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Lorsque le document est trop grand pour 6tre reproduit en un seul clichA, il est film* A partir de Tangle si'pArieur gauche, de gauche A droite, et de haut en bas, an prenant le nombre d'images nAcessaire. ties diagrammes suivants illustrent la mAthode. 1 2 3 12 3 4 5 6 ROYAL Kwir TO Lmm. % NBW MCTHOI> OF TeACNINQ THE LANdUAOa BY. •mtwm s ••• C. T. DE BRISAY, RA. *1^|NTH EDITION PRICE 5 CENTS. •Bf^^Wr^fc 4 ^ 4 4 '# « 4 4 4 4 4 4 4 4 4 # V ACAdImIE DE BRISAY IKA* CANADA ft OqDeNSBURQ* N.Y.. UAA, 4 4 4 4 4 4 4 4 4 4 4 4: 4 4 i 4 4 t 4- 4 / / afczSa- L.i61^?ViVW The KDIl H ami LORNR PIERCE COLLECTION 5/CANADIANA ^mctis University at Kingston J t)OUQLAS Lil3RARy quecN's UNiveRsiT^)' AT kiNQsroN Prcscnfed by Dr. Robt. L. Reid r'ir.,?ston, July 79 klNQSTON ONTARiO CANADA .^' "* 4 ♦ 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 * 4 4 4 4 4 4 4 4 4 4 4 4 4 THE ROYAL ROAD TO LATIN. A NEW METHOD OF TEACHING THE LANGUAGE. -fci*.*^ ...BY. C. T. DE BRISAY, B.A. ■>w.-r.*^ NINTH EDITION PRICE 5 CENTS. ^.♦^^ ACADEMIE DE BRISAY OTTAWA, CANADA & OGDENSBURG, N.Y., U.S.A. 44444444^444444«444444444444444444A4444i| 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 « OPINIONS OF 1H5 PRESS. Of this 've are certain-lhe De Hrisay Analytical Method is by far the most natural way of learning Latin, as a careful examina- tion of even the first part of Mr. De Brisay's system will show."- hducaiional Record of Quebec. " VVe commend the method especially to those who have but little time to devote to the study of \.7iUn"— Detroit School Record. "We are convinced of ils excellence, and are not surprised that practical results have been obtained by its u^^."— Christian (juaraian (Toronto). " The system is eminently practical."— Ztf//./(;« Free Press. " Worthy of the closest study, not only of students of the classics, but of students and teachers of modern languages as well.* — i he Open Court {Z\\\z^^;^o). " " ,.''f"'°'v-"///'r'*'^ '"Latin should investigate the method." —Saturday A xght ( Toronto). " The aim of the work is scieiitific and will be popular as it is so mgeniously concise and comprehensible. Mr. De Brisay has been particularly well fitted for the work by his experience as a teacher as well as by his extensive acquaintance with the different lan- guages and the primitive derivations of each, and his Aralytical Met.iod IS m.ade easy to those who wish to master Latin,"— ^<7^- L acquaintance with the best Latin authors m a way thp^ aiouses the interest and pleasure 4t every step ought to be worthy of the greatest considera- tion at a time when Latin is in danger of being excluded from many of our schools." —Educational Review (St. John, N.B.). " Even acursury examination of the work shows the sterlin>' common sense of the method, and it is not to be wondered at tha't results so remarkable have been achieved by students who have taken up the study of Latin under this system. Its introduction into the public schools would simply revolutionize the teaching of the classics."— T'^f Victoria Daily Times. 'i^ ' "g oi ^ ^ n; THE ROYAL ROAD TO LATIN CHAP. I. HOW LATIN ISt TAIdllT IN SCHOOLS. IJlT ia ohsn said that there .'.s no easy method of i'j.xrn- [ ing a diibcult tiling. Authors of Latin Grammars are exceedingly fond of insisting upon this in the prefaces t(; their \vcrk8, thinking, probahly, that it serves &6 an ereuse for tha huge mass of bewildoring material which they offer to the student. What the student re- ']uire3 to ear in mind, however, when entering upon any undertaking, sucl: as learning a language, is not that Uiere is no ea.s// vietliud of learning adilTuult ihuifj, but that there are many difficult vietlnids of learning an ^aay thing. Now, may shock a few readers at first to Ik ;ir that to learn Latin is an " easy tiling ; " nevertheless, after the " shock " shall liave passed off, they may perhaps be prepared to listen to the reasons which 1 will bring for- ward as accountable for thts many diildculties hitherto encountered in attempting to master the language of the Romans. After hearing these reasons, they will, I ihinj , admit that, if learning Latin has in the ym»i pr.