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Direct method 1	Direct method 2	Direct method 3
Direct method 4	Direct method 5	Direct method 6
Direct method 7	Direct method 8	Appendix A - Appendix B
Chanties	Tales of the Old Greeks	Books on line

Latin on the Direct Method

W.H.D. Rouse and R.B. Appleton

CHAPTER V

The Third Year

Puer Romanus.

For the first two terms of this year the work is much the same in kind, though naturally more advanced, than that done in the last term of the second year. The textbook, for example, Puer Romanus, is the same.

[As a rule pp 4–22 are read in the last term of the second year, pp 23-41 and 42-70 in the first and second term respectively of the third year. The pace naturally increases progressively, but it does not so in the first term of the third year, for the simple reason that the text-book here begins to increase in difficulty. From now onwards it contains a large proportion of classical Latin — both prose and verse -- worked into the original narrative.]

Nothing need now be said about this reading, except that all verse is learnt by heart as repetition after first being translated into English.

[By the end of the second term the repertory of the class is thus fairly extensive. But we will say more about this repetition shortly.]

Any prose passages of exceptional difficulty — e.g. the letter from Pliny on p.30 — should also be translated.

What was said under the second year about playful explanations and obiter dicta, will, of course, apply here, except that they will now be rather more relevant to the matter being read, and, perhaps, less childish than previously.

As the boys will by this time have read fairly extensively among the well-known things in English literature, the master will not let slip any appropriate occasion for a comparison. He will, for example, ask if the lines from Ovid on p. 29 of Puer Romanus remind anyone of anything in our own literature. Some boy is likely to quote Shakespeare's sonnet:

Like as the waves make towards the pebbled shore,
So do our minutes hasten to their end,
Each changing place with that which goes before,
In sequent toil all forwards do contend;

and every opportunity should be taken of encouraging the boys to compare the two literatures.

With these reservations, or additions, the principle of the reading is the same as has governed us so far during the first and second years. Of course, there is now not so much questioning upon the text as there was in previous years. The boys have by this time been well trained, and are not so likely, as previously, to let pass anything which they do not understand. The master can now tell whether they do so almost entirely by the reader's intonation, and the second reason for so much questioning (grammatical practice) no longer exists to such an extent.

Perhaps a few words should be said about the exercises at the end of the book. These are, in accordance with our principle, for all early written work, very easy, and many of them may be run through orally.

Before passing on from Puer Romanus, we append an example of a piece of translation done by an ordinary boy as home-work, at the beginning of his first term in this year. It is a translation of "Nocturna Lemuria" from pp. 22-3 of Puer Romanus.

A NIGHT FESTIVAL

Returning to the house I asked my father whether there were ghosts with us, "I do not think there are," he answered "for every year I send them all from our house." "Do you send ghosts away, father?" I exclaimed. "Yes to-day," he said, I shall send them out, for it is the 9th of May. As you know the month is called May after our ancestors, and while you are asleep in bed I shall celebrate a certain ghostly rite which are called night festivals, lest any hosts live near us. When I had heard this I begged my mother to let me watch at midnight so that I might see my father perform this sacred mystery. Now therefor, I will tell you what I saw, for my father remembering the old rite got up at midnight and walked about with bare feet.

Literary Appreciation.

A definite attempt is made during this year to provide some training in literary feeling. This is naturally done in connection with the reading of the second Aeneid in the third term. For example, when translation into English is set — as it generally is once every alternate week — the boys are encouraged to attempt to produce in English something of the effect which the lines translated have had on them in Latin. Flamboyance must, of course, be discouraged, for nothing could be more alien to the spirit of Virgil, nor, indeed, is it likely to be of frequent occurrence. But it does crop up from time to time, for it is what the average boy is only too prone to produce when appealed to for a literary style. In translating, the boys are always told to be as literal as they can without sacrificing good English. It is pointed out that the desired effect may often be gained by preserving much of the Latin order of thoughts — by beginning an English sentence with an adverb or an adjective, for example. Schoolboy nonsense is rarely perpetrated by a boy brought up on the direct method, though a very inaccurate and bad translation may be produced, as is shown in the second example which follows. To show what is meant we quote (a) the best translation, (b) the worst, of the opening lines of Aeneid II. Both pieces are first efforts at translating Virgil. Even (a) is careless, and shows that the master's Latin paraphrase had been inadequate, but it shows some literary feeling, especially in the rendering of

infandum, regina, iubes renovare dolorem.

(a) All were silent and held up their faces attentively. Then father Aeneas began thus from his high couch: "Unspeakable, O Queen, is the anguish you bid me renew, the way in which the Greeks overthrew the Trojan wealth and the ill-fated kingdom, which most miserable things I myself saw, and in which I played a large part. For what soldier telling of Myrmidones or Dolopes or the hard Ulysses could refrain from tears? and already the dewy night is drawing to its close and the sinking stars urge sleep. But if your love is so great as to wish to hear of our misfortunes and briefly of the last struggle of Troy, I will begin, although the mind loathes to remember and recoils from the grief."

(b) Everyone was silent and watched him intently. From the bed Aeneas the father, began thus to the rest.

"Woe! oh! Queen, in this way he recalled grief, the Trojans whose sorrowful land was destroyed by the owerfu1 Greeks, of whom I myself saw misery, in took great part in it."

And still the night, with shadows on the sky, falls, persuading the stars ----

Repetition.

The other great help, which the master has at his disposal, towards inculcating some literary feeling, is provided by repetition, both of prose and verse.

[A selection of suitable passages will be found in Gustatio by R.B. Appleton Russell (1s.9d.)]

It is now that the fruits are reaped of the laborious sowing in the first two years. A lesson per week is set apart far this work, and the master hears boy after boy recite some of the finest things in Latin, such as, in prose, the last chapter of the Agricola of Tacitus or the second chapter of Sallust's Jugurthine War. In speaking of the classics, R. L. Stevenson in his Ebb Tide says : "For it is the destiny of these grave, restrained and classical writers, with whom we make an enforced and often painful acquaintance in our youth, to pass into the blood and become native in the mind, so that a phrase of Virgil speaks, not so much of Mantua and Augustus, as of English places and the student's own irrevocable youth." These words are, of course, fully justified, but little or nothing of it all shows itself during the boy's school-life. And yet the master can help things "to pass into the blood and become native in the mind" by seeing that his class constantly have these great passages recited in their hearing. Once learnt they are not finished with, but are added to a constantly growing and constantly revised repertory. How the master keeps a record of pieces said by individual boys has been already described; but perhaps it should be said that pieces learnt in the second year are still kept going in the fourth, and that monotony in the actual repetition-lesson is avoided by the simple expedient of never allowing two consecutive boys to recite the same piece.

[One home-work a week is given to the learning (or revision) of repetition. A piece previously learnt can be rubbed up in class by a boy while his fellows are reciting. A good deal of Virgil is of course learnt during the third term. One or two boys generally learn the whole book by heart but the "recognised" repetition is that contained in Gustatio.]

With very little encouragement the boys will take a pride in being able to quote anything learnt as repetition which is suggested or recalled by the passage which is being read at the moment. What is meant will be clear from a glance at the two following columns. In the first, is given what was being read aloud, and in the second the answer — often forthcoming from several boys — to the master's question of Num quid simile in memoriam vobis revocat?

Tempus erat quo prima quies mortalibus aegris Incipit et dono divom gratissima serpit.	Crimine quo merui, iuvenis placidissime divom Quove errore miser donis ut solus egerem, Somne, tuis?.
Una omnis Scyria pubes Succedunt tecto et flammas ad culmina iactant.	Si non periret immiserabilis Captiva pubes.
Turrim in praecipiti stantem summisque sub astra Eductam tectis unde omnis Troia videri Et Danaum solitae naves et Achaica castra Adgressi ... etc.	Iuli iugera pauca Martialis Longo Ianiculi iugo recumbunt. Hinc septem dominos videre montes Et totam licet aestimare Romam.

Such "cross-references" are, of course, frequent to poems recently learnt, but they are by no means rare to those learnt some time ago. Often a single word will recall a passage in which that word was first encountered, as, for example, the word socordia recalled what Sallust says about those who are given up to bodily pleasures: "ceterum Ingenium, quo nihil aliud neque melius neque amplius in natura mortalium est, incultu atque socordia torpescere sinunt."

Virgil.

A little more must be said about the reading of the second AEneid in the third term. At first this will be found very difficult, and yet our experience has taught us that it makes the best beginning. Caesar may be ruled out at once, owing to lack of interest for boys when he is read in small pieces; Ovid is an unworthy introduction to Latin literature; and, if we are to begin with Virgil, the second AEneid is obviously the best book for our purpose. But Virgil is difficult for a first author; he is very "literary," and his style — even such little things as the order of words —presents very great difficulties to a boy who is just tackling his first classical author. The transition from the direct-method textbook (written by a modern) to any classical author is bound to be troublesome in itself, though an effort has been made in Puer Romanus by interweaving much classical Latin into the modern text, to lessen the trouble. The master must therefore exert himself to make the way easier at first. He must not be alarmed at slowness of progress,

[At first only about twelve lines are read in a period of three-quarters of an hour, but before the end of the term is reached thirtylines are being read -- in the thorough manner described below - in the same time.]

but must carefully explain the ordo Anglicus of words, and paraphrase each sentence. In time the best members of the class will come to take a greater and greater share in the work, but the majority will never do more than offer synonyms for isolated words.

The master who takes the third-year set which we are describing, has procured an old folio copy of Virgil with woodcuts, and has had a small lectern made to hold it. Every lesson begins with a boy coming (in order) out of his place, and reading from this lectern the lines read and explained in the previous lesson. There is a sort of dignity about the occasion ; the boy is unconsciously made to read well, and his uninterrupted flow of words gives a better idea of the rhythm than can possibly be gained when interruptions (explanations) are frequent.

