3. Wadankavipota, "a book on terms in rhyme," containing a few excellent rules of Orthography, follows the last in quick succession. It is in Singhalese, and was probably written at a very distant date; see a specimen from it at p. cxx.

4. Budhagadja, "Hymns to Budha," in Sanscrit, is the fifth in order. It is not a little remarkable that the course of reading to which we now direct the attention of the reader, has been so arranged by the Singhalese, as to embrace, like their Alphabet, which we have seen elsewhere, Singhalese, Sanscrit, and Pali—a course of reading, which prepares the pupil upon its completion, either for the cultivation of the Singhalese, his own native language, or for the more weighty studies of the sciences in the Sanscrit, or for researches in his national religion, taught by means of the Pali language.

5. Sakaskada, treats of Budha's entering the Priesthood. It is in Sanscrit prose; and a little more difficult than the last.

6.

Nàmàshtashataka

-one hundred stanzas in Sanscrit, with a paraphrase attached to the same, written in praise of Budha by one of his votaries.

7. Nawaratna, "The nine precious gems in the world,” a Sanscrit work, containing eleven stanzas, of which two are introductory, and the remaining nine complimentary to Wikkrama, a Hindu Sovereign, and sung by his courtiers, of whom the famous Kàlidàsha was one.

8. Wièsakàra, A number of stanzas by Wiasàna, in Sanscrit. It contains a paraphrase into the Singhalese. For a specimen of these stanzas, see The Friend.

9. Anurudhashataka, is a Sanscrit work enumerating the last twenty-four Budhas, and a few particulars connected with them.

Shataka means a hundred.

10. Bawudhashataka, a Sanscrit work by Chandrabhàrati, translated into the Singhalese by a priest of the name of Mangala, from whose translation we selected a specimen at p. lxvii.

11. Suriyashataka, in Sanscrit, in honour of the regent of the Sun.

12. Wortamála, a work in different tunes written with. the professed object of teaching how to modulate the voice in reciting poetry.

13. Wortamálakkiyawa, in Sanscrit by Chandrabhàrati; rather a difficult book.

14. Amarasingha, is the well known Amaracòsha, the Sanscrit Dictionary.

III. The pupil has now gone through a course of reading in the Singhalese, Sanscrit, and Pali literature. He has not only committed to memory the text, but has also gone through the commentaries in the Singhalese; and, it is hardly necessary to add, that he is now prepared to enter into any one of the three departments of literature in whose elements he has been already initiated. It would be foreign to our present inquiry to trace his progress in the two learned languages last mentioned. Suffice it to follow the student in his researches into the Singhalese. In the study of the Singhalese classics, there is no regular course prescribed for the student, as we have already seen in the first section; but it is ascertained that the best Singhalese teachers recommend the following method:

The Sidath' Sangarawa; and its Commentary-the former being committed to memory. Whilst studying this, the student reads with his teacher the Poets in the following order; viz.

2. Kusajatake. 3.
3. Guttille. 4. Kaviasèkare.

Having gone through the above, the student may read by himself with ease and without the aid of living teachers, a host of other modern poets; and may also,

accordingly as he is inclined, devote a portion of his time to versification-the best authors being his guide. The Elu Prosody, the Lakunusera, the Swabhasa alankàra, and various Sanscrit works on the same subject will furnish him with all the necessary information.

If desirous of a more extensive knowledge of Singhalese, the student may with advantage read some of the ancient poets; e. g.

6.

7.

8.

Kaw-Silumina.

Muwadew' dawatha.

The ancient Inscriptions, &c. &c.

I have now gone through, and pointed out the course of study pursued by the Singhalese student, and the different stages at which he arrives in his progress. It will be perceived that what is good for the Native, is but illadapted to the European. The latter has neither the time to go through the long list of school books to which I have adverted; nor would he derive much real profit by doing so merely for the purpose of reading. And it would be little less than ridiculous to trace out a mode of study, with reference to non-existing materials; in which case, however, I would be prepared to throw out other and more useful hints than are to be found in these few observations. With these views before us, I shall briefly lay down what in my opinion may prove to be a successful course of study for the European.

