2. Let them first repeat over the verb sum, according to four moods only, (the optative, potential and subjunctive being the same in all verbs,) because it hath a proper manner of declining, and is most frequently used, and will be helpful to form the preter tenses in the passive voice, which consist of a participle joined with it.

3. Let them get the active voice very perfectly by heart, and afterward the passive, (though they do it more leisurely, taking but one mood at a lesson,) and let them now repeat the paradigms as they stand confusedly together in their book, but sever them one from another, and go on with one at once, viz., amo by itself, doceo by itself, lego by itself, and audio by itself, through all moods, tenses, numbers and persons, giving the English with the Latin, sometimes putting the one before and sometimes the other; and be sure to make them mind all the figures in English, and the terminations answering to them in Latin.

4. Then teach them to form only the first person singular of every conjuga tion severally, both with Latin before English and English before Latin, as amo, I love, amabam, I did love, &c.; or I love, amo, I did love, amabam, &c.

5. Cause them again to form only the present tense, with the tenses that depend more immediately upon it, and then the preter tense, with those that are formed of it. And give them here to observe the rule in their Accidents touching the formation of the tenses, which is more easy to be delivered and remembered, thus: All tenses that end in ram, rim, ssem, ro, sse, are formed of the preter tense, and all the rest of the present tense, according to the Latin verse: Ram, rim, ssem, ro, sse; formabit cætera præsens.

6. Make them give you the terminations of the first person singular, throughout all moods and tenses, of each several conjugation, as to say, the terminations of the first persons singular in the first conjugation are o, abam, avi, averam, abo, &c. Then let them run over the terminations of all the persons in both numbers of every mood and tense in the several conjugations, as to say, the terminations of the indicative mood, present tense, of the first conjugation are, o, as, at, amus, atis, ant; of the preterimperfect tense, abam, abas, abat, &c.

7. Let them join the terminations of the first person with the signs of every tense in both voices, thus: o, do; bam, did; ¿, have; ram, had; bo, shall or will, &c.; or, am; bar, was; us sum vel fui, have been; us eram vel fueram, had been; bor, shall be, &c., throughout all the conjugations. And let them withal take notice how the three persons in both numbers differ both in sig. nification and ending, as I, o and r; thou, s and ris; he, t and tur; we, mus and mur; ye, tis and ni; they, nt or ntur.

8. Let them repeat the active and the passive voice together, and compare them one with another as they form them in all persons throughout each mood and tense of every conjugation, thus: amo, I love; amor, I am loved; amabam, I did love; amabar, I was loved, &c.

9. Exercise them well in so many several examples of the four conjugations, as that on a sudden they can render you any verb out of Latin into English, or out of English into Latin, with its right mood, tense, number and person, you telling them the first word of it, or they knowing it beforehand, as if you say, we have run, they can answer, cucurrimus; or if you say, I shall blot, they can answer, maculabo, having learned that curro is Latin for to run, and that maculo signifieth to blot. To make them more fully acquainted with the variation of a verb, it were good sometimes for them to write out at full length, both in

English and Latin, making a line betwixt the alterable part of it, and the termination, (which remaineth alike to all,) thus: voc-o, I call; voc-as, thou callest; voc-at, he calleth, &c.

N. B. The nouns and verbs being thus perfectly gotten at the first, (till which be done, the preface before the grammar counteth not the scholar ready to go any further, and saith it may be done with a quarter of a year's diligence, or very little more,) the difficulty of the Latin tongue will be quite overpast, and a child will more surely and heedfully learn them thus singly by themselves than by long practice in parsing and making Latin, because then he is to attend to many other things together with them, for the better observation whereof these will abundantly prepare him.

And because all children are not so quick-witted as fully to apprehend the various alteration of the nouns and verbs till after long and continued prac tice, it were good if a time were set apart, once a week, wherein all the scholars (especially of the three lower forms, and those in the upper that are less expert, as having perhaps come from a school wherein they were never thus exercised) may be constantly employed in this most profitable exercise. And for more ready dispatch amongst a multitude, it is not amiss if they repeat them through in a round, word by word, saying every one in order after another, thus: 1. Sing. nom., musa, a song; 2. Gen., musæ, of a song; 3. Dat., musæ, to a song; 4. Accus., musam, the song, &c., till they have gone through all the declensions and conjugations, and the forementioned variety of practice upon them, according as we may observe Corderius in his Colloquies to have given us a hint. And to stir them all up to more attentiveness, the master may (unexpectedly sometimes) ask the case of a noun, or the mood and tense of a verb, of one that he espieth more negligent in minding than the rest.