The reading and explanation of the previous lesson is on the lines already described. A "human" touch will be given whenever possible. For example, after saying that si omnis uno ordine habetis Achivos is equivalent to si omnes Graecos putatis esse similes, the master may explain it by a rough classification of his pupils on the board thus:

DISCIPULI

Boni	Abominandi	Non ita mali
Nemo	Marcus Publius	Ceteri

Then he remarks Marcum et Publium uno ordine habeo.

If the master knows the book well himself — he ought to know it almost by heart — he can easily drill his class into a wonderful knowledge of it. Whenever a peculiarly Virgilian word, phrase, rhythm, syntax, or what not is met for the second time he will ask for a parallel, and upon not getting it will exclaim Abominandi, nihil memoria tenetis, and will be himself always quoting huge screeds to the point. After a month or so of this, the the Virgil lesson can become a delight to the master. Visitors to the classroom are often amazed at the familiarity which the boys show with the text. The reading is punctuated with the calling out of parallels in words, sense, rhythm, or grammatical peculiarity. The procedure is the same as that mentioned when describing the "cross-references " volunteered by the boys in connection with their repetition. We give in the first of the following columns the lines being read, which occasioned the master's request for a parallel, and in the second the parallel supplied by several members of the class. The comparisons are on grammatical points, words, and rhythm.

Aut haec in nostros fabricata est machina muros Inspectura domos venturaque desuper urbi. Aut pelago Danaum insidias suspectaque dona Praecipitare iubent. Ardentisque oculos suffecti sanguine et igni. Ecce manus iuvenem interea post terga revinctum. Dextraque coruscum Extulit ac lateri capulo tenus abdidit ensem. Arsere coruscae Luminibus flammae arrectis. Perque pedes traiectus lora tumentis. Ardentisque oculos suffecti sanguine et igni. Visus adesse pedum sonitus, genitorque per umbram, Dextrae se parvus Iulus Implicuit sequiturque patrem non passibus aequis

Such comparisons are of almost daily occurrence, but the above are sufficient to show the sort of thing meant. The book is not merely read, but comment is made upon the poetical use of the dative, sound imitating sense, or the humour of Virgil, etc.

[In Latin as a rule. But if the master feels that the class would gain at any time by an English explanation of things, he never hesitates to give it with the caution "Ang1ice" or the like.]

This last is, perhaps, the most difficult of the suggested comments, so we will describe how it is made. It will come naturally when the class has reached the lines which describe how the proposed sacrifice of Sinon meets with universal approval from all who had previously feared a similar fate for themselves. Virgil says:

adsensere omnes et, quae sibi quisque timebat
unius in miseri exitium conversa tulere;

and the master, after explaining that tulere = facile tulerunt (the opposite of aegre tulerunt), brings out the humour by expounding somewhat as follows:

Nemo diceret Vergilium facetum esse poetam, sed interdum possumus quasi subridentem eum videre, ut in his versibus. Primo, cum omnes de sacrificio audivissent, terrore affecti sunt
"gelidusque per ima cucurrit
ossa tremor, cui fata parent, quem poscat Apollo";
sed postquam Calchas dixit oportere Sinonem sacrificare omnes consilium laudaverunt. "Euge," exclamaverunt, "sacrificemus hominem," Nonne facetiae sunt?

Afterwards he will comment again on the humour of the terrified Greeks who seek refuge once more in the wooden horse:

pars ingentem formidine turpi
scandunt rursus equum et nota conduntur in alvo;

or perhaps he will refer to this passage now and make all turn it up in their books.

Distribution of Lessons.

As was stated in the second chapter, two extra lessons, in addition to the daily one, are given to Latin in the third year. The object is that special attention may be given to composition, which now begins to stand out as a definite side of the work. Before we pass on to describe this, let us explain how the eight lessons, in the week, are distributed. Of these, from the very beginning of the term, four are given to reading, two to composition, and one to repetition. This leaves one lesson unaccounted for. At first this is given either to unseen translation or to corrections.

[After the fashion described under the second-year work.]

Practice in "unseens" always does good, but it is generally — at this stage — very discouraging, and, as the term advances, it is often found necessary to give up the period to the reading. The second AEneid contains just over eight hundred lines, and four periods a week for ten weeks (examinations cut off the rest of the term) are barely sufficient to read it in comfort. So at about half-term the reading lessons are usually increased to five.

Composition.

The composition of the third year resembles, for the first two terms, that of the last term of the second year. It is confined almost entirely to the reproduction of a story told to the class, varied by an occasional precis of a passage read. What has been said already about the disadvantages of precis work at an early stage still applies, although, of course, in a less degree. Consequently the reproduction of a story is a more usual type of work, at this stage, than is the writing of a precis. The stories told increase in difficulty, and the boys are encouraged to rely more and more upon their own words in writing them out. We append six examples of the writing out of such a story by a good boy who subsequently gained a classical scholarship, and also (7) one version by a boy of average ability who left the school early. The stories are adaptations from Apuleius, and are contained in the volume of Fabulae already referred to.

SAGA
(1) Olim domi saae cuiusdam cui nomen erat Phamphile manebam namque cognoscere volui quid posset facere saga. Ancilla ad cubiculum dominae suae me perduxit et spectabam per rimam ianuae. Primo omnia vestimenta sua exuit. Deinde parvam cistam aperuit et unguentum extraxit. Tum totum corpus unguento oblevit. Tum quattit membra et plumae crescere incipiunt. Nasus incurvus fiebat, ungues adunci. Saga bubo factus est. Surrexit et e fenestra volavit.

(2) Faciem enormem, nares hiantes, labra pendula habui. Non ovem sed asinum me esse vidi. Cum ancilla me asinum esse vidisset "Me miseram, occisa sum exclamavit" et faciem suam manibus pulsare incepit. "Festinatio mea cistarumque similitudo me deceperunt. Sed simplex est remedium. Oportet te rosas edere, statimque in formam humanam redibis. Primo diluculo remedium tibi dabo. Quamquam formam asini habui sensum humanum retinui. Diu deliberavi nisi ancillam nequissimam calcibus meis deberem necne.

(3)Iuppiter tandem auxilium mihi dedit. Namque dum oppidum quoddam praeterimus hortulum satis amoenum, in quo rosae florebant prospexi. Rosis inhiabam. Statim accessi et non multum aberat quin rosas ederem, cum aliquis specie horribili domo egressus tot verberbus me percussit ut non facere possem quin fugerem.

(4) Sed tandem ad latronum speluncam pervenimus, ubi latrones sarcinis nos levabant et in pratum proximum abegerunt. Postridie ad nundinas me ut venderent duxerunt, ubi praeco quis me emere vellet, rogabat. Cum plures aetatem meam de dentibus computare conabantur cuis manum mordere temptavi. Sed nemo me emere voluit. Tandem emptor quidam, quorum manum vehementer momorderam, utrum mansuetus essem, necne rogabat et me emptum secum domum redegit.

(5) Is qui me emerat servus quidam erat, cui dominus postridie femur pinguissimus cervi misit ut cenam pararet. Hoc negligenter post culinae fores suspensum canis furtim abstulit. Quo damno cognito, domini iram ita timuit ut mortem sibi consciscere constitueret. Sed uxor ei obstitit quominus hoc faceret. "Es-ne tam stultus," inquit, "ut remedium quod fortuna tibi dedit non perspicias. Namque hoc asino interfecto femoreque eius absciso efficere potes ut dominus nesciat utrum femur cervi an asini edat. Servus consilium uxoris laudavit et cultrum accuere incipiebat.

(6) Ego autem carnifice meo haec parante effugere constitui, et vinculo quo deligatus eram abrupto, cursu celerrimo effugi. Cenaculum in quo dominus cenabat tricliniis apponendis irrupi. Tantoque impetu intravi ut mensae everterentur. Convivae perturbabantur et dominus ita irascebatur ut servis imperaret ut me in stabulo sicut in carcere includerent. Servi hoc fecerunt, sed ego nullo dolore affectus eram quia mortem vitavi.

FABULA SAGAE (PARS SEPTIMA)

(7) Ego autem, carnifice meo haec parante effugere constitui; vinculo igitur quo deligatus eram abrupto cursu celerrimo effugi. Cenaculum, ubi dominus lectis apponendis cenabat, irrupi tanto impetu ut mensae everterentur, et convivae perturbarentur. Hoc facto, dominus ita irascebatur ut servis quibusdam imperaret ut me in stabulo sicut in carcere includerent, ego, tamen, non multo dolore affectus sum namque mortem vitavi. mortem vitavi.

After the description already given, under the second year, of this type of work, nothing further need now be said. But we append four examples of precis writing. The first two are versions, by different boys, of a well-known nursery tale ; they represent the simple work—of astandard easier than usual—which is occasionally given to encourage ease of writing. The third and fourth are both summaries, by different boys, of portions of Puer Romanus written out from memory without the help of the book, after the passage had been read in class. They are not therefore examples of what is usually meant by precis. The third summarises a section on p. 24, and the fourth, p. 22.

(1) Olim anus quaedam erat quae sex asses habuit. Ad nundinas igitur ivit ut porculum emeret. Porculo empto domum redire proficiscebatur, sed tandem portae occurrit et porculum oravit ut portam transiret porculus noluit. Porculo recusante canem oravit ut porculum morderet sed canis noluit. Cane recusante ferulam oravit ut canem pulsaret ferula qoque noluit. Ferula recusante ignem oravit ut ferulam ureret. Sed ignis noluit, igne recusante aquam oravlt ut ignem extingueret sed etiam aqua nolulit aqua recusante taurum oravit ut aquam biberet sed taurus noluit tauro recusante lanium oravit ut taurum interficeret, lanio recusante funem oravit ut lanium suspenderet, fune recusante murem oravit ut funem roderet sed mure recusante felem oravit ut murem devoraret. Feles dixit se hoc facturam esse si sibi lac dedisset.

Anus igitur vaccae occurrit et oravit ut sibi lac daret. Vacca dixit se hoc facturam esse si sibi aliquantulum faeni dedisset. Deinde anus venit ad homines qui agrum colebant et oravit ut aliquantulum faeni sibi darent. Homines dixerunt se hoc facturos esse si sibi aquam cribro quaesivisset. Anus cribrum accipit argillum muscos que cribro imposuit et aquam quaesit.

