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Ascham wrote at a time, when the Latin language was not only the sole medium of communication between men of literature and science, but almost a necessary introduction to the common business of life and on this account it was desirable that Latin composition should be more exclusively studied in early youth. Accordingly we find that Ascham's chief object is to perfect the student in "making of Latines," and the method which he recommends is admirably adapted to ensure proficiency in this exercise, which is still acknowledged the best test of scholarship. At the time Locke wrote, the use of the Latin language was far less general, and the business-practice of Latin composition, as at the present day, was comparatively unimportant. Hence we find that each of these writers dwells upon that part of his subject which was most worthy of general consideration in his own age. Ascham gives directions more particularly for the writing of Latin; Locke for the reading of Latin writers.

Another reason which may be assigned for our taking two authorities instead of one, in order to form a complete system of classical instruction, is that some of the abuses which Locke endeavours to correct had scarcely been heard of, much

less publicly defended when the tutor of Queen Elizabeth turned his attention to the subject. At that time, the greatest evil of school education, which we have already noticed under the title of "the Lexicon Method," does not appear to have been introduced; and it was unnecessary to expose the cruelty and absurdity of a plan, which even those ignorant school-masters whom Ascham so severely reprobates, dared not attempt to substitute for the course prescribed by their charter.

We might perhaps have been justified in quoting the single authority of Locke for the whole system of classical instruction we wish to recommend. He has in fact presented a scheme, which would serve to guide the student from the first elements of classic literature to the highest points of scholarship; and what is still more important, to direct the application of such acquirements to the purposes of life. On account of the extensive range thus taken by this great philosopher, the minuteness of the details which it comprehends, and its applicability to the present system of school education, we have given the preference to his name as a title to our series; and though his scheme is there embodied, and combined with those of his predecessors, we have

sometimes referred the origin of the whole publication, kar' oxnv, to LocкE, as the inventor of this method of interlinear translation.

Locke has indeed proposed a plan entirely conformable to more ancient authorities, but he has treated the subject rather on the ground of argument than precedent; and there is sufficient novelty in the details of his scheme, to establish a claim to originality in the improvement of scholastic education.

It must have been observed that the quotation above given from Locke, comprehends an entire course of classical instruction, from the first rudiments of the Latin vocabulary to be learned in the nursery, to the attainment of an elegant style in that kind of writing, which is universally acknowledged as a proof of " breeding, sense and abilities, "in which no gentleman can avoid shewing him"self." The latter stages of the course are not so fully particularized; partly because it was proposed principally for the student, "who does not "intend to be a critic, or make speeches and write dispatches in Latin ;" and partly because the elementary parts of learning required most correction at this time: the more advanced studies of the pupil depending in great measure on himself,

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and having been already noticed by earlier writers on the subject.

Ascham has given more minute directions for the attainment of a classic taste and style; and accordingly we refer chiefly to his authority for guidance to a scholarlike knowledge of ancient languages and literature. Whatever doubt be entertained on the classical acquirements of the great Philosopher, who has instructed and ennobled his country, by deeper speculations more generally useful; we believe that no exception will be taken to the competency and authority of Ascham, whose whole life was devoted to the education of youth, and who was acknowledged to be the best scholar of his age; that no exception will be taken to the learning and the judgment of Milton, whose claim to classical distinction is developed and immortalized in the noblest poetry which the language of England can boast.

If these high authorities were less uniform or explicit, it would perhaps be a presumptuous attempt, to concentrate in a single plan, the numerous advantages which they have suggested, in favor of the classic student. But there is little danger in confounding their opinions, when the only difference exists in this

that one has dwelt

more largely than another on some particular branch of the universal system, without opposing any of those general principles which affect the unity and symmetry of the whole.

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We now proceed to give a brief sketch of the publication, whose principle and details are thus powerfully authorized and we beg the candid reader to keep in mind those passages of the ancient writers above given, which it is scarcely necessary to re-quote at length with every division of our subject.

The method of Interlinear Translation forms the basis of our Series, and it will be found that we have closely followed the plan laid out by Locke, its original advocate. Locke not only proposed this method, but actually translated Æsop's Fables in such manner. The book now lies before us, and is thus described in the title page, "Esop's FABLES, in English and Latin, INTERLINEARY, for the benefit of those who, not having a master, would learn either of these tongues. The second Edition, with Sculptures. By JOHN LOCKE, Gent. 1723."

Besides this particular translation, which might be thought to have been taken at random, the par