by morning parts as is showed, and have got it pretty well by heart, (for which I judge three-quarters of a year will be time sufficient,) you may let them divide the whole syntax into twelve parts, reckoning them according to the several heads of it, thus: The first, De concordantia nominativi et verbi, substantivi et adjectivi, relativi, et antecedentis; the second, De constructione substantivorum, et adjectivorum cum genitivo; the third, De constructione adjectivorum cum dativo, accusativo, et ablativo; the fourth, De constructione pronominum; the fifth, De constructione verborum cum nominativo et genitivo; the sixth, De constructione verborum cum dativo, et accusativo; the seventh, De constructione verborum cum ablativo; the eighth, De gerundiis et supinis, et de tempore et loco; the ninth, De constructione impersonalium et participiorum; the tenth, De constructione adverbiorum; the eleventh, De constructione conjunctionum; the twelfth, De constructione præpositionum, et interjectionum. All of which twelve you may add to the thirty parts in the Accidents and Propria quæ maribus, &c., and let your scholars bestow a month's time together in repeating and examining the Accidents, and thus far of the grammar, (both for parts and lessons,) till they have thoroughly made it their own; and that they may the better conceive how it hangeth together, and what use they are to make out of its several parts, you should often make them run over the heads of it, and give them an analysis of their dependency one upon another.

After this they may more understandingly proceed to the figures of words and construction, the definitions whereof and their examples they need only get by heart; and for that purpose do you note them out with a pen, and in explaining them give as many examples as may make them fully to apprehend their meaning. But when they have said the definition of one or more figures at a part by heart, you may cause them to construe all they find concerning it; and to help them in so doing, they that are otherwise less able may make use of Mr. Stockwood's little book of Figura construed. Then let them go on to Prosodia, for their more easy understanding of which, as they proceed in it, you may tell them the meaning of it in brief, thus:

Prosodia, being the last part of grammar, teacheth the right pronunciation of words, or the tuning of syllables in words as they are pronounced; and therefore it is divided into a tone, or accent, a spirit, and a time, whereof a tone ordereth the tune of the voice, showing in what syllables it is to be lifted up, and in what to be let down, and in what both to be lifted up and let down; so that there are three tones,-a grave, which is seldom or never made but in the last syllable of such words as ought to have had an acute in the last syllable, and that in the contexture of words in this manner: Nè si forte sopor nos occupet; an acute, which is often used to distinguish some words from others, as uná, together, seduló, diligently, remain acuted at the end of a speech, and in continuation of speech have their acute accents turned into a grave to make them differ from una, one, and sedulo, diligent; a circumflex, which is often marked to dedenote a lost syllable, as amârunt for amaverunt. A spirit ordereth the breath in uttering syllables, showing where it is to be let out softly and where sharply, as in ara, an altar, and hara, a swine coat. The mild spirit is not marked, but the weak letter n being used as a note of aspiration only, and not reckoned as a consonant, serveth to express the sharp spirit. There are three rules of accent which are changed by difference, transposition, attraction, concision and idiom. Time showeth the measure how long a syllable is to be in pronouncing,

not at all regarding the tone. A long syllable is to be a longer while, and a short a shorter while in pronouncing. Of long and short syllables put to

gether orderly, feet are made, and of feet, verses.

4. Now to know when a syllable is long or short there are rules concerning the first, the middle and last syllables, so that if one mind in what part of a word the syllable stands, he may easily find the rule of its quantity.

The sum of prosodia being thus hinted to them, they may get it by heart at morning parts; and if they can not construe it well by themselves, they may be helped by a little book made by Barnaby Hampton, called Prosodia construed. But be sure that they can read you every part into English, and tell you the true meaning of it. Your own frequent examination will be the best way to know whether they understand it or not. And to prepare them for the practice of it in making verses, I would first let them use it in learning to scan and prove hexameter verses only out of Cato or Mantuan, or such authors as they have read, thus:

I. Let them write a verse out, and divide it into its just feet, giving a dash or stroke betwixt every one; and let them tell you what feet they arc, and of what syllables they consist, and why they stand in such a place, as

Si Deus- est ani-mus no-bis ut- carmina- dicunt.
Hic tibi- præcipu- è sit- pura- mente co- lendus.