Postremo cum faeno ivit et vaccae dedit. Vacca igitur anui lac dedit. Deinde anus lac felem dedit. Feles quoque murem devovere incipiebat, atque mus funem rodere incipiebat, funis lanium interficere incipiebat, taurus aquam bibere incipiebat. Aqua ignem extinguere incipiebat atque ignis ferulam urere incipiebat ferula canem pulsare incipiebat atque canis porculum mordere incipiebat atque porculus super portam saltavit et anus ea nocte domum redivit.

DE ANU

(2) Olim erat anus quaedam quae sex denarios invenit. Ad nundinas igitur ut porculum emeret ivit. Sed in itinere erat porta et sus noluit praeterire. Itaque anus canem rogavit ut porcum morderet sed canis noluit. Cane recusante ferulam oravit ut canem percuteret. Ferula recusante igni imperavit ut ferulam ureret. Igne noluit, aquam igitur ignem extinguere iussit. Aqua recusante taurum obsecravit ut aquam biberet. Tauro recusante lanium oravit ut taurum trucidaret. Lanio recusante funem rogavit ut lanium angeret, fune recusante muri imperavit ut funem roderet. Mure recusante. Felem murem edere iussit. Felis dixit se facturam esse si anus lac quaesivisset. Oravit igitur vaccam ut lac daret sed vacca dixit se facturam esse si anus faenum quaesivisset. Itaque homines qui agrum colebant rogavit ut faenum sibi darent. Et homines dixerunt se facturos esse, si aquam cribro adporavisset. Argillam igitur cribro imponit et aquam quaesivit. Simul, homines sibi dederunt faenum; vacca lac dedit; feles incepit murem mordere; mus funem rodere incepit; Funis incepit lanium angere; lanius taurum trucidare incepit; Taurus incepit aquam bibere aqua incepit ignem extinguere. Ignis ferumal urere incepit. Ferula incepit porculum pulsare; et porculus portam praeterit. Anus igitur vespere domum redivit.

DE SOMNIIS

(3) Pater meus ut manes esse crederet se adductum esse dixit eo quod olim amico cuidam accidisset; se amicum qui e puero claudus esset habuisse. Amicum hunc nocte apud focum sedere, cum subito audivisse aliquem portam pulsantem. Ianua aperta advenam intravisse et poposcisse vinum. Amicum suum quippe qui claudus esset eum oravisse ut ipse cyathum quaereret. Cui advenam dixisse si frondes lauri vino imbutas edisset eum in valetudinem redigeretur.

(4) tit I, u tas edLSSet eum in g et a ud nos essent manes. um reversus ro avi atrem num p 1 Dom g p mnes e domo sua e iceret. His N~• ~avit se utare esse uia uotannis o ~, P q q • rvi ilare liceret ut n octem mlhi e ut ad mediam g trem oravi P ~ii~litis ma , entemMatrem be ni na veniam n cturna lemuria a , g trcm viderem o g lavit er domum x at ue ambu Media nocte pater surre it p dlt. Med q de p ibus et dextra extenta ne manes sibi occurrerent. midised P .tis Signum ' imo ue dz i m salutari min nc m modu q g m dedlt hu , ~i num sacrum g • • • de ressit in at ue ollicem et mmimo roximum p p ntis medium q rKtc. P • s ni ras ori T se tem faba se lustravlt aras, um g Deinde P 1,~lmam. P ltu averso alias supra hu merum iecit. ~ ~ ~ ~ ~osurt et vo p 1 <<• " ' eos ue fabas." in quit redimo me ue m His q q q s exit. Has f abas umbra utatur s hunc dl xit versum et non re p 1~lovie P Rursus se lustravit aqua sacra ' 7 ui hominem a ter go. q ~ ~,11~ ere at ue se o g b q q et oravlt manes ut e tecto suo exirent.

The writer of the last piece, it will be observed, has a remarkable verbal memory. But such memory-work is not without its value ; it impresses linguistic forms upon the mind, and so makes composition progressively more accurate.

During the first two terms the composition of the third year is well illustrated by the examples given above. But the master is always trying new devices to check inaccuracy — a short course of the exercises in Bradley's Arnold often proves effective, or, if these be too difficult, some less advanced but similar book may be used. As it is only for temporary use, the class does not purchase the book, but the master dictates an exercise — say, once a week — or makes one up for himself.

In the third term the composition always breaks out in strange places. With a good set, a Roman trial is always attempted in this term, and the writing of speeches for and against the accused occupies much of the composition time of the best boys. While they are engaged in this the master occupies the rest

[Of course, when no trial is being held all participate in the debates, etc.]

with such things as debates

[The following description of classroom om debates is reproduced from Some Practical Suggestions on Teaching Latin, by R. B Appleton (Heffer, Cambridge), and sincere thanks are due to the publisher for his kind permission to use it here.]

and letter-writing.

These debates may be of two kinds:

Those arising from material provided.
Original.

From Provided Material.

Here we have for our material the ancient Suasoriae and Controversiae which were actually used in the education of Roman youths who intended to be orators. A large number of these have been preserved by the elder Seneca,

[Annaei Senecae oratorum et rhetorum sententiae divisiones colores. (Teubner)]

but a large proportion of them are unfortunately unsuitable for schoolboys. Still, there is much material in the volume which can be used. Then there are two excellent ones preserved in the chapter of Suetonius De Rhetoribus. Such a "controversia," then, is read out and explained by the teacher to the class in much the same way as is done in "reproduction" lessons. The boys may then either stand up and have the debate straight away in class or after a preliminary class debate write out pro or con at home. Appended are two uncorrected versions written by boys after a short debate in class upon one of the two "controversiae" preserved by Suetonius.

ti' ' s summa iniuria. (~) , «mrcm zu , uintum Idus Iulias. Natus sum uattuordecim annos. ~ c diem q q

CONTROVERSIA

manae etebant, lli ueri urb ani ortum Ro ' tempore non nu P 11 , t ivo te p P P trahere. Eis a ro in- quanti r iscatores la as e mare pp p Imp; m ressi viderunt p plag as rent et solver unt ecuniam. vc runt actum bolum eme p I P ~~ i cerunt. Diu ex- ~ sus in mare la as e cuniam volentes rur plag as ~~,~ ,~~ores e P P s erant sed runt. In la is non isce ~ d tandem la ae a arue g p ~ 1.i~1t se p P P g P ru ~ ~ Em tores dixerunt s ortam eis e t iscatores dixerunt esse < <<< auri, p P P nt Ius adfuit em toribus. ' i s ortam vindicaveru p r~i~~. Utri ue sib q P i cum ali uo d si actionem fac o ionem omittere uo q N~ nlo debet act p P q . ,~' ostea credam nemini. Rei ublicae non manet in actione P f ~ , i homo 0 P P interestfacta sunt fide, nemo fidem in ractione mauere quia monia , et P Pueri dederant num os iscatoribus n us non oreet continuere. p (~,~~ c,tmu d P it ali uid ma ni . ortasse nihil sit aut s g 1 m uid ue sit f q c1 ~merant bo u q q atores non debent s ortam ca . ~ ~ tli ita ue isc ere p cap ere. q P i' um ius summa in juria. ~ Summ ~ Ante diem q uintum IdusJulias. i sent 0 stiam litus bi cum adven s llc,stivo tempore adulescentes ur s P r ~ ' s videbant. Ro averunt uanti bolum ~ iscatores rete trahente g q i i ~,t ~ssi, P Ubi iscatores a as extraxerunt, << t nummos solverunt, p g i~~~rc,nt e p • 'x runt bolum ff sed s orta auri obsuta. Em tores di e n ull us iscis a uit p p ~ P .juutn esse etiscatores di xerunt suum bolum esse. P nam uid Quid runt facere ? 0 ortet eos in actione manere, q uid otue p p Opp ortet e alicui et rei ,' ~ ~ us fidem haber ,i < Of these (a) is rather careless, his punctuation is bad , and the style rather jerky — the mysterious monia is a careless metathesis for omnia; (b) has not quite so many careless mistakes and is perhaps a little better in style. We must remember, however, that they are first efforts at a new kind of work; all that they show is that something can be done on these lines.

Whether or not such work can be made a success remains to be seen, but surely it is more interesting and more real than turning into Latin detached sentences, such as "Caesar sent cavalry to bring help to the allies," or "The officers sent their men to forage in all directions," which have no reality because they have no context. These two sentences are taken out of a well-known Latin composition book from the first page at which the book opened, and are surely quite typical ones. But is it not this sort of thing that tends to make Latin a dead language? How can such things be living to a boy? We cannot get any idea of the wonderful world in which a boy lives, except by anamnesis - I use the word advisedly, for the method on which we were trained acts as a pretty potent Lethe! — but surely it is not peopled by such lay-figures as are found in "composition books." The direct method can at least make Latin more a part of a boy's own world. He sees the fishermen drawing in their nets on the shore, and treasure trove is certainly dear to his heart. The whole episode is an adventure, something which might happen to himself at the seaside. And so with the slave-dealer in the second of the controversiae in Suetonius; he is the sort of person who appears in Henty's books, and not an amorphous officer of no country and no adventure. It is certainly quite possible by such methods as these to remove from the teaching of Latin the reproach that it has no connection with everyday life;such controversiae as the one described above ought to train boys to think of reasons for their judgments and so inculcate in them some elementary political and ethical principles. Not that we wish to train boys in casuistry, but there can be no harm in making them consider the dioti a little more than they usually do. Such considerations, however, are merely ancillary to our main object, which is to teach boys the language as efficiently as possible.

Original.
Perhaps the best results can be obtained from original debates upon subjects such as "Utrum sunt manes annon," " Oportetne mulieres ius sufragii habere," or the like subjects of topical interest. The speeches may be either impromptu on the part of the boys, or they may either be given, or told to choose, their subject beforehand and prepare speeches. I append what I was able to get down from some impromptu speeches on the above two subjects.