^vgH 5 difficult task, the fault lies not with the language itself, but with the awkward means emi)loyed in teaching it. iJut first let us ee what amount of time and labour ]= usually required in order to make one ; t all familiar vviih Latin. ^ ^ Hi One would think, if Lfitin oan be learnod at all, timt four yciir.s at any Srliuol uhpre it id tauglit uliould <;ive a boy a fair itisight into the lan^uapo. But wliMi aro the facts '? Thene four years suffice only to give a boy, however bri^iii he may be, a very vat^nie and theor* f ical view of Latin. If we question liim^ \\\, will find that h.) knows a Binattcrins of grammar, that he has at least a small vocabalary of Latin words, and when a short siin])le Latin sentence is shown him, he can fre- quently make some attempt at translating it. We cai.not Btick him at declining nouns or adjectives ; and as to conj jgatmg verbs, he can do this sleeping or waking. But liow much real Latin does he know? Giveniman extract'from Caesar or Cicero— I mean sometliing he has not already learned by heart— and what can he make of it ? Nothing more than he could of hieroglyphics. To take up a piece of Latin and translate it as'he might a piece of French or German, is something which we need not expect of the youth who has just graduated from a High School. Four years at a High Scliool may enable him to talk learnedly about declensions and conjugations, and to go through certain rigmaroles, which, to one unac- quainted with Latin, may sound like wisdom, but four Buch years rarely suffice to give him any real knowl^da* of the Latin language. Let us allow this boy, therefore, four more years— not at School this time, but at College— and see how much Latin he will know at the end of his course. Eiglit years' fftrf- -f 1-7 !.-3gii»««, we think, should be sufficient to make the dullest Htudt at quite familiar with it. But we are mistaken. Our young man prrtduateH from College with apparently little more knowled-,. of Latin than when he entered four years before. It is true he has read Virgil Horace and sevoral other Latin authors, and if examined on them, will read Latin ahno.st like a Roman , hut take him on a passage from an author he has not read ; or even on a passage from an author he has read, Lut'not recently, and his utter ignorance of Latin will be immediately evident Of course, if given time, a diction- ary and a grammar, after puzzling over the passage, as though it were a mathenuitical problem, he may manage to make some sense of it- but lie will consider himself clever if he even can do this. I do not mean to say that an occasional student cannot be found to make mor." jirogress ilian that just described • but speaking generPlIy, iho. knowledge of Latin possessed by a young man on Uaviu- Colk-ge is a very insignificant matter, when we take into consideration the vea'J-sof toil and study spent in order to obtain tliiit 'knowledge. Indeed, there is no other si. hject- excepting, perhaps, Greek (1)— upon whicli so much time and labor are placed by the studriit. with such discouraging results, and it is but na;;;ral that p;ir<;nts should rotn.- to t!'J conclusion thai llujir boys and girls in slMy extract- ing Lhe subject, then the predicate, with its direct object (if liny), next the modifiers of the subject, then the modiliers of the {)redicate, until the whole sentence is disposed of. With a complex scnteiice, the principal subject, we are told, must be sought for first, then the verb, etc., leaving ihe subordinate clauses to be worked out last. Let ui cake a sentence to illustrate this. Oration.sn duels socutus sst militum ardor. Here, then, is a very sliort, simple Latin sentence. Yet, if we wish to translate such a sentence as this (and at the same time follow the orthodox rule), we will firsi read it through in search of the subject. This we find to be ardor, thr ardor. Looking next for the predicate, we find it to bo SCCUtuS GSti n>llowed. The object is t^oon seen to bo orationom, (he oration. Militiim. vj the sol- diers, a^ipears to be a modifier of the subject, and ducis, o/ Oif general, a modifier of the object. Putting these W)gether we have : Tub audouu of thk soi.dieus foli- lU^WKD THE 8PBECH OF THE GENERAL. 