They take the first English word, open their dictionary, and put down the French word they have found for it (the wrong one, as a rule, if more than one is given). Then they take the second English word, to which they apply the same process, until they come to a stop, which they carefully reproduce in the French (many don't). This done, they take their blotting-paper, apply it on the copy, rub it hard for a minute or two, and knock off to enjoy a well-deserved rest. The amount of blotting-paper used by boys is prodigious. A word is no sooner written down than it is fixed on the paper by a good hearty rubbing down. They are afraid it will evaporate if not properly secured on the paper at once. * * * * * Suppose your young pupils have to put into French "I give you." They will first write _je_, then _donne_. After the English word "you," they are referred to a note. They look at this note (many don't), and see that they must put the pronoun _vous_ before the verb. They do so between the lines, and thus write down the proof of their iniquity: _vous_ "_je_ ^ _donne_." * * * * * Although the boys use their eyes to look at things, there are few who use them to see. Young S. was an exception. Having to put into French, "No sovereign ever was more worthy," he brought me: "_Jamais souverain ne fut plus digne._" I congratulated him on his achievement, and as I was suspicious he had been helped at home I asked him how he came to write this. He then said to me that on his way home he had seen in the station a large advertisement of a tooth-paste maker. The advertisement consisted of a huge woman's head, showing two rows of beautiful teeth, with this inscription: "_Avec de belles dents jamais femme ne fut laide._" He had come to the conclusion that this French phrase could help him, and he took it down at the station. This young Briton has a great future before him. * * * * * A boy having to translate "I have gone out," begins by writing "_j'ai_." That is understood. When afterwards he finds that the verb _sortir_ is conjugated with the auxiliary _être_, he changes _j'ai_ into _je suis_. Nine times out of ten he trusts his memory, or rather he leaves it to chance, and he keeps _j'ai_. French books are loaded with facts, but few with explanations. All the French grammars I know publish the list of the neuter verbs that are conjugated with the auxiliary _être_, but none give boys the reason _why_ these verbs are conjugated with _être_ and not with _avoir_. Boys learn this list of verbs and forget it, and you know little of boys' nature if you imagine that they will consult their grammar at every turn. Some do, to be sure, but how many?