The first is by a boy who had only been learning Latin for two years, and is only just 13. There were two visitors in the class at the time, hence his opening address.
Magister, et amici, et advenae, adsumus ut quaeramus utrum sunt effigies. Primum velim scire quid putetis effigiem esse. Ego nunquam vidi et nescio quis viderit. Fabulam scio de domo in qua homines putabant effigiem esse, sed postea invenerunt effigiem lepores esse qui per scalas cucurrerunt. In via erat effigies, ut homines putabant, sed invenerunt effigiem esse arborem. Non saepe videmus effigies, et multi homines nunquam viderunt. Quam ob rem non videmus, si re vera sunt effigies? Puto hoc satis documenti esse non esse effigies.
The following is about votes for women, the first tried by the class:
Amici et magister et advenae, Ego non puto feminas oportere ius suffragii habere quia nihil faciunt ut pecuniam adipiscantur. Itaque homo qui pecuniam adipiscitur ius suffragii habet, sed si feminae ius suffragii adipiscerentur oporteret eas aliquid facere ut pecuniam adipiscerentur. Non sunt pervicaces semper itaque homo potest eas corrumpere, si volt, facilius quam potest corrumpere hominem. Et domosP incendunt et puto eas scire id non placere hominibus. Itaque faciunt ut efliciant ut homines dicant 'Dabimus eis ius suffragii ut domos servemus.' Sed homines irati sunt et non volunt ius suffragii eis dare. Itaque feminae sciunt homines iratos esse itaque quam ob rem non desistunt? Hoc probat eas insanas esse; itaque si insanae sunt non possunt iure suffragii uti.
This was replied to by another boy as follows:
Loquax dixit feminas incendere domos. Videtur mihi putare omnes feminas incendere domos. Paucae modo sunt feminae quae incendunt aedes et templa et non puto feminas pervicaces ese quia sunt fortes, namque audent incendere aedes atque vigiles iaciunt has in carcerem. Itaque sunt fortes et audaces. Homines sunt pervicaces nam non obstant feminas quin iaciunt glandes (bombs?) et incendant aedes. Itaque hi sunt pervicaces. Puto non modo omnes homines sed etiam feminas oportere ius suffragii habere. Multi putant feminas quippe quae feminae sint, non debere habere ius suffragii; sed oportet omnes, ut antea dixi, habere ius suffragii. Non puto oportere feminas versari in rebus publicis quia habent domos et oportet eas curare. Sed non nullae feminae quae iaciunt glandes sunt quasi insanae; non omnes id faciunt.
The above examples are not given as anything out of the common, but simply to show that a facility of expression can be encouraged by these means. Remember that they are absolutely impromptu speeches, and that they have not been corrected. Corrections were of course made, and also other suggestions were given, but the above contain the actual words used by the boys in question. The arguments and thoughts may be rather trivial, and not over clear at times, but that is not our main consideration at present.

Sometimes quite a good debate will result from a most unpromising subject. The boys are sometimes left to themselves to choose their subject, and five or ten minutes are given at the beginning of the lesson for the preparation of speeches. Once they chose "Utrum oportet nos pensa (home-work) facere in aestate annon," and I expected a very dull and schoolboyish treatment of the subject. But it turned out to be one of their most successful efforts. One budding orator stood up and began "Orior ut defendam causam," but was rudely interrupted by the ejaculation "Sed non es sol," and the roars of laughter with which this was greeted caused his speech to go sadly to pieces. Another boy had a really rhetorical peroration, which I managed to preserve. His exact words were:
Operamur per totum diem et fessi sumus cum pervenimus domum. Non possumus bene facere pensa dum tam fessi sumus. Dolemus capita et oculos et incipimus dormire apud quartam vel quintam horam (noctis?). Mane sero expergiscimur, celeriter edimus ientaculum et deinde currimus ad ludum et pervenimus ad ludum anhelantes. Et igitur si habemus pensa domi facere (corrected to ` 'facienda') non ipsa bene facere possumus et non laborare bene in ludo possumus quia semper fessi sumus animis.
One of the results of this sort of work is the facility of both speech and writing which it encourages. For example, not more than ten minutes at the outside were given for preparation of speeches in the case above, and yet the peroration quoted was only a third of the boy's speech, if that. And as one walks among them, to serve as a walking dictionary while they are preparing, one sees them scribbling away almost as fast as pencil can go.

From time to time — especially during the midsummer examinations — the boys are given a subject to write upon, for which they are allowed — or rather expected — to prepare at home beforehand. This is really a sort of free composition, of which we will shortly quote examples, but we give here an example of a debate subject which was written in examination —the boy was allowed to bring in notes provided that they did not contain a single complete sentence — by a third-year boy at the end of the term in which debates had been held.

DE IURE SUFFRAGII

Non puto oportere feminas ius suffragii habere Nunquam licebat feminis Romanis in Senatum ire et suffragium dare. Paucae modo insanae feminae ius suffragii habere volunt. Multae putant alias stultas esse neque volunt rempublicam adere quia sciunt se non posse imperium habere. Non volunt operi incumbere et meliorem reddere rem publicam. Modo ut infantes qui nova crepundia habent ludere volunt, quis enim ex vobis ius suffragii infantibus daret ? Necesse est homines sapientes qui operi incumbere volunt habere, non stultae feminae quae et inter se et inter alios rixam habere solitae sunt. Non dignae sunt suffragio quia fenestras frangunt eclesiarum ac rerum retiosarum multitudinem nocent. Efficiunt ut nemo fidem feminis habeat. Nunc non licet feminis sapientibus tabellas pictas vel res pretiosas videre quia homines verentur ne sint hae stultae feminae quae omnia nocent. Etiam regem ipsum conatae sunt laedare. Tabellas, pictas, epistulas, libros pretiosos, aedificia omnia conatae sunt urere. Cum vigiles eas capere conati feminae se humi iaciebant, iacebant in pulvere et mordebant manüs pedibusque omnes pulsabant veluti animal rabidum quod in arena pugnat. Sunt enim feminarum stultarum multitudo quarum omnium stultissimae eae sunt quae ita agunt et molestiam civibus adferunt. In bello pro patria pugnare, de rebus militaribus consilia excogitare non possunt. Non multum de legibus de moribus reipublicae de navibus de commercio et talibus de rebus sciunt. Paucae feminae uncis et dentibus ut feles pugnare possunt sed hoc modo terram natalem defendere non possunt. Necesse est homines non feminas habere. Oportet eas domi quiescere, infantes et ancillas curare et libros poetarum philosophorumque recitare quo maior sit sapientia non omnia frangere et scelera stultissima facere. Scelere velandum est scelus sed non possunt velare quam absurdam agunt causam. Sed insana in causa nemo providet.

Olim ad consessum feminarum quae ius suffragii habere volunt ivi.

Femina quaedam orationem facunde habere est conata. Vehementer est locuta, execrata est, omnes homines aeternis supliciis addixit. Homines crudeles, regem insanum, consulem scurram esse. Se enim velle feminas sapientes ius suffragii habere. Putavi eam insanam fuisse non multum aberat quin medicum quaererem. Puer quidam impudens e turba "Domum" inquit "abi ut infantem cures." Nemo ex auditoribus oratori favebat, etiam feminae eas ludibrio habebant. Eam insanam esse, et omnes feminas nocere non dona eis dare dicebant.

Non dubium erat quin insana esset sed sui cuique mores fingunt fortunam. Si putant se posse ius suffragii adipisci talibus modis stultae sunt. Quamquam stultae sunt possunt decipere. Audite fabulam. Mos erat Romanis filios secum in Senatum introducere ut omnia de republica audirent et orationes habere possent. Puer quidam cum domum se revertisset mater eum vehementer est deprecata ut omnia quae in senatu audiverat diceret. Puero recusante iterum oravit mater ut omnia narraret. Sed puer se nihil dicere oportere sciebat silebat igitur. Tum ingeminant preces. Tam vehementer mater precata est ut necesse esset lepidum ei narrare mendacium ne omnia inveniret.

Ecce. Feminae id quod habere volunt dolis et lacrimis adipiscuntur.
"Struit insidias lacrimis quum femina plorat."
Oportet iudices severas poenas ab eis quae talibus modis ius suffragii adipisci conatae sunt, sumere. Eas in carcerem mittunt sed quia cibum recusant libertatem eis reddunt. Cur non eas in insulam remotam ut saxa vel arbores frangerent mittunt? Cur non alias severas leges constituunt ut poenas ab eis sumant? Necesse est aliquid facere.

Nunquam eis favebam nunquam favebo.

Letters.
The writing of letters appeals to children in away quite incomprehensible to adults. Perhaps something of the fascination survives, from childhood, in boys of the age with which we are dealing; at any rate, there is no lack of enthusiasm on the part of average boys between the age of 14 and 15. Occasionally the master will write to his pupils —during holidays --in Latin, and they will reply. Such things naturally are not preserved, so we can only quote here two examples from rather younger boys. The first is barely 13, and the second barely 14.
Discipulus Hadrianus carissimo suo magistro S.P.D.

Heri modo accepi tuam epistulam quia modo heri domum redivimus, sed nunc gratias tibi ago quod eam mihi misisti. Parvum tamen donum non tuis modis laudandum est sed nullo modo putavi te inventurum esse quis misisset. Si satis mihi erit temporis colligam fabulas iocosaa, ego quoque puto melius futurum esse si pueri non semper idem ludant.

Una modo sententia est in tua epistula quae non possum, et ea est "Forsitan quaeras."

Morbum nunc habeo quod medici Anglici appellant Christmasitus. Nunc igitur puto hanc epistulam perficiendam esse.

Vale. A.D.V. Kal. Ian. MDCCCCXII.