As a help to the better performance of this necessary task, I provided a little book of one sheet, containing the terminations and examples of the declensions and conjugations, which the less experienced may make use of till they can exercise themselves without it; by the frequent impression and ready sale whereof, I guess it hath not been unacceptable to those of my profession for the purpose whereto I intended it; and I have sometimes in one afternoon made a thorough practice of all that hath here been mentioned touching nouns and verbs, without any wearisomeness at all to myself, or irksomeness to my scholars, who are generally impatient of any long work, if it be not full of variety, and easy to be performed.

Some little pains would also be taken with the pronouns, so as to show their number, distinction, manner of declining both in English and Latin, and their persons; and then with the participles to mind how their four tenses are distinguished both by their signification and ending, and how they are declined like adjectives.

Touching adverbs, conjugations, and interjections, they need only to tell of what signification they are; and touching prepositions, let them observe which serve to an accusative case, which to an ablative, and which to both.

Now for the more orderly dispatch of this first part of the Accidents and the better learning of every part of it, not by rote, but by reason, and to make children more cunning in the understanding of the things than in rehearsing of the words, and to fasten it well in their memories, I have fonnd it very profitable to set apart two afternoons in a week (commonly Tuesdays and Thurs

days) for the examination of it all quite through, causing one side of a form to ask the questions out of the examination of the Accidents, and the other to answer according to the words of their book; and whether they do this exactly, memoriter, or sometimes looking upon the book, it makes no matter, for the often practice thereof will be sure to fix it after a little while in their under- . standing and memories so fast, that they will have it ready for use against they come to the second part of the Accidents, which concerneth concordance and construction.

N. B. When children first begin their introduction, they may provide a little vocabulary, (if the Orbis Pictus be too dear,) out of which they should be made to read a chapter every day, at one or four o'clock, and when it is read over you may see who can give you the most names of things under one head, both English and Latin, and let him that tells you the most have some little reward for encouragement, to draw on others in hope of the like to do as well as he. This profitable exercise was often used by Corderius, and is an excellent mean to help children to store words, which are indeed the subject about which grammar is conversant, so that to teach one grammar without giving him some knowledge of words, is to teach him to tie a knot that hath not a string to tie it upon. They may say the introduction for parts, and the vocabulary for lessons, (as you please,) and whenever they go out about necessitous business, be sure they say (at least) four words of those which they have learned, and let them always carry their vocabulary about with them to be looking into it for words.

Thus, then, I allow one-half year for boys in the lowest form, that can read and write beforehand, to learn the first part of the Accidents, and how to call things by their Latin names, making use of a vocabulary.

And then I would have them divide the whole introduction into twelve parts, (as they did at the first reading of it over,) and repeat constantly every morning one by heart to fix it well in the memory; and for forenoon lessons (to be said about ten o'clock) they may proceed to the second part of the Accidents, commonly called the English rules, for the perfect knowledge and exercise whereof, they may profitably spend the succeeding half year.

In getting whereof, because custom hath everywhere carried it (contrary to those excellent directions given in the preface to the reader, of which Mr. Hayne mentioneth Cardinal Wolsey to have been the author) for children first to read them over, and afterward to con them by heart as they stand in the book, (making it a work merely for the memory, which some children are good at, though they understand nothing at all, and therefore many unskillful masters, not knowing how to do otherwise, especially with boys that cannot write, let them run on by rote, presuming that when they have got the rules thus, they may be afterward made to understand them by practice in parsing,) I will go along with the stream, and allow my scholars to get them by heart, saying two or three rules at a time, as they do in most schools; and as they do this, I would have them chiefly to take notice of the titles, or heads, and which are the general rules, and which are the observations and exceptions made concerning it, that by this means they may learn to turn readily to any one of them that shall be called for. But that children may best understand and soonest conceive the reason of the rules, and thereby be made acquainted with the fashion of the Latin tongue, (which is the main scope that this part of the

Accidents aimeth at,) I would have them daily exercised in the practice of concordance and construction (which will also confirm and ready them in the introduction) after this manner:

1. Let them mark out the more general and necessary rules (as they go along) with their examples, and after they have got them perfectly by heart, let them construe and parse the words in the example, and apply the rule to the words to which it belongeth, and wherein its force lieth.

