, principally, from Fr. Butler's excellent "Spanish teacher and colloquial phrase-book. "The edition of the book swarmed with typographical errors, which I corrected in my copy. I studied, too, another grammar, entitled a new practical and easy method of learning the Spanish language after the system of F. Ahn.” I translated its exercises, and learned them by heart. It is very easy to read Spanish. I learned it in one hour. After having finished an elementary Spanish Reader, I studied Spanish authors. I perused Don Quijote of Cervantes, the master piece of Spanish literature, four times; besides Gil Blas de Santillana, etc. I conversed, at every opportunity, with Spaniards, though it is difficult to understand them well, because they seldom speak the Castilian dialect. I also wrote some Spanish letters.

HEBREW.

When a student of the Lyceum in Brunn, Moravia, I studied also Hebrew which was one of its branches, but I did not well understand the Hebrew grammar, nor the teachings of the Hebrew professor. In Switzerland I rehearsed, and continued the study of this language, learned many vocables by heart, read the five books of Moses, several Psalms, the prophet Isaiah, and wrote Hebrew exercises. The Rabbi of Zurich superintended my pronuncation of this language. The first examination to which I was submitted in the University of Zurich, was a failure, but in the second I succeeded. In Wisconsin, I gave some Hebrew lessons

to two ministers of the University of Galesville, *where I was appointed teacher of modern languages. The Board of the Institute conferred on me the title of "professor," and of A. M. (1861.)

GERMAN.

In teaching the German language, I followed this method:

When the scholar had learned to pronounce and write the small letters of the German alphabet, I explained him the old declension of nouns, and some tenses of the auxiliary verb, to be, and of the regular verb, and translated exercises which the scholar had to write, and which were corrected by me and learned by him. Reading in a reader, and speaking followed soon. He had to learn by heart dialogues given on topics of common life. If the scholar reads German authors, he will do well to begin with narratives (e. g. Grimm's Sagen and Mahrchen), and comedies, because the style of the latter ones comes nearest to that which is used in daily conversation. I would not advise to German teachers in English institutes to read the "Niebelungen Lied," with his scholars, because this poem is written in an antiquated dialect used in the twelfth century. A very good method to learn German easily and quick, is followed out by Sigmon Stern in his book: "Studien und Plauderien," New York.

But the easiest and shortest way to learn a foreign language is to go to a country where it is spoken by the inhabitants. Therefore Germans go to England and America in order to learn English; Americans to

*University was since transformed into a military school.

France or Mexico to learn French or Spanish.

GENERAL RULES.

After having described my course in studying foreign languages, I wish to conclude this essay by proposing, some general rules on this topic to the reader who wishes to study those from books.

Translate the exercises of your grammar, and learn them well by heart.

Learn many vocables and phrases by heart, for language is composed of them.

Recite with loud voice, in order to accustom your ear to the peculiar sounds of the strange tongue.

Repeat, again and again, what you have learned. 'Repetitio est mater studiorum." (Repetition is the mother of studies.)

Study the lessons of your reader, and when you have finished it, read good authors of the foreign languages. Study, especially, dialogues, written in your mother tongue and the foreign one.

Many students understand a foreign language, and are also able to write it, but they cannot speak it, because, of shame to be censured, they never try to learn to do so. Speak Speak as soon and as often as you get a chance to speak the language you learn. Be not afraid to be ridiculed. Strangers are patient to correct our blunders, when they see that we try to learn their mother-tongue. Frenchmen, in particular, are well pleased to assist the beginner, by politely giving him any assistance required.

Compose in the foreign language; keep in it, a journal of your transactions, the weather, remarkable events. Write letters to your foreign acquaintances, in their own tongue. Never learn two foreign languages at the same time; such a task overcharges the brain. If you know

already Latin and French, and learn, now, Spanish: compare the Spanish vocables with similar English, French and Latin ones: you will facilitate in this way, the study of the new language.

HOW I STUDIED THE ENGLISH LANGUAGE.

I was fifty years old when I commenced to learn English. My son, who studied foreign languages in the commercial sshool, gave me the first lessons. In Zurich, where I then lived, was an Episcopal church. I attended it every Sunday for the sake of the language, though I understood but little of the sermons of the minister. An Englishman gave me English lessons, and took, reversely, German lessons from me. I studied English books, the English grammar, and gave English lessons to Germans, minding the proverb: "Docendo discimus," (by teaching we are learning.) When I emigrated to America, (1852) I could speak very little English, and did not understand those who spoke to me. When Germans come to America, they usually settle among their countrymen; but not so I, knowing that, in order to attain my purpose, I must converse with Americans. Most of my neighbors were settlers from New England. When in Galesville, Wisconsin, appointed professor of modern languages, I gave to my scholars, and others, lessons in German, French and Hebrew; in a word, I embraced every opportunity to advance in the knowledge of a language I had resolved to learn. A library was connected with the University where I was teaching. I read all its books which I thought to be worth while to be read, for my purpose. Among them was Macauly's History of England. I read it twice.

After the civil war, I was appointed, in the valley of

Waumandee, public-teacher, for one term, and after this, again principal teacher in Sauk City. As my pronunciation of the English was defective, I asked and obtained permission from the State School Superintendent to continue teaching, and tried by all means to improve meanwhile, this lack of my instruction. A fellowteacher advised me to board, to this end, with an English family; but I soon found out that both, the husband and especially his wife were accustomed like many Englishmen, to drop the letter h where it is the initial of a word, and, on the contrary, to prefix it before vowels (e. g. in the vocables "horse" and "us",) and therefore, I went to another boarding-house, the landlord of which was a canditate for the superintendence of the district schools. He gave me very profitable lessons in pronunciation. By his instruction, I first learned to distinguish the sound of short I from that of long E. A teacher of the academy in Sauk City taught me how to form the different sounds of the vowels, by gradually enlarging and lessening the opening of the mouth; and another teacher showed me how to pronounce the sharp and the soft sound of th. I must remark that my knowledge of the German, Latin and French languages which are the foundation of the English, were a great help to me in its study. Since 1866 I was, for many years a public teacher in Milwaukee. According to the school-law, I had to submit, every year, to a new examination. Tired of such incessant drudgery, I prepared for the State teacher's examination. I succeeded in it, receiving a diploma of eminent qualification for life.

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I need hardly to tell that I continued to read assiduously English literature. I read most of the classical authors, some of them several times, e. g.