1. art and entertainment
2. music
3. recording industry
4. music awards

"ryt\
THE
Art
of
Latin
Eeading
HOW
TO
IT.
TEACH
BY
GARDNER
WILLIAM
Professor
of
Latin
in
HALE,
Cornell
University.
-o"?^""C
BOSTON
COLLME
UNIVERSITY
#F
LIBERAL
ARTS
LIBRARr
BOSTON:
PUBLISHED
BY
1887.
GINN
"
CO.
I
vi8
I dedicate
this paper
James
B.
methods
he
to John
Greenough,
to the
of teachingany
given
Copyright,
it will
1887,
Electrotijped by
by
Williams
VYhite
injtuenceof ivhose
icelcome
that may
he in
good part
William
Gardner
J. S.
Cushing
and
Jt
due.
Hale.
Co., Boston.
"
FA
PREFACE.
-K""-
THE
method
of
years
many
Uterature,and
teachingherein
there
the outset
could
mind
attained
existed
be
not
readingLatin
of
a
rate of
in the
aim
the
as
would
dictated the method
know
actual
that
amount
At
not be
incapable
it,that
Roman
is to
medium,
and
slow
intolerably
The
tongue.
of the
nature
to be
employed; and
proved the soundness
of the method
Latin
the modern
be
to
read
the
started,
collegecourse.
Romans
modern
a
a
conviction
order,in
speedwhich
readingof
a
by
the
degenerateas
so
say, in the Roman
at
desire to
a
impatiencewith
an
reading power
of
from
ago,
advocated
the
ployment
em-
of the
conviction.
original
The
writer has for
account
of this
method, as
with
experience
he desired to
address with which
successive
an
publish
shaped itself in practical
classes. First,
however,
number
of
gatherings
As a beginning,
the
accordingly,
the pamphletopens was
read before
the
Holiday Conference
of the State
Principals
last.
to
it has
before
presentit orally
of teachers.
in December
years intended
some
The
of
the
of New
a
Academic
Associated
York, held
in
interest with which
Syracuse
the paper
4
PREFACE.
received
was
was
publishedwithout
further
delay were
it seemed
to hold
to the
The
best
not
has
pamphlet
that
intended, namely,
iteration
spite of
the
form
direct
of
address
appeal
proved
however,
necessary,
first
was
personal
in
the
pronoun,
explanation natural
its
add
to
which
form
the
and
have
to
intention.
plain exposition; for,
of
of
pressing,that
so
former
the
not
requests that it be
the
kindly,and
so
advantages.
the
to
It
address
a
to
has
an
been
able
consider-
supplement.
Though
the
to
method
I
of
taken
up
revolution
But
the
I
am
Gertrude
earlier
proof
a
to
them
by
under
under
as
on
of
the
sore
page
31
her) and
own
a
for
Ithaca, April 18, 1887.
was
entire
results.
my
sister.Miss
suggestionsmade
experience(the
device
far
own
as
my
searchingcriticism
of the
the
view
present pamphlet, from
preparatory teacher.
it
an
concrete
originated,so
for
of recent
necessityof
from
comes
her
of the
habits,has suppliedme
Ilale,both
of
gard
re-
language.
students
especialobligationsto
result
a
either
my
in
method, though
mental
that
confidence
the
the
confirmed
of
of
many
support of
goes, with
case
debt
Elisabeth
mentioned
of
a
to
found
be
substance
the
Greek,
appliesalike
course
whose
years,
of
teaching
under
am
with
explicitsuggestionswill
no
point of
Address
delivered
Principals
of
attacks
THEstudy
the
years
schoolboy
had
of
labor
and
the
large part
to
If the
and
at
the
case
New
of
to
York,
been
made
some
extent
their
backs
very
much
spent upon
the
were
that
these
this
Dec.
28, 1886.
the
of late upon
the
upon
study
the
that
conviction
out
college student.
study to-day in
fact
Academic
Associated
the
have
are
classical
threatens
one.
which
obtained
results
State
of Greek
have
of Latin
before
the
IT.
TEACH
TO
HOW
An
LATIN
READING
OF
ART
THE
of
proportion to
languages by the
The
danger which
this
country is due
conviction
different, if the
is
in
sound
a
college
averag-e
and
reallyable to read ordinary Greek
would
Latin
with
matter
speed and relish, the whole
be on
different
a
footing from that on wdiicli it
very
now
lamely stands.
Greek
To
Latin
with
learn
and
to read
speed and
literature
relish,and then, if one's tastes turn towards
of any
to
art
or
kind, to proceed to do so; to come
graduate
were
know
familiarlyand lovingly that great factor
( record of the thinking and feeling of the human
that
and
is
Kome,
( the literatures of Greece
/
"
which
we
should
all
speaking generally,our
not
i
come
to
love
those
set
before
students.
our
students, yours
literatures.
and
the
in
race,
aim
an
But,
mine, do
Perhaps they
tol-
G
THE
ART
OF
LATIN*.
READING
But to love
them, perhaps they respect them.
lectual
them
them and to make
a substantial part of the intela
student,
many
life, that is a thing which
fails to
and
taste
fitted therefor by natural
ability,
erate
"
so
accomphsh,and never
to me, lookingat
seems
Greek
to
in the
them
a
very
Now
Latin,and
and
much
the
the
for
requirements
as
knows
liis loss.
This
long years of studygiven
great emphasis put upon
admission
to our
colleges,
sad business.
tlie blame
])arties,the
of it all must
Greek
and
be divided
among
three
Latin
languages themselves,
the teachers in tlie preparatory schools,
and the teachers
in the universities.
The first of these guiltyparties
are
of our
out
reach.
They are difficult languages; but
difficult languagesthey must
remain.
That
leaves the
whole
of the responsibility
to be divided between
practical
the teachers in the preparatoryschools and the
teachers in the universities,
ples,
examor, to take concrete
foi' tlie pui'pose of our
conference,between
you
"
and
me.
Which
of
us
is the
r"ut so much
say.
observation : that the
to
to
blame, I
I will
say, and
more
influence upon
intellectual character exerted
will not
from
attempt
my
the formation
sure
of
by the teachers who prepare
for
men
is
young
college nearlyineffaceable. The
to college
with a thinking
boy who comes
habit is capable
of leai'iiing
to I'ead Latin (for I nmst
confine
now
myself to that topic,though the whole substance of
what
I have
to say applieswith
equal force to the
teachingof Greek) with ease and speed; the boy who
without the habit has faults that a
comes
collegecourse
can
That the boy should be
cure.
i-arely
taught to thhik
HOW
TO
TEACH
7
IT.
collegeis,then,from the point of
view of the study of Latin, the one
indispensable
thing.
That
it is so from
as
well,
every other point of view
makes
much
the stronger.
our
case
so
But
is also indispensable
one
sooner
or
thing more
later for a high success
(and there is in Latin but one
which
the boy is
success),namely, that the method
the
taught to use in his thinkingbe the rightone,
careful observation
result of the most
of the practical
before
he
to
comes
"
difficulties to be
overcome,
of the best ways
of
As
order
we
group
to be
:
most
careful
study
"
1.
The
vocabulary.
2.
The
system
The
the
overcoming them.
these difficulties,
placingthem in the
they would be felt by a beginner,we
in which
find them
and
of inflections.
elaborate
of
this
system of inflections
to express
meaning, in place of our simplermodern
methods
of usingprepositions,
and the hke ;
auxiliaries,
word, syntax.
or, in a single
I suppose the beginnerwould
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
has not been mentioned.
difficulty
The Latin sentence
is constructed
a
plan entirely
upon
different from that of the Englishsentence.
Until that
plan is just as familiar to the student as the English
plan,until,for page after page, he takes in ideas as
readilyand naturallyon the one plan as on the other,
until,in short,a singlesteadyreading of the sentence
3.
use
8
READING
OF
AKT
lllK
LATIN:
development of
through the very same
took place in the mind
caiTies his mind
thiit
tliought
read
cannot
So, then,
slowly
and
absolutelyessential thing to
an
Latin
to read
wants
than
otherwise
Latin
of the writer, he
is:
painfully.
a
"
with
the
working familiarity
[)erfect
sentences.
ways of constructing
teach the first three things more
Now
we
effectively,vocabulary,inflection,
syntax.
.V
4.
"
I tui'u
to
the "First
what
is said to students
their
study
of
the
well
Academy
less
Do
we
Latin
at
Books," in
to
find
that
order
critical
period in
member
language, the beginning. I reI was
taught at PhillipsExeter
most
revered
memory
to
"
attack
a
Latin
First find your verb,and translate it,"said
teaclier.
Then
find your
subject,and translate
Then
find the modifiers
of the subject,
then the
"
''
the verb,''etc.,etc.
mochfiers
of
than
years
four
Latin with
and
could
not
author's
my
or
"
ho\v
of
"
sentence.
it.
Eoman
the hist?
teach
my
who
man
vogue.
tlemen
had
got
more
beyond Exeter before I learned to read
but that it was
cuitous
cira
any feeling
singularly
pervertedway of expressingideas,which I
expect to grasp until I had reformed
my
sentences
time,
Well, I
and
however,
S(j J turn
reduced
better
to
the
them
ways
books
to
may
of two
English.
have
come
Since
into
scholarly
gen
of my
accpiaintance, practicalteachers,too,
namely, Mr. Comstock, of Phillips
Andover
emy,
Acadand
Dr. heighton,
of the Brooklyn Latin
School.
On
of Mr. Comstock's
"FiVstLatin Book,"
page 288
aii.l pages 211 and
212 of Dr. Leighton's
"First Steps
in Latin," T find distinct rules,
the same, for
essentially
"
"
HOW
the
TO
TEACH
operationin question.
:
former
begin as
lows
fol-
"
In every
a.
The
9
IT.
simplesentence,
find and
translate
(1) The subject.
(2) The predicate.
Here
is
a
new
an
departure,
taught to find
entire
revolution
since
first the precUcate. A
day. I was
so
exactlythe oppositeof
change so radical,a method
the old one, ought to lead to results the oppositeof the
instead
to read Latin easily
old ; namely, to the power
of with difficulty.
So, with a cheerful heart,I take up
in the fourth oration againstCatiline,
a simplesentence
method.
3, 5, and try my new
my
Haec
omnia
I look
detulerunt.
indices
for my
It is
ject.
sub-
I read
out,
liaec^
Fortunately,it lies right at hand.
ter,
nom.
pi. Next I translate it,these or, since it is neuI proceedto find the verb,which
these things. Then
again is obvious,viz.,detulerunt,in 3d person pL, agreeing
with the subject
haec.
Perhaps I have caught from
the happy idea of not lookingwords
somewhere
up in
the dictionaryuntil I have tried my hand at them.
So,
I set out Avith the simplestmeaning I
very properly,
I am
well started :
think
can
of,viz.,hr ought. Now
These
thingsh'ought. Next I look for the modifiers
I build it on, and have
of the subject,
and find ovinia.
all these things
all these things for my subject,
now
hr ought. Next
I look for the modifiers
of the predicate,
and I find indices,witnesses,
ace.
pL, object of
the verb.
Everything is straight.All these things
to
broughtthe witnesses. I pass on, and when I come
'j
"
"
"
"
^"^
the
class-room,and the teacher calls
on
me,
10
ART
THE
READING
OF
LATIN
:
these
"All
thingshrought the witnesses,^^
prepared to
only to be told that I am
parse it to the last word,
entirely wrong.^
Now, a Eoman
boy of my age, and much less clever
than
I, if he could have smuggled himself into the
that day, would
have
understood
what
those
senate
"
four words
the instant Cicero
meant
them, detulerunt.
What
is the
uttered
difference
the
betAveen
Each
of us, he and I,knew
the
substantially
of each word, each of us could inflect,
each of
all the
he
got it. Wherein
here
:
found
boy
I missed
sjmtax required. Yet
did
I, followingthe
and
my subject,
did not
know
he
beat
direction
settled
whether
haec
on
?
us
meaning
knew
us
the
me?
of
last of
my
haec.
idea,while
Why, simply
teachers,first
The
Roman
subjector object.
was
He
only knew it as haec. I knew that detiderunt was
the verb,and so did he when
I knew
that
it arrived.
omnia agreedwith the subjecthaec^while he only surmised
that it helongedwith haec^whatever
that might
I knew
that indices was
the object,
while
prove to be.
he only felt that indices was
and that
subjector object,
the opposite
it was
of haec omnia
(apposition
being out
of the question),
being objectif that should turn out
and subject
if that should turn out to be
to be subject,
object. Then he heard detulerunt^and with that word
everythingdropped into placeas simplyas, in Milton's
sentence
following,
1
If the
pupils
as
of
a
habitual
bring
bad
about
as
chosen
college
any
"
watching
the
example
class,
method,
a
is not
teacher
come
no
a
even,
-I fear
examples
upon
matter
how
laxity of scrutiny which
the instance
here
happy
given.
high
one,
"
any
teacher
could, with
that will
a
of young
few
satisfyhim
the teacher's
constantly leads
days'
that
aims, tends
into
to
blunders
HOW
TO
TEACH
the moon,
"...
Through opticglassthe
the last word
resolves
to the relation of orb
have
our
glads.
us
try the
(theitalics are
method
on
in
it
Simple
a
were
Subordinate
in
own)
Mr.
in
regard
:
pwncipal clause
If there
in the order
Clause
is
of
nate
Subordi-
are
their
importance,
which, just as
one
part of the PrincipalClause
some
12).
42, page
A
clause
goes
"
Sentence.
them
Comstock
translate each
Dependent
or
English, limits
further.
part my
Clauses, translate
A
artist views,'*
momentary suspense
Sentence
Compound
though
as
Tuscan
orb
and
e.g.,as
Let
a
whose
artist ; Tvhich relation would
had we
found such a word,
reversed,
precisely
been
b. In
11
IT.
in
scribed
de-
(as
introduced
by a Latin
word meaning if,ivho,ivhich,because,since,although,ivhen,
after,tvhile,etc., is Dependent, and should be leftuntil the
meaning of the PrincipalClause has been obtained.
In a Complex
c.
Sentence, first translate the Principal
Clause as a Simple Sentence ; then translate the Dependent
Clauses
according to
But
am
what
in
order
Which
could
did
is the order
I to start ?
will suppose
it ? There-
not
With
it to
are
given above
But
to
.
the
ut.
importance,and
connective,I presume.
But
half-dozen
it have
(6)
of their
that,loJien,
as,
Roman.
leant
be
some
to, so
does
a
directions
here?
the
tell which
I
how
We
shall I translate
"
"
meanings :
considering,
although.
or
more
cannot
difference
one
how
of
tell.
is,that
J^o
a
its forces
more
Roman
nt
had
here, but waited until something in the rest of the
words
sentence, perhaps twenty, perhaps fifty,
away,
informed
him ; while / am
bidden, so to speak,to toss
12
up
cent,and
a
start off upon
into
make
"
I
meaning,with
the
odds
;
and correct
in order to
a
LATIN
and go
to find my mistake
possibly
to add error
on
error
it,more -probably
sense,"and so to get the whole thing
heavilyagainstme
back
READING
OF
ART
THE
muddle.
hopeless
a
It is
I^ow, all this is wrong.
confusion
here and
prowl about
to
that
would
of
source
frightful
a
there in the sentence
patheticto a
ed
affordRoman, lookingat thingswithout the side-lights
to him
by the order ; and, further,it is a frightful
in
self-blinded
a
Take
of time.
waste
way
a
seem
such
sentence
as
often
occurs
;
e.g.^the opening of the third oration againstCatiline,
delivered before the people. Imagine,now, two scenes
:
Forum, on Dec. 3, 63 b.c,
and boys listening
to Cicero as he
of men
with a mass
of the conspirators
tells the story of the entangling
maining
rein Rome
schoolroom,
; on the other,a modern
say in the SyracuseHigh School (though I hope I am
In the
about to slander Dr. Bacon),Dec. 3, 1886 a.d.
