MASTER NEGATIVE NO. 9 1-803 5 7 MICROFILMED 1991 COLUMBIA UNIVERSITY LIBRARIES/NEW YORK m,^^ as part of the Foundations of Western Civilization Preservation Project" Funded bv the NATIONAL ENDOWMENT FOR THE HUMANITIES Reproductions may not be made without permission from Columbia University Library COP^TUGHT STATEMENT The copyright law of the United States -- Title 17, United States Code -- concerns the making of photocopies or other reproductions of copyrighted matenal... Columbia Universitv Librar\^ reserves the risht to refuse to accept a copy order if, in its judgement, fulfillment of the order would involve violation of the copyright law. AUTHOR: HALE, WILLIAM TITLE: THE ART OF READING LATIN PLACE: BOSTON DA TE : 1887 COlXIMin A UN 1 Vi:RSITY LIHRARIUS PRl-Sl-RVAiiON Din'ARTMIiNT ill ILUJIC llA IZlilOdiQUI Master N egalive # .^1:^02>5-1^S I 877 .07 H136 Hale, William Gardner, 1^49 192^. The art of reftdini^ L;itiri: !if)\v to teach it. Gardner liaie ... l]u:3ton, Gmn & co., 1887. 7t |i in^». By William G4G.C2 Z Another copy, Restriclioiis on Use: 1 T mHi! linjrnage — Study nnd teaclilng:. !jlir,ir> ..f CniiLTi'SS r.N'Jiiil'.H'J Copyright 1^>7: 12438 inaSdl, TI'CI INICAL MICROI'X )KN r DATA RITDUCTION KAiiO: FILM SI2!':_ '^«^ry>«^ IMAGE PI^ ACf: M[In f r' i A "j^v^ ^jB 11 li DATE EILMEI): 'V 2 -< ' , : TMlTrATc ^u FILMED BY: liliSliMCilBnUcZlIC^^^^^^^ 10—28501 ) I X FILMED IN PART FROM A COPY BORROWED FROM DICKENSON COLLEGE J i i A »» o c l « tion for fci te r m at km •nd linag* ManatpeiiMiit 1100 Wayne Avenue, Suite 1100 Silver Spring, Maryland 20910 301/587-8202 u 1.25 Centinneter 1234 56 789 10 iiiliiiililiiliiiiliiiiliiii iiiiliiil|illllllll|llllllll||lllllllll|l ll|llll||ll!lllllllllllllllllll I ' I ■ i ' I 12 3 4 Inches |_o ILI 2.8 2.5 ^ 1^ III '' 2.2 ■^ 171 == S 1^ 2.0 i£. •i u tiiU.ii. 1.8 u 1.6 n 12 13 OUIUMJlUii i 5 14 15 mm MfiNUFfiCTURED TO flllM STflNDflRDS BY APPLIED IMPGE. INC. ^ intlieCttpofilrttigark LIBRARY Gift of President Nicholas Miirrav Butler J ^9 3 *"/ I Fi-«i'%-«'i-^<|'?<|'!«l in»>tv-H,i>t'oJ Bl/TLER ':t»'!«?«^«:«u^ < f 5l?e /irt of l^eadipi^ latip W. G. Hale GiNN & Company I" Contents 1 Hale, W. a. Art of reading Latin. 188^ r.yy'i'y 2 Bryce, Hon. James. Recollections of Gladstone. 3 Hofmann, A. 7/. Question of a division of the philosophical faculty. 1883. Curry, Hon. J. L. M. Principles, acts, and utterances of John C. Calhoun, promotive of the true union of the States. 1898. '-I . * / 't*~'^ /, r^^. THE v-^ Art of IvEADING Latin HOW TO TEACH IT. « c • f t • •«• V > BY WILLIAM GARDNER HALE, PBOrES80R OF LATIN IN CORNELL UNIVERSITY BOSTON: PUBLISHED BY GINN & CO, 1887. / r## PREFACE. ■*o*- • • • • • • t < • » » • • << t.'tiiit • • » ♦ . ^1 . ,.« • » - . . / • t • • • I < t • I • • • « • .. • .« • I dedicate this paper to John Williams White and James B. Grkenough, to the influence of whose methods of teaching any welcome that may he given it will he in good part due. GIFT OF P«J5S!DENT N. M. BUTT-BI^ NOV 26 1937 Copyright, 1887, by William GARi>NEn Halb. Electrotyped by J. S. Gushing dt Co.y Boston. SI'] .01 *» f ' i IHE method of teaching herein advocated started, i- many years ago, from a desire to know Latin Uterature, and an impatience with the actual amount of reading power attained by a college course. At the outset there existed a conviction that the modern mind could not be so degenerate as to be incapable of reading Latin as the Eomans read it, that is to say, in the Eoman order, in the Koman medium, and at a rate of speed which would not be intolerably slow in the reading of a modern tongue. The nature of the aim dictated the method to be employed ; and the em- ployment of the method proved the soundness of the original conviction. The writer has for some years intended to pubhsh an account of this method, as it has shaped itself in prac- tical experience with successive classes. First, however, he desired to present it orally before a number of gath- erings of teachers. As a beginning, accordingly, the address with which the pamphlet opens was read before the Holiday Conference of the Associated Academic Principals of the State of New York, held in Syracuse in December last. The interest with which the paper PREFACE. «i i ) was received was so kindly, and the requests that it be pubhshed without further delay were so pressing, that it seemed best not to hold to the former intention. The pamphlet has not the form which was first intended, namely, that of plain exposition ; for, in spite of the iteration of the personal pronoun, the form of direct appeal and explanation natural to an address proved to have its advantages. It has been necessary, however, to add to the address a consider- able supplement. Though no explicit suggestions will be found in re- gard to the teaching of Greek, the substance of the method of course applies alike to either language. I am under a debt to r.niny of my students of recent years, whose support of the method, though it was taken up by them under the sore necessity of an entire revolution of confirmed mental habits, has suppHed me with the confidence that comes from concrete results. But I am under especial obligations to my sister. Miss Gertrude Elisabeth Hale, both for suggestions made earlier as a result of her own experience (the device mentioned on page 31 originated, so far as my own case goes, with her) and for a searching criticism of the proof of the present pamphlet, from the point of view of a preparatory teacher. Ithaca, April 18, 1887. THE ART OF READING LATIN HOW TO TEACH IT. An Address delivered before the Associated Academic Principals of the State of New York, Dec. 28, 1886. THE attacks which have been made of late upon the study of Greek and to some extent upon the study of Latin have had at their backs the conviction that the results obtained are very much out of proportion to the yeai-s of labor spent upo^ these languages by the schoolboy and the college student. The danger which threatens classical study to-day in this country is due in large part to the fact that this conviction is a sound one. If the case were different, if the average college graduate were really able to read ordinary Greek and Latin with speed and rehsh, the whole matter would be on a very different footing from that on which it now lamely stands. To learn to read Greek and Latin with speed and relish, and then, if one's tastes turn towards literature or art of any kind, to proceed to do so; to come to know familiarly and lovingly that great factor in the record of the thinking and feeling of the human race, the literatures of Greece and Eome, — that is an aim which we should aU set before our students. But, speaking generally, our students, yom-s and mine, do not come to love those literatures. Perhaps they tol- \} 6 THE ART OF READING LATIN I erate them, perhaps they respect them. But to love them and to make them a substantial part of the intel- lectual life, — that is a thing which many a student, fitted therefor by natural taste and ability, fails to accomplish, and never so much as knows his loss. This seems to me, looking at the long years of study given Lo Greek and Latin, and the great emphasis put upon them in the requirements for admission to our colleges, a very sad business. Now the blame of it all must be divided among three parties, — the Greek and Latin languages themselves, the teachers in the preparatory schools, and the teachers in the univei-sities. The first of these guilty parties are out of our reach. They are difficult languages; but difficult languages they must remain. That leaves the practical whole of the responsibility to be divided be- tween the teacliers in the preparatory schools and the teachere in the universities, or, to take concrete exam- ples, for the purpose of our conference, between you and me. Which of us is the more to blame, I will not attempt to say. But so much I will say, and from my sure observation : that the influence upon the formation of intellectual character exerted by the teachei*s w4io pre- pare young men for college is nearly ineffaceable. The boy who comes to college with a thinking habit is capa- ble of learning to read Latin (for I nmst now confine myself to that topic, though the whole substance of what I have to say applies with equal force to the teaching of Greek) with ease and speed ; the boy who comes without the habit has faults that a college course can rarely cure. That the boy should be taught to tk{7ik HOW TO TEACH IT. * before he comes to college is, then, from the point of view of the study of Latin, the one indispensable thing. That it is so from every other point of view as w^ell, makes our case so much the stronger. But one thing more is also indispensable sooner or later for a high success (and there is in Latin but one success), namely, that the method which the boy is taught to use in his thinking be the right one, — the result of the most careful observation of the practical difficulties to be overcome, and the most careful study of the best ways of overcoming them. jM As we group these difficulties, placing them in the order in which they w^ould be felt by a beginner, we find them to be : — 1. The vocabulary. 2. The system of inflections. 3. The elaborate use of this system of inflections to express meaning, in place of our simpler modern methods of using prepositions, auxiliaries, and the hke ; or, in a single word, syntax. I suppose the beginner would think that these three difficulties covered the whole ground, and that if he had his vocabulary and his inflections secured, and understood what is called syntax, he could then read Latin with great ease. But he would be very wrong. The most formidable difficulty has not been mentioned. The Latin sentence is constructed upon a plan entirely different from that of the English sentence. Until that plan is just as familiar to the student as the English plan, until, for page after page, he takes in ideas as readily and naturally on the one plan as on the other, until, in short, a single steady reading of the sentence ^^ 8 THE AKT OF KEADING LATIN I HOW TO TEACH IT. carries his mind through the very same development of thought that took place in the mind of the ^vriter, he cannot read Latin otherwise than slowly and ])aiufully. So, then, an absolutely essential thing to a man who wants to read Latin is : — 4. A perfect working familiarity with the Roman ways of constructing sentences. Now we teacli the fii^t three things more or less effectively, — vocabulary, inflection, syntax. Do we teach the last 'i 1 turn to the '" Fii^t Latin Books," in order to find what is said to students at that most critical period in their study of the language, — the beginning. I re- member well how I was taught at Phillips Exeter Academy — of revered memory — to attack a Latin sentence. '' First find your verb, and translate it," said my teacher. '" Then find your subject, and translate it. Then find the modifiers of the subject, then the modifiers of the verb," etc., etc. Well, I had got more than four yeare beyond Exeter before I learned to read Latin with any feeling but that it was a singularly cir- cuitous and perverted way of expressing ideas, which I could not expect to grasp until I had reformed my author's sentences and reduced them to English. Since my time, however, better ways may have come into vogue. So I turn to the books of two scholarly gen tlemen of my acquaintance, — practical teachei^, too, — namely, Mr. Comstock, of Philli])s Andover Acad- emy, and Dr. Leighton, of the Brooklyn Latin School. On page 233 of Mr. Comstock's ^' First Latin Book," and pages 211 and 212 of Dr. Leigli ton's " First Steps in Latin," I find distinct rules, essentially the same, for I 1\ the operation in question. The former begin as fol- lows : — a. In everv simple sentence, find and translate (1) The_aui4^t. (2) The predicate. Here is a new departure, an entire revolution since my day. I w^as taught to find fii^t the predicate. A change so radical, a method so exactly the opposite of the old one, ought to lead to results the opposite of the old ; namely, to the power to read Latin easily instead of w^th difficulty. So, with a cheerful heart, I take up a simple sentence in the fourth oration against Catihne, 3, 5, and try my new method. Haec omnia indices detulerunt. I look for my sub- ject. Fortunately, it lies right at hand. It is haec, nom. pi. Next I translate it, tJiese ; or, since it is neu- ter, these things. Then I proceed to find the verb, which again is obvious, viz., detulerunt, in 3d person pi., agree- ing with the subject haec. Perhaps I have caught from somewhere the happy idea of not looking words up in the dictionary until I have tried my hand at them. So, very properly, I set out with the simplest meaning I can think of, viz., hrought. Now I am well started : These things Ir ought. Next I look for the modifiers of the subject, and find omnia. I build it on, and have now " all these things " for my subject, — " all these things brought:' Next I look for the modifiers of the predi- cate, and I find indices, witnesses, ace. pL, object of the verb. Everything is straight. All these things hrought the witnesses. I pass on, and when I come to the class-room, and the teacher calls on me, 1 read out. 10 THE ART OF READING LATIN '. HOW TO TEACH IT, 11 ''All these things brought the witnesses,^^ prepared to parse it to the last word, — only to be told that I am entirely wrong. ^ Now, a Koman boy of my age, and much less clever than I, if he could have smuggled himself into the senate that day, would have understood what those four words meant the instant Cicero