IV. I need scarcely say that the student should begin with the alphabet; but since the Singhalese Hòdia contains other than Singhalese characters, and is also deficient in some important respects, it is considered necessary that he should in the first place learn only the 10+2 vowels, and

*

The Singhalese Hòdia is deficient in d and . Perhaps they are left

out for the reason stated by us at p. p. 15, 25; but their omission can hardly be deemed correct.

He should then write

the 20 consonants, in the order and method in which they are given by me in the Introduction, p. lviii. (See also Appendix C. p. 142, and plate III.) These he may, with ordinary attention, master in one day. out the characters on a slate, and continue to do so until he can accurately read and write each letter. He will then do well to ascertain how consonants are inflected with vowels, by means of symbols. See. p. p. lviii, 142. This learnt, he may direct his attention to the symbols of foreign sounds, which are given in the Hòdia. Lastly, he should notice the double or joint characters, and ascertain the peculiarity of their sounds and formation. A few remarks on this subject will be found drawn up in the Introduction. †

*

If such a method be adopted, I have no doubt but that a European will learn the alphabet in less than a week. Indeed, without any such method, a European acquaintance of my own, mastered the confused alphabet, consisting as it is said, of 50 characters, in less than a fortnight.

Whilst thus engaged, the student ought to pick up the language to some extent, by frequently conversing with the natives, and with his teacher, who is to be preferred, if he happens to be ignorant of English. And although recent

*See Plate No. III.

In studying the Singhalese Alphabet, Europeans meet with a sound which they find difficult, if not impossible, to utter. It is ; see our remarks thereon at p. lix. It is not a little amusing to the native to observe the different sounds given to it by Europeans. I have once heard a European pronounce the word besides' leaving off'; 'female thief.' How would a native understand if q be pronounced ❤, or ; if be sounded ; or if be uttered or .? It is therefore, desirable, that the student should, in the earliest stage of his studies, use his best endeavours to acquire the correct sound of this letter.

I was once peculiarly interested in observing a young European speak the Singhalese with facility and fluency. This being somewhat unusual, I found on inquiry, that he had picked up the language in a comparatively short time by continually speaking with the natives, of whom the itinerant basket-women between the market and the Cotta bridge, formed

experience proves that it is unnecessary, as a general rule, to commit to memory the meaning of words, yet it is apprehended that, with a view to lay the foundation for a course of study which can hardly be pursued without frequently conversing with the natives in their own language, the student may with great advantage, commit a few hundreds of words to memory; and frequently consult Mr. Clough's Dictionary, which he will find of the greatest utility and help as he advances in his studies. At the same time he will do well to attend to the spelling of words, which he will find no difficulty in mastering, owing to the excellence of the alphabet, which points out the different sounds by their certain and definite symbols. It is not enough that he should merely learn words; but he should also correctly ascertain the various modes in which they are applied to express different sentiments of the mind.

I would here recommend him to consult Mr. Lambrick's School Vocabulary; and to go through a little work entitled "Exercises in English and Singhalese, explanatory of the elements of English Grammar," published in 1846, as I understand, by the Rev. C. Senànàyaka of the Cotta Church Mission. The latter work contains very good exercises for the student; and they will doubtless prove exceedingly useful in acquiring both the language, and, to a limited extent, its Grammar.

At this stage I would recommened the student to read with attention the translation of the Sidath-Sangarawa, here presented to the public. He need not commit any portion the majority. I would, however, warn the student against confining his intercourse to the lower classes, since by so doing he is almost sure to acquire a great deal of the low slang which is highly offensive when uttered in the presence of the higher classes.

In the language of Sir William Jones the student is cautioned "against condemning a work as defective, because he cannot find in it every word which he hears; for sounds in general are caught imperfectly by the ear, and many words are spelled and pronounced very differently."