classes and two years to the acquisition of elegancies. Subsequently a tenth class was added; in this lowest class the basis was laid. Here the children learned the form and pronunciation of the letters, then reading, which can be better gained by Latin declensions and conjugations than by the catechism. In the ninth class the pupils were perfected in declension and conjugation, and grappled with the irregular verbs. At the same time a multitude of Latin words representing common objects were learned, and each pupil daily received a number of special words to be committed to memory. In the eighth class the first thing to be considered was that the boy forgot nothing of what he had learned in the preceding classes. Those who entered this class must be able to parse all leading words and adverbs. This they learned more through practice than in any scientific manner, as the Roman and Greek boys exercised themselves in speech before the grammar was given them. In this eighth class the separate declensions and conjugations were distinguished and marked by examples which the scholars could take from the words already learned. Then Cicero's letters were to be translated with sole reference to the grammar. Some practice in style appears for the first time during the last months of the year; there were oral exercises in the formation of new Latin phrases, and the transposition of those already assigned.
"The seventh class takes special care that nothing is forgotten; then Latin syntax is dealt with in simple rules—these rules are explained by Ciceronian examples. Each day Cicero's letters are read, for in this class they must read much in order to gain much. The themes for practice in style are selected from that which the pupil has learned in this or the preceding classes, thus making these themes a refreshment of the memory. The teacher must help his pupils orally and by writing on the blackboard. On Sunday the German catechism is translated into classical Latin.
"Since the preservation of what is learned is no less an art than learning anew, the sixth class must not forget anything. Longer letters of Cicero are now translated into German, and different letters are given to companies of ten. In like manner various poetical pieces are assigned to different pupils; the Andria of Terence and the first poetical volume are read. In connection with writing, the pupils are compelled to pay special attention to the minute development of their style. Saturday evenings and Sundays they continue translation of the catechism; some letters of Jerome are read, and Greek is commenced. From the fifth class onward the scholars are made acquainted with the less-known words and their objects. Metrical composition is studied, and in the later months of the year this is joined with some practical exercises. Then mythology is taken up; Cicero's Lælius and Virgil's Eclogues are read. In Greek the pupils learn to name the virtues and vices and habits of men; they write them down carefully in their dictionary. Style must be further de-
