This article deals with the conception of Latin teaching in Comenius, in the "The Great Didactic" of 1649 and in Verney in "True Method of Studying" of 1746. In these two works, we sought to understand the role of Latin in the formation of students, of vernacular as a new instrument for acquiring knowledge, as well as the methodological problems pointed out and the solutions presented. The learning of languages has an important place in these two works, Latin in particular, because it still enjoys the status of language of knowledge, of a language "common of cultured people". Vernacular also gains relevance as a teaching vehicle. In this way, both critics criticized the language teaching, proposing methodological corrections. Despite the temporal distance, the authors bring similar ideas regarding the "importance of the Latin language" for the formation of men and the vernacular for teaching and learning. Thus, a new paradigm is evident in the sixteenth and seventeenth centuries, since Latin gradually ceased to be the language of knowledge, losing space for vernacular languages.