15 Now, no one will deny that bj this method we can -pI at tlie meaning of a Latin sentence, and if th<. ^.^^uivw^^ho very short, as in the above example, the me.'inin- van he got at witliout ,1 great deal of time ; but it must be^e-iually evident that it is a bungling process, where the sentences are long, and when the subject or predicate cannot be readily found. How ridiculous, too, it w.nild appear lo any Roman could he see us treating his writings as thouah his sentences were framed to test our ability at solving puzzles ! Latin sentences are not puzzles. The Eomans spoke their language much in the same way as they wrote it. The oratio.is of Cicero had not first to be written out and subjected to a grammatical analysis in order to be in. 'li- gible to the Roman people. The order in which he uttered his words may be different to the order in which they would be uttered by a nin^ieenth-centurv orator, and at first may seem unnatural to the modern mind, but there is no one who cannot, with a little practice, accustom him- self to the Latin sentence, so as to be able to read it ri-ht straight along, and feel that the Latin order is quite"a« natural as that of the English. (3) The inability of the college stud.'nt to do this is due partly, no doubt, to his following the misleading instruc (3) The construction of the German sentence is f'-rry — differs from the intdU'ctual or jisyddcal memory i^. I 1 If m some very marked respects. For int.tance, a juggler who hah practibed a berieb of movements, would be unable to perform them in a different order to that in which he h&s practised them, nor could he commence anywhere in the berieb and coutinue them on. Let him be disturbed but for one moment while performing, let him mibs but one link in his chain of movements, and he is obliged to begin again at some point further back. It is not necessary, however, to have seen a juggler performing, in order to understand the peculiarities of motor memory just referred to. All who have heard the amateur at the piano, know that his playing consists chiefly in stopping short and beginning over again. Each one's personal experience, too, will furnish bim with other examples which will fully illustrate this point. But vwtor memory, though in one sense distinct from psychical memory, yet is so associated and related to the latter, that we are liable to confound the two. A poem, when learned for the first time, is learned by means of psychical memory. The meaning of the words — the thoughts or ideas which they represent — is seized hold of by the mind and retained by it. By constantly reciting the poem, however, the words become, as it were, incar- nate in us. The nervous elements which bring about the movements resulting in speech, become so modified by the repetition of the lines, that we not only remember the ideas in the poem, but we preserve in our very nervous ■ystem a copy — if I may so call it — of the words, in the order in which we have been repeating them. When, tiierefore, the poem shall have been inUUectuaUy lorgqiXea 16 — that ia to say, when all the ideas which we had ^athrred from II shall have pabscd from our mind — the motor ele- ments in moments of rtistlescnoss will place upon our lipj^ the wofiln of the poem, while all the time our intellect may bo occupied with some widely difforunt matter. Now, whether it be a poem we unconsciously recite, or a series of remembered movements we unconsciously go through with the fingers or limbs, in either case the movements will be performed in a fixed order, viz., in the order in which they