'Yet a Grammar of this size does not profess to be an exhaustive treatise on its subject. Competent and careful students, who combine its use with the reading of authors and the practice of composition, so as to master its contents, ought indeed to become Latin scholars of considerable width and power; but they will still find much to learn in the field of Latin, which must be gathered from special monographies by eminent scholars, some of whom are occasionally cited in the following pages.

'At the present time, when the science of Comparative Philology has made such advance, that good living scholars know far more of the history and organism of the Latin language than was known to Quintilian and the old grammarians, the publication of a Higher Latin Grammar, without reference to the facts and principles of that science, would be a retrogressive and senseless act. It must, however, be remembered that the chief end and aim of a Classical Latin Grammar is, to impress upon the minds of students the forms and constructions found in classical authors. Its office, therefore, is to use Comparative Philology as a guide and auxiliary in teaching Latin, not to teach Comparative Philology itself through the medium of Latin. This principle has been kept in view by the Editor throughout his work. The just mean is always hard to observe; but he may venture to say that he has not strayed from it wilfully. In the Appendix, indeed, and in a few other places, he has thought it not inexpedient to cite some of the most important affinities between Latin and other Aryan languages and dialects; but only with a view to point the path of future study, not to furnish the student with a sufficient knowledge of the several subjects there noticed.'

3. The following passages are taken from the Preface to the Second Edition, published in 1874

'Competent and candid critics are aware that a book of this size, in spite of its title, is not meant for school use in the same sense as the Primer and other lesson-books of a similar kind. As a school-book (for there is no limit to its use by any students who are capable of good private reading) masters can use it in two ways: (1) by enforcing general or occasional reference to its principles and rules in reading Latin authors;

(2) by requiring definite portions to be prepared for periodical examinations conducted on paper as well as orally.

"The present opportunity has been used to enlarge and improve several departments of the Grammar, especially those of Soundlore and Derivation. To discuss the physiology of articulate sound has never entered into my plan. Were I competent to undertake this, which is not the case, I should hardly deem it suited to a book applying specially to Latin, but rather appropriate to a more general work treating of the Prolegomena to Grammar.

'On the other hand, I have striven to bring out somewhat more prominently than before the leading facts of Comparative Philology, so far as they concern three kindred languagesLatin, Greek, and Sanskrit. The Sanskrit words in this Edition are generally cited in their modern form. The term Primitive Root is, however, used; in what sense, and by what right, appears in a Supplementary Note at the close of the Appendix.

'As I am now, by the kindness of those whom I was bound to consult, authorised to attach my name to this Preface, I think it right to notice the chief objections made to the books on Latin Grammar with which I have been occupied.

"When the Primer was published, seven years ago, it was right that it should be criticised, and certain that it would be impugned; nor could we expect that all criticism would be equally candid and intelligent, or that every assailant would choose his weapons from the armories of truth and reason only.

'The chief objection urged against the Primer was this: that it was too abstract and difficult for the use of children beginning Latin. There would have been some weight in this argument, if the purpose of the book had been rightly described. But it was really designed as a class-book, not for Elementary Schools and First Forms, but for all Forms in Public Schools below the grade of those boys who could pass with advantage to the use of a fuller Grammar. Other companion books were in preparation for the instruction of children at home or under private care; and these have since been published.

'It was, secondly, stated as a charge against the Primer, and subsequently against this Grammar (in which the teaching of the Primer is contained), that they "bristle with new, hard, and

uninviting terms." This charge, urged as it has been with much persistence, and little concern for truth, must now be met by some remarks on the terminology of Grammar, together with a statement of my own feelings and practice in regard to it.

§4. Every science must have its own terminology. Grammar is a science; and in Latin Grammar, as one of its departments, there exist, I believe, more than three hundred technical terms. Most of these are either actually Greek words, as Syntax, Prosody, &c., or translated from Greek into Latin, as the names of the Cases and Parts of Speech. Others are purely Latin, as Gerund, Supine, Active, Passive Voice. Of these various terms, whatever the original unfitness of some, the larger number havé struck their roots in literature so deeply and widely that any attempt to extirpate them would be quixotic. Many, indeed, are in themselves unmeaning or inadequate (as Gerund, Supine, Deponent, Accusative, Genitive, Ablative); but the learner by gradual experience is enabled to use them practically, which is after all the end we wish to reach, though the road to it might at several points have been improved. A few terms, which are not only vicious, but really confusing, and at the same time unessential, I have exchanged for better substitutes. Among those so rejected are Neuter Verb, Neutropassiva, Neutralia Passiva, Substantive Verb. Again, we find a considerable number of cumbersome Greek terms (Heteroclita, Heterogenea, Aptota, Diptota, Triptota, Tetraptota, with many of the names given to what are called Figures of Speech), which are of little use to learners. These may either be omitted, or, at least, dismissed to some unconspicuous corner.