Pridie Kal Jan.
Puer magistro,

Frater et ego gratias tibi agimus pro libris quos nobis misisti; namque illos maxime amamus. Sed frater meus iratus est quia dixisti eum pugnacem esse in litera tua. Habui multa dona. edique multa crustula et non procul aberam quin dolorem haberem. Spero te habiturum esse bonum novum annum. Ave atque Vale. Amoenus.
But, of course, such trifles are mere incidentals. Letter-writing can be made a regular feature of classroom work, but it needs no description, so we merely append two examples written by boys in their third year. The first is on a subject chosen by the boy himself — he was simply told to write a letter in Latin. The second is supposed to have been written by Suetonius to Pliny, and to have occasioned the letter from the latter which is quoted in Puer Romanus (p. 30).
a Hodie cur nes ' • m cio otium a imus. ui e ui n g e otiosus non se PP q g deraelectione Latina narrabo. Summus ma i ster raeclarus e im g p st, mo vero raecla s ri simus. Im erat P P nobis ut lin uam L g atinam sem er lo uamur p q Magister intra g t et im erat nobis ut diem iem mensesroverbiu p m ue scribamus. Cu ' ' • q Cum roverbium sc ribimus P ma ister in lud ibrio hab emus. emus. Exem li causa s rib' ~~ c imus Ma istr « P i dum docent, cent discunt vel Difpi cile est iniustitia do r " ce e. Deindeessi mum librum de u P ero Romano p recitamus. Si error em facimus ma ister ul ulat. P g utavi eum ae rotavisse g Si An lice 1 ~ • g oquimur, nos miseros . caelum ca d~t. Magister a ister valde g THE THIRD YEAR 87 • • ubitatione , • sine d cis dic iterum celerriter alum di cis, !At m., Quid m a ' e ne uissime . im robissim , etcetera P q • ' ' us efficit ut t sed ut dicrt uer stult - ehs sed beni nus es , It v ~ .1 non crud P g irascatur. • Latine lo uimur et instar ut iam dixi sem er , ~raclectione Latina, , q P ism rorum Romanorum esse volumus. Vale. Dab am Camborico. Kalendas Decem bres. Ante Diem A e XIII • ' ' 1 tem dat. n ho Pollini sa u i Sucto nius Tran u illus Se xto Cor e q . e i. ui e ui causam o uod hac nocte erc pp q ~• crritus sum somni p P ~t q , • id mali • • hoc somnium u cturus sem vereor ne q ills ex amicis meis a , nino cadat o ro et obsecro ut causam 1,, ,1 << ndat, uare ne causa mea om , • difl'icile sit uses. Scio uam ~.~ ~ ~ < <-s saltem dies co m erendines et me excuses. q P rem mihl eras nam ue ,. oro ut id a as ut mo g q d er te deos dlfferre se g P rto habe o res lerum ue evenire non secus ac in ~ ~ ~ ~~;~ ex ertus pro ce p q ~ P P ~ - - üs mihi videantur. 111 1 • habebis. S eris tii be neficio o strictum me in perpe uum ~ hoc fec Dabam Romae. Pr idie Idus Novembres. Vale.

The Latin Period.
But the boys must not be left to amble along in this pleasant manner. During their composition lessons at this stage — especially as they will be reading Cicero next year — some attempt must be made to familiarise them with the Latin period.

[]

Begin with the familiar skeleton of the simple sentence

Subject.
Magister Object
discipulos Predicate
docet

Then add qualifications :

Subject.
Magister optimus Object
discipulos stultos Predicate
frustra docet

Now point out that the qualifying words—optimus, stultos, and frustra — may be replaced by subordinate clauses. Thus we get:

Subject.
Magister qui putat se optimum esse Object
discipulos, qui semper stultissimos se praestant Predicate
ita docere conatur ut nil efficere possit.

Then, if these single subordinate clauses be each replaced by two or more, we get

Subject.
Magister qui putat se optimum esse, sed quem discipuli bene sciunt gloriari solere, Object
discipulos, qui semper ut molestiam magistro afferant stultissimos se praestant Predicate
ita docere conatur ut, quamquam summas vires impendat, nil efficere possit.

Only two things now remain to be pointed out — (a) that the skeleton Magister discipulos docet is only halfway between an English and a Latin order of words, and (b) that we should begin with one of our subordinate clauses — before we have something which is not structurally very different from Cicero's common usage:
Si quis unquam, discipuli, litus arare compulsus est, si quis unquam margaritas suas ante porcos misit mihi qui a pueritia studio litterarum Latinarum me penitus dedi, qui semper id agere conor ut res singulas quam clarissime discipulis meis omni ambiguitate omissa, exponam, id nunc accidit in vobis docendis qui sive de industria ut molestiam mihi afferatis seu deficiente natura tam stultos vos praestatis ut quamquam totas quibus praeditus sum vires impendo, quamquam omnes deos deasque Latinas cottidie flagito ut auxilium mihi dent, nihil omnino efficere videar.
When boys see something like this — the heavy humour is not essential — built up on the board before their eyes, they are entranced by the real simplicity of what at first sight looks so very complicated, and will, after doing a few similar exercises of their own, find no difficulty but rather a delight in the longest of Cicero's periods.

It is most essential that the boys should be made to practise for themselves. It is well, at first, to ask them as a home-work to write one period (not more) upon one or more of several themes given. Such subjects as the following are often suggested:
Mulieres non debent ius suffragii habere.
Melius est ruri quam in urbe vivere.
Saepius oportet nos ferias agere, etc.
The following two examples — both first efforts — illustrate well what boys can do, and also the confusion into which they are likely to run at first.
SAEPIUS REBEMUS FERIAS AGERE a 0 iu dices ui olim erat disci ulus ui olim ferias amabat is est ~q P ~q r' ui nunc non licet disci ulis satis ferias a ere ui iudices ~u,i~,ister q p g q me o timi sunt ui sem er ensa tam ene faciunt ui sem er iper p , q P P ~ q P ' um delectare conantur, ei sunt disci uli uos hic ma ister i~~ igistr ~ P q g ab minandus docere tem tat • si tam o timi sunt o ortet eos sae ius o P~ P ~ P P c~ 'as a ere sed hic ma ister crudelis sem er artem rammaticam cos ferias ~ g P g d o t non audit aut nonvolt audire verba Martialis " Aestate ueri cet e P si valent satis discunt," Linguae Graecorum Romanorum ue ut scitis difficilissimae sunt mg q > iudices nonne utatis si hi o timi disci uli has difl'icilissimas ita ue, o , p , p p q lin uas discere tem tant plus ferias merent ? 0 iudices non sinite g P , P ina istrum disci ulos ita afflictare sed sinite nos sae ius ferias a ere. g P P g b Siuis iudices um uam o time scribit ensum si uis uin uam q q P P q q conatur ma istrum delectare ille essimus ma ister utat sem er o ortere g ~ P g P P P omnes hoc modoensos scribere hocve modo se erere. Ita ue necesse P g q est ferias a ere sae ius uam nunc ; scitis versus quas in carmine scri sit g P q ~ q scrip si atius " Aestate ueri si valent satis discunt " • et sciunt uo ue or p q q ma istri sed non audiunt si declamamus. g Necesse estuo ue ferias a ere ueris fati atis nam si ui sunt severi q q g P g~ q ei sunt ma istri raesertim ei ui utant se bene scire et beneposse g ~P q P P disci ulos ui P ~q sem er stultissimos P se praestant ita docere conatur ut nil e cereossit. P isci ulos ui sem er P ~q P ut molestiam ma istro g afferant stultissimos se praestant ita docere conatur ut a quamquam summas vires P im endat nil efficereossit P 90 LATIN ON THE DIRECT METHOD docere lin ' uam Latina m, sed ui sem g er Irascuntur et ueros caedunt q P P num uamve ex onunt verba sed dicu ' q p nt o ortere scire omnia verba et; P 0 ortere discere omnes lib ' " ros Vir IIIi oen P as ue sument ab s g P q omnibus pueris. 0 timos uero s antea habuisse uo u P e dicunt et m P odo se abominandis q q esse puerosutant uam uam tem tant intelle ere verba a ' u P q q m Istrum c, P g g q delectare et animus ' nimus i itur recusat bene facere i d uod necesse g est facere q utlacet ma i ' • . stros crudeles. Utina P g m omnes ma istri interfecti sunt . g uam beati omn es ueri sed nemo volt o q testne hoc facere P P
It is very useful, in this connection, to point out the oratorical device of the inverted relative. Boys readily use this, as may be seen from the following prooemium and peroratio of a long speech written by a third-year boy as a holiday-task.
a Mihiatres n di xi, scri ti ui pro multis sae e dixi n uti P onnullis sal P q P , P inericulis a ' ' ' c discriminibus fui in rin p cI em quern omnes o uli P P q , omnes PP re es et atres et liberi i si oderunt ' g cuius ferocitate o P P ressi et to ati PP g et mI ites auo cum aedes et urbes destructae q tum inf antes et mulieres interfectae sunt 'n ' i hunc atres cons r c i ti orationem habere necesse P P~ est •uo nisi ne im une oena q p p m meritam evitaret exem lum ue P q crudelitatisosteritati traderet timerem p facere vixossem Si ~ P uIs q ex vobisatrem amisit si u' is filium si uis P fratrem at credo n n q ~ q emi em adesseui non amiserit i si uis tem la domus q q ue ruentes et decidentes P q vidit vel matres ex domibu x s e ulsas at ue ruentibus inter ruinas P ~ Ger- q manos barbaros maledicere s' ' i uis haec vidit in hoc monstru q m referenda sunt omnia. b De ex loratoribus im erat ' p ores nostri et homines rin I P c es ne P P lebem ui rumores modo a udiebat erturb P ~ q arent et terrerent nihil P , nuntiaveruntui tamen ex lor ' atorum facta Ins iciebant q P ui multos P ~q ce erunt e istulas ue et chartas in ' uibus ad Caes P P q arem rinci em de q P P rebus nostris militaribus nuntia mit tere conati sunt secrete e e abstulerunt a hirinci em illum multos hu ' ' p p c misisse non erant nescii. In hisuo u q qe e istulis talia inveniebantur u t alios ca ere et damnare o s P s emus cap ere ,uorumq unum a militibus nostris ca i i t s esse damnatum p omnes sciunt. Cum de hoc Germani audivissent ' ' iniustum esse dixeruntx qua e cusatione I Editorial correction for tatubantes THE THIRD YEAR 91 'n vincula iecerunt • x im eratoribus nostris uos ce i , ~ ~ - ali uos erant e p q P q melias ue erferre bant omnes indi nitates contu -- omnes labores subi q P ~ ~ g • nos eodem - ~ nt auci etiam fame er Ierunt, Ali ui tamen ac,ti su p q ~P --~~ lo ca tiV1S Germanicis usos ar uunt. Ge rmani nostris omnem ~c g P • non eis male -~ 1~ nitatem et crudelitatem Im osueru nt nos non modo -c p g us et ui ordine nI ne eos habuim liberalrter ac be , ~i~i sumus vero etiam q g r ff us Aliis Germanicis ca tivis uos acta ~li ni essent honore a ecim p ~ q • • • do crudelitate severitate ali uan al-ominanda commisisse certum est, q , ti are voluimus, sumus. Sed ne hos uidem cas ;- u tem num uam usi q g q ' ' bant uae erficere recusare iussis modo im eratorum are , ne homines ui p q P q P • • oenas ab hoc itur omnes det uniremus. Hic i , non oterant iniure g P p ~ P terribilia dabat eas sumere necesse ~ ui barbaris suis iussa immania ac , s non facient di c ui erte fletus mu ierum et in- c st. uod si homine , q e eneris hominis cor ore, rocitatem In d unt ui bestiae fe P f antum audiver g ~q tP ur is hominis astutia raedit am nec ullis c rudelitatis factis satiatam P ne omnes ui in unient. Vos oro atres conscri q viderunt hunc ti, P P P o ulorum libertate, pro atria pro libe ris pro reli ione pro p hello pro g ~ P P P P P ~P P ' ' rierunt inultos to im avidi e t~rrarum salute susce , ot us deni ue orbis , P P i i P q . • ' ' u entium vocibus ' uarum et 1 licibus vid esse sinatis ut morientum su g PP lum dicam latroc inium enim otius ui ne bel ;eures adf eratis ut hunc P q r tam crud eliter erebat oenas meritas ac c uam bellum nominaretu g , P 1 iustas solvere co atis. g this t ir -