Cicero has the floor,as we
former
case
say ; in the
in hand, his
book
latter case, Dr. Bacon's
assistant,
pupilsbefore him. Both audiences want to get at the
same
thing, what Cicero has to say. In the first scene
Cicero proceeds
:
on
the
the Eoman
hand
one
"
"
publicani,
Rem
fortuiitis, coniiiges
truiii, bona,
atque
hoc
clomiciliuin
iinmortaliiiiii
siliis
ex
clarissiiiii
urbeni,
pulcherriinamqiie
inaiii
siimmo
periculis
faucibus
restitutam
erga
nieis,
fati
videtis.
ouiniuiii
Quirites, vitanique
e
vos
fiainnia
ereptam
et
liberosque
ves-
vestros,
iniperi, fortunatissiboclierno
ainore,
atqiie
vobis
die
deoruni
laboribus
ferro
ac
coiiservatain
con-
paene
ac
\
\
HOW
When
he has said
what
he
precisely
Syracuse High School.
run
your subject."So we
publicam,
truni,
atqiie hoc
iiiani
cloiiiiciliuni
pulcherrinianiqiie
imniortaliuiii
suninio
siliis periculis
faiicibus
ex
restitvitam
fati
change
urbeiii, hodieriio
aniore,
atque
et
"
ves-
vestros,
iniperi, fortunatissi-
clarissinii
erei"tani
the
subject:
liberosque
eoniuges
flamnia
a
to
him
first find
omniuin
vitamque
vos
"
says,
scentingout
on,
erga
iiieis,e
Now
teacher
Quirites,
fortunas,
bona,
soul that has heard
means.
The
13
IT.
that,every
knows
Rem
TEACH
TO
vobis
die
deoriiiii
laboribus
ferro
ac
conservatani
coii-
paene
ac
videtis.
through w4th the entire sentence, and
! Of course, then, it is impliedin the
there is no subject
in the plural.
verb, and is the 2d personal pronoun,
Next
find our
verb.
That is,as it happens,the last
we
Then
we
word, mdetis.
go back, do Ave, and find the
modifiers of the subject,
and then the modifiers of the
verb ? iV^6",
I say to all that. We have already,
if we have
been rightlybrought up, understood
in that
everything
out
sentence
hy the time we reach the last syllable
of it,withhavingthougldnieanv^hile of a singleEnglishword j
with
and we are as ready in 1886
to go on
iinmediately
the next sentence
had heen
should have heen if we
we
as
Romans
in the Roman
Forum
that day in 63 B.C.
on
Or, to put it another way, the boy who, reachingthat
oration in the course
for college,
of his preparation
not
canunderstand
that particular
sentence, and a great
Well, we
many
much
are
more
difticult sentences
readingit straight
through once
merelyhearinghis teaclierread
in the
in the
it
oration,from
Latin,nvij^from
straightthrough once
14
ART
THE
READING
OF
LATIN
I
wrongly trained,is wasting time
life all too short,and, so far from
sadly,out of a human
being on the direct way to read Latin with speed and
relish,and then to proceed to do so, is on the direct
as the elective system of his
way to drop it justas soon
ture,
collegewill allow,and, if he cares for literaparticular
sary,
to go into some
language in which it is not necesand then the predicate,
first to find the subject,
the
then
and
of the subject,
the modifiers
and
then
and
then
to do the same
of the predicate,
modifiers
sentence, or, if there are
thing for the subordinate
several subordinate
sentences,to do the same
thing for
in the
Latin^has
each
one
then
to
of
been
in the order
them
put these tattered
Now, it will
not
of their
bits
miportance, and
togetherinto
do to say that
work.
patch-
a
students,by beginning
in this Avay, get, quiteearly,
beyond the need of it. At
from
own
that,
testify,
experience,
any rate,I can
my
in
efforts of the schools
in
spiteof the admirable
vard
to Harthey do not, when they come
sight-reading,"
Cornel].
I allow myself in my
class-room
or
keeping Avell inside of what is said to be customary
When
I
collegeprofessors one jesta year.
among
fin'.tmeet
the new
Freshman
class (forI could not bear
material wholly to the most
to leave such precious
fect
perI
them
:
assistant),
question
Suppose,noAv, you are
"
"
"
''
set,as you
other
book
were
day, to
at
tell
the
examination
the
me
meaning
for admission
of
oration
a
in
sentence
of
the
a
Cicero, how
do you proceedto get at the writer's meaning ?
There
is at once
for
a chorus of voices
(forthey are crammed
that question,
as
we
having learned printeddirections,
you
never
saw,
"
say
an
"
"
HOW
TO
TEACH
15
IT.
they studied), First find
of them say ; PEED?5A6 SUBJECT,"
three-quarters
IC ATE," the other quarter. I^ow here,"I say to them,
is an unhappy difference of opinionabout first principles
of everyday practice,
in a matter
and
of very
is right?
serious importance. Which
They do not
have
seen, in the first books
"
"
"
"
"
"
the Romans
do you suppose
who
heard
first hunted
in the Forum
the oration dehvered
up, the
subjector the predicate?" That httle jest,simple as
"
know.
Which
is,alw^aysmeets with great success
; for it not only
value in itself),
but it shows
raises a laugh (of no
at
of tryto a Freshman, the entire absurdity
once, even
ing
to read Latin
by a hunting-up first of either his
enlists his sympathy in
so
subjector his predicate
; and
favor of trying some
other way, if any can
be shown
him.
that the
But, at the* same
time,it proves to me
method
taught at the most critical of all periods,the
beginning,is still wrong.
Only in late years, and very
student
answer
rarely,does some
questionwith :
my
First read the first Latin w^ord without
it,
translating
then the second,then the third,and so on to the end,
taking in all the possibleconstructions of every word,
while barringout at once
the impossible,
and, above all,
erring,if anywhere, in the direction of keeping the
mind
in suspense
unnecessarily
long,waiting,at least,
until a sure
solution has been given by the sentence
it
"
itself."
Yet
be
this is the
one
method
that
should
everywhere
used, from the day of the first lesson to
rigorously
the last pieceof Latin that the collegegraduate reads
to solace his old age.
Only,the process which at first
is at every point consciotcs and slow,as it was
not with
16
AET
THE
in
Romans, heconies^
the
READING
OF
Latin
LATIN
*.
a
of ordinarydijjicidty^
as
very rapid,precisely
and
process whollyunconscious
with the Romans.
Just when
it was
become
the process Avould
for ordinarily
simpleLatin, if the training
easy
rightfrom the beginning,I cannot say. In my
own
experiencewith collegestudents,all Avhose habits
difference to be
have to be changed,I find a striking
And
of two
at the end
produced in a singleterm.
find it
the elective work
begins,I now
years, when
itself to the
for the class to devote
practicable
entirely
study of the Latin literature in the Latin alone,having
nothingto do Avith version into English except at the
examinations
had so good and so spirited
; and I never
Avhether at sight or on
the reading of the
translation,
term, as last Aveek,when, for the first time, I held such
were
examination
an
at
the
end
of
a
term
spent
Avithout
translation.
To
bring the matter into a definite and practical
to me
shape,I can best indicate Avhat it seems
you
ought to direct your teachers of Latin to do, mutatis
lautandis,by tellingyou Avhat I myself do from the
time
Avhen
Sophomore
After
my
I first meet
Freshmen
my
year.
littlejest
about
to the
the Romans
end
of the
hunting up
fii^t
the
subjectand then the predicateas Cicero talked to
and then the subject,
Avhichthem, or first the predicate
tliinks the Roman
method
have
ever
one
been, I
may
assure
them
understand
that
Roman
"Avhat
Ave
have
to
do
is to learn
to
as a Roman
derstood
unprecisely
it as he heard
it or read it,say in an
oration,
for example. IS'oav the Roman
heard,or read,first the
first Avord,then the second,then the third,and so on.
a
sentence
18
ART
THE
LATIN
READING
OF
:
stoiy of the context : Two assassins have got
admission, on the pretext of a quarrelto be decided,
diverts the
into the presence of Tarquin. One of them
his tale,and the other
attention of the king by telling
the king'shead ; whereupon
down
axe
an
Ijrings
upon
they both rush for the door.
shall be done absoIn order that the interpretation
lutely
I tell the
in the order
in which
lookingahead, I write
board (as I will again do
and ask questions
I go,
as
''
Tarquiniiim.
word
the
at
in
time
the
upon
before
you),
Livy mean
the
by puttingthat
sentence?"
this
What
That
the
jwint of conspicuous
that
does
?"
made
fact
In
the
to
mean
%"
your minds
Here
"
do it,without
"
is Tarquiniuiii
"
a
the board
upon
follows ^ :
as
it is at
irrvportance.Where
accusative singular.
would
ivord at
did
"What
Roman
one
beginning of
mientioned
person
a
of them
somewhat
dazed, not being
used to that word
meaning^the very word that ought
constantlyto be used in deahng with syntax,or so-called
parsing." So I very probablyhave to say, May it
most
are
"
"
the
mean
duration
?"
is connected
of
time
the
of
say. No.
Somebody says. Because the name
I say, " Give me
indicate time.
They
indicate time."
I ask,
Then
say,
1
They giveme
May it mean
'"
No^ give me
The
sentence
the wliole
the sake
by
of
grows
To
after another.
the
sentence
use
the
clearness,answers
of italics.
words
it
not % "
"
cannot
that
might
of space ? "
for their answer,
extent
result
far
which
dies^noctes,aetatem^ etc.
reasons
same
thus
with
ask, Why
of a person
some
tlic board
upon
obtain
of greater
the
similar
I
act
given
by
in
the
print,with
will be
will be
addition
of
each
repeated.
one
new
They
and,
word
word
And,
distinguishedfrom
for
tions
ques-
HOW
TEACH
TO
19
IT.
asking for words that might indicate extent
of S23ace, they give me,
perhaps,iivillejyassuum, tres
pedes,etc. Then I ask, May it indicate the extent of
the action of the verb, the degree to which
the action
But when
Tlieysay, ]Vo,for a similar reason.
goes ?
I ask for words
that might mean
the degree of the
tell me, for the reason
action,they commonly cannot
do not recognize
that, strange to say, the grammars
such a usage; though sentences
hke he walks
a
great
deal every day {midturn cottidie amhidat)are even
more
upon
my
"
"
than
common
like he walks
sentences
three miles
every
the accusatives
and
day {cottidietria milia passiixim avd)idat)^
the same
mean
tences.
essentially
thing in both senThen
I ask, May it mean
that in respect to
which
something is said, as regardsTarquin^ the
accusative of specification
To a questionlike that,I
?
am
always answer
sorry to say that a great many
yes,
for students get very vague
notions of the real uses
of
the Latin accusative
of specification.
ever,
Somebody, how"
"
"
"
may
is never
be able to tell me
used
that the
generalthe use
the days of Cicero
poetry. "What
of the
and
accusative
was
Yirgil,
words
of
a
person
of specification,
and that
in the accusative
in
name
of
in
specification,
mostly confined to
iised in the
were
accusative
of
"
in prose \
Here
I never
specification
get an answer,
although the list is determinate,short,and important.
So I have to say,
add to your working knowlI must
edge
"
a
useful item
partem,
mcein,
; write
genus
in your
with omne
used
in Latin
prose
or
a
as
pronoun
muliebre,hoc and
hoc,id),seciis w^ith virile or
the relative quod and
aetatis,
are
note-books
in all
the
follows
:
{quod,
id with
quid,
interrogative
periodsas accusatives of
20
ART
THE
OF
READING
Here, then, is
specification.
which
may
a
LATIN
:
bit of definite
you, when
(you will do
enable
you
tion
informa-
first meet
of
one
quiteearlyin your
walk without
first book of
stumbling through
otherwise
where
sentence
a
trip." Then I
you would
to Tarquinium.
May it be," I ask, an
go back
?
accusative
of exclamation
They say. Possibly so.
I say,
possiblyyes, though in historical narration you
from
the historian."
would
hardly expect such an exclamation
Next
I ask,
tive?"
May it be a cognate accusaNo ; telling
To that they answer,
me, perhaps
he
with some
of a person cannot
help,that the name
in any sense
a restatement
an
of an act, cannot mean
activity.''Well,then, what does this accusative case
?
mean
By this time a good many are ready to say :
with the object.But
Objectof a verb,or in appositioyi
I ask if one
is possible,
and some
one
thing more
says :
and one
Subjectof an infinitive. Yes," I answer
;
Predicate
some
thing more
yet %
of an infinitive,
these
words
again
Livy),to
so
"
"
"
"
''
"
"
''
"
"
one
"
suggests.
Now," 1 ask, "
Given
with
the
no
of
what
have
we
learned
from
all this *.
person or persons in the accusative
how
and what
constructions
preposition,
many
name
a
"
All are ready now
?
to answer.
possible
Objectof
a verb,
or
or predicate
suhject
of oai infinitive.Good,"
I say.
always fresh in your
"Keep those possibilities
mind, lettingthem fiash through it the moment
you
such
word
that
been
see
a
done, wait, and
having
; and,
which
of tlicse possible
NEVER
in
DECIDE
meanings was
of tlie Tloman
the mind
speakeror writer until the rest
has made
the answer
of the sentence
to that question
tell me
what
constructions are
perfectlyclear. Now
are
''
HOW
TEACH
TO
21
IT.
They answer,
possiblefor an accusative like hiememP
duration
objectof verh, subjector
of Phne, ajpjposition^
predicateof an iyifinitwe. For an accusative like
extent
of space, apposition,
They answer,
pedesf^
objectof verb,or subjector predicateof an infinitive.
accusative
like midtum
f
For an
Extent of action,
objectof verb,or subjector predicateof an
apposition,
infinitive. For an accusative like vitam f
Cognate
accusative,
or
apposition,
object
or
of ve7'b,
subject
cate
prediI ask, Can any one
Now
tell me
of an infinitive.
"
"
"
"
"
"
constructions
what
be
to
out
we
word
some
give the answer,
in rapid review
like doceo
and
if the
expect
may
therewith
celo f
or
I have
verb
"
turns
all
Thev
alreadypassed
the whole
matter
of the
practically
accusative constructions ; and, what
is more,
and this
done
it from a very practicalstandis vital, I have
point.
"
"
I have
not
asked
a
student
afterseeingits full connection
which
loses four-fifths of
I have
but
have
have
put
my
learned
demanded
in
questions
in
to
"
"
parse
a
word
the sentence
cise
(an exerits virtue by this misplacement),
anticipatory
parsing, I
such
for all accusatives
"
a
that
way
what
my
students
instantaneous
gestions
sug-
of the
sentence
the very
have
our
on
whom
know
or
possible
parts a word is playingin the
they may get,at first sightof the word, from
nature
of the word.
King Tarquin
the
interest
that he is the
predicateof
with
an
such
Then
before
of the
objectof
our
I pass
eyes,
sentence
as
on.
the
"
We
person
centres,and
Ave
action,or the subject
infinitive action ; or, possibly,
in apposition
an
or
object,
subject,
predicate.To
an
is what and where
proceed,the next word, moribundum,
made?"
nom.
Adjective,
sing,neut.,or ace. sing.masc.
22
Don't
neut.
or
a
AKT
THE
smile
he could
not
all these
habit
The
at all this.
to think
student
young
of
getting
where
thingsout, even
astray if they were
go
'.