have been practised. Never without the interference of the intellect do we recite a line back- wards which has not been learned in that way. Words, wlii'ii learned in rotation or succession, are remembered as (li. Unary barren movements. If any one word in the Beric-s is left out, we require to begin anew in crder to rem> tuber what folL^ws. As in humming an air, a false note may put us all astray. Those who have never learned to recite the letters of the alphalet backwards can only do so by an utmost effort of the attention. We see, then, that tuotor memory has its disadvan- tages. It is true that it is more stabla and persistent than psychical memory. It is rare that one forgets how to swim or how to skate after he has once learned. A poem thoroughly learned " bv heart " is learned for good; and, indeed, the most meaningless rhymes or combina- tions of words are often the most perfectly remembered. Nevertheless, nwtor memMy should never be substituted for psychical memory, when ideas, not mere movements, are to be remembered. For intellectual impressiong, though tending to fade more quickly than motor imp^es- ^v 17 i ■ions, are not like the latter, chained together in auj fixed order. An idea has a thousand different roads by which it may usher itself into consciousness. Nearly every one is familiar with the rhyme, " Thirty days hath September," etc., yet how many of those who depend on this rhyme can tell instantly the number of days in any particular month ? The number of days, in each month is not learned on learning the rhyme, but must be found out on each occasion by a long, indirect process. It ia just as though it were necessary to watch a screen, as it is drawn past us, for the printed informa- tion ; and if by chance the eye failed to catch sight of the desired notice from among the other numerous no- tices, the screen had to be made to pass in the same way again, not admitting of being drawn backwards. Let no one therefore deceive himself into thinkLng that he IS loading his mind with information when he intrusts to his motor nerves the keeping of knowledge ; he is no more doing so than is he who writes in his note- book matters which he thinks he cannot remember. Indeed, in the latter case, the matters, if occasionally reviewed, are soon assimilated by the intellect, and the necessity for memoranda is done away with ; but that which ia written in the motor system is very slowly —often never — intellect iially learned. It is diilicult to ejplain the exact reason for this ; but we know nevertheless that it is so. Many business men. though having to deal constantly with months and daysi can never remember the number of days in any particular montli, simpJy because they have depended on the little w iih rhyme ftlrprtanK they have of gotting at the lan^ua^e, or rather the fitTettive moans employed to keep tl.eia from the lun^u!ij:;o, they do sometimes make considcrabia progress, there is only one conclusion open lo us, viz., that Latin it not a difficult language to learn. If the eight years which the young man spends in a vain endeavor to master the contents of the text-books on Latin gram- mar and Latin composition, were spent in a study of Latin, (for the text-hooks contain little Latin) not only would ho he able to translate and write the language with the greatest ease, but I firmly believe he would be able to speak it. Of course no one longs very much, in this age, to bo it comncls the use of psychical memory when the motor memory should be used. 1 he school-boy instead of learr ing "by heart" the I-atin idioms and phrases, learns the rules by which these ulioius, etc., may be c.mst'-.cted, and thus the writing of a few short sentences oftentimes requires hiin to exercise the greatest attention .ind thought ; whereas if the constructions were for hitn rcadv made, the sentences would come almost spontaneously from his pen. It is alwavs well lo v iderstand the gramnipr in volved in peculiar construction-^, L t the ci s luctions then- selves should also be mer..jr:.;ed. It is quite an easy malt, i for instance to forget that verbs of asking, commandiui^. advising, etc . are followed by ur with the Subjunctive. It i? at least quite possible for this rule to slip one's mind when it is wanted. But the sentence Imperavit ei Ut llOC facerct " once thoroughly assimilated by the motor nerves, will be a safe guard agair t writing " Imporavit OUm hOO faCOrS." ^ *JI abH to epoiik Lfititi. Still loss doos Lc c;iro to s; . lul e.r»ht yeiira in Iciirnin;,; to speak it. But tli. lo are ir.'