uttered the last of them, detulerunt. What is the difference between us ? Each of us, he and I, knew substantially the meaning of each word, each of us could inflect, each of us knew all the syntax required. Yet I missed the idea, while he got it. Wherein did he beat me? Why, simply here: I, following the direction of my teachers, first found my subject, and settled on haec. The Eoman boy did not know whether haec was subject or object. He only knew it as haec. I knew that detulerunt was the verb, and so did he when it arrived. I knew that omnia agreed with the subject haec^ while he only sur- mised that it helonged with haec, whatever that might prove to be. I knew that m dices was the object, while he only felt that indices was subject or object, and that it was the opposite of haec omnia (apposition being out of the question), being object if that should turn out to be subject, and subject if that should turn out to be object. Then he heard detuUrunt, and with that word everything dropped into place as simply as, in Milton's sentence following, 1 If the example chosen is not a happy one, any teaclier of young pupils — any college teacher even, I fear — could, with a few days' watching of a class, come upon examples that will satisfy him that the habitual method, no matter how high the teacher's aims, tends to bring about a laxity of scrutiny which constantly leads into blunders as bad as the instance here given. "... the rnoon^ whose orb Through optic glass the Tuscan artist views" the last word resolves our momentary suspense in regard to the relation of orb and artist ; which relation would have been precisely reversed, had we found such a w^ord, e.g., as glads. Let us try the method further. Mr. Comstock goes on (the itahcs are in part my own) : — b. In a Compound Sentence translate each principal clause as though it were a Simple Sentence. If there are Subordi- nate Clauses, translate them m the order of their importance. A Subordinate or Dependent Clause is one which, just as in English, limits some part of the Principal Clause (as de- scribed in 42, page 12). A clause introduced by a Latin word meaning if who., which, because, since, although, when, after, while, etc., is Dependent, and should be left until the' meaning of the Principal Clause has been obtained. c. In a Complex Sentence, first translate the Principal Clause as a Simple Sentence ; then translate the Dependent Clauses according to directions given above (6) . But what is the order of their importance, and how am I to start ? With the connective, I presume. We will suppose it to be ut. But how shall I translate it ? There are some half-dozen or more " meanings " : in order U^ so t/uf4., when, as, considering, although. Which does it have here? I cannot tell. No more could a Roman. But the difference is, that a Roman did not want to tell which one of its forces ut had here, but waited until something in the rest of the sentence, perhaps twenty, perhaps fifty, words away, informed him ; while / am bidden, so to speak, to toss 12 THE ART OF READING LATIN I up a cent, and start off upon a meaning, with the odds heavily against me ; possibly to find my mistake and go back and correct it, more probably to add error on error in order to " make sense," and so to get the whole thing into a hopeless muddle. Now, all this is wrong. It is a frightful source of confusion to prowl about here and there in the sentence in a self-blinded way that would seem pathetic to a Koman, looking at things without the side-lights afford- ed to him by the order ; and, further, it is a frightful waste of time. Take a sentence such as often occurs ; e.g., the opening of the third oration against Catiline, delivered before tlie people. Imagine, now, two scenes : on the one hand the Eoman Forum, on Dec. 3, 63 b.c, with a mass of men and boys listening to Cicero as he tells the story of the entangling of the conspirators re- maining in liome ; on the other, a modern schoolroom, say in the Syracuse High School (though I hope I am about to slander Dr. Bacon), Dec. 3, 1886 a.d. In the former case Cicero has the floor, as we say ; in the latter case. Dr. Bacon's assistant, book in hand, his pupils before him. Both audiences want to get at the same thing, — what Cicero has to say. In the first scene Cicero proceeds : — 1.% II? imblioam, Qiiirites, vitamque oniniuin ves- Jrmii, htitui, livri tiii,4>, i'ouiuges liberosquc \e'&iro», ;5fiiiii I IOC tloiuiciliuin clarissiiiii iinperi, fortunatissi- iiiaiH iMjIrherriiiiainque urbeiii, liuiiiiiio erj^a \ OS aiiioi*-, laboribus coii- sIlfN prrH'iili^ iticMs, e ffrmima atqiie forro nc paene r\ htfH-fiMtN i".tii ereptaiii et vobis eouservataiii ac I'l'Nt it itlalU \ idi'tis. HOW TO TEACH IT. 13 When he has said that, every soul that has heard him knows precisely what he means. Now change to the Syracuse High School. The teacher says, " first find your subject." So we run on, scenting out a subject : — Kem publicam, Quirites, vitamque omnium ves- frtiiH, bona, foitimn^, fonluges liberosque vestros, atque hoc domicilium clarissimi iniperi, fortunatissi- niam pulcberrinianique urbem, hodierno die deorum ii!ifsiortal!iiiri -iiiuiiii) cr^ii vos amore, laboribus tjon- isiliis periculis meis, e flamma atque ferro ne p;uMie ex faucibus fati ereptam et vobis conservatam ac restitutam videtis. Well, we are through with the entire sentence, and there is no subject ! Of course, then, it is implied in the verb, and is the 2d personal pronoun, in the plural. Next we find our verb. That is, as it happens, the last word, videtis. Tlien we go back, do we, and find the modifiers of the subject, and then the modifiei^ of the verb ? JVo, I say to all that. We ha/ve already, if we have been rightly brought up, understood everything in that sentence hy the time loe reach the last syllable of it, loith- out having thought meamohile of a single English word; and we are as ready in 1886 to go on immediately with the next sentence as we should hwve heen if we had heen Romans in the Roman Forum on that day in 63 B.C. Or, to put it another way, the boy who, reaching that oration in the course of his preparation for college, can- not understand that particular sentence, and a great many much more difficult sentences in the oration, from reading it straight through once in the Latin, nd^j,from rr^^^'dy hearing his teacher read it straight through once ?-' ! I THE ART OF KEADINU LATIN I m the Zatin, has been wrongly trained, is wasting time sadly, out of a human life all too short, and, so far from being on the direct way to read Latin with speed and relish, and then to proceed to do so, is on the direct way to drop it just as soon as the elective system of his particular college will allow, and, if he cares for litera- ture, to go into some language in which it is not neces- sary, first to find the subject, and then the predicate, and then the modifiers^of the sul)ject, and then the modifiers of the predicate, and then to do the same thing for the subordinate sentence, or, if there are several subordinate sentences, to do the same thing for each one of them in the order of their importance, and then to put these tattered bits together into a patch- work. Now, it will not do to say that students, by beginning in this way, get, quite early, beyond the need of it. At any rate, I can testify, from my own experience, that, in spite of the iidmirable efforts of the schools in " sight-reading," they do not, when they come to Har- vard or Cornell. I allow myself in my class-room — keeping well inside of what is said to be customary among college professors — one jest a year. When I first meet the new Freshman class (for I could not bear to leave such precious material wholly to the most per- fect assistant), I question them : " Suppose, now, you are set, as you were at the examination for admission the other day, to tell me the meaning of a sentence in a book you never saw, — say an oration of Cicero, — how do you proceed to get at the writer's meaning ? " There is at once a chorus of voices (for they are crammed for that question, having learned printed directions, as we ) HOW TO TEACH IT. 15 \\ I I \ have seen, in the first books they studied), "First find ^5^^_ SUBJECT," three-quarters of them say ; " PRED- ICATE," the other quarter. " Now here," I say to them, " is an unhappy difterence of opinion about first princi- ples in a matter of everyday practice, and of very serious importance. Which is right ? " They do not know. "Which do you suppose the Romans who heard the oration delivered in the Forum first hunted up, the subject or the predicate?" That little jest, simple as it is, always meets with great success ; for it not only raises a laugh (of no value in itself), but it shows at once, even to a Freshman, the entire absurdity of try- ing to read Latin by a hunting-up first of either his subject or his predicate ; and so enUsts his sympathy in favor of trying some other way, if any can be shown him. But, at the same time, it proves to me that the method taught at the most critical of all periods, the beginning, is still wrong. Only in late years, and very rarely, does some student answer my question with: " First read the first Latin word without translating it, then the second, then the third, and so on to the end, taking in all the possible constructions of every word, while barring out at once the impossible, and, above all, erring, if anywhere, in the direction of ke3ping the mind in suspense unnecessarily long, waiting, at least, until a sure solution has been given by the sentence itself." Yet this is the one method that should everywhere be rigorously used, from the day of the first lesson to the last piece of Latin that the coUege graduate reads to solace his old age. Only, the process which at first is at every point conscious and slow, as it was not ^vith 10 THE ART OF READING LATIN ! HOW TO TEACH IT. 17 the Romans, oeeomes, in Zami of ordinary difficulty, a process wholly unconscious and very rapid, precisely as it was with the Eoraans. Just when the process would become easy for ordinarily simple Latin, if the training were right from the beginning, I cannot say. In my own experience with college students, all whose habits have to be changed, I find a striking difference to be produced in a single term. And at the end of two years, when the elective work begins, I now lind it entirely practicable for the class to devote itself to the study of the Latin literature in the Latin alone, having nothing to do with version into English except at the examinations ; and 1 never had so good and so spirited translation, whether at sight or on the reading of the term, as last week, when, for the first time, I held such an examination at the end of a term spent without translation. To bring the matter into a definite and practical shape, I can best indicate what it seems to me you ouoht to direct vour teachei^ of Latin to do, mutatis mltandls, by telling you what I myself do from the time when I first meet my Freslimen to the end of the Sophomore year. After my httle jest about the Romans huntmg up first the subject and then the predicate as Cicero talked to them, or first the predicate and then the subject, which- ever one thinks the Roman method may have been, I assure them that '' what we have to do is to learn to understand a Roman sentence precisely as a Roman un- derstood it as he heard it or read it, say in an oration, for example. Now the Roman heard, or read, first the first word, then the second, then the third, and so on. through sentence after sentence, to the end of the ora- tion, with no turning back, with no hunting around. And in doing this he was so guiiled all the time, by indications of one kind or another in some way strown through each sentence, that, when the last word of that sentence had been spoken or read, the whole of the meaning had reached his mind. The process of detect- ing these indications of meaning was to him a wholly un^'conscious one. We moderns, how^ever, of course can- not begin so far along. What we are to reach finally is precisely this unconsciousness of processes; but we shall be obliged, for the first few yeai^, exphcitly to study the indications, until we come to know them famiharly, one after another. We must for some time think out, at every point, as the sentence progresses (and that without ever allowing ourselves to look ahead), all those conveyings of meaning, be they choice of word, or choice of order, or choice of case, or choice of mode, or choice of tense, or whatsoever else which at that point sufficed for the Roman mind. And when these indications — which after aU are not so many in number — have come to be so familiar to us that most of them are readv to flash before the mind without our deliber- ately summoning them, we shall be very near the point at which, in Latin graded to our growing powers, we shall interpret indications unconsciously. And the mo- ment we do that, we shall be reading Latin by the Roman's own method." I take up now — all books being closed — a sentence of very simple structure, of which every word and every construction are familiar, say a certain passage in Livy.i II. 41. 