bad, the obsolete forms and the later, and all the varieties of style, were to be thrown together, such a motley mixture could not fail to produce confusion in the mind of the pupil at the very outset. A definite period of Roman literature should be chosen,-which can be no other than the golden age; a particular kind of composition, -which would, of course, be simple prose; and the style of some one writer, or at most, two or three writers, who best represent the true genius of the Roman language, and no writer has a better claim to this distinction than Cicero. Selections even from his works, may not be made at random. Only those passages can be adopted, which are simple and natural, and yet so rich in grammatical principles that they may be constantly resorted to for illustration. They should, furthermore, convey ideas and sentiments of such intrinsic value, that one's interest in them will not be lost by frequent repetition. In a word, nothing deserves a place in such a collection, except that which, both in respect to the idea and the form of expression, is worth remembering to the end of life.

How large an amount of Latin will need to be learned in the way proposed, in order to the happiest result? No exact measure can be given of what is required for this purpose. It

can only be said in general terms, that less than would be adequate to a full representation of all the forms and constructions which commonly occur in simple classic prose would fail to secure the object in view; while it would be unsafe, on the other hand, to attempt to crowd into the memory more than it can securely retain through life. The estimate will vary, partly according to the nature of the selections, as they may be more or less judiciously made, and partly according to the skill and invention. of the teacher, as he may be more or less fertile in drawing out from a passage the grammatical principles contained in it or suggested by it.

What method should be adopted for fixing the selections in the memory? Clearly, that which gives fullest play to all the powers of the mind. Artificial mnemonic aids are worse than useless, inasmuch as they produce an unthinking, mechanical familiarity with mere words, a pitiable substitute for knowledge, and repress the exercise of the judgment and the taste. The object of studying Latin is not the power of rehearsal, but an accurate knowledge of the facts, and a comprehension of the principles of the language. The rules which should regulate the employment of the memory in general, will be explained in another connection.

It is not the least of the advantages of this method, that it requires the teacher to go through the same process with the pupil. One of the principal hindrances to successful teaching is the want of sympathy between teacher and pupil. Where one's knowledge is of so long standing that the ardor of acquisition is lost and the processes by which it was made forgotten, some fresh study to revive old impressions and awaken new interest, becomes indispensable. Other things being equal, that individual who is himself making the most rapid progress in his studies, will impart the most interest to his pupils. Fire cannot communicate itself after it has gone out. Besides, it is now pretty generally conceded that neither long lessons learned from books by private study, nor instruction given by formal dictation is adapted to a young pupil. He needs shorter tasks, and more frequent exercises with his teacher. If these can be protracted, and, by a free intercourse, a perfect interchange of thought effected; if the instructer can come down entirely to the pupil's degree of knowledge, and have the patience to watch assiduously all his processes of thought, and sympathize with him as a friend and parent, not only will the exercise itself be made agreeable and instructive, but it will awaken a permanent interest, and furnish

the best guide for private study. Animated and familiar conversation, limited to the points in question, is admirably fitted to enlist all the powers of the youthful mind. Nothing is so important, at the outset, as to have a teacher, who, with an intellect not only well disciplined and furnished, but interested and active, and a warm and sympathizing heart, can stand before his class as the living expositor of all that is taught. All the powers of such a teacher's mind come in contact with those of the pupil, and have a forming influence upon them. Only he who gives out the whole man in teaching, can call forth the whole man in those who are taught. But it is not enough of preparation that the instructer have the principles of the language at ready command; he must also be familiar with the tasks of the class,-with all the selections which have been committed to memory by them, so that he may be able, at any moment, to call up for illustration whatever has occurred in previous lessons. Let him not be alarmed at the suggestion. Nothing can be

more profitable to him, or give him a livelier interest in his occupation. It will both facilitate his own studies and increase his power in teaching. Many things contained in a sentence, which would escape observation in reading, will

attract attention if the passage is carried in the memory. In one's walks and hours of retirement, when the mind spontaneously returns to the subjects about which it has been employed, the happiest thoughts will often occur, to give richness and variety to instruction and illustration. The same habit of study and of reflection would be not less favorable to the exercise of judgment in assigning lessons, than to giving skill and awakening enthusiasm in teaching.

With these observations we dismiss the general view of the subject, and proceed to explain its special application to the series of selections from the writings of Cicero which make up the second part of this volume. The work is chiefly designed for such an elementary course of study as shall enable the student to understand an ordinary prose writer without much difficulty. So far as practicable, the study of it should precede the reading of the classics. In those unhappy cases, where students wish to enter college as speedily as possible, and where, consequently, more regard is paid to some degree of familiarity with a certain number of Latin authors than to a knowledge of the Latin language, it is hardly to be expected that much of the second course will be studied before a beginning shall be made in reading the books pre