2. Let them set the mark of the time or quantity over every syllable in every foot, and give you the reason (according to the rules) why it is there noted long or short, as

Si Děŭs ēst ǎni-mūs nō-bîs ût-cărmină- dicunt.
Hic tibi praecipŭ- ē sît- pūrā-mēntě co-lēndūs.

Let them now divide Figura and Prosodia into six parts; the first, De figuris dictionis, et constructionis; the second, De tonis, et spiritibus; the third, De carminum ratione, et generibus; the fourth, De quantitate primarum syllabarum; the fifth, De mediis syllabis; and the sixth, De ultimis syllabis; which they may add to the forty-two parts aforementioned, and keep by constant repetition of one of them every day till they can say them all very well by heart, and give a perfect account of any thing in them.

Then let them begin the Accidents and go through it, and the whole Latin grammar in twelve parts, only construing and giving an account of the by-rules, but saying all the rest by heart so that the first part may be the introduction; the second, the construction of the eight parts of speech; the third, orthography; the fourth, etymology so far as concerns the species, figure, number, case and gender of nouns; the fifth, concerning the declension (including Quæ genus) and the comparison of nouns; the sixth, concerning a pronoun and a verb; the seventh, concerning a participle, an adverb, a conjunction, a preposition, and an interjection; the eighth, syntaxes so far as concerns the concords and the construction of nouns; the ninth, concerning the construction of verbs; the tenth, concerning the construction of participles, adverbs, conjunctions, prepositions and interjections; the eleventh, concerning figures, tones and spirits; the twelfth, concerning the manner of verses and the quantity of syllables.

Now in repeating these parts I do not enjoin that only one boy should say all, though I would have every one well prepared to do so; but that one should say one piece, and another another, as you please to appoint either orderly

throughout the form, or picking out here and there a boy at your own discretion. According to this division, the whole Accidents and Grammar may be run over once in a month's space, and continued in the upper forms by repeating one part only and constantly in a week so that it may never be forgotten at the school.

This form, in short, is to be employed about three-quarters of a year,—

1. In reading four or six verses out of the Latin Testament every morning immediately after prayers.

2. In repeating Syntaxes on Mondays, Tuesdays and Wednesdays, and the Accidents and Propria quæ maribus, &c., on Thursdays for morning parts. 3. In Esop's Fables for forenoon lessons.

4. Janua Linguarum for afternoon parts.

5. In Mantuan for afternoon lessons on Mondays and Wednesdays, and in Helvicus' Colloquies on Tuesdays and Thursdays.

6. In the Assembly's Latin Catechism on Saturdays for lessons.

7. In translating every night two verses out of the Proverbs into Latin, and two out of the Latin Testament into English, which (with other dictated exercises) are to be corrected on Fridays after repetitions are ended, and shown fairly written on Saturday mornings; but because their wits are now ripened for the better understanding of grammar, and it is necessary for them to be made wholly acquainted with it before they proceed to the exact reading of authors and making school exercises, I would have them spend one-quarter of a year chiefly in getting Figura and Prosodia, and making daily repetition of the whole Accidents and common grammar; so that this third year will be well bestowed in teaching children of between nine and ten years of age the whole grammar, and the right use of it, in a method answerable to their capacities, and not much differing from the common mode of teaching.

V.-How to try children to the utmost whether they be well grounded in the grammar; and how to go more expeditiously to work in teaching the Latin tongue to those that are at years of discretion.

It is an ordinary course in most of our grammar schools for the usher to turn over his scholars to the higher master after they have gone through the grammar and (with some) been exercised in construing and parsing here and there a piece of the forementioned lower authors, and in turning English sentences or dictates into Latin; but ofttimes it cometh to pass that partly through the usher's want of skill or care to insist upon those things chiefly and most frequently which are the most necessary to be kept in mind, and partly through children's want of heed who are apt to huddle over all parts and lessons alike, not observing what use they are to make of any one in particular more than another, there is no sure foundation laid for the master to build safely upon, which causeth him (if he be not very discreet) to cast off many boys as unfit by him to be further wrought upon, or continually to fret and grieve himself to see his scholars so often mistake themselves in any task or exercise that he setteth them about; and the poor children, being all this while sensible of their own imperfectness in the first grounds, are daunted to see their master so often angry with them, and that they are no better able to perform their work to his better satisfaction, which they would gladly do if they did but a little understand how to go about it. Some also preconceiting a greater difficulty to be in