1Q THE AKT OF BEADING LATIN : HOW TO TEACH IT. 19 I tell the story of the context : Two assassins have got achnission, on the pretext of a quarrel to be decided, into the presence of Tarquin. One of them diverts the attention of the king by teUing his tale, and the other brings down an axe upon the king's head ; whereupon they both rush for the door. In order that the interpretation shall be done abso- kitely in the order in which a Eoman would do it, with- out looking ahead, I write one word at a time upon the board (as I will again do upon the board before you), and ask questions as I go, as follows ^ : — Tarquiniiim. ''What did Livy mean by putting that word at the beginning of the sentenced' That the person mentioned in it is at this point of conspimious importance, '' Where is Tarquinium made ? " In th^ accusative singular, " What does that fact mean to your minds V Here most of them are somewhat dazed, not being used to that word meaning, the very word that ought constantly to be used in dealing with syntax, or so-called '^ parsing." So I very probably have to say, '' May it mean the duration of time of the act with which it is connected?" They s^iy, No, I ask, '^ Why notr' Somebody says, BecoAtse the name of a person cannot indlcaie time, I say, ^' Give me some words that ndght indicate time." They give me dies, noctes, aetatem, etc. Then I ask, '' May it mean extent of space ? " They say, No, give me similar reasons for their answer, and, 1 The sentence grows upon the board by the addition of one word after another. To obtain the same result in print, with each new word the whole of the sentence thus far given will be repeated. And, for the sake of greater clearness, answers will be distinguished from ques- tions by the use of italics. upon my asking for words that might indicate extent of space, they give me, perhaps, miUe passuu?7i, tres pedes, etc. Then I ask, "May it indicate the extent of the action of the verb, the degree to which the action goes ? " They say. No, for a similar reason. But when I ask for words that anight mean the degree of the action, they commonly cannot tell me, for the reason that, strange to say, the grammars do not recognize such a usage; though sentences like he ivalks a great deal every day {mtdtuni cottidie amhulat) are even more common than sentences like he walks three miles every day {cottidie tria milia passuum amhidat), and the ac- cusatives mean essentially the same thing in both sen- tences. Then I ask, " May it mean that in respect to which something is said, — as regards Tarquin, — the accusative of specification ? " To a question like that, I am sorry to say that a great many always answer yes, for students get very vague notions of the real uses of the Latin accusative of specification. Somebody, how- ever, may be able to tell me that the name of a person is never used in the accusative of specification, and that in general the use of the accusative of specification, in the days of Cicero and Yirgil, was mostly confined to poetry. "What words were used in the accusative of specification in prose \ " Here I never get an answer, although the list is determinate, short, and important. So I have to say, " I must add to your working knowl- edge a useful item ; write in your note-books as follows : pa/rtem, vicem, genus with omne or Si pronoun {quod, hoc,~iW), secus wl^^ mfile^ or mifliehre, hoc and id with, aetatis, the "relative quod and the interrogative quid, are uled in Latin prose in all periods as accusatives of 20 THE AKT OF READING LATIN I HOW TO TEACH IT. 21 l! specification. Here, then, is a bit of definite informa- tion Which may enable you, when you first meet one of these words again (you will do so quite early in your first book of Livy), to walk without stumbhng through a sentence where you would otherwise trip." Then I go back to Tarquiiiiiiiu. '^ May it be," I ask, ^'an accusative of exclamation T' They say, PohhIUij so. I say, '' possibly yes, though in historical narration you would hardly expect such an exclamation from the his- torian." Next I ask, ^' May it be a cognate accusa- tive?" To that they answer. No; telling me, perhaps with some help, that the nmne cf a person cannot he in any sense a restatement of an act^ — cannot mean an activity. " Well, then, what does this accusative case mean ? " By this time a good many are ready to say : Object of a verb, or in apposition with the object. But I ask if one thing more is possible, and some one says : Subject of an infinitive. " Yes," I answer ; '' and one thing more yetT' Predicate of an infinitive^ some one suggests. " Now," 1 ask, " what have we learned from all this i Given the name of a person or persons in the accusative with no preposition, how many and what constructions are possible 'I " All are ready now to answer, Objectjif ajvejib, or subject or predicate (fan infinitive. " Good," I say. " Keep those possibilities always fresh in your mind, letting them flash through it the moment you see such a word ; and, that having been done, wait, and NEVER decide w^iicli of thcsc possible meanings was in the mind of the Eoman speaker or writer until the rest of the sentence hiis made the answer to that question perfectly clear. Now tell me what constructions are possible for an accusative hke hiemsmr They answer, duration of time, apposition, object of verb, subject or predicate of oai infinitive. "For an accusative hke pedes f^^ They answer, extent of space, apposition, object of verb, or subject or predicate of a7i infinitive. "^ For an accusative like multimi f " Extent of action, apposition, object of verb, or subject or predicate of an infi/nitive. " For an accusative hke vita7n f " Cognate accusative, apposition, object of verb, or subject or predi^ cate of an infinitive. Now I ask, " Can any one tell me what constructions we may expect if the verb turns out to be some word like doceo or celof^^ They all give the answer, and therewith I have already passed in rapid review practically the whole matter of the accusative constructions ; and, what is more, — and this is vital, — I have done it from a very practical stand- point. I have not asked a student to " parse " a word after seeing its full connection in the sentence (an exer- cise which loses four-fifths of its virtue by this misplace- ment), but I have demanded anticipatory parsing, — \ have put my questions in such a Avay that my students have learned for all accusatives what instantaneous sug- gestions of the possible parts a word is playing in the sentence they may get, at first sight of the word, from the very nature of the word. Then I pass on. " We have our King Tarquin before our eyes, as the person on whom the interest of the sentence centres, and we know that he is the object of an action, or the subject or predicate of an infinitive action ; or, possibly, in ap- position with such an object, subject, or predicate. To proceed, the next word, moribundum, is what and where made? " Adjective, nom. simg. neut, or ace, sing, masc. 22 THE ART OF READING LATIN *. HOW TO TEACH IT. 23 P r or neut Don't smile at all this. The habit of getting a young student to think all these things out, even where he could not go astray if they were not asked of him, saves many a getting lost in difficult places. " What is probable about morihuiuhim^ as we have it in this particular sentence?" That it belongs to Tarquinium. " Eight. Now keep that picture in mind : Tarquiniuni iiioiilmiidum, tin Kiiigr, breathiiH! 1h'«< last, acted iifN.ii *>!• acting. iSow for the next word: Tarqiiinium iiioi iiHiiiduiJi eum. What is cum ? " Some say, with perfect readiness, p7'epositia)i, some say co7i junction.^ " But," I answer, " if you are used to the right spell- ing, you know with an instant's thought tliat no Koman that ever lived could tell at this point whether it was preposition or conjunction. In order to tell, you must wait for— what?" AUative or verh, they answer. Then Ave go on, ' r iinium inoribuiidum cum qui. What does qui at once tell us about cum t " Cmij unc- tion. " Right. What do we now know, with almost absolute certainty, about Tarquiniumf What part of the sentence does it belong to % " Here, I grieve to say, a chorus of voices always answers. Main verb ; for, in some mysterious way, students arrive at the universities without having learned that the Romans delighted to take out the most important word, or combination of wurds, from a subordinate introductory sentence, and 1 The fact that it is possible for students, without a moment's reflec- tion, to plunge at things in this sadly well-known way shows how thoroughly ineffective the prevailing method of teaching beginners is in developing a sharp and self-suspicious, observation. That charge, it will be seen, cannot be brought against the method advocated in this paper. V>ut it at the very start, before the connective, — a bit of information worth a great deal for practical reading. That liabit of expression I now tell them, and then ask, "Given a sentence beginning with mors si, what do vou know « " That mors is the subject or predicate of the verb introduced by si. " Given a sentence intro- duced by Ilannibali victori cv,m ceteri f " That^ Han- nihall depends on something in the cum-serde>ice. Now we go back to our sentence, and the word qui. What part of speech is it % " ReUtive, they say. " Or what else ? I ask. InUrrogative. "Where is it made?" ^om \ sing, or plur., ,nasc. "If it is a relative, where m the sentence as a whole does its antecedent he? ihey should answer, Inside ths cmn-cUuse. The cum serves as the first of two brackets to include the ^wz-clause. " If on the other hand, it is an interrogative, what kind of a question is alone here possible % " Indirect, and m the sxMur,ctvve, they answer. " In that case, what kind of a meaning, speaking generally, must the verb intro- duced by cum have ? " It must be abU to imply ashing of some kind. "Rightly said; perhaps we may have such a sentence as, When everybody inquired who these ^,^ ,t'#w — Cum qui essent omnes quaererent ; or perhaps we shall find that qui is relative. The next word is circa — Tarquiniuni moribundum cum m-h N.sciit, because the woi-ld is in so much doubt about the question of the liistory and force of the mmi- constructions. P>ut what ?/w,v Livy's meanino: in writino- the accusative Tarquinium ?" Ohject r/ excepissent. " Yes, and what was the subject of excepissent i " The antecedent of i\\\\. " Yes; or, looking at the matter more generally, the subject was qui circa erant." "Before going on, what picture have we before us'^ What lias the sentence thus far said ? This : ^^m^ T.ir- ifiiffi *i\!ngr! See the bystanders I See Uum jn k iiiiii II j. I Our curiosity is stimulated by the very onler. The next word is illos, — Tarquinium moribundum cum qui circa craiii excepissent . . . What does the position of illos, fii-st in the main sentence })roper, tell us ? " T/uit the people meant hy it are of Hpeckil promi- nence at thw point. " Who do you suppose these illos are, these 7no?'e distaiit persons, thus set in emphatic balance against Tarquinium, each leading its clause?" The assassins, the whole class say. " What do we know about Livy's meaning from the case '( " Now they all answer in fine chorus and completeness, Apposition, ohject of main verb, or subject or predicate of injmitim. We proceed: TarquiniiiiH unh ibuiidum cum qui circa train « uepissent, illos fugrientes . . . "What part of speech is fugiciucs?" Participle, "Which one?" Present active. " Then you see a running-away going on before your eyes. What gender ? " Masc, or fern. f» / " What number ? " Plural. " Then you see some two or more men or women running away. What case % " Norn, or ace. "On the whole, do you feel sure you know the case?" Yes; accusative. "Belonging to what ? " Illos. " Why ? " Because of course the as- sassins, the illos, loould run aicay. "Yes," I say; "but it cannot possibly mislead you to wait until there isn't a shadow of a doubt. We will go on : Tarquinium moribundum cum qui circa erant excepissent, illos fugientes lictores . . . Here you have another set of people, the king^s body-guard. In what case ? " JSfmn, I or ace. plural. "Which?" They do not know. "Well, then, can illos agree with lictores, if you consider forms alone ? " Yes. " In that case, f ugientes would have to go with illos lictores, wouldn't it?" Yes. "But would the lictors run away ? " No. " Would the assas- sins?" Yes. "Certainly. Then fugientes does not belong with lictores, and does belong Avith illos ; and illos seems to be, just as we suspected at first sight of it, the assassins. However, we must ask ourselves one more question. Is apposition possible between illos and 1 i i-tores ? " JSfo ; for they are very dif credit peopU. " Is any relation of a predicate possible between them ? Can the one be the predicate of an infinitive of which the other is the subject ? " No ; because, as before, they are very different people. " Still it is possible that lictores is accusative. If it is, it may be object, in which case illos is necessarily subject, for, as we have seen, they cannot be in apposition ; or, it may be subject, in which case, for the same reason, illos must be object. In either case, they must be in direct opposition to each other, one of them (we don't yet know which) being subject, the 26 THE ART OF READING LATIN HOW TO TEACH IT. 27 I other, object ; while, if lictores is nom., you still have the same relation, only you know which is subject and which is object. In any event, you see they are set over against each other, together making subject and object, ^ow keep the results of this reasoning ready for the countless cases in which such combinations occur. Given two nouns hke belluni Sagruntuin : what are the constructions ? " One is the subject of a verh^ and the other the ohject^ and loe canH yet tell which. "Right. Now I will give you a still more involved combination, but of a very commonly occurring kind, — liad caught and supported ihi lying Tnrqnin. The facts are all there, but the style, the soul, is gone." K 28 THE ART OF READING LATIN : Then I at once bring what we have learned to bear by giving a piece of blank paper to each student and starting out upon a new sentence, which shall involve what we have just seen, together with some fresh mat- ter. The^ questions are carefully studied and written out in advance, and the place of each is incHcated to me, in my prepared manuscript, by a number attached to the Latin word concerned, as if for a foot-note. As each question is put, the number is at once written down by each student, and his answer written out. Afterwards my assistant carefully goes through every j)aper, and with a colored pencil marks every error, for my own guidance, and for the subsequent study, peni- tence, and profit of the writer. The following is an example actually used, from Livy, 21, 53. The answer that should be written is given with each question. Hannibal^ cuin^ quid^^seiso optinniiiii^"i2 foret^^ ullaiii spein^^i^ habebat^^ .25 2G cOllSUles2"28293031 hosti^"* ceriieret,^^ ^^ vix' 32 1. Construction? Subject of a verb, either subordinate or main. 2. Part of speech V Preposition or conjunction. 3. Cum was what part of speech ? Conjunction. 4. Construction of Hannibal? Subject or predicate nominative of verb introduced by cum. 5. Quid is what part of speech ? Interrogative. 6. Construction of the verb to which quid belongs? Subjunctive of indirect question. 7. General nature of meaning of verb introduced by cum? Some meaning that can imply a question. f HOW TO TEACH IT. 29 8. Case of quid ? Nom. or ace. neut. sing. IK Construction of quid ? Subject, predicate, or object of finite verb or infinitive; or ace. of specification, the so-called adverb. 10. Case? Xom. neut. sing., or ace. masc. or neut. sing. i I. Construction ? If neut., agreeing with subject or object of verb, or in predicate. If masc, agreeing with object of verb, or with subject or predicate of an infinitive. 12. What constructions may follow to complete the meaning of optimum ? Dat. of the person for whom something is optimum, or abl. of that with respect to which something is optimum. (It is worth while to have those two possibilities pal, for the great class of words of which optimumi is a specimen.) Where made? Imperfect subjunctive. (Reason already given under 6.) Construction ? Dative after optimum. (Reason given under 12.) 15. Where made, and introduced by what? Imperfect subjunctive, introduced by cum. Construction of Hannibal? Subject of cerneret. Vix, hardly, has a negative feeling. In such a connection, what would be the pronoun meaning any, and what the adjective? (Probably nobody knows.) QuisqucL^«jillus. 18. Construction? Ace. sing., object of verb, or subject or predicate of infinitive. 10. Spes, just as much as spero, indicates a mental,.^iQ^ivity, and we shall probably find something else, completing its meaning, the object of the spes. What will be the case (a) if the completing word is a noun ? Objective genitive. (h) If the completing word is a verb? Objective genitive of gerund or of gerundive with noun, or future infinitive. 13 11 10. 17 30 THE ART OF READING LATIN HOW TO TEACH IT. 31 20. Subject is what? A pronoun, repeating Hannibal. 21. Part of speech, and simplest meaning? Adverb, meaning blindly. 22. Bearing in mind that, in the ordinary Roman habit, words were placed in anticipation of those which they modify, not after them, what do you feel about temere ? That it modifies the expected object of spem, which, conse- quently, is a verb. 23. Probably introduces what? Another adverb, corresponding to temere. 24. Write an adverb to mean not looking ahead. Improvide. 25. Write nom. or ace. neut. sing, meaning anything (in one word). Quicquam. 26. In what case is that word here, and with what verb is it con- nected ? Ace, connected with a verb, which verb must dej^end on spem. 27. Where made, without reference to context? Nom. or ace. plur. 28. Where made, with reference to context? and how do you know? Ace, because habebat is sing. 29. Meaning of this accusative? That consules is subject, object, or predicate of an infinitive. 30. Relation of quicquam and consules to each other ? One the object, the other the subject, of the infinitive. 31. Complete the sentence, using a verb meaning do. Acturos, with or without esse. 32. Write, in the best English you have at your command, a translation of the sentence. " Now," I go on to say to my students, " you are to commit this sentence to memory, and be ready to give it fluently in the Latin when we meet next. And in the same way you will commit to memory every pas- sage we so use in the year ; and at each term examina- tion you will find yourselves called upon to write one of these passages, still from memory. Further, and still more important than this, never again pick out your subject, your predicate, etc. ; but, in preparing your daily lessons, do just what we have been doing this morning, except that you are not to translate any sen- tence, or any part of any sentence, until you have gone through the whole lesson in the Latin, and got all the meaning in your power out of it. I give you a short lesson, and I shall call upon one man and another to take up a sentence and go rapidly through it as Latin, word after word, as we have just now done, telhng us precisely how it should be thought out. In preparing your lesson, in order to be sure that your eye does not stray and run ahead, cut out a piece of flexible paste- board, or, until you can get pasteboard, a piece of stiff writing-paper, as long as twice the width of your printed text, and two or three inches wide. Cut a strip from the top, running along half the length, and deep enough to correspond to precisely one line of your text, includ- ing the space that belongs with it.^ Use this piece of 1 At the meeting of the Philological Association at Ithaca last summer, Professor Gildersleeve, in the course of some remarks upon the reading of Greek and Latin, expressed himself with great severity in regard to the habitual way of doing the thing, and suggested that i( would be desirable, in order to force students to accept the order of the original, to require them to read through a hole in a piece of paper, ^or with a notched card. The method urged in the present pamphlet is practically so entirely identical with the results that would flow from Professor Gildersleeve's suggestion, that nothing but the fact that this method was already substantially in print in the Cornell University Register for 1885-6, and in the special announcement of courses in the classics, could save this pamphlet from the suspicion of being merely an expansion of Professor Gildersleeve's hint. The same thing holds in regard to the admirable injunction in the preface to the new ! I 32 THE AET OF EEADING LATIN: paper in such a ^vay as to expose just one word at a time together with which, of cou.^c, will also be seen uU the words preceding; tliat is to say, as you tliink about one word after another, pushing your 'aper on you n-d constantly see all of the sentence tlL Z travei-sed, without being able to look ahead » At the next meeting, the class, thus prepared, recites as described, a number of students attempting L show I'l-ocsoly .vliat mental processes one should g^ tJirou.ri, m taK.ng up the sentences of the lesson. At the ne'^-t but one, and thereafter throughout the Freshman year all ooolcs bemg closed, the instructor reads the v'vu-^v losso,, nlo„,1, .nth all the cirectiveness possible to him one sentence at a time, casing for a translation of it from uaoand another student.^ As u prepamtio,, l.r this exercise, each student is urged to read the rev,, u- aloud a number of times in his own room, doing l.s author as much justice as possible. , -U every exercise during the year, except the special ^^eekly exercise, a number of sentences, invpJa by the mstructor, and based upon the text .hkiJ xeudin^ at the time, are given out to students, to bo written upon he boai-d, in tlie English :uul in Latin, while the iMow as the instructor reads it; and when the work edition ol U,o Allen and GrcenouKh Cicero. „ubli,l,od in Mav 1880 As u ,s, Lowever, U appears that ...e essential „i,„ „f „.„ n.cU.od of now TO TEACH IT. 33 upon the review is over, these Latin sentences upon tlie tiuard lire criticised by liie chiss. 1 touch upon a vwy serious affect in most of our pm^panilory schools when I S4iy that fnm.i bofiiiming to vnd tiiere should nover be a rtxatatinii iii a fonHpi lan^uagi^ without wntleii or oral trajisiaiiuii mlu that kuiguage. ¥ijr tlio s{>ecial weekly exercise described above, there can In} no ooiisulorahle preparation beyond incessant ^ failhfiihipss HI tiie daily 'work. Tiie tiiiio thus left free I IS utilizrMj Hi the preparation of a formal written^ trans- I k,itaoii i)f a ronsideral)h^ ])iece of En^hsh based u puii tin' J^atin-xecently read. (It will be seen that no text- book in coinpt»3ition is einph y^^.'^ The exercise handed in i)V each stiah/nt is aJaerwanls looked through, and retunieVl t^j him at the next nieotmg nf the class, with all viTt^i^ inarki'ik. The writing of tlie Latin sentence, one word at a tiiiip, iiiH-.!i the board m the special weekly exercise which has h^M^n described above, gives pkice in a lew weeks to the cnrresponihng dictation of one wonl at a tiineru7*T3e~written n|H>nbhis f^Jiper by the stud»n]t, , \ th,e ([uestioiis being, uf couiise, given as before. The ext-nnse changes constantly in character bv tne ib-op- ]nuiz of (luestioiis witli whtch, the students liax'i cone* familiar, and th(3 bniiging in of questions in iic^ new ])ri!iciple^. Meanwhile, the examination o-t the i)a])ei'S written sliows, from week to week, just wiiere each studtMit's weakness lies. In no l^uig time all the constaiiib n urnim constructions have become familiar as ]n^c! a al working allairs. Then (and this time pro]v erly comes somewhere near the end of the lust thin! of the year) I cease entirely to have the Latin written, u>. V ( }i\ ' 34 i.,-4 I THE AET OF READING LATIN ; •r.aeu ans,vors, here and thefe ^rn T'''""'' ^''^ "^"'■.•■AM.se instructive Aff^n n .P^,'"'" ''angercus or 1^- been gone through tlTinlV'"'' "' *^^ ''"^-^-« again, one sentence ^t a t e Ud IT' %'/' " '^'^'■■■' ^1^ >« made by each student tL " '^" ^'-^"slation ^ «^J«tcd fro,n the book wliich ti^H ^"^ •'''' eo,n,„onIy "«^ V. ,,• r,,, i„ advance of til f ''' " '''"'"'- ■■'^"' otLer lessons of the Ck Tl "j''"'" ''''''^'^ "» the to select a passage wltt a dr ? '^'' *' "'" "^^ ^"^^^^ iag close. F..,.,r ,!„, ^ /^^f^'^^t'c or ..tl„,,,vise strik- ing close. Kach Ave°k i, .7", or uti„,nvise strik- ^^'^-^ -IS already sa;,i, (|,p ^hole of ofJha.preyious week i.. n,«„ .:,-.T-i^2i£_2L -or>i.. niSEng-a^C f'^^^ift;^- ^^ ^ n.^^^H^ of tl.e careful b;ian-cing-/n tie i'.i'°"^^^^t^^ ^^''^^^' .ludent is gaining a worki^fn: , ' '""" *^^' ^ ^f :'^' ^ "^^ ^^ ' of coUego work, namely a^ ., ,„L., :"^^' i""i'^^cs meaning from o;o „n. ?' '"^'■•'''^"'s'n f' r conveying point : . .ainingfiStv w;;r;i* "'' ™°^* ^^«"°""^a] j-throughout, in order fr. i ^^^^^^S vocabulary, i .\n.i '^'-thatt];eain 'tirwhlr^-^'""^ '" "^'^ ^'- 1 uio^vliolc Lusmcss is to leaz-,i -,. 1 T' "^ «n'l oach student then writer^l ^'""^ ""'' ""'""« repetition produce. "'""=' " '^on.plete a rtfsu.ne f u ./^e !.»' HOW TO TEACH IT. 35 / read Latm, occaaonal exaii.inatiuns ;ii translating neTv MiJi-Jromatext^ or printed j-aper are Leid duriii. tlieierraias of course-they sl>uu!d he upon anv svaten,^' a.ul at the end „f each tenn ,i,e i\m exercke 'at '<',o in.al exa.nmaiion is translation at iicanng, tl^e secxind exercise i. isan^lauon at sight, the third exercise is trans- lulR.n at s!d,i from Englis!, i„fo T:Stmrthe fmirth i.s Hu. ^vi-iling o! one of the passj.ges meinorizeu durln.^ the f'-'-'" ; and not until tiiis is done dues Uie student proceed to an exercise in translating and mmnn.nt.n^^ u„on pas- sages rend dnrin- the term. Moreover, the greater p;,r' of the grammatical questions of the paper aie se! n- .' upon pussages read during the term, but nnon the ^,..s■ .^.g...^ given fe.r the Ih^t time at the examinatiun,; I namely, the passages Uj be translated at hearing and Ju the second year, the aim of gaming in po.ver to read at sight is constantly held up before the students and occasional ^^ritte„ examinations In reading at si-ht are given through the term, while the iirst exercise ^set at t!,e examination at the uui of the term is alwayc translation at s^^d.t. A proper s.ij.plemcnt to tins is an elective m the sp. als us ' through t he Soi.homore year, and to the bcginnii,,' oi tlie eective work, taken h^^ Juiuoi^ and Senir,,^ tr!:.,her Jkre iraiislatam at the daily lesson ends, except in those mre cases ivhere the meaning of a dillicult na^- sage cannot ho, given by explaining the frrammaticn) 86 THE AET OF READING LATIN I HOW TO TEACH IT. 87 i-^.. I ['■f.4 • I .,«-' structure, or by turmiig the passage into some otlier lu! Hi in Latin. ^ translations are written at occasional exercises held for that purpose ciuniig the itriii, imd al wMvs 11 lake a part of the final examination, so luat evi'i-y sluilem ieuis bound to uiidrM-staiid his author. iiUt the students are urgeon Plautus, 1 read a. new play straight through m the Latin (the students follow- ^ Tlio preparation indicated has been leading for some years toward the dropping of translation at tl v suuly recitations, and, indeed, 1 have always endeavored to secure time towar i tlu vi\d <>( the hour in which to read on in advance to my students, without translating. But I should not have had the courage in the present year to hreak with translation in the class-room in advanced reading, had it not been for the assur- ances given mo by Professor Greenough, founded upon his own exper- iments in doing this precise thing. My experience in the past term has been so gratifying as to lead me to desire greatly ihat Frofessor Greenough might set forth, in accessible form, the great advantages of the system for students properly trained for it. Meanwliilc, let me pfi inise that the delight of this method of dealing with a literature — the charm of direct communication with the author, of feeling, in fact, the very untranslatableness of diction and style — cannot be fancied by one who has not made the experiment ; always supposing, of course, that the class has been trained in advance and brought to the point at which such reading is made x)ossible. - m<^ nie in their texts), without translation, and T\4tli very littk eomnieni, moving at about the rate at which one would move if ho were reading a new play of Siiakespeare in a siniihir way; and felt my audience res|H)nsi\« , even to tlie extent of occtisional laughter iliixi (hiecke4i -as iur a niumeiiL, lo iieaii}' everyliiing iii our a utlitir that wonlfl have been intelligible, without special explanation, in an ihighsh translation. Finally, if ViU avsk nie whether this method which 1 have been describing dues not take a great deal of tmie, I shall answer that the amount of Latin read in the first term is much smaller than in the c^nhnary \Vci)y 1 ui that the power to read increiuses rapidly, ami that the total (jiiaiitity read m the iirst year is some- what greater than ^m the common system, considerahlv greater in the second year, and in the elective years altogether greater ; to say nothing of the nmcli juster imflerstandimr of, ami more intimate feehng for, ins ormmah ami the miieii keener dehght in reading, gained In' the student ^vle) |)ursues this method. Eut tiiere IS uuc thing more to bo said about this kind of work, this traininrr of the student to read Latin rapidly, ic is not the work of the miiversitiea at all. In the univer- sities, men should not learn how to read Latin, lent should rea tho preceding address — long, and yet too brief - I wish to add two things: further specimens of pai>er8 aclualh- ein|)luyea by myself with a Fresliiruin^ class, and BUggestions f^r the application of tiie ]iieth,()d in tho premira.torv hvIkhiIh. At tliis point, 1 should advise the wearied reader, if he feels some royifidencc m the method, to lay the pam- phlet aside and make experiment himself with a class, retunnii^ tu the reading after lie has come tc he! an interest 111 furtiier suggestions of detail. As f^r the u.aj'iwl reader that does not feel this confidence, he WiU ivaddy lay the [>amphlet down imadvised. SFECLMKNS OF PAPERS. Ill giving in this way details of the system on which my own work is conducted, I do not feel that 1 owe an apology. One who proposes a method iiuist iiave a vt 1 y sohal basis for his proposal. This basis must be an px|H'rience of the i-lhra<'V i>i thai, which he is urging; and this experience shtiuld h.^ given with the grealest cleanness and dpfhiitont'ss. it is to he wisiied. indeed, that teachei^ of a ^iven subject throughout tlie cuuii- trv, in ceiHeg*-^ and scduiuls, might regard tiiem,selves m forming one boily with a common purpose, and that a constant inten'hanire of expera.mce and opini^in miizht go on among therm alike ui matt€re of mvestigation ' and matter of |>edagogy. I ) Jl -if. 40 THE ART OF READING LATli^ ; F1;r It should be remembored that the papers printed below were used, early in the Freshman 3 xai, with stu- dents wlio had prepared for college upon the f;iin,liar and tliuroughly nn-Eoman system. If stmit-nis were prepruea upon the right method, not ont m tin ^,f the queslH.;iis Iiero indicated would iwr,l lu ha a.^kfa, and the exercise of translating at heariii- wuuld be a rapid and atU'active affair. These papers were given to tlio Freshman cla88 in .succession, at intervals of a week, in the uutunm of 1885 ; at which time the work of the other recitations vi the week was in Livy. Tlio constant aim -~^-~-and the class wre so iutnnued—wa^ tu dnd U>r liiese papers, as given week after week, [);a,>;igr^, u-im.-!- w^uld de' . niand, of them a praelieai power of haiaJHiii^ construe- tion^ winch had In^on discussed ui tii,' uthor fxertases vi the week, so lha,l iheir progress should tn,' unt^ of constant acquisition without loss; and it was ].ro*niised tiieni thai m this way they should in a slmn tiniti possess a ready and availaUe Unniiiantv ^vith ad the conmionly recitiTirig construetioas t.f tl,M> la,!ii^ua;^v. I iVu'ther told them that, since I siioidd iiut i^ive tlu-ni a,l '■^^^^^*^ ^'^*'^'^^-'5^^-> ^^i translation the iiiritmnM- nf myx uwaxl ^vhich thev had evrr^ seen haha-e, they Una a vrrv ntroii- ^'^'^■^'^^■■^" ^'''' ^^^'^'^^'^: ^'P ha- thcinsalvos a voeal,)ida,rv liir^ of new students Avho have beeu carefuiiy traiivedtodisirat and maiigle the Imtm sentence; who ha,vo necessardy faded to a - nad.e seiiso;' is pnicticaJly stnmgly (a^Hised ; whose imuwiedgo of syntax is of a baclwhandtni knuh pood for very little except tu - parse " with, more or less meriiiimcallv and ineffcctuallv, after the whole sen- tence has been"dnc: out, but wtalh nothing as yet ^1 or the current^ mtei'pretation of th,e syntax cd word alter word hi situ in the progress of the sentence; and, finally, some of w'hom have been trainetl to pronounce Latin on the English method, others on trie Contmentd. m a r f i, . ;■ t i t ji. •;' t. r ""^^^ ■'; m te»? '1,1 if? ' f .;,■ fe; 42 TIIK AUT OF KKADING LATIN: and others on one or anotlier of tliat great variety of methods passing current under the general appellation or *^ iionian," and niaiiy ot" wIkmu, accordingly, lind it very diilicult to understand a word of one s^dlable as pronounced by my assistant or myself, — to say nothing of a word of two syhables. Up to the fourth week inchisive, the Latin was writ- ten upon the board at these weekly exercises, one woi-d at a time, the questions being put, as indicated by the footnotes in the i)ai)ers given below, at one point and another as the sentence ])rogressed. I'^or several weeks after that time, the Latin sentence was written by each student, one word at a time, as i)ronounce(l hy ihu in- structor, the questions being set and answered iis befoi'e. After this, the writing of the Latin was forbidden, and the passages used were inter[)reted only as /icard from the instructor's readiuir. At the Jirst interview, the chiss had worked out, as it was put upon the board, one ^vord at a time, the sen- tence in Liv. L 1, 5. / Ibi ejjrres>i I'vuuitil, ut <|MilMiN ab imim^nso pri^pe I'lToro nihil i»rat.lcr arnui vl iia\4j.s .suiierebset, cum prat'dain < \ a-rls n-(>rriit, Latinii^ rex Aborij^iiies- \\ eqresai^ l>ut upon something which we were still to wait for. (This something turned out to be cum . , . agereni, — tJie natural thlnyfor destitute men to do,) As we reached . . . cu)ii jyraedam^ at whieli stage it Avas sure that cum was a conjunction, the point ^vas made, tliough ag«' % ,- •■I; 'PI r 1 ■^\ r I ^- <^^*iaiiii^i aiil 1. !May be citlier of ^vhut possible parts of sixjech ; and where inude ? Adj. ill iiom. or ace. iieut. sing. ; or adverb. 2. In what way will the person who is persuaded, if there is one, be expressed? By the dative. 3. In what way will that to which the person is persuaded be expressed, if it proves to be (a) a pronoun ? (/y) a verbal idea? («) 15y the accusative. (Jb) By the infinitive, if it is a statement of belief, etc. ; by a substantive purpose clause, if it be an act desired to be brought about. 4. The suspense about facile is now probably how resolved? The writer meant it as adverb, modifying persiiadet that we owe a great debt of gratitude to Dr. Sauveur and iii? tKinw, r> for their insistauce that the language shall be treated as living, aod as intelligible to the ear. / .•Mi- i I HOW TO TEACH IT. 45 1 5. What constructions will probably follow ut, if it is meant («) as conjunction ? (/>) aa adverb? (a) A substantive purpose clause. (fc) A noun (appositive), adjective, or adjectival phrase, be- longing to the personal subject or object of persiiadet, and so nom. or dat. 6. May be either of what possil)lc parts of speech, and, in either case, in wliat construction ? Noun, nom., subject of substantive final clause introduced by the cnnjuuction ut ; or, adjective, dat., agreeing with per- sonal object of persuadet, and introduced by the ad- verb ut. 7. Does it call for anything to complete its meaning, and, if so, what? An objective genitive. 8. What three uses lias the word et? (1) Connecting two words, = and ; (2) as the first of two ets = ho(h . . . and ; or (3) as bearing upon a single word, = nlsoj even. 9. What uses may et have, iu each case, in the present passage? It may connect ciipido, or hoiionim, to something yet to come; or it may be the first of two balanced ets; or it • may emphasize a word or phrase to follow. What is now the probable meaning of et, what its office, and what light does it throw upon cupido? Mark the quan- tity of the i in the last. And; connecting the cui-sentence to cupidOj which is an adjective. if this surmise is right, then what part of speech will the cui- sentence be equivalent to, and by what mode will this meaning be expressed ? An adjective; expressed by the characterizing mode, llie sub- junctive. Is name of town in nom. pL? AVhat three possibilities of con- struction ? Subject, predicate, or in apposition with the one or the other. 10 li o fc!!^;.- t-,\> .• . . ,. w : -r f V ^\ i.'.'* I *; i i %J « <» M I e\ »* m I*' y» A ^ £: lat w% m J, .•#* *,t^i ^J if^J I ■ f' 46 THE AUT OF READING LATIN : 18 10. 13. Part of speech and possible cases? Adjective, iioiii sing, funi., al)l. sing, feni., nom. or ace. neut. pi. 14. i\Ieaning of its position before its noun? Tliat it is emphatic. IT). Possible parts of speech, and corresponding meanings? Adjective, meaning so great, or adverb, meaning to such a de- force, or fo such a ar--^'^ ; sv.d jMim i ia^'* ^^ inuii(M-nm luHniiif^ jiriaU la'"' duratiira^"^^ 21 t| n ( ln|>'--- '-■'-* ->^-» IHH''^ U < ' :28 Hii'^ spcs^'* i-Tolis nee rum Inutiiiii.s coiuibiu''^-' .31 k ;? V,:-: u Z HOW TO TEACH IT. 47 1 I'ossible cases? Nom. sing., nom. or ace. pi. 2. Probable case and construction of res? iSom., subject of main verb. 3. Commonest meaning of adeo? and how must its meaning, if completed, be completed ? To such a degree ; by consecutive ut-sentence. 4. ^Meaning of the tense? State of affairs at the point which the story has reached. 5. What two parts of speech are capable of completing the sentence? Adjective and participle. C. Part of speech? what other word is substantially equivalent? Indefinite pronoun ; cuivia. 7. liuw are we to think of the meaning of case? As some aspect of the indirect object. 8. Suggests the beginning of what construction? Partitive genitive. 9. Possible cases and possible constructions? Dative of some aspect of the indirect object, or ablative in some instrumental aspect. W. Can cuilibet go with bello, and why? No; for the partitive genitive shows that cuilibet refers to a civitati. 11. Then is bello more likely to turn out to be a dative, or an ablative ? An ablative. 12. What suspense about Livy's meaning is now resolved ? Cuilibet is the dative of the indirect object to whicli ihc quality ui par is directed, and bello is the al>lativo of resixict for par. 13. Write tlie ]>redicate from buih. Esset. 1 1. 1' s^ible cases? X' -n. or abl. 1 '. if the idea is completed, by what case? Objective genitive. 16. Possible meanings of the case? Duration of time, appositive, object of a verb, or subject or. predicate of an infinitive. i-i :s^ r#.i i^ K^atrfWK ^^^^P ki"^ ^■'A . i I k I i i r 't ■•I ^- V Jw.. 48 17. 18. 10. 20. 21. 22. 24. 26. 27. 28. on •at/* 30. 31. Tm-: AKT OF KKADING LATIN : Probable meaning of case of aetateni? Duration of time. What two possibilitiea for tlic government of duratiira ? That it belongs (I) to peiiuria, or (2) to something not yet arrived. What do we now feel about the case of peimria. and the meaning of that case? That it is an ablative, expressing the cause of duratm i, AV'rite predicate from sum, choosing the tenso with care. Erat. Conceive of quippe as an adverb, meaning indeed, in fact. What is the probable nature of the quibus-sentence, and what its construction.'* Adjectival, i.e., a characterizing sentence in subjunctive. What must be the underlying relation between the condition of affairs which we shall find expressed in the quibus- sentence, and the condition of affairs expressed in the main sentence? Causal. What is the antecedent of quibus? The people to whom the magnitudo belonged, the inhabitants of the town. Possible cases? Dat. or abl. Quibus indicates persons. How does that narrow the possi- bilities of an ablative construction ? It can be only abl. absolute, or ablative dependent on a com- parative or some word like fretus or contentiia, or abla- tive of source with some word like genitua, oitua, uatus. What is sure about nee ? That it balances a later nee or et. Construction ? Locative. What must follow? Objective genitive or future infinitive. Complete the sentence by writing tlie proi^er form from the verb sum. Essent. Translate. «r4 £■■•: r I ♦ ■'V jr now TO IKAUli IT. 49 Third Kxkhcire (Livy I. 21, 2). [The Alban and Ilotn.in kln^B fi.ive jiropOHC'd that the war between lue iwo peo- plcfl chall be Bcttled by a battle between the Iloratii and Curiatii.] ..>«i!nl r-«,"fiiNa I It r. J'«-ii! i^jn i-f h-N-ti% 4-oii\r'fH|, Pri- ii>i|iiain'" rrrlatimH- \ icissciit'^ IS aitcri^^^^ impuiu ciiiii bona fsace^"^ 1 14 What ideas may one have in mind when he writes antequaiii or piiusquam, and by what mode will these ideat) be respectively expressed ? He may mean to give the idea of an act anticipated — i.e., looked forward to from the time of the act of the main clause — by some person meirtioned in that sentence ; and he will express this by the idea-mode^ the subjunctive. Or he may mean to state the actual occurrence of an event, as a boundary point Ucijond which the main event took place; and he will express tliis l)y the fact-mode, the in- . dicative. 2. Li tlie light of the situation, which of the two ideas is it more probable that J^ivy is going to express? The former. 3. Is anything sure yet about the case of foedus, or the part of Bi^eech of ietum ? No. 4. Wliat should be kept in mind as possibilities for all demon- strative pronominal words, like is, hie, ille, ita, etc. ? Tliat they look backward to something already mentioned, or forward tp something which i^ yet to be mentioned. 5. Which is the case here ? The latter. G. What construction do you think is connng? A substautive final clause, telling what tlie hia legibus were. 7. In general, what have we found to be the two possibilities when one meets the combination of ut and the relative? ^. ^ A It 1 j~ 4- |-^' »'':1 r ■ M J « . I \-~-\ I M^* ■£• \>-f:^ »« Wt. ■#!«-»*. . ■•: KiS'- - :*#(©iS 50 TJIE AKT OF READING LATIN iioW TO TEACH IT. 51 r... r*' Either (1) tliat ut is the conjunction, and the qui -clause looks forward to an antccedonL to be given later in the ut- claujse; or (*2) that ut is the adverb, the qui looking backward, and tlie relative statement forming a charac- terizing clause which stands in a causal relation to the main clause. 8. Bearing in mind his legibua, which of the two ix)ssible meanings of the combination ut cuius do you suppose to have been in Livy's mind in this particular case? The former. 9. Probable meaning of case of populi? Possessive, depending on cives. 10. Meaning of tense? Future perfect from a past point of view. 11. Probable nature of cond)ination? Subject and indirect object. 12. Diflers how in meaninti from (tliusf Kcfers to the one other out of two, while alius means another out of any number. V). Surmise, if ]>ossibl(», wluit the final verb is; and at any rate tell where it must l)e mae two arc about to march out for the Hummer caiui)aign.J f'nntioiu\s^ priir^qiinn!*' nh iirhr '^liriin ino^rmitnr''^ coiisiiiis'^ Varroiii.s iiniii.ic ;ir HTiM-c-» f'jH'i'<\ dt-iruii- lt:iHii- ■ iM-iium'^^ arccs-^i I iiiii ■'' U\"-' Ilaliain ai» liobi- IjIhi-. iiiari.>uriinii|UC'" in' \ i-^riTilHi-- i-ripulil icat', .si^* pltlia'N I'abjos ill! I'H'fa H. na/s liaJnTrf, sr-' quo i:li(.*^^ lM)>l*aa! \ ! = lissct^' p « » *^»Bii« 6-1* ■ ,„ , . ■••",i--: df^^^.^ ISS*"' \'t M :i ., r ^- 52 THE ART OF READING LAI IN I That its construction is the same as that of arcessitnm. 13. Wliat case do you cx[)ect to liiul following, and why? Ablative, because niansurum inehuU's the idea of rest. 1!. ^Vhat indication liave you of the probable nature of the con- dition, and how will it be expressed? It looks as if it were the condition for niansunuu hi that case it will be a future or future perfect froiu ilie pa.st standpoint, expressinl by the so-called imperfect or plu- perfect subjunctive. 15. Probable construction of belluni and arcessitum, and grounds of your oj>inion ? Se is.acc. or abl. It cannot bcj abl. absolute, since it icfers to tlie subject of the sentence; and it is probably not the ablative of source, for we are not likely to find a word meaning horn o/hore. It is therefore probably accusative. In that case, belluin is either the subject or object of an active inlinitive which we are to have, and of which He is object or subject. Arcessitura, which is passive, is there- fore not an infinitive, but a participle; and, beside that, mansurum, which is in the same construction with arcessitiun, is not transitive. 10. Where is the antecedent of quo die, and what do you know about it? Yet to come, and in some way connected w ith tlie coming in- finitive which we have found to depend upon deiiiuitiantia. 17. Meaning of tense and mode? Future perfect from past point of view, in indirect discourse. IS. What suspended constructions are now resolwl? Perfecturum is infinitive, se its subject, beiiinn its (il'ject, with attached participles arcessituni .md lUciiiSU! um, the latter having a future condition dependent iqH.!i it. V.K Translate. Fifth Kxkucisk (Livy X X I ~:\, 1). [The passrxKC Ijere uflcd was employed in the nddrcss. It In given agaia In its place among the prencnl set of pai>erfi, partly to show that the minute questioning with which a teacher of an untrained Freshman c!a8« muht hegin may give place early to a more rapid movcmont, after the habit of watchfulneBO and a wilUngnees to hold the mind in Buspcutic have been cBtabliHhed.j I TTf>W TO TEACH TT. i)0 lfaiirn1)al cum <|iii

nii'vv' '■' alqur iiiiprovide*-^ , ftiiii altt'riu.>i iuueiiiiiiij, faiaa'* Ctill.SUiu.^5' "^ ])riT!s dfM'iHlf* rr^" coirniiinii. {lorcituiii ne i'vnjx svirvi''^ , I'tTtM-i ysqiH' la.i'fiiiH |iro>-|M.'r«> ruiy pratMlatori- biis--- Mils c'l/rfaiiiiiK,' t-rrdiTrt, adf.Nse gfri'iulae rei I'orl uiiaiH hand (lillidrljal .^'^ 1. AVhat must be the construction of the verb of tin quid - ntei :e, and why? Subjunctive of indirect question of fact, or of iiilia c t li. li:. ra- ti ve question. 2. Ill such a connection, what would be the pronoun meaning ruiv, :u<<] xvliat the adjective? QuiB(|uani, ulliiB. 3. W li it would be the completing construction (a) if nominal?^ (b) if verbal ? (a) Genitive. (b) (jenitive of gerund or of gerundive, or future infinitive. 4. IKh^ temere, judging by the order, probably modify habebat, Qr something yet to come. The latter. 5. Then what do you surmise about the completing construction • for Bpeni? That it is a verbal construction. 0. Wiit'^ he neuter pronoun meaning anything, in noui. ui ucc. Quicquam. 7. GeiH'iai i un-;lruction hereby indicated, and construction of coiiBules and of the word you have just written? The vertul ft.i spem i< an infinitive, with quicquam for subject ami consnies for object, or xnce versa, * It would be a practical convenience if there were nn ncljective bearing the same relation to the words. womm and pronoun that verbal bears to veib. l- or niv o\\u iSf T 1 Kive enij)H)ve( al iective tiomma I in tl 1'^ Hcnse. -^ H ,1 -*. ^'i^^Jll . » " WM lA ^^ JH- ' ^ r r- . X^ 4V/. Ar*^ #;?*%■ J K-.^ .* m 4" (l^i^'^^1^3^ . \\\ 15' 54 THE ART OF HEADING LATIN; 8. Write the infinitive, meaning to do, Aoturos. 9. Case? Nom. or abl. 10. Case of fama, and proof. Abl., because the phrase priua deinde makes it parallel with re ii. \\ rite verb required to complete the clause. Esse. 12. What is indicated by a combination like prospero cum prc'ieclatoribiiB ? That cum connects witli praedatoribus a noun, yet to come, to wliich prospero belongs. 13. Translate. Sixth Exercise (Livy XXII. 40, 1). AiUriMis^ v\\^ c>r-.ij!o^ rniisiiiis hand sane laeta fuit, ^•'«i ' qua*' diiM/ri'l wvw i|iiajii fiiciiia^ iiiagJ.N f:i.tt,'!iiis iHh.'iii li!i>Ht'; «|ii!jr"^' roiisuli ujU'ctkus roUf'i^aiii .nr-di- tisMuti ai* f i'iiHTaniijii \erjyisi aCqur uyctorilaiib"- , , ^^ la 1. What part of speech is adversus? 1' irticipie or preposition. 2. What is possible for ea ? . Object of preposition adversua, or agreeing with an abl. sing, or ace. pi. 3. "What do you ki ow now about adversua and ea, and how? Oiatio is nom. fem., so that adversus is not participle, but preposition, ea being its object. 4. Construction to follow (a) if nominal ? (^>) if verbal? (fi) Accusative. (6) Infinitive statement in indirect discourse. 6. Possible constructions? Object of fatentis, or subject or predicate of an infininve depending on it. \ ; HOW TO TEACH IT. 55 6. Write Latin for io do. completing the idea of faoiUa. Factu. *. 4.t- 7. Write \n Latin whatever is still necessary tu complete tbe sentence. Ease. • 8. Meaning of the position o! dictator! and magietium - Sharp contrast. 9 Probable general construction of sentence? Indirect statement, in tl>e infinitive, magiatrum bemg its Bubject, and dictatori being the indirect object of the infinitive, or of a predicate adjective. 10. In the present construction, what modes possible after quid, and with what meanings respectively ? Subjunctive of indirect question, eitlier deliberative or seriously asking for information, or infinitive, in rhetorical question practicallv amounting to an assertion.^ 11. U a partitive genitive is to follow, in what part of the clause luive we learned that we are likely to find it / As far removed from the word on which it depends as the other points of style will allow. , • , r 12 Decide in the light of the whole passage, what kind of a st;t.nce this necessarily is, and writ, the Latin for rcould there, be. " I'oie, or {uturum e«»e. 13. Translate. ill ,a of course unadvieable, for clasB-work of thi. BOrt, to cover at the beginning all the possibilities of the indirect interrogative .en- t^nce I have given such of then, a, are easily grasped and are most important. 1^11 ' I n i I fi f r ? immm tUiPl-."" ' . J* . '' 1 '• pi ? i 1 1 1 Hi- 56 THE uxHT OF KEADING LATlxN ; Ai l'M( \TI0>^ OF THE METHOD IN rUEPAllATORY WORK. It will be convenient to refer, in these suggestions, to some one of the books commonly employed by beo-in- ners in Latin; e.g., Dr. Leighton's "First Steps'^ in Latin." The application can of coui-se be made with easu to any other book of tiio same scope. First and most important is it that the begmner should accustom himself from the very outset to the sound of the Eoman language. In Lesson XIIL, e.g., the loarner, having prei)ared himself upon the sentences ri\L:"iii,a hiinlal, MTil»M<.« poriant, jhivUac laitdaiU, iatl- (ias,, iaiidaiiiii;^, n-^^iiiai: dunuuL, etc., sliould not open his book to translate them. His hook should he closed, and he should give the meaning of rej-ina lamiaL etc., as his teacher delivei*s tlie sentence to him. Tu trans- late n -oiit luuduL at hearing, after havino- studied it is not beyond the mental j^ower of the modern hoy. Neither is it beyond his power, with possibly a trifle of patience on the part of his teacher, to translate at iitariiiL'- a 7iew sentence of the same scope, e.g.. iaii the translation at hearing of new sentences of the same scope. And no one will venture to say that a boy wha had been carried in this way through an introductory book would not begin Caesar as a better Latinist than a bov who had not been so started. Tn*^ Lesson XIIL, as we have seen, the boy has learned that the subject of a verb is expressed by the nominative. In the next lesson he is told that the direct object of a transitive verb is expressed by the accusative. For the present, that is the sum total of his knowledge about accusatives. Of course the teacher will narrow his OAvn knowledge to his pupiPs horizon. Accorthngly, iic Will lad I upon a sentence beginning with an accu- sative, eji. scrlbas, and ask the learner what, without hearing the rest of the sentence, he learns from the case, with regard to the relation of the clerks to the rest oi tiio sentence ; in a word, what the meaning of the case i^. The boy will answer " ohject of the verh,'' aud the teacher w ill accept the answer. Then he will nive the beLnnniii;/ of another sentence, containing. a nomi- naiivu and an accusative, say r« i^ina hi ribam, anu asK tho Iparnrr wiiai Uic I vo cases mean Lo hhn. The learner wiii answer subject and object. The teacher will then n-ive a number of comb-nations of subject and ! ! i' ; Hi 1 Kay w v .^-* " f i« ii r» .i HM i j i . ii w i i i _ i i! i iui i i iiiiii t wiii iiWMW D] i «i i I i i iw m.LL I ' n ii i ' ii iW ' P '' W ff i^^ f! ^ '! '"■' " '''■ "" '^''■''?''*'^"°**'^''"' ■4.>"WWt ' i!"" 14 li i p J. ■%> ill 58 THE AliT OF KEADINO LATIN I object, e.^, bcnf)a dupHj^j, iiantik «»»i«^i ^... the full voca.uu..y ..ovSV^^T ^n ^"fi" vli ch the combmations just used may be supposed to ': n^ Sr Sr^^""^' '^^' ^' "- -So liUMuea, d.r/., rej^ina scnbam hualac rr-fin mT .''T''' ''''''■ ''" '^" this, the Latii aUe ttfof T '^^^'•^^'-^t^'^'.' «o that the pupil n,av b^ ^ oiu aitei another. He should be ui.rcl too to for.,, 7>ii»n.f..l • • • v^^Avt uiiiig cl j-inTr fiivr ti.. 7 and tliPn o ,»Lf 1 • '^"o'"o' ^^^^^ tile u'o/y/ queen, ana tnen a mental vision of a queen 2 ' -an, all. While .eacLI^'t e S ;:,r;"'V """' ' ''''' ''■"' «Wativo and short in tUo „ '""''<^""' "'»« fi>">l <• is long in the fr.n..Tproci«oi:^,,;:r7rr ''-•••-'' """"»■"- ««"'« -•i as Calif„r„ii^Xeva,m CaU "' '" '">"""' '" '"^'' """'"" "o^J- Bui itt''„rot".i::,tir;;r' "'°"' ""^ ""'^'""''^ -^ <""-« ••■"• Tightly helpea throng o", T ""'' "" '"' ''"^"" "^'"'^ """" " false habit's of Z^Z.J^ r""T """''■""^ «"" "-" 'o ""^ -thou Of setting aAhr„:r„g'oV:h?rti:::ir r-' ^°""^"' ultimate end of study whprp«« h / ' "'^' '"^ ^^ 'P^*^' ^^e the case of modern lL;;:;TLt: 17^' '' ""'^'' ^^^^^^^'^ ^^ ^ h ages, 18 to get the power to read the original ■ . HOW TO TEACH IT. 59 In these exercises there should be no translation into English (it will be remembered that the Latin of \\\>z review and the Latin of the advance have already been translated at iiuaring). Next should come an uxercise like the following: " IIow, in Latin, can you present to my mi lid a queen as acting upon somebody T' By saying Ti-y^ln-i. " IIow a girl as being acted upon?" £y saying pueHain. ' iiow a clerk?" By saying scrlbaiii. *' iiow a letter?" By saying ii^NiMlaiii "^ow put before me a queen as acting, and a giri as being acted upon." Kegliia ihm iiam. "A fanner as acting, and a sailor as being acted upon." Agriiuiu iiaiitaiii After a number of these combinations have been given, '*Kow tell mo in Latin tliat the queen it} waiting for the clerk," then " that the queen is waiting for the letter," etc., etc. Variations of the tense of the verb should also be employed. I must conline myself, however, to showing the method of deahng w^ith the cases. lii the iiuxt lesson, XYL, the pupil w411 learn one of the simple uses of the genitive. He should then bo asked ^vhat the cases tell him in HIh r |hi« ri (bemg made, of course, to see that, though pia ri might be In !ii. pi. so far as iuiiu goes, it cannot be su here, since lihiT iiiiist 1)0 subject), in iiiatr^'^trr rcj^ffiao flltnm. etc.; ii lii to be leared, even, tiiai, in the pressure produced bj tiiu lung hours of their working day, many teachers in the preparatory schools do Dot theriH. h(8 read the autfjors they teach, but only make prepara- tion to corrtct the studfnts' translations at the recitations. If they would devote five miimlts a day to reading their Cajsar, ^'lrg^i, and Cicero aloud, as before an imaginary audience, and five minutes more to doing the same thing before a real audience in their class-rooro, they frould find their faith to grow apace. ii ! r » \ I ■>*%.