Free Composition.
We conclude this account of composition with a few words on free composition. The boys have now been encouraged for three years to talk in Latin, and free composition is simply the writing down, with just that little extra care which the mechanical act of writing enforces, of such talk. It may fairly be taken, at the end of the third year, as an index of the amount of facility and freedom of expression which the direct method produces. The two following examples were both written in examination. It will be noticed that (a) is superior in accuracy, (b) in imagination.
TROIA CAPTA ecem annos Graec i Troiam obse derunt sed non otuerunt urbem a Per d P cP g a ere. I it ur ductares Danaum e uum instar mo ntis divina Palladis q 2 LATIN ON THE DIRECT METHOD arte " aedificaverunt E ' ' uus est li neus et G , raeci milites m e u q g o se q celaverunt D ' einde Graeciui rehcti sunt, ad T enedon m nav'bus q ~ suis navi averun g t. Mox Troianiu' i utaverunt Graecos M cen as abesse ex urb e q P averunt. Y ox e uum invenerunt sed omnes nesciv q erunt cur e uus aedificatus q esset. Subitoastores T rolae Graecum uemd p am uem in ulvis in_ q ~q venerunt ad regem traxerunt " Cui rex u g ~ roximus erat Noli q P , timere " in quit, " s ' '~ ed dic mihi cur rel' q ictus sis. Smon i it ur sic dixit g , " 0 rex nomen meum est' Smon. Danai nus uam abiverunt volu p q erupt ali uem sacrificare ut ventos lacarent. Ulix s q e uem maxlme odi P dixit q 0 ortere me sacrificare. Sed u ' " ' p t videtis fu i R evera Ulixes du g ctor Danaum im a r' er ~ it Sinone ut Troian is ersuaderet e uu P m in urbem P q trahere. Deinde Priamus ro avit Smonem de e uo. Nam ue cum T g roianl q q~ e uum invenissent Th moetes ' ' ' dlxit o orter q , e e uum in urbe onere Y p . q P " At Ca s e u ' ~? ' t quorum melior sententia pY , q menti dixit o ortere u p eq um in mareraeci ' itare aut e uum ucere. Laocoon uo roianos P P q ue oravit T q q ut e uum non crederent. Sed La ' q ocoon mox infectus est a an uibu g s. Sinon sic res on ' " dit Graeci e uum aedificaverunt ut M' P q inervam lacarent. Sed • sl e uum m urbem trahetis P mox Gcaecos vin t q ce is." uibus dictis Priamus im ' eravit Troianis ut p e uum in urbe oneret. q p Deinde omnes fessi dormiverunt. M ox Sinon e uu m a ro in uavit q PPPq et Graecos milites ui inerant li beravit. ui g , bus factis Gra q eci vi iles b ortarum interfecerunt et ortas urbe p p s a eruerunt ut sinerent co mites p m tes ui a Tenedo navi averunt 'n q i trare. Nunc omnes T ' g , roiam P ra uerunt et tulerunt et aedes uss erupt. Priamus et n ati sui mterfecti sunt a Y P rr ho crudelens miles Graeco rum. Aeneas cum com'ti i bus suis lnce it effu are. Deinde unus x p g e comitibus dixit " Ca iamus » arma Graecorum et ' induamus ha P e arma. Sic Graeceutaverunt cos Graecos esse subito alii T P roiani Aeneam et comites eius obviam averunt eta ene omnes interfecerunt n p am ue q utaverunt eos Graecos esse. Aeneas eas autem non interfectus es t. Subitoutavit s vi " e dere Venum et V p enum dicere Abi domum tuam etatrem et coniu em tuam non ' p g o ortet te hunc in m odum in op orte stare ! " omo yentyatrem coniu em ue invenit. Oravit atr P g q em ut cum ei P e u eret sed ater, cuius no « g men erat Anchisen x p ~ di it Nate nolo effu ere nam ue sen ex ' ' ' e sum non multum mihi f g q re ert utrum interfecturus sim necne. Nolouo ue han u c rbem rehn uer q e. Sed mox Aeneas q q atre suo ersuasit effu ere. I itu ' t p p g r atrem ce it et eum osui in umeris g P cep it suis. Deinde cumar I ' vo ulo ul erat natus Aenea effu eravit P q ~t. Im g p THE THIRD YEAR 93 ox venire cum atre um tem lum iret illuc dixrt se m p (r~~nsac ut ad desert um I s non vidit coniu em nisset Aeneas g ~~I~-~ uc.. Sed cum ad tem lum ve P 1 , reret. Creusam m ad urbem ivit ut coniu em quae ~~ian~. Ita ue iteru g q a o ei dixit Creusam tutum esse. ' a inls vidit im ,~ ~ t t c~in instar im g g • • otuit urbem in t sed tristissimus erat nam ue Aeneas i itur abivi q P 11c, e g -tc.5tate Graec orum videre et urbs sua ardere. • anaum ad ductores D annos belh , lsi post decem , !~ iessi at ue re u , q P P • x'lio deae Minervae 'nstar montis au i hendendam e uum i I roiam com re q P • • Troia abire simulantes , a matos incluserunt. Decode ex Troi t~~•cliflcatl milites r ns ectu Troiae re vera averunt atque I' n dos insul am uandam in co e e P q • • ssi sunt ad castra mnes Teuc ri ex Troia ro re ibi celave runt. 0 p g naves • " voluerunt in c m Vul i mirantes s ectaverunt eq uum. Al~~ - raecoru g p ur hcm d ucere Ca set se niores Teucr orum volue runt aut in marem PY ' et " Insani i ne. Cum subito Laocoon ex arce cursit ," i,~ctare aut urrere g • • ati aut machina • ~ luti sunt milites arm um . Aut inc i n c uit creditisne e u 1 q ntura ue desu er ur be " uibus ectura domus ve p I.~l~r~cata est ms q P tetit hasta in atere cavernae equi clictis has in tam latus e ui iecit. S , q n aliter voluissent e uus it Et si dei no , q x cavis emitus ven . .,~,nuerunt, e g at ue Ulixes num uam rvata nunc fortasse staret q us esset Troia se q cicstruct , 'uvenem ad regem iis t ad Penlo em s uam. Sad astores roiani i g ~cd e P T P - • ant. Is Sino n iuvenis Graecus os s ectab riamum trahebant omnes e , P • n mine carinae nec omnes d non decem annos no , 1 roiam ce rt uo p ~ q • m esse videntes , s Teuci Graecu I)ardanidae facere otue runt. Omne , P Quid faciam uem nec Dar- n are et ille , q tc m averunt eum torme t P 'n idam Ulixes iactatus sum Teucri habere v ter olunt. Pro i v clanidae nec Prop ter ardanidi redire ' ntur. Cum D c• x Grass nunc Teucri me lnterficere mma • acaret. Cum uit ut deos 1 bere neccesse f volt ad atnam s acrificium ha P P ortere sacrificum • rit et cum Ulixes me o p ul orum obstre ue vc.nit ad auras v p g • • ii et Graeci me dies advenit efu • nes Sad cum g esse dixit adsenserunt om • erupt. Priamus ei e n rfecturum fore utantes abiv ercit p p aTeucrs i te p • ad aram ubi erant aocoon et Tenedo c t: subito omnes se r entes duos ex , P itur deinde exi moreu defasc tos am 1 ssos. Primo na tos ati duo ro re P ~p g • ' ' ressi am lexi a inis deae Minervae ro T ad pedes im p g P I ,aocoonta i se. um p g P . es e uum in ur er bem thahere ince - men esse utant P s«nt at ue omnes o p q q urum advenisset d moenia destructa e u um in urbem it , tint. Sad cum a q ntes cessit et uater sonus armorum tae traehe ~ueri uellae ue mnu , q I P q P • Priami insl ias esse ' T iani Ca sandra filla ~c.mitos ue audiverunt ro . ~, q • nox f esso vino ue ' erunt. Venit en non audiv , q nionstravit, Troiani tam e pin ea laxavit mi ites inon ad e uum ro ressus i e q iebat S P ue Troia dorm p g q e Achivis agitator olamus Menelaus u l'xes Neo t ~ xi erupt U i q il~Lravit. E v 1 ~ P i coq. LATIN ON THE DIRECT METHOD equis atque ipse dolus fabricator Epeos. Naves ex Tenedo venerant, porta( apertae sunt, vigiles domientes interfecerunt. Troia iam capta est. Sed non Troiani ; Aeneas iuventesque Troiae arena ceperunt, per curserunt Graecos inficientes. Galeas clipeosque Graecorum in m miserunt. Etiam Priamus, rex veterimus Troiae arena misfit. Ewni, Hecuba uxor eius oravit ut secum maneret sed ille Pyrum videntes natuiii suum Polfites interficientem, hastam ad Caput iecit, sed ea modo scutuiii pulsavit et Pyrus Priamum capiens sine misericordia interfecit. Obtruncavit eum et nemo seit ubi sit cadaver eius. Troia perdita erat, Troiani viverunt ut servi Graecorum. Ubi sit Priamum nemo sciverit vel voluit scire. Aeneas cum paucis Troianis effugierunt urbe viveruntque, ut urbem Romae conderent narrarentque de capta Troiae.