learning than they have hitherto met withal, and not knowing how to encounter it, become utterly discouraged with the thoughts of a new change, and choose rather to forsake the school than proceed to obtain the crown of their by-past labors,—I mean the sweetness of learning which they are now to gain under the master; for after children are once well grounded by the usher, they will go on with ease and cheerfulness under the master, delighting to read pure language and variety of matter in choice authors and to exercise their wits in curious fancies; and it will be an extraordinary comfort to the master to see his scholars able to run on of themselves if he but once show them the way to perform any task that he propoundeth to them. It is necessary therefore for the master, before he take scholars to his only charge, to see first that they understand the rudiments or grounds of grammar, and then the whole grammar itself, and that they can thoroughly practice them; but especially to help those in the understanding and exercise thereof that by reason of sickness or the like accident have been oftener absent, or that have not been so long at the school as their fellows, or who by reason of their age or stature will quickly think it a shame to be left under the usher behind the rest. Now to try whether a child be well grounded or not this course may be taken:

1. Let him take some easy fable in Æsop, or any other piece of familiar Latin, and let him construe it of himself according to the directions given in my Grounds of Grammar, 1. 2, c. 13.

2. Then let him write down the English alone, leaving a large space between every line wherein he should afterward write the Latin words answerable to the English, ex. gr.:

De sene vocante mortem.

Of an old man calling death.

Quidam senex portans fascem lignorum super humeros

humi.

longa via,

ex nemore, An old man, carrying a bundle of sticks upon his shoulders out of a forest, сит defessus esset vocavit mortem, fasce when he was weary with the long way, called death, the bundle being deposito Ecce! mors advenit, et rogat causam quamobrem laid down on the ground. Behold! death cometh, and asketh the cause why Tunc senex ait, ut imponeres hunc fascem he had called him. The the old ma saith, that thou mightest lay this bundle of lignorum super humeros.

vocaverat

se.

sticks upon my shoulders.

3. Let him next tell you what part of speech every word is, as well English as Latin, and write them down (as I have also shown formerly) under so many figures, joining the English figures to the words to which they belong, beginning to reckon and pick up first all the nouns, and then the rest orderly after this

4. Let him decline any one or more nouns, and conjugate any one or all the verbs throughout, and then write them down at large according to what I have formerly directed and is practiced in part in Merchant Tailors' School, as is to be seen in the Probation Book lately printed by my noble friend and most actively able schoolmaster, Mr. W. Dugard, only I would have him join the English together with the Latin.

5. Let him give the analysis of any word, first at large by way of question and answer, and then sum it up in short, as to say or write it down thus:

The Analysis of a Noun Substantive.

What part of speech is lignorum, of sticks?

Lignorum, of sticks, is a noun.

Why is lignorum a noun?

Because lignum, a stick, is the name of a thing that may be seen.
Whether is lignorum a noun substantive, or a noun adjective?

Lignorum is a noun substantive, because it can stand by itself in signification, and requireth not another word to be joined with it to shew its signification. Whether is lignorum a noun substantive proper, or a noun substantive common?

Lignorum is a noun substantive common because it is common to more sticks than one.

Of what number is lignorum?

Lignorum is of the plural number because it speaketh of more than one.

Of what case is lignorum?

Lignorum, of sticks, is of the genitive case because it hath the token of, and answereth to the question whereof? or of what?

Of what gender is lignorum?

Lignorum is of the neuter gender because it is declined with this article hoc. Why is lignorum declined with this article hoc?

Because all nouns in um are neuters according to the rule in Propria que maribus, omne quod exit in um, &c.; or Et quod in on vel in um fiunt, &c. Of what declension is lignorum?

Lignorum is of the second declension because its genitive case singular endeth in i.

How is lignorum declined?

Lignorum is declined like regnorum, thus: