expanding and his judgment ripening as he grows older, the pupil will often see for himself that which he could hardly be made to see by others. Moreover, in reading an author, examples of grammatical difficulties will be more easily observed in connection with the context, and will make more impression on the mind, than if they are taught in an abstract form by themselves. Let them, then, be carefully explained whenever they occur.'*

In collecting these particulars about the Jesuit schools, I have considered not how this or that might be used in attacking or defending the Order, but, simply, what would be of most interest to those who are engaged in education.

No other school system has been built up by the united efforts of so many astute intellects; no other system has met with so great success, or attained such wide-spread influence. It deserves, therefore, our careful consideration; and, however little we may approve that system, and wish to imitate it as a whole, it may suggest to us not a few useful reflections on our own practice; may lead us to be clearer in our aims; and to value more highly a well-organised plan of instruction,--without which even humble aims will mostly prove unattainable.

....

* Errorem existimo statim initio spinosiores quasdam grammaticæ difficultates inculcare cum enim planioribus insueverint difficiliora paulatim usus explanabit. Quin et capacior subinde mens ac firmius cum ætate judicium, quod alio monstrante perægre unquam percepisset per sese non raro intelliget. Exempla quoque talium rerum dum prælegitur autor facilius in orationis contextu agnoscentur et penetrabunt in animos quam si solitaria et abscissa proponantur. Quamobrem faciendum erit ut quoties occurrunt diligenter enucleentur.'

II.

ASCHAM, MONTAIGNE, RATICH, MILTON.

MASTERS and scholars who sigh over what seem to them the intricacies and obscurities of the Headmasters' Primer ' may find some consolation in thinking that, after all, matters might have been worse, and that their fate is enviable indeed compared with that of the students of Latin 400 years ago. Did the reader ever open the Doctrinale' of Alexander de Villa Dei, which was the grammar in general use from the middle of the thirteenth to the end of the fifteenth century ? (v. Appendix, p. 298). If so, he is aware how great a step towards simplicity was made by our grammatical reformers, Lily, Colet, and ErasIndeed, those whom we now regard as the forgers of our chains were, in their own opinion and that of their contemporaries, the champions of freedom (Appendix, p. 299).

mus.

I have given elsewhere (Appendix, p. 300) a remarkable passage from Colet, in which he recommends the leaving of rules and the study of examples in good Latin authors. Wolsey also, in his directions to the masters of Ipswich School (dated 1528), proposes that

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the boys should be exercised in the eight parts of speech in the first form, and should begin to speak Latin and translate from English into Latin in the second. If the masters think fit, they may also let the pupils read Lily's Carmen Monitorium,' or Cato's 'Distichs.' From the third upwards a regular course of classical authors was to be read, and Lily's rules were to be introduced by degrees. Although I confess such things are necessary,' writes Wolsey, 'yet, as far as possible, we could wish them so appointed as not to occupy the more valuable part of the day.' Only in the sixth form, the highest but two, Lily's syntax was to be begun. In these schools the boys' time was wholly taken up with Latin, and the speaking of Latin was enforced even in play hours, so we see that anomalies in the Accidence as taught in the As in præsenti were not given till the boys had been some time using the language; and the syntax was kept till they had a good practical knowledge of the usages to which the rules referred.*

These great men, however, though they showed the interest they took in the instruction of the young, and the insight they had into the art of teaching, never attempted a perfect treatise on the subject. This was

* In another matter, also, we find that the masters of these schools subsequently departed widely from the intention of the great men who fostered the revival of learning. Wolsey writes: Imprimis hoc unum admonendum censuerimus, ut neque plagis severioribus neque vultuosis minis, aut ulla tyrannidis specie, tenera pubes efficiatur: hac enim injuria ingenii alacritas aut extingui aut magna ex parte obtundi solet.' Again he says: 'In ipsis studiis sic voluptas est intermiscenda ut puer ludum potius discendi quam laborem existimet.' He adds: 'Cavendum erit ne immodica contentione ingenia discentium obruantur aut lectione prolonga defatigentur; utraque enim juxta offenditur.'

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done some fifty years afterwards by the celebrated Roger Ascham in his 'Scholemaster.' If laudari a laudatis is any test of merit, we may assume that this book is still deserving of attention. It contains, perhaps,' says Dr. Johnson, the best advice that was ever given for the study of languages.'* And Mr. J. E. B. Mayor (no mean authority) ventures on a still stronger assertion. This book sets forth,' says he, 'the only sound method of acquiring a dead language.' Mr. George Long has also borne witness on the same side.

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And yet, I believe, few teachers of the dead languages, have read Ascham's book, or know the method he proposes. I will, therefore, give an account of it, as nearly as I can in Ascham's own words.

Latin is to be taught as follows:-First, let the child learn the eight parts of speech, and then the right joining together of substantives with adjectives, the noun with the verb, the relative with the antecedent. After the concords are learned, let the master take Sturm's selection of Cicero's Epistles, and read them after this manner: first, let him teach the child, cheerfully and plainly, the cause and matter of the letter; then, let him construe it into English so oft as the child may easily carry away the understanding of it; lastly, parse it over perfectly. This done, then let the child by and by both construe and parse it over again; so that it may appear that the child doubteth in nothing that his master has taught him before. After this, the child must take a paper book, and, sitting in some place where no

*Life of Ascham.

man shall prompt him, by himself let him translate into English his former lesson. Then showing it to his master, let the master take from him his Latin book, and pausing an hour at the least, then let the child translate his own English into Latin again in another paper book. When the child bringeth it turned into Latin, the master must compare it with Tully's book, and lay them both together, and where the child doth well, praise him, where amiss point out why Tully's use is better. Thus the child will easily acquire a knowledge of grammar, and also the ground of almost all the rules that are so busily taught by the master, and so hardly learned by the scholar in all common schools.' 'We do not contemn rules, but we gladly teach rules; and teach them more plainly, sensibly, and orderly, than they be commonly taught in common schools. For when the master shall compare Tully's book with the scholars' translation, let the master at the first lead and teach the scholar to join the rules of his grammar book with the examples of his present lesson, until the scholar by himself be able to fetch out of his grammar every rule for every example; and let the grammar book be ever in the scholars' hand, and also used by him as a dictionary for every present use. This is a lively and perfect way of teaching of rules; where the common way used in common schools to read the grammar alone by itself is tedious for the master, hard for the scholar, cold and uncomfortable for them both.' And elsewhere Ascham says: "Yea I do wish that all rules for young scholars were shorter than they be. For, without doubt, grammatica itself is