.uy who foel that ihuy wmiM hl.t^ to n-ad hikI \vrito the hinf^'imj^e uii,l whu would \villiii;^ly hprrin to study it, if they thouf^ht that in any rr-aHonabie lime iheir efforts would 1)0 rewarded \. th -iiicci s-j. From what we nave already seen, we aro ju:-tilied in believing that with a method free from the objections j^ointed out, to learn to rc-v'. and write Latin would not be a very dillu .ill matter. But we have more than theory to rely or. V have tanj^ible proof. In tlie next chaptt,- the resul'.^ of the experiment', made wi'.h a new uietiiod, will be given. CHAP. IV. A NEW MKTHOD — ITS TRIAL. Some two years a^^'o. stnuk with the great disproportion between the time s[ient by students over tlit study of Latin and the amount of Latin learned by them, I set myself to in(|\:ire into the causes of this discrepancy, liememberinf;^ my own dillicultie^ with the lanf^u;i;^'e at Colle;;e, as well as those of my fellow-stiulenth, I was greatly aided in my investigations. The eonchision at which I arrived was that already stated ; viz., that the whole difficulty lay in the system of teaciunp the lan- guage. To test the correctness of my conviction, hovrfver, I dfcoiJetl to forui!i!ato a uiutiuAl which Wduld be r.."i iree as possihle from what 1 regarded (i.-, tho evil features oi the old system. To carry out this determination, required considerable thought and patience, and oftentimes it ?eenied as though there wore no way over tho obstacles which appeared to render the Latin language so difficult to master. I recognized the fact that a large c^mount of grammar had to be learned someliow, and at trrst there appeared tobeonly two ways in wtiich this could be done, viz., by learnii:ig to speak the language, or else by learn- ing rules in the usual manner. To learn to speak Latin was out o* the question ; to grapple with abstract rules was to return to the old Method. This question, ho»vever, solved itself in time; for it became evident that there was still another way in which Latin grammar could be learned — and learned without difllculty. Here, then, was a triumph. One of the main obstacle* to acquiring a knowledge of Latin had suddenly been overcome : the foundation of a new Method had been laid. It is not necessary to trace for the reader the various stages through which this method parsed in the course of its development, nor to point out in what manner the evil features of the old system Avere done away with. Sufficient to say that these difficulties were tinaliy overcome, and the road to learning Latin, in theory at least, was smoothly paved. All that remained was to give the New M<'tliod a fair trial, and thus prove by actual eiperi- meMt what already seemed self-evident. That the test might be as fair as possible, a person rv'df- li.Msen, who knew uothing whatever about the Latin lan^'uage, and vho was neither remarkable for fondness of work, uor yet for laziness. Daily lessons, each of which was of one hour's duration, were begun and kept up for three months, the first lesson being given on the 12r}i of September and the last on the 12th of December. A{iurt from these lessons, tlie student devoted to the lan- guage a half-hour or more each day in private study. The progress made by the student each month being carefully noted, proved to be equal to my most sanguine expectations. The first month saw the student well through the worst part of Latin — the part tliat reiiuires so