LATIN
READING
OF
asked
not
of
him,
is
gettinglost in difficult places. What
probable about Qnoribimdum, as we have it in this
to Tarquinium.
That it helo7igs
?
sentence
particular
Right. Now keep that picturein mind : Tarquinivim
"
saves
a
many
"
"
the
moribuiidviiii,
or
upon
What
cum.
his
breathing-
for the next
Now
acting.
moribunrtum
King",
is
cum
word
?"
last,
:
acted
Tarquinium
Some
say, with
some
say conjunction?perfectreadiness,jpreposition^
if you
used to the rightspellare
ing,
But," I answer,
with an instant's thought that no Eoman
you know
it was
lived could tell at this pointwhether
that ever
must
or
conjunction.In order to tell,
preposition
you
AUative
wait
what?"
for
or
verh^ they answer.
"
'^
"
"
Then
we
What
does
at
qui
moribuntlum
Tarquinium
go on,
tell
once
us
about
qui.
cum
t
cum
''
tion.
Conjunc-
do we
know, with almost
noAv
"Right. What
absolute certainty,
about
Tarqiiiniumf What
part of
the sentence
does it belong to \
Here, I grieveto say,
chorus
Main
of voices always answers.
verh ; for,in
a
some
mysteriousAvay, students arrive at the universities
without
having learned that the Romans
delightedto
of
take out the most
important word, or combination
words, from a subordinate introductorysentence, and
"
1
Tlie fact tliat it is
to
plunge
at
things
thoroughly ineffective
in
developing
it will be seen,
paper.
a
possible for students,witliout
the
sharp and
cannot
be
in
tliis
a
sadly well-known
prevailing method
of
moment's
way
tion,
reflec-
shows
how
teaching beginners
observation.
self-suspicious,
brought against the method
That
advocated
is
charge,
in this
HOW
TEACH
TO
23
IT.
it at the very start,before the connective, a bit
worth a great deal for practical
of information
reading.
put
"
I now
tell them, and then ask,
expression
Given
sentence
do
a
beginningwith mors
s% what
That mors
is the subject
1
or
predicate
of
you know
Given
the verh introduced
duced
introsentence
a
hy si.
ceteri f
That Hanby Hannibali victori cum
in the cum-sentence.
nihali dependson something
IN^ow we
habit of
That
"
"
"
"
go back to our sentence,and the word
of speechis it? "
Belative^
they say.
I
ask.
What
qui.
Or
''
part
else ? "
what
"
is it made ?
Interrogative.Where
If it is a relative,
where
sing,or plur.^masc.
"
Nom.^
"
sentence
should
as
a
whole
answer.
the
does
Inside
first of two
its antecedent
the ciwi-clatose.
brackets
in the
lie?"
The
to include
They
serves
cum
the
^i^^'-claus
what kind
If,on the other hand, it is an interrogative,
is alone here possible
of a question
and in
?
Indirect.,
the siihjtmctive,
In that case, what kind
they answer.
of a meaning,speakinggenerally,
the verb introduced
must
have ?
It must
he cd)le to imply asking
by cum
of sortie hind.
Rightly said ; perhaps we may have
who these
such a sentence
everyhodyi/nqivired
as, When
Cum quiessent omnes
men
ivere
quaererent or perhaps
as
"
"
"
"
"
"
"
shall find that
we
circa,
What
part of speechis it?
it do ? "
adverh.
qui
"
do
Was
you
"
What
it relative
know
?
"
was
then may
another
or
adjective,
"
What
about
the
number
of
?
interrogative
Because
erant
*h
is not
cum
?
circa
"
or
is
circa.
qui
iiioriTbuiidum
"
circa
Plural.
How
Adverh.
modify a verh^an
proceed: Tarquiniuni
erant.
What, now,
modifieserant.
^'
"
word
next
cum
It may
We
The
iiioribuuduiii
Tarqiiiiiiuni
"
is relative.
qui
"
It
"
qui ?
Relative.
sid)junc-
24
ART
THE
"Eight.
twe.
or
noun
a
OF
ISTow qui
pronoun,
the
world
or
as
way,
circa
is in
as
we
go
erant
on.
exce-
much
so
a
pronoun,
of the mode
to-daythe meaning
because
good
as
noun
qui
cum
:
is
erant
of it in that
I don't ask
excepissent,
LATIN
indeclinable
inoribundviin
Tarquiiiiuiii
pissent.
circa
an
"
plural. Think
in the
READING
of
doubt
historyand force of the cwnconstructions. But what was
Livy'smeaning in writing
?
the accusative Tarquinium
Objectof excepissent.
the subjectof excepissent
?
was
Yes, and what
Yes ; or, lookingat the matter
The cmtecedent of qui.
the subject
qui circa erant."
was
more
generally,
Before
going on, what picturehave we before us ?
questionof
the
about
the
"
"
"
"
"
What
has the sentence
quin,
dying" !
!
Our
him
up
The
next
word
qui
circa
cum
positionof
us
?"
are,
That
these
balance
the
is stimulated
curiosity
is illos,
"
See
them
Who
Tar-
See
pick
the very order.
by
.
moribundum
.
does
the
.
sentence
proper, tell
hy it are of special
proinido
you su^^pose these illos
distant persons^
thus set in emphatic
point.
againstTarquinium,
each
the Avhole class sa}^
assassins,
The
:
What
excepissent
erant
This
Tarquinium
"
the jpeople
meant
more
!
bystanders
illos,first in the main
at this
nence
See
thus far said ?
about
Livy'smeaning
erant
excepissent,
from
the
leadingits
What
"
?"
do
clause?"
we
know
Now
they all
in fine chorus
and
answer
completeness.
Apposition,
or
predicateof infiiitive.
of mai/n verb,or subject
object
We
moribundum
cum
qui circa
proceed: Tarquinium
of
fug-ientes
.
.
speech is fugientes?"
Present
on
illos
case
before
active.
your
"
Then
eyes.
.
"What
part
one?"
Participle."Which
a
running-awaygoing
you see
What
Masc. or fem.
gender?
"
26
ART
THE
READING
OF
LATIN
:
other,object;while,if lictores is nom., you still have
the same
relation,
only you know which is subjectand
which
is object. In any event, you
see
they are set
over
againsteach other, togethermaking subjectand
keep the results of this reasoningready
object. Now
for
Given
occur.
the
are
countless
the
two
combination,but
Sag-untum
bellum
One
combinations
is the
:
subjectof
a
what
'oerh^
and
canH
we
ohject,
yet tell lohich.
I will give you a still more
involved
of a very commonly occurringkind,
"
inateriein.
nos
such
the
IS^ow
"Right.
quae
hke
nouns
constructions?"
the other
and
which
in
cases
What
do you
out of that ? "
make
of a verb,
boy will say, Nos must he the subject
ject
oband quae and materiem
either finite
are
or
infim^itive,
Then
what
kind of
Good.
and predicate-object.
One
of ccdl^
meaning does the verb probably have 'i
ing. "Right. The words are from Lucretius, and the
clever
Some
"
"
he used
verb
and
"
was
the
Now
we
meaning
go
the
Treasure
vocanius.
back
up
that
tion,
combina-
of it."
to
the assassins who
running
are
king'sbody-guard. I will inform you
in the sentence.
word
What
justone more
"Active
Verb.
or
speech is it?"
passive?
Tells what the
does it tell ?
Right. What
and
away,
that there is
part
of
Active.
"
"
lictors do to the assassins.
dicative.
and
"
What
two
"What
tenses
the historical present.
mode, then?"
"
are
"
?
possible
Right. Now
The
the
loi-
perfect
tion
situa-
Which
of these two tenses
prettydramatic one.
should you accordingly
choose, if you were
writingthe
So did Livy. Now
The p"r^8eni.
tell me
story?
tliink the verb is." Interficiunt.,
what
somebod}^
you
Capiunt,says another, hating the idea but not
says.
is a
"
"
HOW
the
rightword, which
them
"
let
get hold of
as
Englishphrase
tamer
our
them.''''
might put it,secure
''Now
27
IT.
is comprehendunt,
7iah ^em y or,
well^
TEACH
TO
render
into
English the sentence as a
not
whole, translating
merely Livy's w^ords,but the
actual developmentof the thought in his mind.
Tartliere^sTarquin ^ moribundum,
he\s a dying
quinium,
ahoiit
qui circa erant, you see the hystanders
man
j cum
to do something excepissent, theyhave caughtand s%tpsins
ported the h'ing illos,you turn and looh at the assaslictores, there
^ fugientes, they are offon the r%in
the Ithufshody-gnard; loe hold our
hreath in susare
pense
us
"
"
'^
coniprehendunt, they've got 'em !
^'
Latin order, which
looks so pervertedto
So, then,
"
that
is trained
patch it
wdiich
one
pick the sentence
togetheragain,givesus
to
would
everywhere the
be
the actual
togetherinto
occurrences
may
see
able
natural
to
invent
a
one
piecesand
to
the very
events
;
who
then
succession
in
all the
weaves
compact whole, yet keeping
order ; while
for
a
any
order
that
we
tence
correspondingsinglesen-
in
Englishwill twist and warp the natural order
into a shape that would
greatlyastonish a Roman."
of the
"Finally,with the understandingand sense
dramatic
in the situation,
which we have got by working
the sentence
the perverout as Livy w^rote it,compare
sion
of it which
we
on
get by working it out correctly
the first-find-your-subject-of-the-main-sentence-a
the
lictors
secure
: the
your-predicate,
etc.,method
assassins
as
standing
by
Tarquin.
they
had
The
soul,is gone."
run
caught
facts
when
away,
are
and
all
those
who
supported
there,but
the
the
were
dying
the
style^
28
ART
THE
Then
OF
READING
LATIN
bringwhat we
pieceof blanlv paper
I at
once
by givinga
startingout
upon
a
new
have
to
:
learned
each
sentence, which
to
bear
student
and
shall involve
fresh matter.
justseen, togetherwith some
The
questionsare carefullystudied and written
in advance, and
the place of each is indicated to
out
preparedmanuscript,by a number attached
me, in my
to the Latin word
concerned,as if for a foot-note. As
is at once
each questionis put, the number
written
down
written
out.
by each student, and his answer
Afterwards
assistant carefully
my
goes through every
])aper, and with a colored pencilmarks
every error, for
own
guidance,and for the subsequentstudy,penitence,
my
The
and profitof the writer.
followingis an
example actuallyused,from Livy,21, 53. The answer
that should be Avritten is given with each question.
what
we
have
Hannibal^
cum^
liosti^* cerneret,^^^^
teiiiere^^^^
quid^*^^'^^^optiniuni^^^^
vix^"
foret^^
spem^^^^ babebat^*^
villain
^^
atque^^^"*
^^
26
consules^'^^^^^^^^
32
1.
Construction?
2.
Subjectof a verb,either
Fart of speech?
3.
Prepositionor conjunction.
Cum
what part of speech?
was
subordinate
or
main.
Conjunction.
of Hannibal
4.
Construction
?
5.
Subject or predicatenominative
Quid is w^liat part of speech ?
of verb introduced
by
Interrogative.
C.
Construction
of the verb to which
Subjunctiveof indirect
7.
General
Some
of
quid
belongs?
question.
meaning of verb introduced
meaning that can imply a question.
nature
by
cum?
cum.
HOW
8.
29
IT.
Case of quid ?
Nom.
9.
TEACH
TO
sing.
neut.
ace.
or
of
Construction
quid?
or
Subject,predicate,
objectof finite verb or
the so-called adverb.
of specification,
ace.
10.
or
sing.,
neut.
ace.
masc.
or
neut., agreeing with
What
constructions
Dat.
for whom
of the person
of that with
is worth
respect to
while
great class of
11.
15.
Where
made
follow
may
an
to
complete the meaning
to have
words
or
something is optimum,
which something is optimum.
those two
17.
of which
Dative
after optimum.
Where
made, and introduced
Construction
19.
is
optimum
a
specimen.)
(Reason given under
by
12.)
what?
cum.
cerneret.
hardly,has
negativefeeling. In such
what
would
be the pronoun
meaning any,
adjective?(Probablynobody knows.)
a
a
connection,
and
Spes, just
we
the
?
as
much
shall
meaning,
the
as
spero,
probablyfind
objectof
the
indicates
infinitive.
infinitive.
mental
activity,
something else,completingits
spes.
What
a
will be the
(") if the completingword is a noun ?
Objectivegenitive.
(h) If the completingword is a verb ?
Objectivegenitiveof gerund or of gerundivewith
future
what
ullus.
of
objectof verb, or subjector predicate
sing.,
and
6.)
of Hannibal?
Construction
Ace.
(It
?
Quisquam,
18.
abl.
?
Construction
Vix,
of
possibilities
pat, for the
Imperfect subjunctive.(Reason alreadygiven under
Subjectof
or
infinitive.
introduced by
Imperfectsubjunctive,
16.
in
?
optimum
.
sing.
subjector object of verb, or
agreeing with objectof verb,
predicate. If masc,
with subjector predicateof
13.
neut.
Construction?
If
12.
or
Case?
Nom.
11.
infinitive ;
noun,
case
or
30
Subjectis
20.
READING
OF
ART
THE
LATIN
:
what?
repeatingHannibal.
Part of speech,and simplestmeaning?
Adverb, meaning blindl/j.
that, in the ordinary Roman
Bearing in mind
of those which
were
placed in anticipation
A
21.
22.
pronoun,
them, what
after
not
is
expected object of
the
it modifies
That
feel about
do you
habit, words
they modify,
?
temere
which,
spem,
quently,
conse-
verb.
a
Probably introduces what ?
Another
adverb, correspondingto temere.
adverb
Write
to mean
not lookingahead.
an
23.
24.
Improvide.
Write
25.
nom.
sing,meaning anything(in one
neut.
ace.
or
word).
Quicquam.
In what
26.
is that
case
here, and
word
what
with
verb
is it
nected
con-
?
connected
Ace,
Where
27.
or
That
One
is
habebat
on
spem.
do you
know?
to context?
is
to context?
and
how
sing.
of this accusative
consules
Relation
30.
reference
depend
must
plur.
ace.
Ace, because
Meaning
verb
verb, which
made, with reference
Where
29.
a
without
made,
Nom.
28.
with
?
subject,object,or predicateof
of quicquam
and
to each
consules
an
infinitive.
other?
of the infinitive.
object,the other the subject,
Complete the sentence, using a verb meaning do.
31.
the
with
Acturos,
in
Write,
32.
or
the
best
translation
"
IN'ow,"I
commit
it
the
same
you
way
so
use
the
to
Latin
say to my
memoiy,
when
you w'lW. commit
in the year ; and
will find
have
you
at
command,
your
a
sentence.
to
on
esse.
English
of the
this sentence
in
fluently
we
go
without
we
"
students, you are to
and be ready to give
meet
next.
And
in
to
memory
every passage
each
tion
examinaat
term
yourselvescalled
upon
to write
one
HOW
of these
still from
passages,
31
IT.
TEACH
TO
Further, and
memory.
again pick out
important than this,never
etc. ; but,in preparing
your
your predicate,
your subject,
dailylessons,do just what we have been doing this,
tence,
morning, except that you are not to translate any senstill
more
any part of any sentence, until you
through the w^iole lesson in the Latin, and
have
or
meaning
in your
lesson,and
take
how
precisely
as
stray and
give you
short
a
have
we
it should
lesson,in order
your
I
got
and another to
I shall call upon
one
man
and go rapidlythrough it as Latin,
sentence
up a
after word,
word
of it.
out
power
gone
all the
be
to be
ahead, cut
run
done, telUng us
justnow
thought out. In preparing
that
your
eye does not
piece of flexil)le pasteboard,
sure
out
a
a
pieceof stiff
get pasteboard,
the width of your printed
as long as twice
writing-paper,
Cut a stripfrom
text,and two or tliree inches wide.
the top,runningalong half the length,
and deep enough
line of your text, including
to correspondto precisely
one
the space that belongswith it.^ Use this pieceof
or, until you
1
At
the
Professor
summer,
the
in
meeting
reading
regard
would
of
of
Greek
and
to the habitual
with
a
notched
practicallyso
Professor
method
card.
classics,could
merely
holds
an
in
to
read
The
Avith the
save
the
this
regard
the admirable
special
pamphlet
expansion of Professor
to
hole
a
results
suggestion, that nothing
in
with
upon
great severity
suggested that it
accept the order
to
last
of the
piece of paper,
urged in the present pamphlet is
through
method
Ithaca
remarks
doing tlie thing, and
force students
to
at
some
himself
already substantially in print
Kegister for 1885-6, and
the
way
entirely identical
Gildersleeve's
was
of
of
course
Latin, expressed
desirable,in order
be
PhilologicalAssociation
the
Gildersleeve,in the
original,to require them
or
can
in
in
a
that
Cornell
of
announcement
from
Gildersleeve's
injunction
the
that
from
this
University
in
courses
suspicion of being
hint.
in the
flow
the fact
but
the
would
The
preface
thing
same
to
the
new
32
ART
THE
LATIN
READING
OF
I
word
to expose justone
as
way
with which, of course, will also be
time, together
in such
paper
after
word
one
is to
preceding
; that
all the words
about
at
a
as
say,
seen
think
you
another,pushing your
a
paper
on,
thus far
constantlysee all of the sentence
able to look ahead."
without
l)eing
travelled,
thus prepared,
recites
At the next meeting,the class,
of students attemptingto show
a number
as described,
should
Avhat mental
go through
precisely
processes one
At the next
of the lesson.
in takingup the sentences
but one, and thereafter throughout the Freshman
year,
all books
being closed,the instructor reads the review
to him,
lesson aloud, with all the effectiveness possible
for a translation
of it
at a time,calling
sentence
one
student. ^
As a preparationfor
and another
from one
each student is urged to read the review
this exercise,
of times in his own
aloud a number
doing his
room,
author as much
as
possible.
justice
At every exercise duringthe year, except the special
of sentences, prepared by
weekly exercise,a number
the text under reading
the instructor,
and based upon
at the time, are
given out to students,to be written
upon the board, in the Englishand in Latin,while the
the rerest of the class are
view
engaged upon translating
will
you
the
as
edition
it
As
tliis
pamphlet
work
of
a
Allen
For
more
new
and
reads
it; and
when
Greenongh Cicero, publibhed
it appears
that
the
of
(not necessarily,
essential
course,
its
aim
of
the
in
May,
the
details)has
work
1886.
method
strong
of
and
confirmation.
this very
thanks
my
the
is,however,
express
1
of
instructor
to
my
helpfulfeature
assistant,Dr.
charming
piece
and
of Latin
of
A.
cheering
in tlie
same
the work
C. White.
to listen
way.
under
I know
I owe
description,
of
to, excepting the
no
piece
of
translating
34:
THE
ART
LATIN
HEADING
OF
I
t
be of respectable
give my passage (which may now
still asking occasional
questionsfor
length)orally,
here and there,at pointsdangerousor
written answers,
and
has been
After
instructive.
otherwise
gone
the
book
The
passage
passages
which
of
veiy far in advance
other lessons of the week.
a
passage
in this way, it is taken
up
time, and a written translation
not
to select
of the
through with
again,one sentence at a
is made
by each student.
selected from
the whole
w4th
the
class is
commonly
reading,and
the
The
a
are
place reached in the
attempt is alwaj^smade
dramatic
or
otherwise
ing
strik-
week, as already said,the Avhole of
the exercise of the previousweek is memorized, and repeated
by several students,with great attention to the
effective conveying of the meaning, by the throwing
in all spoken languages,of a number
of
as
together,
words
making a group in the sentence as a whole, by
the careful balancing,
in the dehvery,of words
clearly
All this time
meant
each
to be balanced, etc.,etc.
student is gaining a working knowledge of syntax regarded
from the true standpointfor the first purposes
of college
for conveying
work, namely, as a mechanism
meaning from one mind to another ; is learningto bring
that knowledge of syntax to bear at the most economical
tricks of order ;
point; is gainingfamiharitywith Roman
and is layingup a steadily
growing vocabulary.^And
throughout,in order to keep constantlyin sight the
close.
Each
idea that the aim
^
is
and
To
vary
the
of the whole
exercise,a continuous
occasionallyread through
each
produce.
student
then
without
writes
as
business
is to
story of several
stopping
complete
a
and
pages
without
resume'
of it
learn
in
to
length
repetition,
as
he
can
HOW
TO
TEACH
35
IT.
in translating
new
Latin,occasional examinations
held during
passages from a text or printedpaper are
the term (asof course
they should be upon any system),
read
and
at
the
end
final examination
of each
term
is translation
the
at
first exercise
the
hearing,
at
the
second
exercise is translation at
the third exercise is translation
sight,
at sightfrom Enghsh into Latin,the fourth is the
writingof one of the passages memorized
during the
term ; and not until this is done does the student proceed
exercise in translating
to an
and commenting upon passages
read duringthe term.
the
Moreover,
greater part
of the grammatical questions
of the paper are set,not
upon
passages read during the term, but upon the passages
for
the
first
time
at the examinations;
given
namely, the passages to be translated at hearingand
at sight.
In the second year, the aim
of gaining in power
to
read at sightis constantly
held up before the students,
and occasional written examinations
in readingat sight
are
giventhrough the term, while the first exercise set
at the examination
at the end
of the term
is always
translation at sight. A proper sapplementto this is an
elective in the speakingand writingof Latin.
In the
second
and
devoted
third
terms
of the second
year,
which
are
be
Horace, considerable quantities
can
read,with a good deal of memorizing; and the treatment
be made
ahnost
can
wholly literary.That carries us
throughthe Sophomore year, and to the beginningof the
elective work, taken by Juniors and
Seniors together.
Here
translation
at the daily lesson ends, except in
those rare
where
the meaning of a difficult
cases
sage
pasbe given by explaining
cannot
the grammatical
now
to
36
THE
structure,or
by turning the
for that
exercises held
make
always
part
a
of the
his author.
understand
to
urged not to have anything to
for their dailylessons or
preparation
Englishin
examination, but
the final
during the term, and
final examination,so that
purpose
bound
every student feels
But the students are
with
into some
other
passage
written at occasional
are
Translations
in Latin.^
form
I
LATIN
READING
OF
AKT
to read
to prepare
the
do
for
Latin
skill in renderingtheir
with the utmost
literature,
author that they can acquire.
In all my
teaching,two exercises stand out from
est
the rest,as givingme
delightthrough the interspecial
the exerof my students : first,
and mental activity
cises
I have
described
with the Freshmen, which
as
exercise such
carried on weekly by myself; secondly,
an
elective class recently,
I carried on with an
when, at
as
the end of a term
spent upon Plautus,I read a new
through in the Latin (thestudents foUowplay straight
as
1
the
The
preparation
endeavored
to read
on
had
have
given
in
has
been
for
that
the charm
the very
one
might
who
that
which
set
not
the class has
such
made
been
translating. But
I should
the
reading is made
for
of
with
been
translation
for the
his
upon
own
in the
;
in advance
possible.
it.
ances
assur-
iments
exper-
past
Meanwhile,
dealing with
the
and
experiment
trained
it not
with
term
greatlythat Professor
form, the great advantages of
this method
of diction
to break
to desire
me
accessible
communication
have
in which
experience
properly trained
untranslatableness
has
lead
toward
years
of the hour
founded
Greenough,
to
delightof
of direct
the end
reading, had
forth, in
students
the
toward
precise thing. My
gratifyingas
so
system
premise
this
doing
Greenough
the
in advanced
some
daily recitations,and, indeed, I
in the present year
by Professor
me
leading for
been
students,without
to my
the courage
class-room
in the
time
to secure
in advance
has
at the
of translation
dropping
always
not
indicated
a
let
literature
me
"
in fact,
author, of feeling,
style
"
cannot
be fancied
always supposing,
and
brought
of
to the
by
course,
point at
HOW
ing
very
one
TEACH
httle
and
translation,
mthout
texts),
comment,
moving at
would
if he
move
that checked
for
us
of
extent
have
to
been
play
new
felt my
occasional
the
way,
that
shall
answer
first term
but
that
the
total
that
is much
the
power
the
laughter
nearlyeverythingin
without
intelligible,
amount
smaller
to read
quantityread
of
audience
in an Englishtranslation.
explanation,
special
Finally,if you ask me whether this method
does not take a great
I have been describing
time, I
with
the rate at which
; and
way
moment,
a
would
that
author
the
to
about
reading a
were
similar
a
37
IT,
in their
me
Shakespearein
even
responsive,
our
TO
than
of Latin
wdiich
deal
of
read
in
in the
increases
ordinary
and
rapidly,
in the first year
is
what
some-
system, considerably
greaterthan on the common
greater in the second 3^ear, and in the elective years
altogether
greater; to say nothing of the much juster
intimate
feelingfor,his
understandingof, and more
keener delight
in reading,
and the much
original,
gained
But
there
by the student who pursues this method.
this kind of work,
to be said about
is one
thing more
this trainingof the student
to read Latin rapidly. It
sities,
is not the work of the universities at all. In the univershould
learn how
to read
not
men
Latin, but
for instance,
should read it. It should be my office,
to
make
them
acquaintedwith the body of the literature,
know
them
to make
it,at any rate, and love it,if possible.
But the olfice of preparingthem
to do this by
and
trainingthem to read ordinaryLatin with ease
instructor,but to the schools
speedbelongsto no college
of which
charge. I wholly believe that the
you have
from the very first day of readinga Roman
application,
38
of
sentence
to
at
adding
without
would,
Avith
of
and
ease
more
end
it,
to
from
The
gainers.
he
much
keeps
find
of
method
the
this
act
very
sort,
without
taught
or,
rate
will
of
at
preparation,
himself
the
worst,
the
whole
papers
of
fully
the
he
work
will
will
only
see
if
all
as
surprised
increase.
for
firm
con-
and,
;
be
the
And
learn
to
in
to
literature,
conducting
teacher
art.
his
trouble
no
preparing
the
do,
will
speed
him
in
students
surprised
Latin
to
of
give
feels
the
endeavor
his
itself
of
reading
course
how
he
be
for
ability,
pupils
will
judging
by
that
young
himself
pleasure
his
up
the
are
teacher
more
teachers
to
Nor
which
alone;
varying
results
the
at
not
am
used
of
with
and
college,
belief.
my
I
been
pupils,
Latin
pleasure
teaching
has
teaching
able,
read
to
greater
And
given
students
my
university
young
for
the
time
student
young
are
described,
of
year,
work.
in
of
upon
own
preparation
how
than
their
in
method
very
my
speed
experience
my
this
of
have
would
Freshman
of
here
length
a
his
nothing
say
"
they
of
beginning
the
the
to
make
college,
for
preparation
day
a
I
method
the
of
word,
one
LATIN
READING
OF
ART
THE
;
for
examinations
oral
very
of
exercises
soon
in
have
HOW
TO
TEACH
39
IT.
SUPPLEMENT.
To the
precedingaddress
long,and yet too brief
I wish to add two
things: further specimensof papers
actuallyemployed by myself with a Freshman
class,
and suggestions
for the application
of the method
in
the preparatoryschools.
At this point,
I should
advise the wearied
reader,if
he feels some
confidence
in the method, to lay the
phlet
pamaside and make
experimenthimself with a class,
to feel an
returningto the reading after he has come
interest in further suggestions
of detail.
As for the
wearied
that does not feel this confidence,
reader
he
will readilylay the pamphlet down
unadvised.
"
"
SPECIMENS
In
my
givingin
own
work
apology.
OF
PAPERS.
this way details of the system on
is conducted,I do not feel that I
One
solid basis
who
proposes
for his
a
method
must
which
owe
have
an
a
proposal. This basis must be
of the efiicacy
of that which
he is urging;
an
experience
and this experienceshould be given with
the greatest
clearness and definiteness. It is to be wished,indeed,
that teachers
of a given subjectthroughout the country,
in colleges
and schools,
might regard themselves as
forming one body with a common
purpose, and that a
constant
interchangeof experienceand opinionmight
them, alike in matters of investigation
among
go on
of pedagogy.
and matters
very
40
LATIN!
that
remembered
be
should
It
READING
OF
AET
THE
the
printed
papers
dents
used,earlyin the Freshman
year, with stuthe familiar
who
had prepared for collegeupon
and
system. If students were
thoroughlyun-Roman
preparedupon the rightmethod, not one in ten of the
questionshere inchoated would need to be asked, and
be a rapid
at hearingwould
the exercise of translating
below
and
were
attractive
These
affair.
papers
at
succession,
1885
; at which
of the week
class
as
given to the
intervals of a week,
were
in
the
had
"
The
was
Freshman
in
of the
work
Livy.
informed
so
of them
of
time
was
given week
which
were
the
autumn
other
constant
to
class in
aim
recitations
and
"
the
find for these
papers,
would
mand
de-
after
a
of
week, passages which
of handling constructions
practical
power
been
discussed
m
the
other
exercises
the
week, so that their progress should be one of
without
loss ; and it was
constant
acquisition
promised
them
that in this way
they should in a short time
with all the
possess a ready and avaUahle familiarity
commonly recurringconstructions of the language. I
further told them
that,since I should not give them at
these exercises in translation the
which
meaning"
of
anv
word
they had ever seen before,they had a very strong
for layingup for themselves a vocabularythrough
reason
securingin their memory
occurringin
every Latin word
tlieir dailyAvorlv,
and a very strong reason
for payingex tremelycareful attention,
both at and after the other
recitations of the week, to any explanations
of meaning
of this or that word, alone,or in connection with others
related to it in meaning {e.g.^
to alius^in connection
with alte7' and ceteri)^
which
be given
might similarly
42
ART
THE
OF
READING
another
LATIN
I
of that
great varietyof
methods
passingcurrent under the generalappellation
of whom, accordingly,
find it
of
Roman," and many
understand
of one
a word
syllableas
very diiRcult to
pronouncedby my assistant or myself, to say nothing
of a word of two syllables.
the Latin was
ten
writUp to the fourth week inclusive,
word
one
upon the board at these weekly exercises,
at a time, the questions
being put, as indicated by the
in the papers given below, at one
footnotes
pointand
another as the sentence
progressed. For several weeks
written by each
after that time, the Latin sentence
was
structo
student,one word at a time,as pronounced by the inthe questions
being set and answered as before.
the writingof the Latin was
After this,
forbidden,and
the passages used were
interpreted
only as heard from
the instructor's reading.
At the first interview,the class had worked
out, as it
tence
was
put upon the board, one word at a time,the senothers
and
or
one
on
"
"
in Liv. I.
Ibi
egressi
nihil
errore
praedam
que,
qui
advenarum
As
1, 5.
Troiaiii,
praeter
qiiibus
ut
et
anna
turn
ea
tenebant
armati
reached
ex
rex
loca, ad
urbe
atque
the
imnienso
prope
sviperesset,
naves
Latinus
agris ag-erent,
ex
ab
cum
Aborig^ines-
arcendani
vim
agris concurrunt.
tit quihus,
point
they had made
that ut might be (1)a conjuncout, under questioning,
tion,
in which
case
quihuscould be {a)an interrogative
introducingan indirect questiondepending on the utverb,or (5)a relative referringto something connected
with the '?^^verb ; or that,on
the other hand, ut might
be (2)an
mu"t
adverb,in which case the quibus-cldiw^Q
we
.
