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§ 8. “As you perceive your scholar to go better on away, first, with understanding his lesson more quickly, with parsing more readily, with translating more speedily and perfectly than he was wont; after, give him longer lessons to translate, and, withal, begin to teach him, both in nouns and verbs, what is proprium and what is translatum, what synonymum, what diversum, which be contraria, and which be most notable phrases, in all his lectures, as—

Proprium Rex sepultus est magnifice. Translatum Cum illo principe, sepulta est et gloria et salus reipublicæ. Synonyma Ensis, gladius: laudare, prædicare. Diversa Diligere, amare: calere, exardescere: inimicus, hostis. Contraria Acerbum et luctuosum bellum, dulcis et læta pax. Phrases Dare verba, adjicere obedientiam.”

Every lesson is to be thus carefully analysed, and entered under these headings in a third MS. book.

§ 9. Here Ascham leaves his method, and returns to it only at the beginning of Book II. He there supposes the first stage to be finished and “your scholar to have come indeed, first to a ready perfectness in translating, then to a ripe and skilful choice in marking out his six points.” He now recommends a course of Cicero, Terence, Cæsar, and Livy which is to be read “a good deal at every lecture.” And the master is to give passages “put into plain natural English.” These the scholar shall “not know where to find” till he shall have tried his hand at putting them into Latin; then the master shall “bring forth the place in Tully.”