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in this Grammar, containing only forty-nine, may appear bald and meagre ; but, if they will be so kind as to examine the matter contained in the rules of this book, I am inclined to hope they will find nothing omitted, the knowledge of which may be indispensable for understanding the structure of a sentence. Perhaps it may not be amiss for me to state that, before this little book was committed to the press, I carefully examined the Eton Syntax, as being the most diffuse of any of the School-Grammars I knew, rule by rule; marking with my pencil those, and those only, to which I could discover an equivalent in the present English-Latin Grammar of the nineteen found to be not so marked, all appeared to me unnecessary; and some of them, if not positively erroneous, most certainly not properly pertaining to Syntax at all. Some information given under the head of Syntax in other Grammars will be found here differently situated, according to what seems a more natural, and therefore less confused arrangement. Having troubled the Reader with this explanation, I have only to observe that, if after a similar trial any necessary rule should prove to be omitted, I shall feel myself much indebted to the candour and condescension of those Scholars, who will be so kind as to communicate their ideas to me, in the usual manner, through the medium of the Publisher.

I venture to hope that the Examples placed after the Syntax will prove useful introductions to construing, as well as writing, Latin. The first two hundred and one of both the Latin and the English sentences are arranged under the rules in a separate place; where each leading Rule is merely named, with five easy sentences given immediately below it. Eight of these leading

rules will be perceived in the Syntax, having several sub-rules, explaining apparent irregularities, attached to most of them but it will probably be found advisable for the leading rules to be learned first, and the five sentences under each construed, parsed and translated, before the learner proceed to the sub-rules, or any of the more difficult sentences by which they are meant to be illustrated. Every word contained in those easier sentences will, I trust, be found in the Vocabulary at the end; and a similar provision would have been made for the rest, had it not seemed likely to have rendered the book too bulky and expensive for little boys. The selections from various Latin Authors will enable the upper forms to become in some degree acquainted with the difference of style: but it will be quite time enough for a boy to read those, when he has gone three or four times thoroughly over his Grammar, or has otherwise been well-grounded in the rudiments of the language.

In the Prosody a slight difference may be perceived in the plan of arrangement, but not such as to call for any observation here; and, with regard to one or two other trifling novelties, they may be left to speak for themselves in the proper place.

Of the humble character of the present performance, no one can be more fully sensible than myself; as well as of the great number of more accomplished scholars who could have done ampler justice to the subject; but, since none of those gentlemen have, as far as I am aware, attempted a plain and simple Grammar (which is all I have now aimed at, and which almost every one seems to be calling for), I trust it will not be

considered presumptuous in me thus appearing before the Public.

Should any Master of a School think fit to give this work a trial, he will doubtless pardon my expressing the opinion that, the larger he can form his class, the better. For this, and all the other observations which, while ushering in a NEW ENGLISH-LATIN GRAMMAR, I have felt it necessary to thrust upon the Reader's attention, I cannot offer a more suitable apology than the following extract from that admirable address "to the Reader" prefixed to Lily's Grammar: and I do this the more readily, because the mode of teaching there recommended, and which I have adopted throughout my scholastic career, cannot be too frequently, or too earnestly, impressed upon the minds of those who are either engaged or interested in the Progress of Education. "The Variety of Teaching is diverse yet, and always "will be; for that every Schoolmaster liketh that he "knoweth, and seeth not the Use of that he knoweth 66 not, and therefore judgeth that the most sufficient 66 way, which he seeth to be the readiest Mean and perfectest Kind, to bring a Learner to have a thorough "Knowledge therein.

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"Wherefore it is not amiss, if one seeing by Tryal an "easier and readier way than the common sort of "Teachers do, would say what he hath proved, and "for the Commodity allowed; that others not knowing "the same, might by Experience prove the like, and "then by Proof reasonably judge the like; not hereby "excluding the better way when it is found; but in "the mean season forbidding the worse.

"The first and chiefest Point is, that the diligent

"Master make not the Scholar haste too much, but "that he, in Continuance and Diligence of Teaching, "make him to rehearse so, that while [until] he hath "perfectly that which is behind, he suffer him not to 66 go forward; for this posting Haste overthroweth and "hurteth a great sort of Wits, and casteth them into "an Amazedness, when they know not how they shall "either go forward or backward, but stick fast, as one "plunged that cannot tell what to do, or which way to "turn him: And then the Master thinketh the Scholar “to be a Dullard, and the Scholar thinketh the thing "to be uneasy, and too hard for his Wit; and the one "hath an evil Opinion of the other, when oftentimes it "is neither, but in the kind of Teaching. Wherefore the "best and chiefest point throughly to be kept is, that "the Scholar have in mind so perfectly that which he "hath learned, and understand it so, that not only it be "not a Stop for him, but also a Light and Help unto "the Residue that followeth. This shall be the Master's "Ease, and the Child's Encouragement; when the one "shall see his Labour take good Effect, and thereby "in Teaching be less tormented; and the other shall "think the thing the easier, and so with more Gladness "be ready to go about the same.

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"In going forward, let him have, of every Declension "of Nouns and Conjugation of Verbs, so many several Examples, as they pass them, that it may seem to the "Schoolmaster, no Word in the Latin Tongue to be so "hard for that Part, as the Scholar shall not be able "praiseably to enter into the forming thereof. And surely the Multitude of Examples (if the easiest and commonest be taken first; and so come to the stranger and harder) must needs bring this Profit

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"withal, that the Scholar shall best understand, and "soonest conceive the Reason of the Rules, and best "be acquainted with the Fashion of the Tongue. "Wherein it is profitable, not only that he can orderly "decline his Noun and his Verb; but every way, for"ward, backward, by Cases, by Persons; that neither "Case of Noun, nor Person of Verb can be required, "that he cannot without Stop or Study tell. And until "this time I count not the Scholar perfect, nor ready "to go any further till he hath this already learned.

"This when he can perfectly do, and hath learned every Part; not by Rote, but by Reason, and is more "cunning in the understanding of the Thing than in "the rehearsing of the Words (which is not past a "Quarter of a Year's Diligence, or very little more to

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a painful and diligent Man, if the Scholar have a "mean Wit), then let him pass to the Concords, to "know the Agreement of Parts among themselves, "with like Way and Diligence as is afore described.

"Wherein plain and sundry Examples, and continual "Rehearsal of things learned, and especially the daily "declining of a Verb, and turning him into all Fashions, "shall make the great and heavy Labour so easy and "so pleasant for the framing of Sentences, that it will "be rather a Delight unto them, that they be able to "do well, than Pain in searching of an unused and 66 unacquainted Thing.

"When these Concords be well known unto them "(an easy and pleasant Pain, if the Fore-grounds be "well and throughly beaten in), let them not continue "in learning of the Rules orderly, as they lie in their 66 Syntax, but rather learn some pretty Book, wherein "is contained not only the Eloquence of the Tongue,