-. "-•:>^'y:i;i»yy<.»tyT» nj^. ,g ,. • • ' - — ■ 11 I iiw^i^fc. .1" •I ) J* :n I '■ ■J''* ^ m'i t ■' ''* 'J' -/ii rtv T ■ i > ^: I* T' Vr 'i i»^t cy THE AKT OF HEADING LATIN I and should then be Ccarried through various exercises siiiiiiar to those suggested in connection with the pre- vious lesson. He will also learn in Lesson XVI. about apposition, of Avhich more anon. In Lesson W'lL he will learn about the way of expressing the indirect object of a verb, and should now be asked what the cases mean in combinations like aj-ricohic iiaiitis viam. tiania a!4rit"Olis \ iuiii. srribu {.hhm'u liS>rnni, Nciibit iHieriH rc-iuat: Jihru^, at^ri^'ola ihhtu Nrrihar \\nm etc. ; and shoukl then have whole seuiences given iiiin, and Enghsh combinations and sentences to be put into Latin, as already described. So constructions are taught one after another, the simplost meaning of cacli case being ak)no given when the case is fii-st dealt with. Later, other uses of these same cases are taught, and the certainty which the ])upil at first felt in regard to the speaker's meaning- when 1h- heard a given case (say the accusative) now passes away. As early as Lesson XVI. lie learned, as we saw, that " a noun used to describe another nuuii ur pronoun, aiid meaning the same thing, is put in the saiiK^ case.'' At this point, consequently, he recognizes that thvie is [L double possibility for a given accusative. Sup|) lii! us to take up a sentence begiuiimg (siiy) with lei4aiH!ii. I lie accusative word may turn out to be either ui two tilings, namely, the object of the verb, or in aj-position to the object of the verb. These two ]H>ssilnlities, aiui these alone, shuuiJ, lur a injinbcr of Nveeks, Hash tlirough the beginnor'^ TTiinf] at sight or litariiiir of ail accusative. Late?, however (Lessons LI. and LII >, he will lind that certain verbs are of such a nature as to take two ohjects, and will have specimens HOW TO TEACH IT. 61 -riven him. At this point an accusative has for him ^ihree i>ossibilities : it may be, to the speakei s Uiought, ohject, it may le second object, or it may be an aj>j)osv- live • whQe li the meaning of the words is such as to ..xrliKle all possibihty ui the hust of these, as, e.g., in a sentence beginning with mr fmu.irm^ ibo nHnuuiig oi the combination is seen at once to be tlmt me is the liret object, ami inutdi m the second object, of s( me ..nn of the verbs that need two objects to complete their thought, e.g. cclo. Not long afterward, he will learn (Lesson I XL) about the accusative of duration of tinw and extent of space, and he now must recognize still aitotlmr possibility for any accusatives hke aimoH or 1*1 Mien, but not for a word like CacHarcm ui me. Still later, he will add to his repertory an understand- inff of the cognate accusative, of the accusative as subject of an infmUvve, etc. The teacher will keep clearly before the learner's mind that, wliile any accusative may be a direct object, or the subject or predicate of an infinitive, only words of a particular meaning can be u;. a ill tlie expression of duration of time, etc., and only words of another and an equally i^articiilar mean- ing can play the part of a cognate accusative, etc. The teacher would do well to make for himself, as the book progressed a collection of short sentences illus- tmting all the possible kinds of accusatives (as yei known to the pupil) in which a given word, like r:M-;ireiu, auiiuh, vituim may occur (and. of course, sninlar collections for the other cases); and to run thromdi one of these collections frequently, perliaps daay,%vith the class, using no English. Throughout this progress, it will be noted, nothing has been allowed 02 THE ART OF READING LATIN: I ! I* *- tf » t I -i ** f mil 14 8 to lapse. Tho way described of looking at all the possible meanings of (say) an accusative, seen or heard constitutes a continual review of the sharpest nature' and, fin-thermore, of that very ].ersuasive and pressing ■ *,». I' and constanr firac- kjDd «hjch looks toward '\mm>A tical use. FoUowiiig these methods, the pupil will surely, if tiie exercises of translating at hearing and underetand- mg at hearing without translating are kept up, have" obtained, by tho time ho rcaclics tho end of tho book, the pou-or to catch the force of the accusative construe^ tions, in short and sunple sentences, witli correctness and without comcious operations of reasoning. For his very familiarity with aU the possibilities of accusative constructions for words of one and another meaning will have brought him into a condition in which, on the one side, he will wait, open-mindkd, for the word or \\ords that shall determine which meaning the speaker Imd in his own thought (if, as mostly, tiiose words are yet to come) ; and, on the other, wiU, by a tact now grown unconscious, instinctively api'reiiend, ^vhen the determining word or words arrive, what that meaning was ; in short, he ^vill have made a good beginning of understanding the Roman language as it w;is understood by Eoman hearere and l.uman readers. Tho sketch hero given for the treatm<nt:nl may agree w,th a noun, or mav mean the value of something. The dative of anv won! may mean th^ person or thing indirectly conceri^ed m an act or state expressed by a uouu ur uu suljective or a group of words. The dative nf the name of a person (s,iy Cncsarl) may have this general meaning, or, in one or another special phase of t may mean the person concerned m an oblti/atton indicaUMl hv a gerundive {the agent), or the possessor nf something." The dative of a word like ,ioi..ri hu.d.. et«., may mean, in a general way, the thing indirectly concerned, or, with a special phase of tliat idea, may mean the end served. pi: m 31 u ti fU THE AJBT OF BEADING LATIN: The accusative we have discussed already. The voo-* ative takes care of itself, wiitu Uie form is iinmis- takable. The ablative is a case to be dreaded. In general, it should, like other cases, be cut up as httle as possible. Something can he done by pruceednig ivuni tiie three idea.5 of the 6taHing^oi7it^ the means, imd the pbu^e (true ablative^ instrumental^ and locative)^ as m lir. Leighton's table on p. 290, and the taJiie on p. 251 dI the Allen ife Greenough (inuiinia,r; hxn the iiest iiiteii- tiuiis uii the pun of gr:iiiniia.ria,Ms ami teaeiiefs have not yet made the matter easy for th. i-arne!\ The sih-- gestions to be given here must go beyond tiic^e thr^ divisions, • Kear-jy all ablatives can !>e absuLute, or can depeiirl upon a co7n])aratiwe, ov on a word like dignvs or con- ientm. Beside this, a puoper name (say Caesare) may be in the ablative of source^ after some word Hke qeiri- tus, though such a form of expression is naturally rare in the prose read before going to college. Of course SUA h a \\ urd cannot be in the ablative of means (m the narrower sense), or of specification, or rl tim£, or of degree of difference. A word like iVu\ however, beside the general possibihties, may indicate time, or the de- gree of difference, a word like a mo means or j)ricfl, a word like i apUe desonjption, etc. I shall not attenipt here a complete list of suggestions. In general, in s|)ite of the V v)nr|)lexity of the uses of the aJihitive, the learner is less ihvely to go badly astray in dealing with this case ill aetuai practice than in deahng with tlie rrcnitivc or the accusative. One point not yet touched upon is of the gravest HOV/ TO TEACH IT. 65 consequence. When a form occurs which may l>e in either of two cases, or even possibly m any one of three or four eases, the pupil should noiT allow hiinseif to suppose that he know^ the case, even if a probabihity presents it self at once. E.g., a student reading iri hh G. 1, 3, ajiii pa-ssing by ca (Jiis rebus adducti et aucioritate Urgetorigk j)ermoti constitiierunt ea, qua<:, etc.), may ea.sii}' sii|)|)Ose ta to be the object of constiticeru n t\ in- stead of waitiiitr until conviction of some kind is forced ujKjn hiHi I)}' the remainder of the sentence ; which con- viction will p>ruve to be that ca was the object, not of eon- ^Ikfii'/'u/it, but of a,n infinitive which is not reached nntu liic f/i/iiv, "chiiise is finish^ed,. The direction to the student should be: Have j/ouj- eyes open, but keep in doubt as Oeig a^9 possible I iii a word, aiirNK and WArr. Verl)al constructions shoukl i>e doalt with m 'a similar way. Tlie possdjilities after conjunctions slioukh m particular, be entirely fanuhar. Given a tjuarnquani or a qv.miivi^<, tfie student should in- ahUi to tell instantly what is comin^L'". Given an anteijuam, he siiould know precisely wiiat the two ideas are, either one of which ma}'' possdjiy be m the speaker's mind, and Ijy Avha,t mode eiich wa,s ex]>ressed by the Komans. Given an >//. he sh,ouk] know the full range of aJeas 1/osmI)h} for tiie spea,ker to have when he so begins a clause, and by wliat construction eacii of these ideas is expressed. Ami in particu]a,r it whl he found useful to set liefore the class the whok^ ran^e of verbal constructioiiii that a.re ai|)aht{e of servuig a.s the (d?ject or the suf>ject of a, verb (substa/ntive clauses;, and to ask them wliicfi and hem ma.nv of these a given verb or ]ihrase'may take,. These substantive clauses are as follows : — . "■<* e^r, THE AET OF READING LATIN: The indirect statement of fact (infinitive). The indirect question of fact. The indirect deliberative question. The final clause. I The consecutive clause. Now give the class a verb, dicit, and ask what pos- sible completing verbal ideas there may be, and what phase of meaning one and another of these would indi- cate for the word dicit itself. The answer should be : the infinitive, if dicit means that a statement is made; the subjunctive introduced by an interrogative (includ- ing of course ut), if dicit means the giving of an an- swer to a question of fact or a deliberate question ; the subjunctive with ui ul uc, if dicit means the giving of a direction. The substantive consecutive clause, it is, of course, impossible for dicit to take. On the other hand, the meaning of a word like effecit is such that it can take the substantive consecutive clause and can take no other ; so that, unless we find a clear accusative object, we are sure, upon meeting an effecit, that a verbal object introduced by m m mni is sooner or later to come. A verb hke i>cio can take only a sub- stantive final clause, a verb like q tin pro only an inter- rogative substantive clause (either a question of fact, or a dehberative question), etc. To look at these matters Hi this particular way is of great usefulness. If, for f X iiiiple, the class is translating at hearing, in Cat. j\fai. ^^'l the anecdote beginning quin etiam memoriae proiiiiiiiii I'st, everybody should at this point instantly) li iognize that an infinitive of statement is sooner oi later inevitable, and, knowing the Latin habit of ar-3 rangement, should at a?we associate with that i7npend{ng\ <. HOW TO TEACH IT. 67 injmitive statement all the intervening matter^ cum Athe- nis ludis quidam in theatrum, etc. The same thing is seen, with a much briefer suspense, in Caesar's i*X si fieret, intelleg-ebat magno cum periculo, etc., B. G. 1, 10, 2. Most of the things thus far mentioned will be familiar to the student before he leaves his introductory book and begins Caesar. At this point, he takes up sentences more complex, and yet in the main containing no new principles. His teacher can now do him a great service by reading aloud both familiar and new sentences, in such a way as to throw the parts into masses ; and by teaching the student to do the same in what he has already read. E.q., in B. G. 1, 8, the words ea leg-ione quam secum habebat form one idea, and should be given without separation; the words militibusquo rinf ex provincia convenerant form another, connected, after a slight pause, with the former group : the sen- tence 11 ui fines Sequanoruni ub Helvetiis dividii should be delivered as a single mass, and in such a manner as to show that it is a piece of parenthetical explanation. In this way, the teacher can make his hearers feel that this longish sentence of five lines, with its verb held up to the last place, is really entirely simple. He should also call attention to the very common pointings-forward to an explanatory sentence, w^hich are effected by pronouns and pronominal adverbs, as, e.g.