a passage we have not space to quote, but which is the key to his system. In the brief space that remains to us, we can but outline the process of study he laid down, commending the method to the careful consideration of all teachers.

PREPARATORY.

LEARNER. After the child hath learned perfectly the eight parts of speech: let him then learn the right joining together of substantives with adjectives, the noun with the verb, the relative with the antecedent, p. 59.

A. DOUBLE TRANSLATION:

The Model Book, to begin with, which Ascham recommended in his time was John Sturm's selection of Cicero's letters, for the capacity of children. This work was first published at Strasburg in 1539, under the title of Ciceronis Epistola Libri iv, puerili educationi confecti; and again in 1572.

I. MASTER. a. Let him teach the child, cheerfully and plainly, the cause and matter of the letter, p. 61.

b. Then let him construe it into English, so often, as the child may easily carry away the understanding of it, p. 61.

t. Let him parse it over perfectly, p. 61.

11. LEARNER. a. Let the child, by and bye,

both conspire [i. e. combine] and parse it over again. So that it may appear, that the child doubteth in nothing that his master taught him before, p. 61.

.. So far it is the Mind and Memory comprehending and reproducing the Oral Teaching. b. Then the child must take a paper book, and sitting in some place where no one shall prompt him, by himself, let him translate into English his former lesson, p. 62. MASTER. t. Then shewing it to his master:

let his master take from him his Latin book. LEARNER. . Then, pausing an hour at the least let the child translate his own English into Latin, in another Paper Book. III. MASTER. a. When the child bringeth

it, turned into Latin; let the Master, at the first, lead and teach his Scholar, to join the Rules of his Grammar Book, with the examples of his present lesson, until the Scholar, by himself, be able to fetch out of his Grammar, every Rule for every Example. So, as the Grammar book be ever in the Scholar's hand, and also used of him as a Dictionary, for every present use, p. 64.

b. The Master must compare the child's Retranslation with Cicero's book, and lay them both together, p. 64.

Praising him where he doth well, either in choosing or true placing of Cicero's words.

But if the child miss, either in forgetting a word, or in changing a good for a worse, or misordering the sentence . . the master shall have good occasion to say. "N. [like M. or N. in the Catechism] Tully would have used such a word, not this. Tully would have placed this word here, not there: would have used this case, this number, this person, this degree, this gender: he would have used this mood, this tense, this simple rather than that compound: this adverb here not there; he would have ended the sentence with this verb, not with that noun or participle, etc.

In these few lines, I have wrapped up the most tedious part of Grammar and also the ground of almost all the Rules . . . Which after this sort, the master shall teach without all error, and the scholar shall learn without great pain: the Master being lead by so sure a guide and the Scholar being brought into so plain and easy a way, p. 63..

Axiom. A child shall take more profit of two faults, gently warned of, then of four things rightly hit.

.. All this while, the child she use to speak no Latin, p. 65.

With this way of good understanding the matter, plain construing, diligent parsing, daily translating, cheerfull admonishing, and heedfull amending of faults; never leaving behind just praise for well doing: I would have the Scholar brought up: while he had read and translated over the first book of Cicero's Epistles chosen out by Sturm; with a good piece of a Comedy of Terence [Terence at that time held a position in Latin Education, which has not since been maintained], p. 65.

B. ANALYSIS.

As you perceive your scholar to go better and better on away: first, with understanding his lesson more quickly, with passing more readily, with translating more speedily and perfectly than he was wont.

IV. MASTER. a. After, give him longer lessons to translate.

b. Begin to teach him, both in NOUNS and VERBS; what is Proper or Literal? what is Figurative? what is Synonymous, what is Diverse, which be Opposites: and which be the most notable Phrases in all his reading. V. LEARNER. a. Your scholar, after he hath done his Double translating, let him write in a third Paper Book four of the fore-named six, diligently marked out of every lesson. As

This diligent translating, joined with this heedful marking, in the foresaid Epistles: and afterward in some plain Oration of Tully, as pro Lege Manilia pro Archaia Poeta, or in those three Ad Caíum Cæsarem shall work such a right choice of words, so straight a framing of sentences, such a true judgement, both to write skilfully and speak witty, as wise men shall both praise and marvel at, pp. 69-72.

C. READING AND A SECOND KIND OF TRANSLATION.

After that your Scholar shall come indeed: first to a ready perfectness in translating, then to a ripe and skilful choice in marking out his six points, p. 179.

VI. LEARNER. a. I would have him read now, a good deal now at every lecture, these books, p. 180.

[1] Some book of Cicero, as the Third Book

of Epistles chosen out by Sturm, de Amicit., de Senect. or the first book Ad Quint. frat. [2] Some Comedy of Terence or Plautus (But