1. ROMAN LAW (using the Institutes of Justinian) with information. Not only every lawyer, but every teacher of Latin to-day should familiarize “_thon_”self with Roman law, lying, as it does, _at the base of Roman civilization_. 2. THE LATIN OF THE EARLY CHURCH FATHERS.—Recent publication and discussion have rendered so prominent the influence of the early Latin Fathers on church doctrine that _every clergyman_, present or prospective, will do well to examine this question for himself. 3. COMPARATIVE PHILOLOGY.—(Every student preparing to enter either of these three classes should at once communicate with the principal, that there may be no delay at the opening of the session, in securing apparatus.) 4. PLATO.—Apology and Crito, Tyler’s Ed. (Appletons.) 5. CICERO.—_De Natura Deorum_, Stickney’s Ed. (Ginn, Heath & Co.) 6. HOMER.—Odyssey. 7. VIRGIL.—Æneid. 8. HORACE.—Chase’s Ed. (Eldridge & Bro’s.) 9. CICERO.—Orations. 10. XENOPHON.—Anabasis. 11. CÆSAR.—_De Bello Gallico_ (two hours per day). 12. BEGINNERS IN GREEK. Harkness’s Text-Book, last ed. (Appletons.) 13. BEGINNERS IN LATIN (THREE HOURS PER DAY BY THE INDUCTION METHOD). 🖙 Latin students must have the “Hand-Book of Latin Synonyms.” (Ginn, Heath & Co.) I hope you will give us at Chautauqua zealous students, who will concentrate their work on Latin and Greek, but especially two classes: TEACHERS of Latin and Greek, and those who are absolutely BEGINNERS. A clear-headed student who doesn’t know a word of Latin, can, by devoting six weeks to it, secure FIVE HOURS per day (_Beginners_ and _Cæsar_) or ONE HUNDRED AND FIFTY HOURS in six weeks—quite as much time as the average school gives in one year. It is thought that teachers of Latin and Greek will find not only the method of value, but also the inspiration which indubitably does arise when teachers gather. Your ob’t servant, EDGAR S. SHUMWAY, Principal. RUTGERS COLLEGE, February 23, 1885. * * * * *