I have explained the use of particular words chiefly by reference to similar usages in the passages here selected, is obvious. If a small part of Cicero, well learned, is sufficient to lay the foundation of a good knowledge of the Latin language, it is necessary to show that every particular usage, which is an essential part of the language, may be explained by like examples drawn from this small part. In selecting matter for notes which must be of limited extent, there is no rule that can be laid down. The object is to help the reader to understand the author; but some readers require help, when others do not. Where there is a palpable difficulty, there should be a note. In other cases, the commentator must be guided by a certain tact and feeling, which, combined with experience as a teacher, will enable him to make such remarks, and give such hints and suggestions as may be useful, though they may not be all that could be wished. Of all the pieces in this book the De Amicitia should be read last, for the reasons stated in the Introduction to that Dialogue. The first book of Letters is intended for young students, to make them familiar with the ordinary epistolary style of the Latin language. They should be learned so thoroughly that a boy should know every form of expression in them. The matter will cause little difficulty; the teacher's explanation and my few notes will be enough for that purpose. The shorter epistles of Cicero, those written in a careless manner, as one may say, are a good introduction to Terence, for they come near to the style of conversation. The second book of Letters, which contains longer and more elaborate epistles, is adapted for those who have made more proficiency. The long epistle to Quintus, being more in the oratorical style, will serve as an introduction to the orations of Cicero. The prose language of the Romans should be learned from Caesar, Terence, and the easier parts of Cicero, which will furnish ample material for the first few years of a student's course. The reading of other writers and of Cicero's Orations should be deferred till the pupil has mastered the Latin language well in the purest and simplest form, and where it is encumbered with few difficulties of matter. BRIGHTON COLLEGE, May, 1850. This Second Edition has been revised; and is better than the first, as a second edition ought to be. I am indebted for some useful remarks to my friend Mr. Macleane, Head Master of King Edward's School, Bath. BRIGHTON COLLEGE, ? cum re, sed plenu' fidei. e, sic noctesque diesque. animi tui et aequitatem, teque is deportasse sed humanitatem 'P B.C. 239. He became acquainted with Cato probably while Cato was praetor of Sardinia. There is an edition of the fragments of Ennius by F. Hessel, Amsterdam, 4to, 1707.-A. reads 'Flamininum vir ille haud magna cum re, sed plenu' fidei.' Fidei.] The penultima of the mitives of the fifth declension was ginally long, but in prose it is al to pronounce it short, unless vowel 'i' precedes it. (Key's mmar, p. 16.) The elision of s' before a consonant, as in nus,' occurs frequently in Lu |