.
.
HOW
TO
TEACH
43
IT.
an
substantially
adjectivemodifying Troiani ^ in
In this connecother words, a characterizing
clause.
tion
they had been told,for the sake of having the
be
whole
secured
matter
for their
repertory
of
tions
combina-
kind,that what was essential in this latter
the characterizing
clause itself,
and
that in
case
was
word
strictness no
was
introductory
necessary ; if one
were
or
used, however, it might be either ut, tttpote,
also pointed out that,while there
quijppe and it was
three possibilities
for a combination
like ut c/uihits,
were
there was
for a combination
like
only one possibility
quibusor quijpjpe
quibus.
utj)ote
reached
As we
superesset,it was
pointed out, against
the practical
habit of thought of nearly all the class,
to put a
was
that,since in Latin the common
practice
modifying clause or phrase beforethe thing modified,
the chances
that the quihiis-cld^M'"e,
if it should
were
turn
out to be a characterizing
clause,would bear,not
but upon
still
egressi^
somethingwhich we were
upon
to wait for.
(Thissomething turned out to be cum
to do.)
agerent, the natural thingfor destittttemen
As we
reached
cum
praedam, at which stage it
that cum
the point was
was
sure
was
a
conjunction,
made, though againagainstthe sentiments of the class,
that Troiani was
the subject
of the verb introduced
by
since the Romans
fond of taking out a conwere
spicuous
cum,
word
or
phrase belonging to an introductory
temporalsentence,and puttingit beforethe connective.^
of this
"
.
.
.
"
.
1
It must
method"
as
Latin,
Latin
and
.
.
already be apparent
that
sufficient
with
in
a
in
dealing
community
the habitual
medium
where
of
no
I do
a
not
regard
language
amount
daily speech.
of
But
so
the
"
Sauveur
difficult
exertion
will
as
the
make
I feel, nevertheless,
44
The
chosen
passage
turned
to be
out
the
for
^-^
first written
difficult in the
httle too
a
LATIN:
READING
OF
ART
THE
exercise
reasoningat
ble
point,though it had a certain and consideraof
usefulness in displayingto the class a sentence
which
of them, though knowdng the meaning of
some
it from
each word, and though able to
begin-'
parse
translated
to them, would
once
ning to end if it were
yet fail to comprehend the meaning, through a lack of
involved.
a working knowledge of the constructions
the et Old
"
"
First
[Tanaquilhas
have
been
hopes
better
of
(Livy I. 34, 7).
Exercise
urging upon
rising
in
wlio
Lucurao,
some
lives
city,and
new
in
Tarquinii, that he would
points out
that Rome
has
special
advantages.]
lionoruin
persuaclet^^ iit*^ ciipido'^''
Facile^
cui^oii Tarquiiiiii^maternai3i4
1.
of what
either
be
May
^^
rebus^^
sublatis^*^ itaque
;
^^
tantumi^
et^^
patriai"^^^ i'^
^*.
cominigrant^^
possibleparts of speech;
and
where
made?
Adj.
2.
in
In what
be
3.
nom.
or
will the person
way
is
who
adverb.
or
persuaded,if there
is
one,
expressed?
By
the dative.
In
what
way
will that
to
if it proves
expressed,
(a) By
(h) By
sing.;
neut.
ace.
the
person
is
(a) a
pronoun
?
(/")a
verbal
which
to be
persuaded be
idea ?
the accusative.
the
if it is
infinitive,
substantive
a
statement
clause,if it be
purpose
of
an
etc.
belief,
act
desired
;
by
a
to be
brought about.
4.
that
The
suspense
The
writer meant
we
o\Te
a
about
great debt
for their insistance
to the
intelligible
that
ear.
probablyhow resolved?
adverb, modifying persuadet.
facile
it
as
of
the
is
now
gratitudeto
language
Dr.
shall
Sauveur
be treated
and
as
his followers
living,and
as
HOW
5.
will
constructions
What
TEACH
TO
45
IT.
probably follow ut,
if it is meant
(a) as conjunction?
(b) as adverb?
(a) A
substantive
(b) A
noun
and
6.
longing
or
phrase, be(appositive)adjective,
adjectival
to the personal subjector object of persuadet,
,
so
nom.
dat.
or
be either of what
May
in what
case,
Noun,
possible
parts of speech,and, in
construction
subjectof
nom.,
the
clause.
purpose
either
?
substantive
final clause
introduced
dat.,agreeingwith
or, adjective,
conjunctionut;
and
objectof persuadet,
introduced
by
by
sonal
per-
the
verb
ad-
ut.
it call for
7. Does
8.
if so,
?
what
An
anything to complete its meaning, and,
objectivegenitive.
What
three
uses
has
the word
et?
and ; (2) as the first of two ets
(1) Connecting two words,
and ; or
both
(3) as bearing upon a singleword,
=
=
.
.
=.
.
also,even.
9.
What
uses
It may
may
connect
come
may
10.
What
is
what
et
have, in each
cupido,
it may
; or
be
or
the
in the
case,
honorum,
something yet
to
first of two
present passage?
balanced
ets ;
or
to
it
emphasize a word or phraseto follow.
the probablemeaning of et, what
its office,
and
now
lightdoes it throw upon cupido ? Mark the quantity
of the i in the last.
And;
11.
If
An
12.
Is
to cupido, which
is an
connecting the cui-sentence
adjective.
this surmise
is right,then what part of speech will the cuibe equivalent to, and
sentence
by what mode will this
meaning be expressed?
junctive.
mode, the subadjective
; expressed by the characterizing
name
of town
in
nom.
pi.?
What
three
of construction
possibilities
?
Subject,predicate,or
other.
in
apposition with
the
one
or
the
46
LATIN!
READING
OF
ART
THE
speech and. possiblecases?
neut. pi.
ace.
or
nom
sing,fern.,abl. sing,fern.,nom.
Adjective,
?
Meaning of its positionbefore its noun
That
it is emphatic.
Possible parts of speech,and correspondingmeanings?
gree,
meaning so great, or adverb, meaning to such a deAdjective,
no
to such a degree and
or
further,i.e. only.
of
Part
13.
14.
15.
what
In the last sense,
16.
and
Solum
niodo.
part of speech was
What
17.
?
its synonyms
are
what
and
tantum,
did
it
modify?
Adverb, modifying materna.
18.
of patria
construction
Probable
is
Tarquinii
probablysubjectof
?
of Tarquinii
and
the
cui-verb,and
its
patria
predicate.
19.
Write
the verb.
Esset.
AVhere
20.
made
?
dat.
Participle,
Possible
21.
Dat.
22.
23.
abl.
or
Probable
construction?
Ablative
absolute
The
Ad
with
place they go
using
urbem
[Romulus
in one,
urbs
has enclosed
his
iinitimarum^
penuria^^
new
a
great space
in the other.
Roma
^^
with
his fortifications,and
gathered
a
crowd
city.]
adeo^
mulierum
erat^
valida,
quippe2i
iiec
cum
ut
;
sed
duratura^*^
quibus22 23242526
finitimis
'
cuilibet^
par^^^^
aetateni^^
hominis
spes29 prolis
^
bello^^^^i
civitatuin
^
31
in two
(Livy I. 9, 1).
Exercise
magnitudoi920
doini28
and
the sentence
the passage.
res^ Roinana^
lam
Complete
; Romam.
Translate
refugees into
sublatis.
to is Rome.
Second
of
pi.
cases?
ways,
24.
abl.
or
^^
nec2'
conubia^^
1.
nom.
sing.,
Probable
construction of res?
and
case
verb.
meaning of adeo ? and how must
completed,be completed?
such a degree; by consecutive ut-sentence.
Commonest
To
4.
pi.
ace.
or
Nom., subjectof main
3.
47
IT.
Possible cases?
Nom.
2.
TEACH
TO
HOW
Meaning of
its meaning, if
the tense ?
pointw^hich the storyhas reached.
speechare capableof completingthe sentence?
State of affairs at the
5.
partsof
Adjectiveand participle.
6.
Part
What
two
of
speech? what
other word
is substantially
equivalent?
Indefinite pronoun
; cuivis.
to think of the
7. How
are
we
8.
9.
meaning of case?
As some
aspectof the indirect object.
Suggests the beginningof what construction?
Partitive genitive.
and possible
constructions?
Possible cases
of some
Dative
or
aspect of the indirect object,
instrumental
some
10.
Can
No
go with
cuilibet
; for the
ablative
in
aspect.
bello, and why?
that cuilibet
partitivegenitiveshows
refers to
a
civitati.
11.
Then
is bello
more
to
likely
about
Livy'smeaning
turn
out
to be
a
dative,or
an
ablative ?
An
12.
ablative.
What
suspense
is the
Cuilibet
13.
qualityof
par
respectfor
par.
Write
the
of the
dative
is
indirect
directed,and
from
predicate
is now
resolved?
object to
bello
which
the
is the ablative of
sum.
Esset.
14.
15.
16.
Possible
cases?
Nom.
abl.
or
If the idea is
completed,by what case?
Objectivegenitive.
Possible meanings of the case?
of time, appositive,
Duration
objectof
of an infinitive.
predicate
a
verb, or
subjector
48
ART
THE
17.
18.
Probable
meaning of
Duration
of time.
:
?
aetatem
two
do
What
we
That
of
case
and
penuria,
the
of that case?
ablative,expressingthe
it is an
predicatefrom
Write
the
about
feel
now
meaning
20.
of
case
LATIN
for the government of duratura
?
possibilities
it belongs(1)to penuria, or (2)to somethingnot yet arrived.
What
That
19.
READING
OF
choosingthe
sum,
of duratura.
cause
tense
with
care.
Erat.
21.
Conceive
22.
What
of quippe
is the
as
adverb, meaning indeed,in fact.
an
probablenature
of the quibus-sentence,
and
what
its construction?
23.
in
sentence
a characterizing
i.e.,
Adjectival,
be the underlyingrelation
must
What
of affairs which
the condition
condition
expressed in the quibusof affairs expressed in the
of quibus
?
shall
we
the
sentence, and
subjunctive.
between
find
sentence?
main
Causal.
24.
is the antecedent
What
The
belonged,the
the magnitudo
people to whom
inhabitants
of the town.
25.
Dat.
26.
cases?
Possible
or
abl.
indicates
Quibus
of
It
be
can
is
That
28.
How
with
source
sure
about
it balances
Construction
word
some
a
nee
later
some
does
construction
only abl. absolute,or
of
What
ablative
an
or
27.
persons.
ablative
like fretus
word
that
narrow
the
bilities
possi-
?
dependent
or
contentus,
a
on
or
like genitus, ortus,
parative
com-
tive
abla-
natus.
?
nee
or
et.
?
Locative.
20.
What
30.
Objectivegenitiveor future infinitive.
Complete the sentence by writingthe
must
verb
Essent.
31
.
Translate.
sum.
follow?
proper
form
from
the
50
ART
THE
Either
(1) that
forward
clause ;
that
(2)
main
8.
10.
v^hich
legibus,
combination
the
meaning of case
Possessive,depending.on
Meaning of
terizing
charac-
relation to
the
of
the
possible
two
do j'ou suppose
ut
in this particularcase ?
cuius
to
of
Probable
a
Subjectand
indirect
Differs how
in
out
cives.
past point of view.
of combination?
nature
object.
meaning from alim
the
to
populi?
tense?
perfectfrom
Refers
13.
his
Probable
12.
causal
a
a
former.
Future
11.
in
qui looking
forming
statement
stands
in Livy's mind
been
have
9.
adverb, the
clause.
Bearing in mind
meanings of
The
relative
which
clause
is the
ut
the
and
backward,
:
and the qui-clause looks
conjuuction,
antecedent
to be given later in the
ut-
an
or
LATIN
is the
ut
to
READING
OF
one
other out
?
of two, while
alius
another
means
number.
of any
the
what
Surmise, if possible,
tell where
it must
final verb
is ; and
at
any
rate
be made.
(imperaretis likelyto be
imperitaret
; but
Livy'sfrequentative
Imperfect subjunctive;imperaret
written
the word
14.
rather
is
than
admissible).
Translate.
Fourth
(Livy XXII.
Exercise
38, 1).
Dissatisfaction
lake.
with
[The year following the defeat at the Trasuraene
The
consul, Varro,
policy of Fabius.
people have carried the election of one
The
for
Faullus.
two
to march
out
about
are
nobilityof the other, Aemiliue
summer
campaign.]
Coutioiies^
consulis^
priusquani^
Varronis
tiantis^^ bellum'^^^
libus
ab
niultae
feroces
arcessitum^^
niansurumque^^
in^^ visceribus
Fabios
hostem
viclisset^" perf ecturum.^^
iiiiperatores
haberet,
i^
tlenun-
fuere,
in^^ Italiani
plures
the
the
sigiia inovereiitur^
urbe
ac
the
ab
iiobi-
reipublicae,
se^^ quo
si^*
die^^
J
HOW
1.
Possible
What
Llbr\Mr\r
IT.
^^
meanings?
before
Meeting,and speech made
2.
TEACH
TO
meanings
a
follow,
may
meeting.
by what
and
constructions
indicated?
at the time of the main
act, expressed by
anticipated
the subjunctive
of which
the maiji
; or actual event, back
act lies,
expressedby the indicative.
the special
shade
of meaning in priusquara
was
Action
3.
What
.
?
moverentur
the contiones
That
.
of the
held,or made, in anticipation
were
expected marching.
4.
is it
What
clear that contiones
now
?
means
Means
5.
speech,harcmgue.
Belongs with what?
.
Consulis.
6.
Denuntiare
to make
means
How
announcement.
an
will the
objectbe expressedif it is
?
or pronoun
(a) a noun
of fact?
(h) a verb, conveyinga statement
(c) a verb, conveyingaction desired ?
((i)Accusative.
(/))Infinitive,
(c) Substantive
7.
AVhat
construction
Object of
8.
final clause.
to you
occurs
at
for bellum?
once
denuntiantis.
that
certainty
Is there any
this is what
Livy meant
?
Xo.
9.
What
A
else may
Livy have in mind?
an
object for an
subject or
infinitive
depending
upon
denuntiantis.
.0.
What
for arcessitum
possibilities
Participleagreeingwith bellum,
(with esse
having bellum.
.1. What
case
do you
Accusative, because
.2. What
is the
rum?
to
come)
or
?
or
part of
future
an
(with
infinitive perfect
irl to
come)
for its subject.
expect
to find
includes
arcessitum
onlything that
and wiiy?
following,
you
know
the idea of motion.
surelyabout
mansu-
52
ART
THE
its construction
That
What
13.
do you
case
how
and
It looks
have
if it
as
future
construction
Probable
of your
is
Se
ace.
for
the
of bellum.
so-called
and
In
mansurum.
the
perfect from
future
or
standpoint,expressed by
subjunctive.
15.
of the
probablenature
expressed?
condition
?
the idea of rest.
of the
the
a
and why
following,
includes
will it be
it will be
case
that of arcessitum.
as
to find
you
were
LATIN:
same
mansuruin
indication
What
READING
is the
expect
Ablative, because
14.
OF
dition,
con-
that
pa.st
perfect
imperfector pluand
arcessitum,
grounds
opinionV
abl.
or
absolute,since it refers
be abl.