much luemoriz- ing. The second month proved that it was possible to learn, in a very short time, to read Latin in its natural order. Before the last lesson w^is given, it was evident that three months were suflBcient for the average student to acquire a thorough knowledge of Latin grammar, a large vocabulary, and. the art of reading and writing Latin with comparative ease. Thus was proved the soundness of my original convic- tion, viz., thai Latin was difficult to master, only because it was made so by the unsound methods of the teacher. The matter might have rested hero, for in setting out to work on this New Metliod, I had not the slightest in- tention of making it public, nor even immediately after its completion and its trial, had I any such intention. The niiiuerouB requests for instruction, however, which I received from friends, and otli< is who by chance h.eard of the Method, induced me to reviatt theorigui>>^ Lessons '2t mi\i\ •^o n)()(lify them as to render them easily imeiuf;ii)l6 ko all, without the assistance of a tutor. It is not over a year since I commenced to give tliis iiie.tliod U. ihii public, and on all sides it has been received with the f^'reatest favor. In teaching all classes of students, 1 have been enabled to see more of the points wliich give diliiculty to students and t(j discover many weaknesses in the Method which otherwise would have escaped uiy notice. A second, and even a third, revision of the Lessons, therefore, within the past year have been made. (5'. The result of these alterations and improvements has lieen to reduce greatly the time required to master the Latin language; and already not a few have succeeded in doing in six weeks the work, which two years ago my lirst pu])il required three montlis to perform, and whicli, in our schools and colleges, the heart-sick toiler, in eight years, still fails to accomplish. ToKONTO, Sept. 12th, 1893. (5) Since the above was written the I.e'^<;"ns have been slill further revised, and are now publi.-,hed in 4 Parts*. THE NEW EDITION. OF THK De Brisay Caiin mctbod. SiiK!.' the Analytical Lessons were first publisluMl, the iuihoi- has inaile many chan'^es and inijirovements in his systfin (such as only experience in tenchincj can su;^^uest), viiitil that exc'lletit precept of Boileau— '• / "wi,'^/ lois sur h 111' tier rcinettez votyc oiivrngc. PoliiStZ-.'f sans cesse I't le repohsscz'' — has been well carried out. The Analytical Lessons now form a beautiful scientific course, which, th()U<;h requirinfj a little longer time to master than the original lesson-, will occupy few students m'le than three months The system has notiiinrj in (-(Mnmon with, the any of the Bup'Mflcial metliu.ls for the study of mod.'rn hinguai^es. (1) It embraces the enormous vocabulary of COOO words. \'l) Ii ac'juauits the student with the manner in which Latin worcis are formed, thus enablini; liim to form words for hinistdf when his memory fails him. (:i) It does away with rules, yet acciuaiuts one tho- rouLdd}' witli the Latin r^rammar. (4) It does -way with rote-learninjr, yet makes one master of the verbs. (5) It enables one to understand L;itin in th.' RoM.XN OllDKR, and to read AT SIGHT any ordinary Latin. ('6) It enables one to write Latin pros a with a wonder- ful ea-e and correctness. (7) It cnai)les one to speak Latin in, at least, a limited Bensf.* How can such a familiarity with Latin be nctpiired in * To enai'le eve^ v student in form iiis (uvn opinion nf the sv^tem, we sell the First Pin for 2? cents, fan I. of our Anai.ytic.m. FrkNXH \1etHOIi may also be obtaint ti for the same price. Our " l\i- V TO I"kf.\th Sounds," 35 cents. See advenisemeni. 