notice, in the course of reading, as departing from the usual form of declination.

FOR THE SEVENTH CLASS.

THE party in the seventh form should regularly have in hand either Horace's Epistles, or Ovid's Metamorphoses or Fasti; occasionally composing verse or an epistle of their own. It will also be of very great importance, that they sometimes turn verse into prose, or reduce prose In order that what is learnt by hearing may not be forgotten, the boy should re-peruse it with you, or with others. Just before retiring to rest he should study something choice, or worthy of remembrance, to repeat to the master the next morning.

into metre.

At intervals, attention should be relaxed, and recreation introduced: but recreation of an elegant nature, worthy of polite literature. Indeed, even with his studies pleasure should be so intimately

incongruè addiderimus, verba defectiva, anomala, et quæcunque heteroclyta, obiter legentes, admonebitis.

SEPTIME CLASSIS.

Septimi ordinis grex, aut Horatii Epistolas, aut Ovidii Metamorphosin, aut Fastorum libros assiduè volvat; interim vel carmen, vel epistolam aliquam componens. Illud quoque permagni referet, si aliquoties aut carmen solverint, aut solutam orationem pedibus alligatam reddiderint. Audita nè effluant, aut apud vos, aut cum aliis puer retractet. Sub somnum exquisiti quippiam, aut dignum memoria meditetur, quod proxima aurora præceptori reddat.

Interdum laxandus est animus, intermiscendus lusus, at liberalis tamen, et literis dignus. In ipsis studiis sic voluptas est intermis

blended, that a boy may think it rather a game at learning, than a task. And caution must be used, lest by immoderate exertion the faculties of learners be overwhelmed, or be fatigued by reading very far prolonged : for either way alike there is a fault.

FOR THE EIGHTH CLASS.

LASTLY, when by exercise of this kind the party has attained to some proficiency in conversation-style, they should be recalled to the higher precepts of grammar; as, for instance, to the figures prescribed by Donatus, to the elegance of Valla, and to any ancient authors whatever in the Latin tongue. In lessoning from these, we would remind you to endeavour to inform yourselves at least on the points it may be proper should be illustrated on each present occasion. For example, when intending to expound at length a comedy of Terence, you may first discuss in few words the Author's rank in life, his

cenda, ut puer ludum potius discendi, quam laborem existimat. Cavendum erit, ne immodica contentione ingenia discentium obruantur, aut lectione prælonga defatigentur. Utraque enim juxta offenditur.

OCTAVE CLASSIS.

Denique hoc exercitio ad aliquam sermonis peritiam provectus grex, ad majora grammatices præcepta revocetur ; velut ad figuras a Donato præscriptas, ad Vallæ elegantiam, et ad linguæ Latinæ quoslibet veteres authores. In quibus prælegendis vos admonitos velimus, ut ea duntaxat quæ explicanda præsenti loco sint idonea, conemini discere. Veluti Comoediam Terentianam enarraturi, imprimis authoris fortunam, ingenium, sermonis elegantiam, paucis

peculiar talent, and elegance of style. You may then remark how great the pleasure and utility involved in reading comedies; of which word you should explain the signification and derivation. Next you may briefly but perspicuously unravel the substance of the plot ; and carefully point out the particular kind of verse. You may afterwards arrange the words in more simple order; and wherever there may appear any remarkable elegance; any antiquated, new-modelled, or Grecian phrase; any obscurity of expression; any point of etymology, whether derivation or composition; any order of construction rather harsh and confused; any point of orthography; any figure of speech, uncommon beauty of style, rhetorical ornament, or proverbial expression; in short any thing proper or improper for imitation; it should be scrupulously noticed to the young party.

Moreover, you will pay attention that in play-time the party speak with all possible correctness; sometimes

disseratis. Deinde, quantum habeat et voluptatis et utilitatis comœdiarum lectio. Deinde, quid significet ea vox, et unde ducta. Deinde, dilucidè et breviter summam argumenti explicetis, carminis genus diligenter indicetis. Postea, ordinetis simplicius: deinde, siqua insignis elegantia, siquid priscè dictum, siquid novatum, siquid Græcanicum, siquid obscurius, siqua etymologia, siqua derivatio et compositio, siquis ordo durior, et perturbatior, siqua orthographia, siqua figura, siquid egregium orationis decus, siqua exornatio rhetorica, siquid proverbium, siquid imitandum, siquid non imitandum, diligenter gregem admoneatis.

Præterea, in ludo dabitis operam, ut grex quum emendatissimè loquatur, loquentem aliquoties collaudetis, siquid dictum erit aptius,

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commending the speaker, when a phrase is rather apposite, or improving his expression, when erroneous. Occasionally some pithy subject for a short epistle in their native tongue should be proposed. And, to conclude, you may exhibit, if you please, some formulæ, which serving as a guide, a given theme may conveniently be treated.

Furnished with these rudiments in our school, boys will easily display the paramount importance of beginning from the best. Do you but now proceed, and enlighten with most honourable studies your well-deserving country.

It will be observed in the preceding directions, that the "Grammar and Lexicon method," whose unqualified adoption is now the characteristic of an orthodox school, is no where recommended or even authorized in this orthodox epistle. With regard to Dictionaries, it is no answer to object that the art of Printing was not yet sufficiently

aut emendetis, cum errabit. Interdum epistolæ brevis argumentum, sed argutum, lingua vulgari proponi debet. Postremò, silibet, ostendatis formulas aliquot, quibus traditum thema commodè tractari poterit.

His rudimentis pueri in schola nostra imbuti, facile declarabunt quantopere referat, ab optimis auspicatum fuisse. Vos modo pergite, ac patriam benè merentem honestissimis studiis illustrate.

perfected, to put these instruments of learning within the reach of every school-boy.

The plenty or scarcity of books does not affect the principle of the question, whether or not the boy should be assisted by the master: and it seems a most wanton and irrational perversion, to employ an increase of facilities in such manner as to bring upon the learner a tenfold increase of difficulties. It is clear that the tutor was at this time accustomed to give vivâ voce instruction to his pupils; in school phrase, he construed the lesson to the class. And the only difference which would naturally arise from the publication of Dictionaries, would be in favor of the accuracy of the teacher, who was thus enabled, in case of doubt, to refer to an acknowledged authority for the benefit of the learner. With regard to grammar, it is evident from this same letter, that it was taught very gradually; and was considered as an accompaniment, not as a preparation, to the reading of classic authors. Thus the several parts of grammar were carefully appropriated to different forms or classes: the mere distinction of the parts of speech being held sufficient for the first or lowest class, and the intricacies of inflection and construction being reserved for the sixth class.