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scholar in ali common schools; Which after this fori, the mastershali teach without ali error, and the scholar shali learn without great patii; the master being led by so sure a guide, and the scholar being brought into so plain and easy a Way. And there- fore me do not contemn rules, but We gladly teach rules, and teacti them more plainly, sensibiy, and orderi y, than they be
shali comparo Tully's book with the scholar's translation, let thomastor at tho firsi lead and teach his scholar to join the rules of his grammar book With the examples of his present lesson, untii tho scholar by himself be able to fetch out of his grammar everyriale for eVery eXample; so as the grammar book be ever in thoscholar's harid, and also used of him as a dictionary for every present use. This is a lively and perfect way of teaching Of
the graminar alone by itself, is tediolis for the master, hard forthe scholar, cold and uncoinfortabie for them both. Let your scholar be never ahaid to ask you any docti, but
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6 Cicero, Brutus, 58. Sed magni interest quos quisque audiat quotidie
domi, quibuscum loquatur a puero, quemadmodum patres, paedagogi, matres etiam loquantur. Legimus epistolas Corneliae matris Gracchorum :apparet filios non tam in gremio educatos quam in sermone matris. In another passage of the Brutus c. 27 he spealis again of the care of this Roman matron about her son s education : Fuit Gracchus diligentia Corneliae matris a puero doctus et Graecis literis eruditus; nam semper habuit exquisitos e Graecia magistros.V
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Roman history and Roman institutions; and in reading Cicero 'sLetters and orations he will learn something more Of like matters,
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to construct a single sentence Or to ulter a single phrase in con
another longue is quite a disserent thing. Indeed so disterentare the two things, that a person may learn by ear to Speah a modern language fluently, and yet he may have only a stighthnowledge of it; for the language of common conversation is very limited. Is he has learned to write the language so as toexpress himself with ease on the ordinary matters of lise, as ina letter or the like, he will have a greater command of the langvage ; but even then, his knowledge will be superficiat without a cares ut study of the best writers. It is true that the writing of exercises is one of the means noWemployed for the teaching of modern languages, but the Wrilingos exercises may be an impediment to learning a language. The method of the exercises may be as bad and as ill adaptedio the objeci, as it would be sor a man to learn a foretgn longue
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or ili, requires practice. Now the mahing of Latines V whichleads to such a result is oris of the ili consequences of teachin g, of whicli Ascham complains in his day ; and the fame complaint may be made noW. Budaeus lamented the ili consequences of
principi e good eXercises cannot differ much. A method whichlias been tried with success, and is founded on a clear principie, is stlown in the lato Μr. Wittich's German Exercises, and his German Talos. The exercises begin With principat sentences, or Simple propositions, a nouit, the verb to be,' and an adjectiveor Other predicate. The most necessary words are Supplied atthe laot of the page. Ni the fornis of simple sentences in the German language are successively presented in the eXercises, and by writing these exercises, in Whicli scarcely any error can bemade, the learner masters one pari and the eastest part of the language, but yet the most important, as being the foundationos ali his futuro knowledge. He then proceeds to the eXercises in Whicli subordinate or dependent sentences Occur, and whentio has writton ait these, and also the second part of the exe cises, he has gone through nearly every form of expression whichoxisis in the language. While he is Writing the exercises, hemay re ad the German tales, whicli are constructed on the fame principie as the exercises. A learner Who has gone through thesi This is the judgment of one of the greatest masters in his ari: vero enim etiam illud dicitur, perverse dicere homines perverse dicendo facillime consequi.' Cic. De Orat. i. 33. What must be the consequence of the perverse scribendo Θ'
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exercisos and the tales in the manner Whicli the author recommends, is able to write and speah the German language, and toread any easy author. Τhe method requires perSeverance, regu
command over the German language, Whicli Very feW possess. I do not bellove stat any system of Writing Latin exercises no in use would produce a similar result; and yet it is eastor tolearn to write Latin, as weli as a modern can learn to write it, than to learn to write Germansi. Latin might be learned in the sanie Way, is a teacher had asgreat command Over it, as a German has over his own language; but this is impossibio, and some other Way must be attempted. A toacher's knowledge of Latin is solely founded on a few Latinauthors, and his own judgment is no auctority; he must alWaysappeal to his originals. It is therofore necessary that the Latiniangvage must be learned Dom Latin authors, who furnisti thematior of the language both for the teacher and the learner. The direct object is not to learn to writo Latin ; it is to be ableto read the authors with ease ; and the means os accomptishingiliis must be sonte method that shali attain the objeci, and atthe sanie time be a good discipline sor the learner. A good disciplino has not only the advantage of being good as a discupline, but it will secure the object which Wρ have in view. Αbad disciplino wili generalty fuit altogether; and thosse Wholearn in spite of it, throw a Way much of their time and labour: they learn much which, as Ascham says, they Will afterwards be
Exercises, and also a German Grammar.