20 a f(Mv weeks tiino ? I low can (ivtni the vocubiKary of I), ()()() words l)e so ({iiickly learned '? These are qiiestiona whicli no one will ask who examines even the tii-st pari of the syttein. An Oi t-Ri;curkin(; Qt/kstion Answhrkh. TIk- c]nestion is nftt'ii p.sked — " Would the Atialytir.il Method be of service to a student ] icparitin; for a Collccje exaniiiialioii ?" This evt-n weeks and then passed uiv .!; mok MaTkici-LATION 1 . ni heartily Tccoinniend the method to aiiv student 1»\N I) McLaikn, leltoii, OllU •• 1 lind vour courst sc far has given me a fine start in Latin. I wrote a paper on Ciesar which was all siyht to me and ohtained 5" t)er cent I finished Caesar without difiRulty a.id am now readniK Virj-il." J- H. liuNNinT. Listowel. Out. "I have eKammed and tested the l)e Hrisay Analytical .Meihoc' and have no hesitation in recoir-niendinR it to students and teachers It is simple and rational; it saves time Jind labor^ Piul-what is unusual j-enerallv with the stndv of I,atni-it create'^ a iik'n- for the subject, as the student ai^vances awmg. him a better idea of the lan^ua^'e even Irom tiie start than any other method that I kuow of. The short time m winch students ean prepare them.selves by this metho.l vou kxaminatu.ns is almost incredible. "' IM<. Si-ANKu:, B.A., i.P>.. ^.-^ iTor.u-iKic. out. By the use ol your Analytical Method 1 was enabled, in a short lime, to privatelv prepare nivsell lor Matriculation and pass success- fully with a hi-li nuuk. In niv opinion the vocabulary of ,000 worn.- can be learned in less tune by this method than that usn dly S[>ent oil one tifth of tiiut number l)V the ordinary method, while t.:e:-)- called gianunatKul ditiieulties of the kui^'uage a-e either exiilamea away entiiel.\. or put in such a form that they are easily remembered. i;. L. Fisuhii, TIoi.mt:sviij,e, O.nt. 1 be"an studvin,' Latin bv vour svstem last .lune. 1 took a ten week." course, 'attcr which 'l liiui one month in which to i^ea.l the authors for SKXIOE matkiclt-ation (first year). 1 am jjlad to say that 1 pus.'^ed mv e.vaminatioii suceessfnlly. I did not spend all my time on" the Latin, us I hurl to devote considerable I .ne to tiie other siil>jcets. I cannot rcconnixiid your system too hijrhly. T. J. L. Shannon, Wvcufke CoLLECiK. Touonto. NoTK — Before taking our course, Mr. Shannon consulted the Trm- cipal of Wvcliffe College rejjardin^' the possibility of passiiiR his examination in Scj.tembui. He was told that such a thing was an utter imi-osaibilitv and that our claims were preposterou.^ etc. ^ ti he passed with a high mark. The moral is plain. Do not seek a.l- vi' e coiicerning our svstem from tl )sc who have not tested ii. 'c\di:mia !yr)RiS/\\' (.MU)i.u>. r. l)^[^KI^\Y.|^.A .'If,' !fiiii/j OROLUS I.PAULl d "V^M >'nr \- .^-n*;- y*'- ^L< 1 OK -x* (At ^jf 1' ^'i^ The " AcADEMiA De Bimsay " offrrs tn stn.lents in all parts of the world an oppi.riunity of stuJviiii,' laiitruaf^ea in a scientitic manner. ' ^ Coui-ses may be taken by mail or by attendin*^ class AiuoMLr the extra mural students of the Acadeniv are p.'is,.ns rfsidincT in all parts of Canada, and the Uuited States. The.se students receive by mail all the a^ssistance Tieccssary to enable them to fuily understand the Analy- tical Lessons. Tho exercises of every student are reviewed and corrected and returned, with observations etc., by return of post. TKRMS Intra-murai Coursp .'^ 1(1. per term of ten weeks Jl\tia-ijiuial Cwiiisc (liyinaih ••:■ 10. for full course. 'I lie tjclict lor tlic exlru-i.iuiiil cuui.se i;* ^on.l for uiit^ vea. . and may lie renewed tor :i second year on payment oi .sj. Ext r.i -mural •students are entitled to .a fiouiplete set of Iwoks. f,., well .c I .niiun },y mail. \\ e pay po.-tiijre on all e.xeroises returned. Two or more persons, hy mikhh;; in their fee.- lo.jetliet , ma\ ob- tain the e.xtra-mural cours(> h>r .•?«.5(J each. A student takinL' two hinyua<:es .\T o.sci; can also ol)tain the .same for ,S17. AH he.s are }ia\ aide ui advance. I'ost Othce orders >liould be made payable to the pi.neipal, C. T. De J^kisay. {'h«i|ui- ^luudd he ni.vde i.a\al>le at pur at Ottaw.\. Kxtra-mnial students may begin at anytime. We have students in India, JJeinui.la, Newfoundland. .Ma.