It cannot
to
probably not the
ablative of source,
for we
not
are
likelyto find a word
meaning horn o/here. It is therefore probablyaccusative.
is either the subjector objectof an
In that case, bellum
the
the
subjectof
active
infinitive which
we
it is
; and
sentence
to
are
of which
have, and
is
se
which
is passive,
is therefore
objector subject. Arcessitum,
but a participle
not an
that,
infinitive,
; and, beside
mansurum,
which
arcessitum,
is not
about
Yet
to
in
the
construction
same
with
transitive.
is the antecedent
Where
16.
is
of quo
what
die, and
do
you
know
it ?
in
and
come,
which
we
of tense
and
some
have
way
found
with
connected
to
the
coming
finitive
in-
denuntiantis.
depend upon
mode?
17.
Meaning
18.
perfectfrom past point of view, in indirect discourse.
resolved?
What
suspended constructions are now
its object,
its subject,
bellum
is infinitive,
Perfecturum
se
Future
and
arcessitum
mansurum,
participles
having a future condition dependent upon it.
attached
with
the latter
Translate.
19.
Fifth
[The
place
early
hold
the
among
which
with
to
here
passage
a
a
more
the mind
used
present
teacher
Exercise
of
was
set
an
of
in suspense
employed in the
papers, partly to
untrained
rapid movement,
have
(Livy XXI.
Freshman
after the habit
been
53, 1).
address.
It is
show
the
cla^s
that
must
of watchfulness
established.]
given again in its
questioning
minute
begin
and
may
a
give place
willingness
to
HOW
Hannibal
vix^
spenr^
ferociusque
,
bus^^
suis
fortunam
1.
improvitle^
atque
ingenium,
ferox
ac
prospero
fama^
sciret^^
praedatori-
cum
crerteret, aclesse
be the construction
must
cerneret,
rei
g^erendae
difiidebat.^'^
baud
What
lioste
percitum
factum
certamine
foret
alterius
; cum
re^^ cogiiitum,
cleinde
53
IT.
temere^^
habebat
consules*^^
prius
TEACH
qiiicl^optimum
cum
ullam
TO
of the verb
of the quid-sentence,
?
wh}"^
Subjunctiveof indirect question of fact,or
and
of indirect
tive
delibera-
question.
2.
In
such
Quisquani,
3.
What
what
and
any,
what
connection,
a
the
would
be
the
pronoun
meaning
adjective?
ullus.
be the
would
completingconstruction
(a) if nominal
(h) if verbal ?
'M
(a) Genitive.
Does
gerund or of gerundive,or future infinitive.
teniere, judging by the order,probablymodify habebat,
or
something yet to come.
The
latter.'
(b) Genitive
4.
5.
what
Then
do
?
it is
verbal
'Write
a
the
neuter
about
surmise
you
for spem
That
G.
of
the
completing construction
construction.
anything,in
meaning
pronoun
nom.
or
ace.
form.
Quicquam.
7.
construction
General
and
consules
The
verbal
for
subjectand
1
It
would
bearing the
bears
be
in this
sense.
of the word
For
is
spem
consules
you
my
own
to
use
the
construction
and
infinitive,with
for
object,or
words
I have
vice
if there
noun
of
just written?
have
an
practicalconvenience
relation
same
to verb.
a
hereby indicated,
and
employed
the
quicquam
for
versa.
were
pronoun
an
adjective
that
verbal
adjective nominal
54
ART
THE
infinitive,
meaning
the
Write
8.
Acturos.
LATIN:
READING
OF
to do.
"
Case?
9.
Nom.
al)l.
or
and
proof.
Abl.,because the phrase prius deinde
verb required to complete the
Write
of fama,
Case
10.
11.
with
it parallel
makes
re.
clause.
Usse.
is indicated
AVhat
12.
by
with
connects
cum
to which
cum
prospero
?
praedatoribus
That
like
combination
a
praedatoribus
a
yet to
come,
laeta
fuit,
noun,
belongs.
prospero
Translate.
13.
ea^ oratio^
Adversiis^
inag'is fatentis* ea^
7
t!ssuni
;
^^
consul!
qiiid^*^
2.
iutolera-
colleg-am
ad versus
adversus,
Object of preposition
ace.
or
do
What
Oratio
atque
sed!-
auctor!tat!s^^
you
is
or
agreeingwith
an
abl.
sing.
pi.
nom.
know
now
fem., so
about
that
adversus
adversus
and
ea,
is not
and
how?
but
participle,
ea
being its object.
preposition,
to follow (a) if nominal?
Construction
(5) if verbal?
(a) Accusative.
(h) Infinitive statement
Possible
Object
,
facilia*^
quaiii
part of speech is adversus?
Participleor preposition.
is possiblefor ea?
What
5.
sane
vera
ver!uni
What
4.
liaud
diceret
1.
3.
40, 1).
^
niag^istruni^
equituni
tenierariuni
ac
consiilis
quae
dictator!
.
f uisse
bilem
(Livy XXII.
Exercise
Sixth
in indirect
discourse.
constructions?
of
fatentis,
depending on
it.
or
subjector predicateof
an
infinitive"
HOW
6.
Latin
Write
for
55
IT.
the
completing
do,
to
TEACH
TO
idea
of
facilia.
Factu.
7.
Write
whatever
Latin
in
is
still
the
complete
to
necessary
sentence.
Esse.
8.
jVIeaning
Sharp
9.
of
the
Probable
general
Indirect
statement,
the
of
the
in
of
or
predicate
a
with
what
Subjunctive
of
asking
for
If
a
question,
information,
have
far
As
removed
other
12.
learned
we
in
Decide,
the
Fore,
13.
of
possible
after
quid,
deliberative
what
are
likely
word
will
allow.
the
whole
it
clause
depends
what
the
write
the
it?
find
to
passage,
is, and
of
part
which
on
question
^
assertion.
an
in
necessarily
seriously
or
as
of
kind
Latin
the
for
a
icould
he.
futurum
esse.
Translate.
1
the
or
style
light
this
sentence
there
of
either
follow,
we
the
from
points
to
that
modes
infinitive, in rhetorical
or
is to
partitive genitive
the
of
object
respectively?
meanings
indirect
indirect
adjective.
what
construction,
its
being
magistrum
the
being
practically amounting
11.
?
magistrum
sentence?
infinitive,
dictatori
present
and
construction
and
inhnitive,
In
and
dictator!
contrast.
subject,
10.
of
position
It
is
of
beginning
I have
important.
for
unadvisable,
course
all
given
the
possibilities
such
of
them
of
class-work
of
as
the
are
this
indirect
easily
sort,
to
interrogative
grasped
and
at
cover
are
tence.
sen-
most
56
ART
THE
APPLICATION
OF
OF
LATIN:
READING
THE
IN
METHOD
PREPARATORY
WORK.
It will be convenient
some
one
in
to
suggestions,
of the books
commonly employed by beginners
Latin ; e.g.^ Dr.
Leighton's First Steps in
The
with
be made
apphcation can of course
"
Latin."
First
book
other
to any
ease
these
refer,in
to
and
accustom
regina
laudat,
same
scope.
is it that
important
most
should
of the
himself
the
beginner
the
very outset to the
sound
of the Roman
language. In Lesson XIII. , e.g.^
the learner,having preparedliimself ui)on the sentences
scribae
from
i"ueUae
portant,
etc.,should
das, laiidaiiiiis,regiiiae donant,
his book
he should
and
as
to translate
his teacher
give the meaning
delivers the
not
Ills hoolc should
them.
lau-
laudant,
he
open
closed^
of reg-iiia laudat,
sentence
to
him.
To
etc.,
late
trans-
hearing,after having studied it,
is not
hoy.
heyond the mental 2"ower of the modeim
Neither
with possiblya trifle
is it beyond his power,
of patienceon the part of his teacher,to translate at
hearing a new sentence of the same
scope, e.g.,laudo;
laudat
regina
scriba
laudat
;
at
scriba
is,it
book
first Latin
Urst
will be
lesson
in
admitted,
than
Latin
translate
to
translate
in the
vocabularyand
same
the
the
wav
same
set
at
one
can
lesson
new
scope,
follows.
once
nothing at
of
sentences
But
donant.
in any
all to the
greater jump
no
from
that
If,in taking that step,the bov
himself
scribae
;
important truth
if this is true, a very
There
doiiat
and
words.
two
successfully
prepare
at hearing,and
to
sentences
then
he
of the
can
same
prepare
58
THE
ART
OF
READING
LATIN
I
nauta
ag-ricolam, employpuellam,
object,
ing
e.g. scriba
the full vocabularyprovided in the lesson.
Tlien,
retracinghis steps,he will give complete sentences of
which
the combinations
just used may be supposed to
be the beginning,
repeatingeach of these combinations
in connection
with as many
as
possibleof the various
verbs provided; e.g.^ reg-ina scribam
laudat, reg-ina
scribam
scribam
reg-ina
vocat,
Then
exspectat.
other
an-
combination,e.g. scriba puellam, should similarly
be repeatedwith various verbs.
In all this,the Latin
should be givendeliberately,^
be
that the pupilmay
so
able to form
his mental
one
as he hears
pictures
easily,
word
after another.
He should
be urged,too, to form
these pictureswithout
thinkingof the English word.
The
word
should
regina
bring a regina before his
mental
instead of bringing,
first the word
vision,
queen,
then
and
1
his
The
a
mental
teacher
who
vision of
pronunciation, for
Now
that
every
his
regina
ainicitiain
amicitiam
; not
a
nearly all,while
ablative
Yet
in Lesson
will
will read
in
XIV.
vocant
their
than
more
many
students
that
is
them
and,
;
final
is
a
I
is very
a
well
sadly fear,
long
in
the
the
represented
to
us
in
English
familiar
in such
to
regina,
and
short
"
final
no
teachers,coming
pronounce
vocant
as
in
precept.
there
syllable marked,
every
incorrectness.
teaching
short
tell far
will
fastidious
be
fama
nominative, etc.,will pronounce
preciselyalike,namely as ablative, though the sound of
fania
as
and
few
has
sliould
method
example
own
^
queen.
Roman
method-book
for
possible justification
and
the
uses
a
words
California,Nevada, Cuba.
2
I find teachers
But
it is not
be
to
scepticalabout
if
difficult,
even
rightlyhelped throughout.
false
habits
method
of
of
getting at
ultimate
end
the
of
case
mind
of
young
The
apparent
produced
the
study
modern
the
;
of
the
the true
languages,is
to
possibilityof doing
student
translation
back
of
get the power
the
to
is
the
constant
speak,
the
study, precisely as
in
author, and,
end
this.
begins rightly and
diflfiiculty
goes
by making
meaning
whereas
the
to
so
to
read
the
original.
HOW
there
In these exercises
English (itwill
59
IT.
should
be
remembered
be
the Latin
and
review
TEACH
TO
that
of the
translation
no
the
Latin
have
advance
into
of the
alreadybeen
exercise
an
hearing), Next should come
like the following
:
How, in Latin,can you present to
mind
as
a
acting npon somebody ?
By
my
queen
How
a
saying reg-ina.
girlas being acted upon ?
clerk ?
How
a
By saying puellam.
By saying
letter ?
How
scribam.
a
By saying epistulain.
Now
as
a queen
acting,and a girlas
put before me
A farmer
piiellam.
as
being acted upon." Regina
acting,and a sailor as being acted upon." Ag-ricola
translated
at
"
"
"
"
"
"
"
"
"
"
After
naiitani.
of these
number
a
for the
verb
however,
to
the
"
employed.
showing the method
also
that
have
is
queen
is waiting
that the queen
of the tense
Variations
letter,"
etc.,etc.
should
Latin
in
tell me
given,"Now
waiting for the clerk,"then
been
combinations
be
I must
of
confine
of the
myself,
dealingwith
the
cases.
In
the
the
simple uses
asked
what
made,
of
pi.so
liber
must
It is to
hours
be
of
do not
the
course,
nom.
their
Cicero
aloud,
doing
the
form
that, in
even,
working day,
read
the
correct
devote
would
as
feared,
would
to
pupilwill learn one of
should
then be
of the genitive. He
in liber
tell him
pueri
cases
(beingto see
that, though pueri might be
be
goes, it cannot
in mag-ister reginae
be subject),
far
themselves
to
the
lesson,XYL,
next
the
students'
same
before
an
thing
find their faith
to
a
day
in
they teach,
translations
to
at
reading
grow
a
real audience
apace.
by
the
preparatory
but
only
the
make
the
and
long
schools
tion
prepara-
recitations.
their
imaginary audience,
before
filiam, etc. ;
produced
pressure
teachers
many
authors
five minutes
as
the
here, since
so
If
they
Caisar,Virgil, and
five minutes
in their
more
class-room,they
60
THE
sliould then
and
to those
similar
lesson.
will learn
objectof
cases
OF
be
carried
more
the
verb, and
naiita
agTicolis
pueris
regiiiae
should
etc. ; and
connection
In
Lesson
be
uoay
XYIL
asked
like agricolae
what
naiitis
libros, agricola
puero
then
sentences
he
indirect
the
viani,
scriba
libruni,
puero
whole
previous
about
XYI.
expressing.the
of
viani, seriba
have
exercises
wit)^ the
in Lesson
anon.
should
I
various
through
way
in combinations
mean
LATIN
Avillalso learn
which
about
a
READING
suggestedin
He
of
apposition,
ART
scribae
viaiu,
given him,
be put into
and
Englishcombinations and sentences to
Latin,as alreadydescribed.
So constructions
are
taught one after another, the
simplestmeaning of each case being alone given when
the
is first dealt with.
case
Later, other
of these
uses
the
taught,and the certaintywhich
pupil at first felt in regard to the speaker'smeaning
when
he heard
a
now
given case (say the accusative)
As earlyas Lesson
XYI.
he learned,as
passes away.
same
we
cases
saw,
are
that
"
a
noun
used
to describe
another
and
meaning the same
thing,is
pronoun,
case."
At this point,
he
same
consequently,
that there
is
Supposing us
with
legatum,
either of two
a
double
to
take
for
possibility
up a
the accusative
a
sentence
word
may
noun
put
in
or
the
recognizes
given accusative.
beginning (say)
turn
out
to
be
things,namely, the objectof the verb, or
in cvpjposition
These
to the objectof the verb.
two
and these alone,should,for a number
of
possibilities,
weeks, flash through the beginner'smind at sightor
(LessonsLI.
Later,however
hearingof an accusative.
and LIL),he will find that certain verbs are
of such a
and will have
nature
to take two objects^
as
specimens
TEACH
TO
HOW
61
IT.
has for him
accusative
At this point an
given him.
three possibilities
: it may
be, to the speaker's
thougiit,
it may
be an
be second object.,
it may
or
wpposiohject,
is such as to
while if the meaning of the words
twe
of the last of these,as, e.ij.^in ^
exclude
all possibility
sentence
fraudem, the meaning of
beginningwith me
'j
combination
the
is
at
seen
to
once
be
that
is the
me
object,of some
of the verbs that need
two
one
objectsto complete
their thought, e.g. celo.