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cate. In learning the conjugations also the usual signf Or translations should be avoided, as they lead to erroneous notion S, particularly in the subjunctive inood. The method adopted in Professor Κ0y's Grammar is that of conjugating the verbs inconnexion With some other Latin Words, so as to form a stiori sentence, of whicli a translation is given. This method is Deo λοm ali objection; the boy learns the meaning of ths tenses inconnexion with Other Words, and at the fame time lio begins toget a sinali vocabulary. As to the eight paris of speech, as Ascham calis them, thereis no use in telling a boy the nam es of a number of things before he Sees them. He cannot comprehend what a preposition is tillhe sues it used. When he learns the fornis of nouns, adjectives, and verbs, he will also learn their names, and he may deferlearning the names of the other paris of speech tili he me eis with
The nexi ining to learn according to Ascham, is the rightjοining together of substantives With adjectives, the nolin Withthe verb, the relative With the antecedent, ' or the three concordances, as he calis them. There is only one Way of learning this, whicli is by examples Dom Latin authors; and a teachermay find plenty of the simplest sentences in tho best Latinauthors which will servo this purpose L I say, in the best Latin authors for I woiild not have the master mahe them him-Self. He may select for this purpose as many as he shali thinhfit, Whicli ho must translate to the boy, and he must fully
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such way that tho order of the English words shali correspondio the Latin, as far as the two idionis Will alios, whicli in sueti Simple sentences Wili generalty not be dissiculi; but whon this cannot be done, the teacher must give the meaning of the whole Latin sentence in good plain Englisti, Without rogarding the differetice in the order of the words in the two languages, and
will be trus. He will acquire a great number of Words, and aknowledge of his three concordances. Ιf the master has done
have acquired, So far as he has gone, a right choice of Words,
use of the pronouias and the prepositions. NON it is easy to select simple sentences, in Whicli the principat uses of the pro-
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Words, a knowledge of the Structure of simple sentences, and of the use of the pronouias and prepositions, is ready to proceedupon Ascliam's method. It sesenis a Lind of truism to state thata boy can Only learn the Latin language froin the Latin authors; but is tho truth is trite, it is not the less necessary to enlarce it, lar praeticalty it is disregarded. By Latin authors I mean notscraps or de tached sentences, but large consecutive pieces. Isa boy could froni the first b0gin, With the teacher's aid, to reada Latin author, he ought to do it: but this is hardly possibio, and 8ome preparation of some hind must be made; about thonature of whicli preparation there may be disserencs of opinion. The examination of the forins of the words of a languagebolongs to that division Os grammar, Whicli is called etymology,
a term Whicli comprehends both the varieties of form Which any giVen Word may undergo, and also the relations of Words toother hindred words. A true etymological examination ofWords leads to a proper classification of them, to a dsterminationos their elementary paris or roois; and by a comparison of the Various passages in Whicli they occur, to a determination of their primary and secondary meanings. An eXamination of the various fornis of nouias also leads to a better arrangement of their deciensioris'. By reducing each noun to iis crude form, that is, to the form Whicli it has whon deprived of the adjuncis of case, the learner perceives What is the true word and whatis the accident or modi Wing pari: thus lapid' is ilis true Wordfor stone,' of which lapis,' lapidis,' lapidibus,' are tho word With iis accidents of case. The fame remark applies to Verbs: mone, ' is the verbal forni, whicli has iis tenses, moneo' monebam,' monebo, ' fornied by certain additions. Τheelement or root is generalty a monosyllabie, and AOmetimes muStbe traced bach through severat fornis bolare it can be dis- covered; as tegmentorum' leads to the crude form tegmento, ' Whicli again leads to tegmen; ' and a comparison of tegmen'
' Sed Professor Κey's Latin Grammar.
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and Other wOrds. This mode os examining the fornis of a langvage is noW made part of the education of boys in mostschools, where Latin is taught well. It is onse of the great aidstoWards laying a soluid knowledge of the structure and meaning of Words, and consequently it is essentiat towards a rightchoice of wOrds. V The system of crude fornis is fulty explainedin Professor Κey's excellent Latin Grammar. The explaining of the shori sentences to the boys may be commen ced as soon as they know the forins of the nouiis and the veri, to be for numerous sentences may be found in Latinauthors, Whicli consist of nothing more than the subjeci, theverb to be,' and a predicato. The boy may be ted on to simplesentences containing the verbs of predication, so soon as he haslearned the four conjugations; and he may thus be learning Something of the structure of a sentence at the fame time that
he is learning his grammar. This method diminishos the tedium os elementary instruction, while it lays in a good stock of Wordsand of the simple fornis of expression; and combinod with the
As to any other hind of exercises than this here mentioned, there is litile to recommend them; and many of these eXercises
λ EXercise books are very numerous, and of very different degrees of merit. Some are very bad. There is a good system os eXercises, entillud,
Constructive Exercises for teaching the Elements of the Latin Langvagoon a System of Analysis and Synthesis, by John Robson.