NOTES TO PHEDRUS.

Prior, literally "former :" the comparative degree, in all languages, belonging properly to two subjects, though sometimes remote from common use.

2 Sorbitio means properly the action of "sipping up," but here denotes the concrete object of the action: just as we apply the English word "draught" to the liquid which is drank.

3 Latin verbs ending in urio commonly imply desire of the action expressed by the simple verb: thus edo, esum, signifying "to eat," esurio signifies " to wish to eat," or "to be hungry."

4 Quæ quum, &c. This frequent occurrence of the double relative seems rather harsh in English; but in Latin it is not only perspicuous but elegant. Here, indeed, its use might be attributed to the defect of a perfect active participle in Latin, as merely expressing having invited back;" but the same form occurs below, where the language would have furnished an imperfect participle, as quá lambente.

5 Many Roman terms relating to the festive board appear to allude to the thrill of life" supposed to pervade a social party : thus convivium "a banquet," conviva "a guest," &c. are derived from con "with," and vivo " to live." Perhaps also invito (above) may have some reference to this conjunctio vita, "the feast of reason, and the flow of soul."

• Literally, "we have received," i. e. intelligence or tradition; the verb accipio being often used in the sense of obtaining information.

7 Peregrina volucris may denote "a bird of passage;" peragro signifying" to journey," and volucris, any winged creature."

8 Hence our own word " equ'animity," expressing an imperturbable evenness of temper, vulgarly called "patience."

Taking then this fable as an example of Locke's method, let us examine how far it coincides with the plan laid down by earlier authorities. Not to dwell on the passages lately quoted from Milton, recommending that some short book be "thoroughly

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lessoned" to the pupil, we find, on recurring to Wolsey's letter, which is in fact the antitype of Colet's scheme, that this same mode of lessoning books to each class is distinctly prescribed through the whole course. Ascham, however, gives still more copious directions on this duty to the master. Speaking of the Epistles of Cicero, he enjoins"First let him teach the child fully and plainly "the cause and matter of the lesson; then let him "construe it into English so oft, as the child may easily carry away the understanding of it; lastly,

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parse it over perfectly. This done thus, 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 taught him "before."-This we consider a most important passage, as showing the unqualified opinion of the most learned and experienced tutor of his age, that, contrary to the present plan, the child is to be taught to construe Latin by the master, and is not to learn the English interpretation by himself. The master is here supposed to repeat the lesson to the pupil, till he knows it perfectly; and not to expect any knowledge of the matter or construction of a single sentence, without his own previous and continued teaching.

Considering the frequent inattention of young hearers, it must be confessed that this direction devolves so laborious a duty on the master, that we can scarcely be surprised that every pretext should be eagerly assumed to dispense with such exertion. However interested the tutor may be in the progress of his pupils, so tedious a process could not fail to weary the most patient: and this inevitable weariness might at length induce him to adopt the alternative of transferring the labor to the child by giving him a dictionary wherein to find the words himself.

Such being the extreme alternatives hitherto recognized in schools, of which the evil effects are so generally felt, does it not seem highly desirable that some middle course should be adopted, which would at once relieve both master and pupil from excessive and unnecessary drudgery, if such course could any way combine the good effects which each of these methods separately involves? Locke's Method of Interlinear Translation more than combines these good effects: and we have no hesitation in expressing our conviction, that, if this method had been known, and books of praxis already prepared, when first the inconvenience of oral instruction was felt and acknowledged, the

cruel and unnatural substitution of the Grammarand-Lexicon system would never once have been admitted or advocated.

When Locke first proposed this mode of printed translation, the adscititious evil had taken deep root in our schools; and few masters were willing to confess that they had followed a bad course because no better had before been offered. But it is surely now a pitiful fastidiousness to reject this obvious assistance tendered to the teacher and the learner, when the name of the original reformer is ranked with the highest authorities that can possibly be adduced in defence of the abuse. Is it that the master still pretends to give that oral instruction, which was formerly required at his hands? Or, is it that he fancies the lesson will be more strongly impressed on the memory of the pupil by his own solitary exertions?—In either case, we submit that Interlinear Translation is superior in efficacy.

It is quite impossible that the oral instruction of the master to a numerous class of pupils should be equally adapted to the faculties of all. One boy may require the lesson to be construed to him twice as often as another of quicker apprehension; and consequently any given number

of repetitions must either be insufficient for one part of the class, or more than sufficient for another. There must be either a loss of learning, or a loss of time. Whereas, when the English interpretation is printed, and allowed to be studied by every member of the class, each may bestow just so much time as is necessary for a perfect understanding of the lesson. Besides, the book is always in good humour with its reader, and is never tired of answering enquiries, or correcting errors; so that it is accommodated to the tempers as well as to the capacities of all,-neither disgusting the quick scholar by tedious repetition, nor discouraging the more backward by impatient remonstrance. Not that it tends to induce negligence on the part of the learner: On the contrary, the greater the facility of learning correctly, the greater should be the accuracy required by the master at the time of examination. Neither does it preclude any exertion on the part of the master himself, which he may be desirous to bestow from his own resources. A competent teacher will always find sufficient occasion for his observations, according to the different capacities and dispositions of boys, which will come with far more effect when the lesson is in some degree