2. Let them have so many other examples besides those that are in their book as may clearly illustrate and evidence the meaning of the rule, and let them make it wholly their own by practicing upon it, either in imitating their present examples, or propounding others as plain. Thus, that example to the rule of the first concord may be first imitated: Præceptor legit, vos vero negligi tis. The master readeth, and ye regard not. The pastors preach, and people regard not. I speak, and ye hear not. We have read, and thou mindest not. And the like may be propounded, as-Whilst the cat sleepeth the mice dance. When the master is away the boys will play. Thou neglectest when I write. And these the children should make out of English into Latin, unto which you' should still add more till they be able by themselves to practice according to the rule.

3. After they have thus gone over the general rules, let them together with one rule get its exceptions and observations as they lie in order, and learn how they differ from the rule, and be sure that they construe and parse every example, and imitate and make another agreeable to the rule, observation or exception, as is shown before.

N. B.-Now forasmuch as little ones are too apt to forget anything that hath been told them concerning the meaning of a rule and the like, and some indeed are of more leisurely apprehensions than others, that require a little considera. tion of a thing before they can conceive it rightly, they may be helped by making use of the second part of the Accidents examined, wherein,

1. The rules are delivered by easy and short questions and answers, and all the examples are Englished, and the words wherein the force of the example lieth are applied to the rule.

2. The examples are grammatically construed, and all the first words in them set down in the margin, and referred to an index, which showeth what part of speech they are, and how to be declined or conjugated. This I contrived at the first as a means to prevent children's gadding out of their places, under a pretense of asking abler boys to help them in construing and parsing these examples, but upon trial I found it a great ease to myself for telling the same things often over, and a notable encouragement to my scholars to go about their lessons, who always go merrier about their task when they know how to resolve themselves in anything they doubt.

3. When they have got the second part of the Accidents well by heart, and understand it (at least) so far as to be able to give you any rule you call for, you may divide it also into eight parts, according to the heads set down in the book, whereof the

First may be concerning the first, second and third concord.

The second, concerning the case of the relative, and the construction of substantives.

The third, concerning the construction of adjectives, and of a pronoun.

The fourth, concerning the construction of verbs with a nominative and genitive case.

The fifth, concerning the construction of verbs with a dative, accusative and ablative case.

The sixth, concerning the construction of passives, gerunds and supines.
The seventh, concerning time, space, place and impersonals.

The eighth, concerning the participle, the adverb, the conjunction, the preposition, and the interjection, which being added to the foregoing twelve, the whole Accidents may be easily passed over at twenty parts, and kept surely in mind by repeating it once a month for morning parts, and examining it every Tuesday and Thursday in the afternoon.

As they made use of the Vocabulary, together with the first part of the Accidents, so may they join Sententia Puerilis with the second, which book I would have them to provide both in English and Latin.

1. Because it renders the book more grateful to children, who by reading their lessons in their mother's tongue know better what to make of them.

2. Because they are apt to mistake what they have been construed, especially in words that have various significations.

3. Their memories being short, they must be told the same word as oft as they ask it ere they come to say it, and when they come (perhaps) they can not construe one sentence to any purpose.

As they learn this book, let them but take three or four lines at once, which they should,

1. Construe out of Latin into English, and then out of English into Latin. 2. Decline the nouns and form the verbs in it throughout, and give the rules for the concordance and construction of the words.

3. Bring their lessons fairly written out both in English and Latin, in a little paper book, which will exceedingly further them in spelling and writing truly. 4. To fix their lessons the better in their memory, you may ask them such plain questions as they can easily answer by the words in the sentence.

5. Let them also imitate a sentence sometimes by changing some of the words, and sometimes altering their Accidents.

6. Give them sometimes the English of a sentence to make into Latin for themselves, and then let them compare it with the Latin in the book, and see wherein they come short of it, or in what rule they fail.

For though the main end of this book, which is full of plain lessons both of honesty and godliness, be to instill those grave sayings into children's minds, (some of which notwithstanding are too much beyond their reach) and it be not perhaps so useful for the speedy gaining of Latin, yet by being thus made use of, it may be very much improved to both purposes.

Here I think it no digression to tell, how I and some school-fellows (yet living, and eminent in their scholar-like professions) were nestled two or three years together in learning this book of sentences. After we had gone over our Accidents several times by heart, and had learned part of Propria quæ maribus, we were put into this book, and there made to construe and parse two or three sentences at once out of mere Latin, and if in anything we missed, we were sure to be whipped. It was well if, of sixteen or twenty boys, two at any time could say it, and that they did say it right was more by hap-hazard than any thing that they knew; for we knew not how to apply one rule of grammar to