J^ot long afterward,he will
learn (LessonLXI.) about the accusative of duration of
time and extent
must
recognize
of space and he now
still ailother possibility
like annos
for any accusatives
first
object,and
the
fraudem
second
^
or
pedes, but
Still
later,he
for
not
will add
a
to
his
of the cognate accusative
of
the
before
be
learner's
mind
direct
object,or
an
infinitive,
only words of
used in the expression
of
only words of another and
can
play the part of
may
The
a
teacher
would
or
teacher
Avill
that, while
me.
ing
understand-
repertoryan
of the accusative
.^
The
etc.
infinitive,
an
like Caesarem
Avord
subject
keep clearly
any
as
accusative
the
subjector predicateof
particular
meaning can be
a
duration
an
a
do well to
of
time, etc.,and
ing
meanequallyparticular
cognate accusative,etc.
make
for
himself,as
the
book
collection of short sentences
trating
illusa
progressed,
all the possiblekinds
of accusatives
(as yet
known
to the
a
pupil)in which
given word, like
occur
Caesarem,
(and, of course,
vitam, may
annos,
similar
collections
the
other
cases);
and
to
run
perhaps
frequently,
the class,using no
English. Throughout
progress, it will be noted,nothinghas been allowed
through one
daily,with
this
for
of
these
collections
62
THE
ART
READING
OF
LATIN
:
lajyse.The way described of looking at all the
seen
or
heard,
possiblemeanings of (say)an accusative,
constitutes a continual
review
of the sharpestnature,
and, furthermore, of that very persuasiveand pressing
to
which
kind
looks
toward
immediate
and
constant
tical
prac-
use.
Following these methods, the pupil will surely,if
the exercises of translating
at hearingand understanding
at hearing without
are
translating
kept up, have
obtained,by the time he reaches the end of the book,
the power
to catch
accusative
tions,
construc-
simple sentences, with correctness
and without conscious ojyerations
of reasoning. For his
with all the possibilities
of accusative
very familiarity
constructions
for words
of one
another
and
meaning
will have
brought him into a condition in which, on
the one
for the word
side,he will avait, open-minded,
that
shall determine
which
words
or
meaning the
those
speakerhad in his own
thought (if,as mostl}^,
Avords are
yet to come) ; and, on the other,will,by a
tact now
unconscious,instinctively
apprehend,
grown
when
the determiningword
words
or
arrive,what that
a
meaning was ; in short,he will have made
good
beginningof understandingthe Roman
language as it
in
short
the force of the
and
bv Roman
understood
was
The
sketch
here
given for
constructions
set
of
few
words
in
a
number
for the
the
Roman
of
; but
be
cases.
this
I
readers.
of the
treatment
in which
managed.
results for this and
ablative,and
provoking sweep
the
and
suggests the way
should
constructions
specimensof
hearers
grant that
append
that
the
any
a
class of
tion
enumera-
is of
genitive,
is only equivalent
to saying
even
for the
I
cusative
ac-
that
the number
which
meanings of
whatsoever
the ablative and
a
genitiveof
the possessor of
any
pronoun
63
IT.
student
young
method, is great.
cases
The
of
TEACH
TO
HOW
must
learn,under
be found
may
tive
geni-
to
mean
tivity
thingor of some
activity
(the acbeing expressedin a verbal noun), or the object
in a noun, an adjective,
or
activity
(expressed
of some
of a certain list of verbs),
the ichole of
one
or
some
which
some
other
some
Avord
expresses
a
part,
"
may
be,
or
ov
then, either subjective,
objective,
j^cit'titive
; or it
simplybelong to some
adjective
noun, justas an
The
genitiveof any noun
(say civitatis)
may
or
oy j^artitive,
or
objective,
prove to be either subjective,
other genitive.The
in ajyposition
with some
genitive
like periculi may prove to be either apposiof a noun
fied
or
or
or
or
tive,
(ifmodisubjective,
objective,
partitive,
The
or
by a noun
participle)
qualitative.
genitive
of a noun
act or mental
state of a bad
an
indicating
be either appositive,
nature
or
or
subjective,
tive,
objecmay
includinga crime chargedor a pencdty adjudged,
A genitive
or
inag-ni may agree with
may be partitive.
the value of something.
a noun,
or
mean
may
may
does.
The
dative of
mean
any word
may
concerned
in an
act or
thingindirectly
by
a
noun
or
or
adjective
an
dative of the
of
a
group
the person
state
or
expressed
of words.
The
(sayCaesari)may have
or another
phase
special
the person
concerned in an
obligation
the possessor of
or
gerundive{the agent),
name
a
person
this generalmeaning,or, in one
of
it,may
indicated
mean
by
something.
etc.,may
concerned,
mean
a
The
mean,
dative
in
a
or, with
the end served.
of
a
word
like clolori,laudi,
generalway, the thing indirectly
a
specialphase of that idea,may
64
ART
THE
The
accusative
takes
The
we
ablative
is
discussed
have
when
itself,
of
care
LATIN
READING
OF
be
:
already.
the
form
dreaded.
The
ative
voc-
is unmistakable.
In
general,it
should,like other cases, be cut up as little as possible.
Something can be done by proceedingfrom the three
the nieans^ and the place
ideas of the starting-pointy
in Dr.
as
{true ablative,instrwnental,and locative),
Leighton'stable on p. 290, and the table on p. 254 of
the Allen " Greenough Grammar;
but the best intentions
the part of grammarians and
teachers have
on
the matter
The sugnot yet made
easy for the learner.
gestions
to be given here must
go beyond these three
a
case
to
divisions.
Nearly
all ablatives
be
or
can
absolute,
depend
like dicjnusor cona
comparatwe, or on a word
upon
Beside
tentus.
this,a proper name
(sayCaesare) may
be in the ablative of source, after some
word
like geniis naturally
rare
tus,though such a form of expression
in the prose read before going to college. Of course
such a word
be in the ablative of means
cannot
(in the
of time, or of
narrower
or
sense),or of specification,
A word
like die, however, beside
degree of difference.
the generalpossibihties,
indicate time,or the degree
may
like auro
a word
or
means
of difference,
price,a
word
like capite description,
I shall not attempt
etc.
here a completelist of suggestions.In general,
in spite
of the complexityof the uses of the ablative,
the learner
is less likely
to go badly astray in dealingwith this case
in actual practicethan in dealingwith the genitive
or
can
the accusative.
One
point
not
yet
touched
upon
is of
the
gravest
66
AET
THE
READING
OF
The
indirect statement
The
indirect
The
indirect dehberative
The
final clause.
The
consecutive
LATIN
of fact
questionof
:
(infiniti^^e).
fact.
question.
clause.
Now
give the class a verb, dicit, and ask what
completingverbal ideas there may be, and
phase of meaning one and another of these would
for the Avord
dicit
itself.
The
answer
should
possible
what
cate
indibe
:
that a statement
if dicit means
is made
infinitive,
;
the subjunctive
introduced by an interrogative
ing
(includthe givingof an anof course
swer
ut),if dicit means
of fact or a deliberate question; the
to a question
the givingof
with ut or ne, if dicit means
subjunctive
consecutive
direction.
substantive
The
a
clause,it is,
On
the other
of course, impossiblefor dicit to take.
hand, the meaning of a word like effecit is such that
the
it
take
can
the
substantive
consecutive
clause
and
can
that,unless we find a clear accusative
object,we are sure, upon meeting an effecit,that a
is sooner
verbal objectintroduced
or
by ut or ut noii
take only a substantive
A verb like peto can
2ater to come.
rogative
final clause,
like quaero
a verb
only an interof fact,or
substantive clause (either
a question
To look at these matters
etc.
a deliberative
question),
in this particular
is of great usefulness.
If, for
way
at hearing,in Cat.
example, the class is translating
Mai. 63, the anecdote
nieiiioriae
beginningquin etiam
proditum
est, everybody should at this pointinstantly
is sooner
or
recognizethat an infinitive of statement
later inevitable,
rangement,
and, knowing the Latin liabit of arshould at once
associate with that imjpending
take
no
other ;
so
HOW
all the
statement
infinitive
is seen, with
lieret, intellegebat
intervening
matter^ cum
The
thine-
same
si
periculo, etc.,B. G.
cum
magno
Athe-
in Caesar's id
briefer suspense,
much
a
67
IT.
tlieatruni, etc.
in
qiiidam
ludis
nis
TEACH
TO
1, 10, 2.
of the
the
student
to
he
before
will be familiar
far mentioned
thingsthus
Most
leaves
his
book
introductory
beginsCaesar. At this point,he takes up sentences
no
new
more
complex,and yet in the main containing
do him a great service
His teacher can
now
principles.
sentences, in
by reading aloud both familiar and new
the parts into masses
such a way
to throw
as
; and by
he has
in what
teachingthe student to do the same
alreadyread. E-g.^in B. G. 1, 8, the words ea leg-ione
form
habebat
one
secum
idea,and should be
quam
militibusque
qui
; the words
given without separation
form
convenerant
ex
another, connected,
provincia
after a slightpause, with the former
tence
group ; the senand
should
delivered
be
to
as
manner
show
a
as
that
singlemass, and in such a
it is a pieceof parenthetical
the teacher
this way,
can
of five
feel that this longishsentence
explanation. In
hearers
its verb
simple.
common
which
are
held
He
up to
should
the
also
in
1, 31, 2
call attention
in hoc
graviorem
in
1, 32,
4
his
to
the
very
explanatorysentence,
and pronominaladverbs,
id contendere)
se
(non minus
an
which, as the meaning of contendere
explainedto us later in a substantive
as
make
with
lines,
reallyentirely
place,is
last
to
pointings-forward
effected by pronouns
as, e.g.,in id
dividit
Helvetiis
ab
Sequanorum
fines
qui
(respondit
fortunam), which
hoc
must
esse
be
tells us, nmst
purpose
miseriorem
be
clause;
et
ex]3lainedlater
68
AET
THE
in
OF
READING
LATIN
:
parative,
containinganother comor
containinga statement
by a quod-sentence
of fact ; as in liaec in 1, 40, 11 (haec sibi esse
curae),
be explainedby a substantive final clause,
which must
or
by an infinitive ; as in an ita, lookingforward to an
either
by
ut-
or
si-clause,
or
The
a
quo
teacher
sentence
a
an
infinitive ; etc.,etc.
will all the while
things his class is
familiar with, and
know
familiar
will
very
what
well
what
it is not
with, and
accordinglydrop questionings
them
and
continue
the latter.
the former
upon
upon
But up to the very end, there should be stated exercises
in translation at hearing,
careful
a week, with
say once
questionsupon pointscritical for the apprehensionof
to be committed
the meaning ; the passages themselves
effective engine of
later. This is the most
to memory
and keeping
the surest way of developing
the method,
and of Avillingness
to wait.
up the habits of watchfulness
of suggestions,
in which
I
And
a brief summary
now
to the teacher.
will address myselfdirectly
"
At
the
outset,make
the
student
feel that
the
Latin
every-daytongue of men, women,
and children ; a tongue in which
peoplenot only wrote
books,but dined,and played tennis ; a languagespoken,
and understood
as
spoken. Direct him, therefore,to
of the word,
aim to associate meaning with the sound
Tell him,
not merely with groups of letters on a page.
his vocabularyto memory,
to lift his eye
as he commits
the printedword, and repeat again and again,in
from
he hears it
the spoken word, so that when
imagination,
he will feel its force immediately.
from his teacher,
conduct
the
Throughout the introductorylesson-book,
at hearing.
translation of the review and of the advance
languagewas
once
an
and, in the
same
the student,his book
have
way,
closed,put the printedEnghsh
he will be
able,by the
to
a
express
being
into Latin
sentences
as
If you do this from the first,
time the lesson-book is finished,
to him.
them
dehver
you
69
IT.
TEACH
TO
HOW
length in Latin,
word
whole, instead of turning one
a
then another, and so on, in piecemeal
of considerable
sentence
graspingit as
into Latin,and
fashion.
If you
for your
in the book,
making
son
les-
each
which, employing
of sentences
group
repetition,
at
with
connection
use, in
own
a
aim
preparation,
for
get time
can
vocabulary already acquired,shall proceed from
difference each time.
change to change with but a slight
be recalled from
I mean
A simpleexample of what
may
In this matter, "the
insisting
upon the
pp. 56 and 58.^
method
is quiteright.
value of repetition,the Sauveur
after another, say
use
new
As the student learns one
of the accusative,
helphim to get a clear and practically
the
"
of
another
kind
annum,
niultuni.
word,
similar way,
expressedby verbal
In
a
clauses.
1
I
Let
in
the
rather,by
first few
the
varied
simple constructions
and
for
new
the
the
young
mind
of
if it is encumbered
vocabulary.
to
passuum,
than
of
be better
a
of
some
subject,
student
to
not
repetition of
conveying
and
one
ideas that are
classify
nate
in subordiconstructions,
especially
him, for example,know with perfect
help him
lessons
predicate,at giving the
mille
Caesarem,
as
it would
questionwhether
of
of range
possibihties
serviceable idea of the
a
meanings
the
facilityin
through
the
same
time
with
lary
vocabu-
employ, aiming
books
in the
words
object, indirect
get this facilitywhen
at
smaller
a
comparatively few
direct
real
to use
object,
grasping of
the
inflections.
dealing
having
with
and
ings
mean-
It is hard
things
to handle
a
so
large
70
THE
OF
ART
LATIN
READING
:
ideas exist in
what two kinds of adversative
familiarity
mode
these are
and by what
of things,
the nature
spectively
reexpressedin Latin (of the periodwhich he is
introductoryparticles.
dealing with),and with what
have
what
two ideas one
Let him know
familiarly
may
in using an miteqiiam-constmQtion,
in mind
a dum-conthese ideas are expressed.
and so on, and how
struction,
By the time he has finished the introductorybook, he
the intelligent
have made
will in this way
acquaintance
of the language,
of very nearly all the constructions
all in working order,hke familiar
and should have them
tools.
Csesar,do not let your class make
of days carry
the first plunge alone,but for a number
them throughthe advance
avoidingtranslation
yourself,
on
readingthe Latin
part as far as possible,
your own
and
in your very best and most helpful
to them
manner,
Throughout the
pointingout order and construction.
the same
Caesar and Cicero (Ishould say precisely
thing
the review of each day prepared
of the Anabasis)have
students
at hearing. Encourage your
to be translated
to learn to deliver the Latin well by appointinga promising
reader, from time to time,to prepare himself in
When
you
come
to
the
advance
to read
Let him
stand
at your
students
; and
as
a
sentence
yourselfname
as
review
to
side with
he finishes
shall be
best
the student
a
to
who
class in your stead.
his eye upon his fellow-
the
sentence, or such part of
give in
a
lump, do
3^ou
shall translate.
constantlytreat constructions as
certain ideas^not as mere
fications
exempliTneans
of expressing
of rules.
And, to enforce this view, as well as
the developother reasons, watch
for many
constantly
Be
sure
that
you
HOW
of
ment
ideas
students
have
for written
in
not
answers,
TO
TEACH
dealingwith
seen
or
71
IT.
which
sentences
before,and, in your
for viva
voce
your
questioning
call attention
answers,
pointafter pointin the gradualunfoldingof the
meaning, demanding all the time what I have elsewhere
called anticiiKitory
parsing. And have a good deal of
of these selected passages.
memorizing and reciting
Aim
to go a little beyond the lesson every day, having
but at hearing,
this
your class read on, not at sight,
additional ground being understood
to form
a
part of
the review at the next meeting.
The
of reading on
at sightis twofold.
disadv^antage
to
The
student
is too
apt
look
to
else is up, preparinghimself
he is called upon.
And
even
ahead
to make
if he
while
some
one
good showing if
does not do this,
he
a
is too
ready to run his eye to and fro in the sentence,
not really
acceptingthe Latin order, but doing a more
less clever pieceof rapid patchwork. It often hapor
pens
in dealingwith students
to me,
who
have been
well practisedin sight-reading
before coming to the
to read aloud
sentence
a
University,
containingonly
familiar words, every one
of which
they catch as it is
delivered,yet fail to get any meaning from the sentence
I commonly find that,if I will
as
a whole
; and
at
once
the
and
may
the
1
in the very same
words, but in
order,they will comprehend it instantly
sentence
English
without
That experience
difficulty.
proves
do a deal of sight-reading,
come
yet never
Latin order in any practical
way.^
Here
through
when
put the
lies the
the
all that
extra
we
answer
to the
question, What
is the
of understanding Latin
difficulty
aim
at is to be
able
to read
the
that
one
to know
good of going
without
printed page
seeing it,
?