'This statement affords ample proof that no disposition existed to place in the student's hands a Grammar "bristling with hard and uninviting terms," though it is not unnatural to ask what those "inviting terms are which, like the "crustula" of the "blandi doctores" in Horace's time, have magic power enough to attract young learners, "elementa velint ut discere prima."

'But there is one important truth which many would-be critics either ignore or forget. Grammar is not only a science, but a science capable of constant improvement; and improvement in science usually brings with it some change in terminology, or some addition to it. Now, in every division of Grammar,-Soundlore, Wordlore, Syntax, and Prosody,-vast

strides have been made in this century through the fruitful labours of scholars, chiefly German, some English; whom I would gladly recount here, were I not afraid of omitting some name or names from so large a list. Accordingly it will be found by those who study the works to which I allude, that the terminology in each division has been more or less modified, more or less enriched.

§ 5. As respects my own contributions to Latin Grammar, in the treatment of Soundlore and Wordlore I claim little originality. If I have compiled judiciously and correctly from the works of great comparative philologers, so as to explain and illustrate usefully the received facts of Latin word-formation, I shall be amply satisfied with such credit. Again, in the Prosody of this Grammar I have no share beyond the Table of Metres and one of the Notes on Metre, containing little more than tabular enumeration. The rest I owe to the kindness of my friend Mr. Munro, whose recognised eminence as a scholar needs no praise from me to enhance it.

But the Analysis of Sentences (Simple and Compound) which constitutes the Syntax of this book, has been, to a great extent, the fruit of personal study, personal thought, personal labour. Sketched out in the Syntax of my "Elementary Latin Grammar," it is filled in, though far from reaching the fullness of perfection, in the present Grammar.

'I speak from long personal experience when I say that any capable mind, which has fully mastered the principles of those pages (348-500, especially 348-359 and 434-500), will be able, in reading any part of Horace, Cicero, Livy, or Tacitus, to move through their longest periods with a firm intellectual step, realising, and, if need be, stating the raison d'être of every constructed word, especially (for this is the most crucial test) the raison d'être of mood and tense in every Subjunctive Verb. The same mind, so prepared, and applying itself to write Latin, will be free from the risk of using any wrong construction. Not that the mastery of a grammatical Syntax alone will give the student stylistic power and skill in composition. These belong to the vis divinior, to inspiration drawn by a gifted nature from the study of the best Latin authors themselves. To such study, combined with practice, no scholar will hesitate to assign by far the largest share in the formation of a good style whether of prose or of poetry. But, in the course of reading, the student

cannot afford to neglect any valuable help; and of all appliances none is so valuable, none so indispensable, as a sound, well-arranged, and lucid Grammar.

§ 6. The study of any language with its grammar contains more or less, according to the character of the language chosen, the study of every language and its grammar, the study of language in general and its grammar. The Greek and Latin languages (illustrated by their sister, the Sanskrit) are best adapted for this purpose, because their forms and constructions, themselves grand, are fixed in two grand literatures. One who studies these languages and their grammars cannot help studying to a great extent, coordinately with them, his or her own native language and its grammar. And the best mode and course of study will be that which is so conducted as to make such coordination as effectual and as widely instructive as possible. The principal reason why translation into Greek and Latin Verse as well as Prose deserves to be retained in the practice of classical instruction I hold to be this,—that it is a valuable exercise in the acquirement not only of those two dead languages, but of the learner's native living language at the same time.

§ 7. 'A book like the "Public School Latin Grammar " does not pretend to exhaust the subjects of which it treats-subjects on which many large volumes may be, and have been, written— but it carries the student very far on his road, and points and smooths the path of future acquirement.

§8. I return to speak of my Latin Syntax, by which alone, so far as I know, my works on Grammar have obtained the favour and confidence of eminent scholars engaged in public instruction.

'The treatment of Latin Syntax has in the present century passed through a revolution scarcely less considerable than the treatment of Etymology.

'The means by which this revolution has been wrought are: (1) the application to the whole doctrine of Syntax of the correlative logical terms Subject-Predicate and Subject-Object, with the principles they imply; (2) the distinction between the Simple and Compound Sentence, and between the several kinds of each, with the consecution of tenses in them; (3) the distinction between Oratio Recta and Oratio Obliqua, with the various affections which clauses subordinate to Oratio Obliqua receive.