ed. The test is indeed a more severe one
than actual conversation would be. When conversing, the subject is
known, and the question suggests the reply; but with disconnected
sentences, no such help is forthcoming.

The pupil can much hasten his own progress by varying the exercises,
forming of them question and answer, changing tenses and moods of verbs,
varying them so far as he can trying how far he can make conversation out
of them.

This method has further the advantage of showing the pupil plainly, week
by week, the progress he is making and the remedy being in his own hands,
he becomes responsible for his own failure. If he cannot translate
freely and easily, when with the teacher, he cannot expect later to speak
freely and naturally, when he comes to engage in actual conversation with
foreigners. His remedy is to translate his exercises alone, until he can
do so, as readily, as if they were English. The shyness and diffidence
that so frequently accompany first attempts to converse are not
experienced under this method.

One reason why pupils in conversation fail to understand readily is
because they do not know the verbs well; do not know their grammar; a
sentence does not convey to them at once a definite meaning, and whilst
engaged in puzzling out the meaning of what has already been said they
cannot give their undivided attention to what their interlocutor is just
saying.

I have described the manner in which on Mr. Wm. Rodger's visit in March
1891, I was led to this method. Theoretically it seemed to me sound, and
after having since tested it practically, I do not think its merit
exaggerated. In April last 1894, a French Grammar by Mr. Paul Baume was
brought under my notice. Mr. Baume recommends a similar method between
teacher and pupil, but omits to state how the pupil can best prepare
himself for it. Mr. Baume, will, I think find the difficulties he
mentions to disappear, if the pupil prepare himself as I have prescribed.
I have never encountered such difficulties, and attribute this to the
fact, that I always recommend pupils to prepare themselves by studying
aloud. Mr. Baume says he has practised his method with considerable
success during twenty years. I was not very much surprised at having
been partially anticipated by Mr. Baume, for, while error is infinite,
the truth is one; there can be only one straight line between two points,
and this seems to me the most direct, the straightest w