Roman trial.
Although not a definite part of the composition-work, it is natural to describe here the efforts which are often, but not every year, made to conduct a Roman trial during the third year. It is not possible to do this with every third year, but only with an exceptionally good class.

First of all it is necessary for the master to provide his class with a good deal of material. The trial is going to be one de repetundis on the model of Cicero's Verrines, and the master must explain, in English, a good deal about Roman provincial administration 1 in general and the system of levying taxes in particular. In the course of this talk he must be careful to give all necessary information about such things as the comitatus (vel cohors) of the pro-praetor, his edicta translaticia or nova, his honorarium of corn and his necessity, upon retiring, of depositing in the two principal cities an account of all money transactions duly stated and balanced(apud duas civitates, quae maximae viderentur, rationes confectas deponere) and of handing an exact copy of these accounts into the treasury after his arrival at Rome (easdem rationes totidem verbis referre ad aerarium). In particular the Roman monetary system, based on ' Cicero .4d .gtticum, v, 16, gives an interesting sidelight.THE THIRD YEAR 95 i I1,• sectertius, must be explained, and the opportunities I, )i bribery and corruption pointed out.' As to the .i, i ual trial, the distinction between criminal and civil i ri:ils (iudicia publica and privata) and the institution of Hu< ~ P qe 1 iniecerant litteris N.L. inscri tam " Am lius non li uet " dicebat e t P P q am liabatur causa. Si tot iudices absolverant uot conde na eran t P g m v reus absolvebatur. The boys will now have sufficient material to go upon. As much of the procedure as is possible may be gone through in a period, or some evidence or part of a speech may be invented and then the whole of the portion done during the day may be written up at home as homework. Either the reproduction or the text-composition will, of course, be dropped during the time in which a trial is being done. How real such a trial becomes to the boys may be THE THIRD YEAR 97 judged from the two following little anecdotes. It dimuld first be explained that the experiment has been ti icd of "being at home to Roman boys " (see next i ion) once a fortnight, when parlour games are played nd anecdotes related—all, of course, in Latin. No boy in particular is ever invited, but at the beginning of the i ~rni an announcement is made as to when Latin teas will be held, and there are always more. boys than the r...,rn can comfortably hold. Of course, the novelty ..i the idea itself appeals to them, for they love to talk and hear one another talking Latin, especially when it i>; still more "chatty " than even the reformed method :ui permit in the class-room ! Some weeks ago one 1)0y—the accused in the trial scene—was seated on the Iloor with a bowl of chocolates between his legs—does not Horace justify us puerir alim daut crzutula blandi doctorer, elementa velint ut discere prima ? when a boy observed him and exclaimed, " Specta ,lrnoenum, quarr avarus sit! Primum Siculos spoliavit, et nunc omnia crustula tenet." It was, of course, a joke, :end not a bad one for a boy of 13, but does it not :also show that in the eyes of his schoolfellows the boy in question had really been, to some extent, identified with a rapacious pro-praetor ? The second little anecdote is that during one of the preliminary lessons mentioned above, an explanation of Roman money was necessitated, and the opportunity was taken at the same time of explaining abalance-sheet, thus:

TABULA EXPENSI ET ACCEPTI

Acceptum.
A pueris docendis HS. XX. Expensum.
Crustula HS. XX
(Pueris edenda)

NL 98 LATIN ON THE DIRECT METHOD The lines round the numeral in the " expensum " column were added as an afterthought, and the shout ()I laughter with which it was greeted proved how well the difference between sestertia vicena and sestertim,l vicies had been grasped. This is naturally followed 1>> the introduction of such metaphorical idioms benignitatem tuam acceptam refero, etc. The reader will wish to know what the boys make of all this, so we append an example of a speech for thy defence. This was written by a third-year boy entirely by himself, but his work was corrected by the master at various stages. It therefore differs from all other examples of boys' work quoted in this book. Consultation and corrections naturally take place in doing this sort of work, but the reader may see a boy's unaided effort in the fragment from the speech of the accused, which is given last.

