§ 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.” § 10. In the Second Book of the _Scholemaster_, Ascham discusses the various branches of the study then common, viz.: 1. Translatio linguarum; 2. Paraphrasis; 3. Metaphrasis; 4. Epitome; 5. Imitatio; 6. Declamatio. He does not lay much stress on any of these, except _translatio_ and _imitatio_. Of the last he says: “All languages, both learned and mother-tongue, be gotten, and gotten only, by imitation. For, as ye use to hear, so ye use to speak; if ye hear no other, ye speak not yourself; and whom ye only hear, of them ye only learn.” But translation was his great instrument for all kinds of learning. “The translation,” he says, “is the most common and most commendable of all other exercises for youth; most common, for all your constructions in grammar schools be nothing else but translations, but because they be not _double_ translations (as I do require) they bring forth but simple and single commodity: and because also they lack the daily use of writing, which is the only thing that breedeth deep root, both in the wit for good understanding and in the memory for sure keeping of all that is learned; most commendable also, and that by the judgment of all authors which entreat of these exercises.”