come out and go through similar things themselves, describing their actions as they perform them. The boys will enjoy this, and there is nothing to equal it for "rubbing home" the constructions. If this is properly done it will take a few weeks, but it will mean that when the plays are started they will be thoroughly enjoyed. By way of preliminary work to the "Laqueo suo captus" for example, a boy will (after having been shown by the master) come out of his place, walk about, and speak somewhat as follows:—
"Ambulo; fenestrae appropinquo; fenestra clausa est, oportet me aperire, mihi aperienda est. Ianuae appropinquo ut eam aperiam. Hoc modo loquor ut bene intellegam linguam Latinam: quam sapientem me praesto (vel, praebeo), qualem sapientiam prae me fero: nunc scrinio appropinquo, haud multum abest quin scrinium attingam: scrinium tollere conor, sed non efficere possum ut tollam; non fieri potest ut tollam, namque non sum Hercules. Orabo magistrum ut auxilium mihi det; veni huc, magister, ut me adiuves, namque vereor ne me laedam. O me miserum! magister nonvolt me adiuvare; negat se auxilium mihi daturum esse: pigrum se praebet; pigritia ei obstat quominus me adiuvet (eum impedit). Velim scire quis me adiuvare velit (auxilium mihi daturus sit). Non facere possum quin fatiscam," etc., etc.
All this has been done at the Perse School, so let no one doubt that a boy will speak so much Latin at a time. In fact, the above is almost a verbal reproduction of the sentences spoken in class by a boy (just under twelve years of age) who started Latin a year and five weeks ago, who has spent the first five weeks of his second year at Latin in just such oral practice upon the main syntax constructions as is here recommended. Five weeks is not too long to spend on such work, for it is of little use if it is not known perfectly (in the case of the boy above mentioned the master only had to correct him once during the whole of his sentences), and