SPEECH FOR DEFENCE

Siquis um uam o iudices innocens erat aut iniuste accusatus es t, q aut in ius vocatus est crudeliter deni ue vexatus est is est cliens meus q , ui o iudices sem er id e it ut utilitatibus Romae serviret is est Marcus q P g Cornelius Varusui nu er o timus roconsule Siciliae erat ui tem h q P P P ~q P deis condidit ui edicta translaticia uae non bona erant revocavit et ,q rq edicta nova ut commercium Romanum adiuvaret fecit • ui nibil > q iniuste a Siculis exe it ui multas rebelliones com ressit in uibus multa g ~q P ~ q volnera acce it sed ille nihil curavit uia haec volnera pro atria acce i t P ~q P P P is est Marcus ; sed insanus ille accusator dicit eum iniuste vecti alia a g Siculis exi ere et malum roconsule esse uem o iudices omnes >> i g P ~q bo cives Siciliae amantui sem er beni nus est • si uis alius bon a t q p g q us era P roconsule is est Marcus Cornelius Varus. 0 iudices cum hic ad Siciliam venisset ut officia sua inci er > P et Sicil>,a in mala conditione esse invenit nam ue roconsule ant n ecedens magna q P g vecti alia exe erat et o ulum ita o ressit ut arma contra nos a r et g g P P PP cpe~. Marcus Cornelius Varus i itur contra Siculos ivit r bell' g e lonemque corn- ressit. Deinde vecti alia minuit hoc edicto novo. " uis u et P g q e civis deb e sestertiumuotannis vecti alia solvere Marcus Cornelius V us " q g s ar Pace f actaroconsule novus rovinciam meliorem fa c t cere ince >.t P P PTHE THIRD YEAR 99 utilitatibus Romanorum Siculorum ue servuit. Nunc testamentum q Beryl Marci Cornelii Vari recitabo ut vobis monstem Marcum Cornelium Varum beni num esse Testametum recitat . g Prius uam Marcus Cornelius Varus venit uotannis uis ue civis q ~q ~q q debebat duo milia ut vecti alia solvere sed hic hoc ad mille sestertium g minuit ut antea dixi. Hic de re etundis accusatur sed libertinum P uemdam Gnaei Caudii Britanici Scrironis vocabo ui bene monstrabit q q Gnaeum Claudium Brittanicum Scironem ecuniam exi ere non P g Marcum Libertinus testificatur E istulam uo ue Gnaei Claudii P q q Britanici Scironis recitaboE istulam recitat . P Marcus Cornelius Varus commercium Romanum hoc edict° novo adiuvit Edictum recitat . Siculos adiuvit dum est fames nam ue q honorarium recusavit ut hoc e ictum monstrat dictum recitat . Pro- consule ui ius est homo tem la deis sua im ensa condidit nunc ~q P ~ • P P um x cohorte Comam vocabo ut has res testificatur Coma un e testificatur . Marcus Cornelius Varus certe vecti alia minuit sed aerarium nullum g am dn tulit nam ue dili entissimus erat. Senecissimum civem um q g T marum vocabo ut has res testificatur Gaius—Seneca testificatur . her Accusato r dixit Marcum Cornelium Varum Caium Valerium Callidum isisse et bona ublicavisse. Verum sed non verum est in carcerem m p , f iniuste hoc fact um um esse Nam Caius Valerius Callidus ut a ros suos . g fl men clausit sic a uam im edivit uominus a ros civitatis irri aret, u , q p q g g T mentum i Caii Valerii Callidi itabo Testamen- > ; minime namq ue Marcus Cornelius Varus iam Roman am eminam f a in matrimonium duxit. Vocabo Iulium Comam m cetur testifi res as h ut Iulius Coma testificatur . At enim hic Siciliam meiore conditione uam invenit reli uit • minime vero nam P q ~ q ue q nonne vobis dixi Marcum Cornelium Varum rebellionem, uam cum q 'nvenisset com ressisse et vecti alia minuisse t ad Siciliam venisset i , P g ' Marcus Cornelius Varus Siculos crudelitate sua ut arma contra At enim , a erent excitavit minime nam ue rimo - rm erium Romanum c , , post- P P q P P . nu er erstrinxi com ressit icu i num uam rebellionem uam , uam q q q P P P contra im erium Romanum ce erunt • ostremo iterum arma co p , p ,Marcus P n erat crud elis uemadmodum servus huius dixit. Cornelius Varus no , q s m ltum a Siculis exe it • sed non m Marcus Cornelius Varu u At eni g modo vecti alia minuit sed etiam honorarium'x solenne ut antea dI ~ g, , recusavit. 0 iudices orationem accusatoris et o ' ' i rationem meam audivistis c nunc o ortet vos inter nos iudicare. Tem tavi vobis monstrare Marcum P p Cornelium Varum innocentem esse et nesci ne o utrum impetraverim nec Sed vobis dico Marcum Cornelium Varum inn n m oce tem esse , si eu eicietis in exilium magnum scelus committetis lti n e s m g vo s e sc lu co mittere ? Minime. Audite ; cives testificati sun n m t, testame ta servoru vo is recitata sunt edicta multa vobis recitata sunt •mnia ha testi o ec monia monstrant Marcum Cornelium Varum non nocent m esse. I itur e e. g quid otestis facere nisi eum absolvere ' ' ~ Sed si eum damnabitis d~ i q P , eum ulciscentur, nam ue ut vobis dixi Marcus Cornelius V ld q e ius arus temp deis condidit. ui o iudices nuncotest di r " V i dice re de Sicilia eni vid P , vinci ! " is est Marcus Cornelius Varus cuius h n n ho nos et optimum nome sunt inostestate vestra uem omnes amant hon nt n is p q ora , revere tur, est c iens meusui omnino false accusatur. 0 iudices nolite errare cum q dolos eriuratiunculam mendacia accusatoris au ' ' s diveretis. Si uis aliu ~p ~ q innocens erat aut omnino false accusatus est d ni u a es t, e e dedecor tus e q is est Marcus Cornelius Varus • siuis al' Ius benl nus aut o timus q g p , out robus erat is est cliens meus • si uis aliu ' ' ' m P q s cautus aut dili ens aut etia g liberalis erat is est Marcus Cornelius V ' ius arus. 0 iudices non multum mihi refert utrum Marcum Cornelium V ' arum damnetis necne sed ut scio si eum damnabitis dei eum ulciscent ur et vos et accusatorem et omnes C 'um eriuros testes eius interficient. avet e i itur et Marcum Corneli P g Varum absolvite !
The following is an example of the evidence referred to
Scite o iudices me uin ' tum Publium Ca iton s r a , em e vum tum f c P esse Gnaeo ClaudioBritannic ' o Scironi iamdudumua t r nn um q tuo anno Caius Cornelius Verres re n ' abat. Eo tempore v 1 e ecti a ia locata sunt g P g bina sestertia et dominus meus ut cum summa luxuriaosset vivere P ut terna sestertia g colli erem effecit Po stero anno novusroconsulc P Marcus Cornelius Varus' venit etui e ui homo o timus et beni nu:, q PP q P g esset nam in libertatem me vindi ' cavit P P im eravit ublicanis ut bind sestertia modo colli erent S ' ed dominus meus s m m g e er i eravit mi P P ut terna sestertia colli erem ; sed ego, go, qui a puero iustitiam amavi, et ui sem er volo me posse cives a diuvare recusavi Dominus ' ur , q p om us i it P , g foede me usus est et crud lit ' crude liter me casti avit me verberans salem ln g ~ ue q vo nera im ovens et me for u n p e s spectate o iudices hae sunt manu q ~ p(lime 1 ra huius hominis mon- testificantur. Veni pro hac causa ut sce e , p ~ ltis crudelem dominum et eum ue urta a htrarem. 0 iudices si vo q Marcum Cornelium Varum sed 1~iu eribus facit unire ne , 1 P ~ p ~ unite P ( Britannicum Sciro nem ui testificatur contra ,naeum Claudium , q innocentem eteriurat.
Minor "evidence " is such as the following
't'bus meis im eravit ut ma Pridem dominus meus mihi et com nami i g P molem aedifarem. i u totam a uam i se haberet ne ue curavit Volebat flumen im ed re t q P ~ q P si ' 'vitatis nullam a uam habuerent. i agri ci q I itur ma nam molem ae ificavimus. g g uia ceteri a ri nullam a uam habuerunt et ma Mox era siccitas na g > >q g q ali sit dominus meus homo fames re ionem vastabat. I Itur videtis s g g u q 'niustus et im robus ui oenam duram meretur. avarus, i , p
Or again
i ' ' u atus est de crimine hor- 0 iudices .dominus meus ui ita iniuste acc s ~q ' ' ' ' ' t omnibus aliis servis beni ibili est homo innocens. Sem er nus mihi e r g P erat et tantum aberatuin magna vec ti alia im oneret ut ecuniam q g g P ~ P 'bu suis subveniret, ui romisit me a ro riam sem er daret ut civi s PP P , P uesse, ui sa ientissimus at ue iustuspraetor P atriam meam mox reditur m e q P q P ns et bonus ui ut videtis, Is est dominus meus homo innoce erat. q , false accusatus est de crimine.
The edicta are nothing if not concise:
E Ic D TUM MARCI CORNELII VARI 1' u frumentum uod Romam mittitur Im ero Sicu is t Cavete omnes. P q Siuis hoc non faciet eum in carcerem mittam. minoris vendant. q MARCUS CORNELIUS VARUS. M M R I CORNELII VARI EI A C Non c . omnes vertite d ma i n A n li et Siculis honorarium mihi dare nam ue q est magna fames. g MARCUS CORNELIUS VARUS.
And the letters are equally to the point;
Caius Valeriu ' s Callidus ulnto Lu H cio ectori S.P.D. A ros meos b ene colo nam ue flumen la g c usi. I itur dum e q g st siccitas, a ris meis nullum dam num feret. Haec moles aquae uominus g e obstat q q a ros civitatis irri et sed u' ' id de hoc curo ~ V g g eni mox ut me videas. q Vale.
The following is the uncorrected fragment from the speech of the accused which we promised. It will be noticed that he knows his Horace.
Cives! Romani! Amici!

Si quis alius innocens sum.

Si quis umquam, iudices, falso accusatus est, si cui omnes sibi labores vani erant, si quis umquam litus arare compulsus est, si quis semper laboravit et numquam otio fructus est, si quis dum regnat assentatores habuit sed nunc non habet, siquis numquam honoratus est:

Ego,

Qui tres bonos annos impendi ut populum miserum atque p p p q eau erem e P P miseries suis ra erem ui cibu '1 i m i 1 s raebui ul fame p , q p e ressi erant q P , uiq illos vestiviui nudi eran ' ' ' t ui avisus sum cum ilhs ui audeban t q ~q g q g ui illos consulatus sum ' ' ' ' ne m ui lu ebant ui Siciliam e tur i q ssimo ordi q g ~q P interrovincias ad situ 1 ' ' m a tissimum levavi unde nihil nisi te P m us et temp u bellum eamoreet ra ere ui aurum ad aerarium tuli ui servos os liberavi , P q ~ q at ui loriam ade tus u ' sum u~ vivet in omnibus annis. q g P q Nunc tamen accusatus sumuod male re naverim uod aur q g , q um ceperim uo non est mihi uod caves corru erim uod don q , q a ce eremqua non P q P q 0 ortet me ca ere uod saevus at ue atrox at ue ferus at u P e crudelis P q q q q at ue inhumanus at ue immisericors ' ue q q fuerim uod i navus fuerim at q g q inersuod cives in vmculos miserim et omnes eorum res q e abstulerim sed minime ! Dum Roma in ' columis est dum Iu iter in caelo re gnat, i pp g , uro per omnes deos me innocent em esse. Pro curria q inversi ue mores . Nonneotestis videre unde ? aurum frumentum ue venerunt . P q Cumrimo ad oras Sicilii 'v's ' i i sem o ulum miserum inveni at ue P ~PP q aerarium vacuum chaos ue in omnibus locis Et terra et mare laboravi q bonas vias feci etortos meli ' os. A minem at ue defensiones natu ales p g q natur ale i cavi. P

As was said at the beginning of this description, it is possible to conduct a Roman trial only with a third year of especial ability. Even so it is by no means a great success. The quotations given above of what boys will write in this connection are probably sufficient to explain why the master is always anxious to try it. But it invariably results in two things, the first of which is to be expected, namely, that the work is all done by three or four—six at the outside—of the best boys in i }ic form. The second thing to which we refer is peculiarly illuminating. These best boys are much better in their written work than orally. They will compose written speeches of considerable length and merit, but they really prefer to hand these in quietly to the master, rather than to make a forensic display of delivering them. This is, of course, due largely to the shyness of adolescence, but is it fanciful to denote here the beginnings of a later development upon the direct method, namely, a gradual shifting of excellence from oral to written work ? There is no doubt whatever that this occurs in the fourth and subsequent years, :end, of course, it is exactly what the master wishes. We wish our pupils to talk Latin merely as a means to an end, the ready understanding and appreciation of the literature. At first a bright boy will shine most in oral work and will show his excellence there much more than in writing. But gradually—as we have described under this third year his work takes on more and more of a literary tinge, until, when we come to the Classical Sixth, oral work is unconsciously recognised as :i mere instrument,

[Very highly polished, from constant use]

and no one expects to be judged by anything except written work.
Latin Teas.
But facility of speech, though not an end in itself, is most desirable, and perhaps mention should here be made of an experiment which has been tried, with success, for developing it. During the two winter terms the master announces that he will be "at home" —say, once a fortnight — to Roman boys. No one is ever definitely invited, but it is understood that anyone who likes may come on the simple understanding that he must speak nothing but Latin

[1 He is of course allowed to inquire, quomodo dicimus Latine "jam"? The master has to exercise considerable ingenuity in his replies.]

either to his fellows or to the master. At first the master has to exert himself to overcome awkward pauses — but does not this happen in English tea-parties? — and must institute parlour games or something of the sort. There are many games of guessing in which one boy goes out of the room and thinks of something which the rest have to guess by asking questions to which he may reply only Ita or Minime. "Proverbs," played in the usual way, are always most successful. Soon games of this sort may be discontinued, and the telling of anecdotes substituted. The master prepares a few himself beforehand, and each "guest " must come armed with at least one.

[ On these occasions the boys really do talk and think in Latin as may be proved by the following: Many years ago these Latin teas were been held in a room which communicated with the private sitting-room room of another master. A certain boy, on leaving the Latin room, went to this other room in order to ask the owner something which he wished to know, but he spoke in Latin. When the English master taxed the boy with this he denied it at first but the fact was corroborated by two other boys who were present doing some out-of-school work with the English master.]