With-
72
ART
THE
Finally,no day should
The writingof Latin is one
occupations,or one
Pretty uniformly it is the
written
not
Latin
a
LATIN:
READING
OF
composition.
pass without
lectual
of the most
drearyof intelthe
of
former
for
a
the
from
sentence
most
delightful.
boy who has
he finished
time
began his CaBsar till,only a.
before
months
few
going to college,he took up his
specialbook in composition for the bare purpose of
in that subject. The
preparing for the examination
objectof 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
in writing Latin
pursued,the examination
intelligently
of itself. The
will take care
however, should
pursuit,
of sentences
based
be incessant.
Every day a number
elementary book
his
saying anything
out
might
If
the
make
English
it under
be
very
a
ghost
the
most
perhaps, his
sense
of
of
class is
reading
surely say
Latin,
so
to
our
that business
us
of
that
grief over
the
if
"
oration
this
that
up, and
to
should
use
the
of
Roman
then
graded difficulty,
a
preciselythe
would
modern
our
to read
to
were
on
;
just as
laugh
doubtedly
un-
the better
when
Just
he would
to
as
learn
beg the teacher
a
unless,
"
schoolroom
never
it
visit
to
a
to read
give all
absolutelyinevitable
to the end
English order of expression,
the
language
understand
continuous
way
it into
courteous
opportunitygets
to make
means
some
to
of
must
his great countryman.
was
most
if he
to
obviously
rearrange
The
face
ghosts
waste
learning
were
thing going
he visits
ever
accept
trying
greater
reversed.
be
it,it would
pieces and
of
sort
of
humor
an
boys
understanding it.
courteous
might reallylearn
necessarilybe
it all to
English-speaking ghost
that the student
that he
find
and
the
to
case
mastered
had
who
of
Roman
laugh in the teacher's
would
us
sense
language, and
means
a
schoolroom
Roman
his
as
and
reality,
by supposing the
proceeding to pick
order
of
sense
dealing with the language brings with it,one
teachers
Roman
among
greater
clear
dead
a
slow
the Roman
of
matter
were
read
the
about
this way
which
interest
and
passages
at
; and
this
hearing, first
means
would
sentences
of the literature.
of
and
the
the
soiu'ces.
these
upon
various
the
power
of
stndv
ancient
pni^nits,
to
of
stndv
the
svntax.
read
LATIN.
READEN'G
OF
AET
THE
hfe,
however,
Latin
history
ancient
of
ancient
art,
ultimately
rest
with
from
ease
and
etc.
the
All
mainly
speed.
Latin
Greenough's Latin Grammar.
Allen "
Grammar
Latin
A
Text-Books.
Grammar.
for
By J. H.
schools
Professor
Greenough,
and
of
colleges, founded
on
Comparative
and
at Harsard
Universit}.',
J. B.
Lecturer
Allen,
Latin
Harsard
at
University.
Half
i2mo.
With
and
new
greatly enlarged Index.
348 pages.
Mailing
for old book, 45 cts.
price,Si. 25; Introduction, $1.12; Allowance
morocco.
The
extended
where.
been
schools, where
used
3. The
and
have
4.
been
by
the
The
letters, which
have
and
competent
a
'"
Broad,
At
best
the
against
natural
of other
and
and
natural
prejudiceof
books, its
an
class-room
a
ual,
man-
Brief
is
the
exact
status
testimonials
from
colleges and
132
These
jud2:ments of
grammar
and
concise."
Simple
"
as
authorities.
students.
the
and
and
clear."
philosophical."
consenatism
continued
size
scholarly."
inasmuch
entire
of
independent
complete."
[Send for
time,
of
pronounce
"'
longest.
form
72.000
the
as
everj--
rigid scholarship,
series
to teachers
satisfactory-
extant."
in
representing
beginners.""
scientific, and
present
it the
men,
and
accurate,
Systematic,
The
judicialvalue
to
of
about
no
expected.
it
convenience
in authentic
include
of Latin
be
used
essential
a
that
classical
distinctively
of eminent
teachers,
comprehensive,
"Practical,
"
and
disinterested
Especiallysuited
'"
have
sacrifice
public
latter
"
"Thorough,
who
publishers print
professors
schools.
452
in the
endorsements
the
teachers
judgment might
without
before
established
given.
by
of matter,
economy
question, the
prominent
be
conciseness,
simplicit)-.
emphatic
place
To
well
so
large and
those
are
secured
the
now
recommended
the
friends
clearness,
arrangement,
shown
and
independent
an
Its firmest
is
description need
or
particularlyin
"
2.
this Grammar
comments
It has
1.
of
of
standing
corps
and
and
the circular.
the
as
of
'\
has
grammar
the
schools,
of teachers
increased
students.'"
to
and
trained
success
the
in the
is not
longer
no
no
less
methods
surprising.
60
TEXT-BOOKS.
LATIN
Germania
Edited,
for School
in
University
the
Agricolaof Tacitus.
and
and
Harvard
class
L. Smith,
and
year,
Edwin
Prof, of Latin,
I used
Collei/e:
last
12uio.
it with
all
are
pleased with it. The notes
excellent,and clearlyexi^ressed.
{Oct.9, 1881.)
Remnants
Mailing
Post,
Prof, of Latin,
University, Ind. : It is
Pauio
my
greatly
was
of Latin
."il.OO.
Price, $1.10; Litroduction,
Clement
Professor
F. Allen,
Cloth.
142 pages.
W.
College Use, by
Wisconsin.
of
best
and
text
that
use
for
commentary
I have
Be
the
dent
stu-
used.
ever
{Dec. 2, 1881.)
of Early Latin.
Chiefly inscriptions. Selected
Frederick
D.
Square
lOG
IGmo.
and
Professor
Allen,
explained,
of
Classical
for use
in Colleges,by
lege.
ColPhilology,Harvard
Mailing Price, 80 cents; Introduction,
pages.
75 cents.
objectis
rpHE
for
shape
archaic
bring together,in
to
reading, the
Latin, with
small
remarkable
most
enough explanationto
and
compass
ient
conven-
of
monuments
them
make
generally
intelligible.
Cicero De
Libri
Tres,
edited
bv
Natura
with
Austin
Deorum.
Schoemann,
the Commentary
of G. F.
Stickney.
12mo.
Cloth.
translated
348 pages.
and
Mailing Price,
^1.55;Introduction, $1A0.
Tracy Peck, Prof, of Latin,
College :
edition
am
The
has
glad
Professor
value
long
that
so
been
Notes
Amherst
Yale
Schoemann
a
the
's
and
known,
careful
Stickney has
Selections
With
of
scholar
I
as
it to
brought
The
be
thoroughly helpful to a nicer
understanding of the thought and
to
Latinityof
from the Latin
for
Colleges.
College. 12mo.
Edited
of American
students.
easy reach
translator's
additions, too, seem
by
Cloth.
original.
the
Poets.
E. P.
300
Crowell,
pages.
Professor
of
Latin,
Mailing Price, ^1.55;
Introduction, $1.40.
SELECTIONS
are
Ovid,
Propertius,
writingsof each.
Jolin
Dartmouth
indicate
K.
Lord, Prof
College : The
good
taste
and
given
and
from
Catullus, Lucretius, Tibullus,
Lucan, with
of Latin,
selections
good judg-
ment,
a
and
to their
of
sketch
the notes
proposed
are
end.
the
well
life and
adapted
LATIN
A
BriefHistoryof Roman
Schools
For
Literature.
and
and
edited
from
the German
Colleges. Translated
Crowell
Professors
E.
P.
and
H.
B.
by
Richardson,
152 pages.
College. Square 16mo.
Mailing Price, "1.10;
of Bender
edition
of
61
TEXT-BOOKS.
Amherst
Introduction, $1.00.
especialexcellence
N
A
"^
tive, and
admirable
of their times.
and
W.
A.
Princeton
in
which
good
the
translatingand
editors
have
ing
edit-
done
I
Ccesar and
Ph.D.,
E. C. Ferguson,
Lebanon, 111. 12mo.
introduction, $1.12.
By
Cloth.
of
use
am
ought
school
of the
and
kind
collegewith
Professor
of Greek, McKendree
iv + 283 pages.
Mailing Price,
King, Prof of Latin, Lafaijmuch
ette, Coll. : I am
pleased with
the general character
of the ques-
and
have
tions,
Auxilia
Vergiliana;or,
which
Xenophon.
College,
$1.25; for
questionson the first book of Ctesar
to the grammars
first of Xenophon with references
for the Latin
answers.
(Allen " Greenough,and Harkness
Hadley, and Hadley-Allenfor the Greek.)
D. B.
for the
acquainted.
RAMMATICAL
/^
to
enlargeupon.
manual
a
writers
Hopkins, Prof, of Latin,
isfactory
CoUerje: It is the only sat-
Hamilton
service.
Questionson
G.
Roman
the student
for the teacher to
A.
the
of
just what
Packard, Prof, of Latin,
excellent
CoUerje : An
compendium,
consists in its terse,sugges-
characterizations
It contains
suggests much
know, and
of the work
book
doubt
no
and
the
for
the
win,
; Good-
that
the
will
suggestive to
prove
very
teachers
and to students as well.
many
First
in
Steps
Latin
Prosody.
By
J. M.
Ph.D.
Whiton,
Introduction, 15
TXTEXDED
to
the very
facilitate the
outset
A. H. Abbott, Prin.
School, Farminf/ton,
never
seen
elsewhere
12mo.
Paper
Mailing Price, 20 cents;
cover.
cents.
of the
study of
of Little
Blue
Me.:
have
Latin
I
prosody
of
mastery
Latin
made
adopt
and
metre
rhythm
at
Poetry.
so
it.
plain.
We
shall
at
once
62
TEXT-BOOKS.
LATIN
Classical Atlas.
aided
F.R.G.S.,
LL.D.,
Johnston,
Keith
A.
By
Company's
"
Ginn
"
W.
A.
K.
of
head
the
scholars.
Mailing
descriptionunder the
Maps.
Classical Wall
Engraved by
prices,under
the Rt. Honorable
Revised
in 1885 with
by
of England.
Minister
Prime
E. Gladstone,
W.
American
and
British
of
leading
the co-operation
full
See
.'^2.00.
for
introduction,
Price, .^2.30;
of
head
Geography.
Edinburgh.
Johnston,
See
the
list and
the
Geography.
King'sLatin Pronunciation.
of
outline
brief
A
Continental,
Roman,
the
D. B. King,
formerly Professor
Introduction
24 pages.
Cloth.
Latin
Price, 25
in
and
English methods, by
Lafayette College. 12mo.
cents.
Verb.
Latin
The
of
imges.
~r\ESIGNED
-^
to
familiarize the
show
later forms, to
Maduig's Latin
Carefully
College.
^T7H
of Latin
this
as
may
be the
A.
of Michigan
The
of Latin, Yale
troductio
$2.50; InPrice,
Mailing
Professor
pages.
of the
one
or
another
country agree
in
manual
ing
regard-
:
As
for the
a
grammar
cultivation
scholarship in Latin,
unequalled.
thorough
think
it
I
Terence.
Edited
with stage directions by Henry
Text.
Preble,
in Latin, Harvard
Mailing Price,
College. Paper. 56 pages.
for introduction, 25 cents.
Carl Dziatzko's
30 cents;
the
highestauthority.
Adelphoe of
Instructor
the
comparativegrammar.
for
preferences
versityof
H. A. Frieze, Prof, of Latin, Unifor reference, and
to
the earlier and
corrupted from
were
Thacher,
515
the scholars
grammar^
of the
latter
with
Grammar.
revised
by Thomas
Half
morocco.
12mo.
f 2.25.
ATEVER
the
the student
to introduce
former, and
how
student
LATIN
Student's
Junior
White's
the Rev. J. T.
Revised
London.
By
D.D.
White,
63
TEXT-BOOKS.
edition.
Lexicon.
Latin-English
(Oxford), Rector of St. Martiu'.s,Ludgate,
662 pages.
back.
Morocco
Square 12mo.
Mailing Price, $1.90; Introduction,$1,75.
White's Junior Student's
and EngLatin-English
Lexicon.
/ish -Latin
1053
edition.
Square 12mo.
$3.30; Introduction, $3.00.
Revised
Junior
White's
Revised
edition.
Morocco.
12mo.
Mailing Price,
Lexicon.
English-Latin
Student's
Square
Sheep.
pages.
392
Mailing Price,
pages.
$1.65; Introduction, $1.50.
for the
The
lexicons,
comprehensive
sufficiently
juniorstudents, and sold at low prices.
and
/CONVENIENT
of
use
Athenaeum,
scholarship
execution
by
which
and
careful
the work
highly
trustworthy,
is distinguished
able
creditable
Nation:
The
The
London;
accurate
are
accurate
to
to
good
so
The
etymologies-are
far
so
as
have
we
is nothinsr
There
examine.
been
elsewhere.
editor.
the
Etymology of Latin and Greek.
/In
of the New
System of Indo-European
Preliminary Statement
and
Suggestions in regard to the study of Etymolog5^ By
S. Halsey,
Charles
Classical Institute,
A.M., Principal of the Union
Cloth.
272
N.Y.
12mo.
Schenectady,
Mailing Price, $1.25:
pages.
With
a
Phonetics,
Introduction, $1.12.
work
rriHIS
and
presents the subjectin
simple plan, givinggreat prominence
Englishwords,
This
of
systematicform, on
a
and
serviceable
is the first schoolbook
as
a
new
to the
derivation of
and
for reference.
class-book
to set forth in
a
Englishthe
new
system
Indo-EuropeanPhonetics.
liner
Schmidt, in the " BerPhUologische Wochenschrift" :
is characterized
work
by a very
J. H. Heinr.
This
convenient
and
It holds
of
etymology
tem
practical arrangement.
throughout the sys-
latest
very
phonetic
desirable
such
language
beginners a
founded
views.
to have
a
upon
It would
the
be
in the Grerman
book, presentingfor
clear view
of the
subject.
Date
Due
Ice.
Allen
.12
-:.I2
:.i2
.60
~;.i2
"so
J.
40
[.12
t.40
Allen
-
.90
.go
_.9o
;.4o
1.90
-"75
t.oo
Blacki
.70
.60
"
t.oo
Crowf:-
^.40
Crovve
p.oo
Green(
I
.60
.12
.12
.60
"75
.oC
GINN"
.00
Halse"_
.12
3 50
"25
Keep
King
"25
-
Leighi
.12
Madvk
"25
Parkh"
"35
Parkei
"50
Shumw.
"30
Stickn
.40
Tetlo\
Tom
.12
.20
LI 1
White
White
Demco
yj.
293-5
tJ
i.)
"50
CI.Xi.l"_'X
k^
U
O-JCV
CLV^^^l^UkJ
English-Latin
Lexicon
V"
(sheep)
i
"SO
(slieep)
Latin-Eng-lishand
English
3 .00
in
Latin
Auxilia
First
Prosody
Vergiliana
.15
; or,
Steps
Caesar
Weeks'
for ReadingSix
Preparation
.35
-Latin
Wkiton
.
.
"75
Lexicon
.
Copiessent
to
on
Send
for
for Examination, with a vieio
receipt
of Introduction Price.
Teachers
descriptionof
our
new
Illustrated
Caesar
to
Introduction,
(seven books).