^ in id in 1, 31, 2 (noii mliiTis se id corrtriirfere) which, as the meaning of cent* ih I ''re tells us, must be Explained to us later in a substantive purpose clause: as in hoc in 1, 32, 4 (respondit hoc esse liiiM^riureiii ii i4iMviorrTn fortunam), which must be explained later 68 THE AKT OF READING LATIN eiLiicr by a quo in a sentence containing another com- parative, or by a quod-sentence containing a statement of fact; as in haec in 1, 40, 11 (haec sUm t'N,e curae), which must be explained by a substantive final clause, or by an infinitive ; as in an ita, looking forward to an lit- or si-clause, or an infinitive ; etc., etc. The teacher will all the while know very well what things his class is familiar with, and what it is not famihar with, and will accordingly drop questionings upon the former and continue them upon the latter. But up to the very end, there should be stated exercises in translation at hearing, say once a week, with careful questions upon points critical for the apprehension of the meaning ; the passages themselves to be committed to memory later. This is the most effective engine of the method, — the surest way of developing and keeping up the habits of watchfulness and of willingness to wait. And now a brief summary of suggestions, in which I will address myself directly to the teacher. At the outset, make the student feel that the Latin language was once an every-day tongue of men, women, and children ; a tongue in which people not only wrote books, but dined, and played tennis ; a language spoken, and understood as spoken. Direct him, therefore, to aim to associate meaning with the sound of the word, not merely with groups of letters on a page. Tell him, as he commits his vocabulary to memory, to lift his eye from the printed word, and repeat again and again, in imagination, the spoken word, so that when he hears it from his teacher, he will feel its force immediately. ' Tliroughout the introductory lesson-book, conduct the translation of the review and of the advance at hearing! HOW TO TEACH IT. 69 and, in the same way, have the student, his book being closed, put the printed Enghsh sentences into Latin as you deliver them to him. If you do this from the first, he will be able, by the time the lesson-book is finished, to express a sentence of considerable length in Latin, grasping it as a whole, instead of turning one word into Latin, and then another, and so on, in piecemeal fashion. If you can get time for preparation, aim at repetition, making for your own use, in connection with each les- son in the book, a group of sentences which, employing the vocabulary ah^eady acquired, shall proceed from change to change with but a shght difference each time. A simple example of what I mean may be recalled from pp. 56 and 58.^ In this matter, — the insisting upon the value of repetition, — the Sauveur method is quite right. As the student learns one new use after another, say of the accusative, help him to get a clear and practically serviceable idea of the possibilities of range of one and another kind of word, as Caesarem, inille pasj^iiiiiii, aiiuum, multum. In a similar way, help him to classify ideas that are expressed by verbal constructions, especially in subordi- nate clauses. Let him, for example, know with perfect 1 I question whether it would not be better to use a smaller vocabu- lary in the first few lessons than some of the books employ, aiming rather, by the varied repetition of a comparatively few words in the sfmple constructions of subject, direct object, indirect object, and liredicate, at giving the student a real facility in the graspmg of mean- iilgs and the conveying of meanings through inflections. It is hard for the young mind to get this facility when dealing with things so '?w if it is encumbered at the same time with having to handle a large jcabularv. 70 THE ART OF READING LATIN : familiarity what two kinds of adversative ideas exist in the nature of things, and by what mode these are re- spectively expressed in Latin (of the period which he is dealing with), and with what introductory particles. Let him know familiarly what two ideas one may have in mind in using an anteq uam-constrnction, a dum-cow- struction, and so on, and how these ideas are expressed. By the time he has finished the introductory book, he will in this way have made the intelligent acq-jaintance of very nearly all the constructions of the language, and should have them all in working order, like familiar tools. When you come to Caesar, do not let your class make the first plunge alone, but for a number of days carry them through the advance yourself, avoiding translation on your own part as far as possible, reading the Latin to them in your very best and most helpful manner, and pointing out order and construction. Throughout the Caesar and Cicero (I should say precisely the same thing of the Anabasis) have the review of each day prepared to be translated at hearing. Encourage your students to learn to deliver the Latin well by appointing a prom- ising reader, from time to time, to prepare himself in advance to read the review to the class in your stead. Let him stand at your side with his eye upon his fellow- students ; and as he finishes a sentence, or such part of a sentence as shall be best to give in a lump, do you yourself name the student who shall translate. , Be sure that you constantly treat constructions a^ means of expressing certain ideas^ not as mere exemplii fications of rules. And, to enforce this view, as well iuv iiiauy other reasons, watch constantly the develop] HOW TO TEACH IT. J i ment of ideas in dealing with sentences which your students have not seen before, and, in your questioning for written answers, or for viva voce answers, call atten- tion to point after point in the gradual unfolding of the meaning, demanding all the time what I have elsewhere called anticipatory 2:}ar sing. And have a good deal of memorizing and reciting of these selected passages. Aim to go a little beyond the lesson every day, hav- ing your class read on, not at sight, but at hearing, this additional ground being understood to form a part of the review at the next meetinof. The disadvantage of reading on at sight is twofold. The student is too apt to look ahead while some one else is up, preparing himself to make a good showing if he is called upon. And even if he does not do this, he is too ready to run his eye to and fro in the sentence, not really accepting the Latin order, but doing a more or less clever piece of rapid patchwork. It often hap- pens to me, in dealing with students who have been well practised in sight-reading before coming to the University, to read aloud a sentence containing only familiar words, every one of which they catch as it is delivered, yet fail to get any meaning from the sen- tence as a whole ; and I commonly find that, if I will at once put the sentence in the very same words, but in the English order, they will comprehend it instantly and without difficulty. That experience proves that one may do a deal of sight-reading, yet never come to know the Latin order in any practical way.^ I 1 Here lies the answer to the question, What is the good of going /through the extra diflSculty of understanding Latin without seeing it, when all that we aim at is to be able to read the printed page ? With- 7/ THE ART OF READING LATIN! P Finally, no day should pass without composition. i !io w riting of Latin is one of the most dreary of intel- 1* ( tual occupations, or one of the most dehghtful. Pretty uniformly it is the fomier for a boy who has iiuL written a Latin sentence from the time he finished his elementary book and began his Caesar till, only a few months before going to college, he took up his special book in composition for the bare purpose of preparing for the examination in that subject. The object of writing Latin in the preparatory schools is not to get one's self ready to pass an examination, but to get one's self ready to read Latin; and if that aim be intelligently pursued, the examination in writing Latin will take care of itself. The pursuit, however, should be incessant. Every day a number of sentences based out saying anything about the greater sense of reality, and the greater interest which this way of dealing with the language brings with it, one might make the matter clear by supposing the case to be reversed. If English were a dead language, and Roman boys were learning to r a i it under Roman teachers who had mastered it, it would obviously hv a very slow proceeding to pick it all to pieces and rearrange it into the Roman order as a means of understanding it. The most courteous ghost among us would laugli in the teacher's face if he were to visit a Roman schoolroom and find that sort of thing going on ; just as un- doubtedly the most courteous of Roman ghosts must laugh — unless, perhaps, his sense of grief over the waste of opportunity gets the better of his sense of humor — if ever he visits a modern schoolroom when a class is reading an oration of his great countryman. Just as he would surely say to us that this was precisely the way never to learn to read Latin, so our English-speaking ghost would beg the teacher to give aU that business up, and to use some means to make it absolutely inevitable t Is a t the student should accept our English order of expression, to the en4 that he might really learn to read the language; and this means woulc necessarily be the trying to understand at hearing, first sentences oi graded difficulty, then continuous passages of the literature. |\ ^ y- HOW TO TEACH IT. 73 C 4 \ # %^ » » -^ upon the author in use at the time should be written by various members of the class, sent to the board for the purpose. Time can easily be obtained by having the writing going on while the class is reciting upon the review; after which, corrections should be called for from the class in general. Throughout the work of the preparatory school, the teacher should insist upon it that what the j)upil is primarily aiming at is to learn to read in a great litera- ture, with as slight a barrier as possible between him and his author; and he should himself regard cases, modes, and tenses, and make his students regard them, as kei/8 to the literature, as direct conveyors of thought from mind to mind. How the last may most effectively and rapidly be done, I have tried to show. This is all that strictly falls within the scope of the present pamphlet. But I cannot forbear to add that the teacher who is conducting a class through Csesar, or Cicero, or Virgil, should never lose sight of the fact that his work is not wholly preparatory, — that he is already dealing with a great literature. The more he can make his students see that it is a great literature, through the virtue of his own enjoyment of it, and, in particular, throught he power with which he can read it to them in the Latin, and the power with which he can train them to read it themselves, the easier will be liis task, and the richer its palpable rewards; and the greater will be his contribution to the sum total of the classical education. This brings us to the university, with its manifold imis, — the study of the literature and of the history of tts development, the comparative study of the forms 7i THE ART OF READING LATIN. and the syntax, the study of ancient history from the sources, the study of ancient hfe, of ancient art, etc. All these various pursuits, however, rest ultimately mainly upon the power to read Latin with ease and speed. f> A Latin Text-Books. Allen & Greemugh's Latin Grammar. A Latin Grammar for schools and colleges, founded on Comparative Grammar. By J. H. Allen, Lecturer at Harvard University, and J. B. Greenough, Professor of Latin at Harvard University. i2mo. Half morocco. 348 pages. With new and greatly enlarged Index. Mailing price, $1.25; Introduction, $1.12; Allowance for old book, 45 cts. The standing of this Grammar is now so well established that no extended comments or description need be given. 1. It has been used and recommended by teachers of Latin every- where, — particularly in the large and in the distinctively classical schools, where an independent judgment might be expected. 2. Its firmest friends are those who have used it longest. 3. The clearness, simplicity, conciseness, convenience of size and arrangement, and economy of matter, essential in a class-room man- ual, have been secured without sacrifice of rigid scholarship, as is shown by the emphatic endorsements of eminent authorities. 4. To place before the public in authentic form the exact status of the question, the publishers print a series of testimonials from prominent professors and teachers, representing 132 colleges and ' 452 schools. The latter include about 72,000 students. These letters, which have a judicial value as the independent judgments of competent and disinterested men, pronounce the grammar " Especially suited to beginners." '' Brief and concise." " Broad, comprehensive, and complete." " Simple and clear." "Thorough, accurate, and scholarly." " Systematic, scientific, and philosophical." " Practical, and satisfactory to teachers and to students." "The best extant." {Se7td for the circular.'] At the present time, inasmuch as the grammar has no longer igainst it the natural conservatism of the schools, and the no less natural prejudice of an entire corps of teachers trained in the methods I 60 LATIN TEXT-BOOKS. Germania and Aqricola of Tacitus, Edite ;■. ;' • ■■■■.;:T^\i'?-^-ri^' .r-'SiiH^^^^^^^^^M ' : **-j' .J..,- ,v.. "./.'.'.... .J^^^^^^^^H %f