-ika anr whatever lantjuaKe they are seckinj:^ to acquire I'rom Mr. J. Baxter, M.D., Challiam, N.H. ■' Vour method enlirely fulfils niv idea of tlu' way in ivh:cli i latiKua^e should he taught. I heartily rccMiiuicnd the svstem to all students as the best I have ever met with. ' From Mrss K. A. .MicuRii.r,, Chisellmrst, Ont. I am ])erfcctlv satisfied with vour Latin course. AU I deplore is that my ihility is not e(ni,il!v as good. I'rom Mr. 1>. C, Mcl'm-usoN, Principal L'ublic School, P>olsover, Ont. I have not been able to do vour course oven a sli^'ht deeree of justice, but I believe it i.s a boiMi to all students and csn^jciillv to school teachers. Fron. Mr. J. D. (-,ratton, Prii.cipal Public School, lu-ib^un Ont. I am very well satisfied with vowr method. If. as peo^)le clami, Latin is hard to learn, you have certaiulv fornd in p.nsv way of doing a hard 'hing. From Miss EniTii Dari.i.vo, Teacher, Sussex, NP, r consider your method excellent and shall reconnreiid every opportunity. u at From Mr. Geo. E. Rkvkll, Rossland, B.C. I can thoroughly appreciaf^ the ease of vour I'rench m.Hliod It IS indeed a rational method. From Mr. E. '). Platt, PlaintirM. t);it. I think your method is the best I have ever seen. Mr. R. C. Robinson, Principal Public School, Russell, Ont. I studied Latin about five years ago for my primary certificate ind did not learn as much in those two years as I have don- -n the past two weeks, thanks to your admirabl e svstem. . f FroniMK. D. H. MacAi.i.isTKR, I'lrdUy, Quo. I am a ert-al a-lnnrcr an.l .T.lhusiastic a.lvocate nf y.mr l.nnn mJtS wlu.se nhn-- ••......1...!^ c.a...... ' have --'-^^ -,;;" V^ tical pers....al expe ienoe. I have been so much henehtteil niNs.lf that I am always y].A to recomtnen.l U to ot" rs. l-rom Ml' \V. R. StokmicS. Newbur^h. Ont. Thanks for the n anner in which I have bee n tr-ate,] dunnR the tune I stn.be.l vonr course. I bel:eve your method vnuI .lo all you claim lor it if it receives due attention. From Mr. R. H. Uoss Lower Wint^or, NP-. I am lii;;hly pleased with the r.vstem. Allliou.h I have not given it a fair chaiue ' ' ' ■' it has worked wonders with me. Vr.mi Mk. I. \V. lA-NN. (Grenfel. Or. -.) 1 bel-ve von iiave struck the key-note ir. tcachinR Latin, which • 1 ., h,. -, v.Tv.lifficult Hnffua-'e to learn. Your method IS suiivosed to ne a \erv iiiiiH uii i.iuK""-, - » , .» k,>,,i.^ Ss simrlicity indeed in compausonjvith the ordinary text-ln.oks From Mr. R. J- Mpt.t.kn. Minesiii'^', Ont. I have foun.l smn course everything that coul-l be .lesired. 1-roin Mr. W- H. Lynch, Montreal. I am nleased to state that I am getting along very well with r. • Latm .md have certamlv derived a ^'---'^.!^-\' "^ ^^f ^^ \T vonr course, as I have been able to read \ irgil, Books I. U., W c"cero /« Cafi/i^av, an-l Pro MUoue since Sept. st. 4 •m>nths) On accumt of other work I h.'.ve not been able to Tvote suflu-icnt time to vour course, hut. considering the grea benefit? erived from it mider the disadvantages with winch I worked. I am sure extraordinary results can be accomplished b> close attention to the course. From Mk. fK.ANK .^. Boi.tfKU, Middleton. N. S. Permit me to express to you my appreeiatiou of 3-'^ n-;|;;;" •;f teacliin- Latm hv .nail. The clo.se i.ersonul interest mu.t, -c tc r, > eterv put taknV. your course. Tl,e nietho.i has eerlainly all (.« ^::;\s^v:i;: -ia.mmr'it, win..h. whh ,l,e ,.rsonal ^^l^^^^, stu.lenf, an.i the prompt.:, ss of your bu.smess method^, ..mst reeom nn lid the rnnr>e to fveryoiic. From Mk. ^ K <;ibson. Teacher, Don, Ont. rr..,.,blo surprise to me, to finu thrvt 'k.iowle.lge of Latin could be so readily It has been a very thorough uiHl piaclical a Kno» .cu^,. .,. "";- ■--•-, ,jh' vou quiredr As one with some expeneuee as a teacher. I agree w.tn vo that vours is the correct and scientilic method. I 1*1(1 .11 Hill. \M> .! I M.nlsV St IS SulMl't IMIi-' |")--ll)l'' 111 illdnci' ;i |M'I--<>II I IcfiflU'd Latin wli.-i, a 1hi\, .uiilil In' iiuj'i i'\ 'd nii. Il^' !••■- j'anl'^ finv iniH>\aln>;i in tlic ti'Ufliiiiu "1 I. aim a- |piiii' liii(-,\, and tlu' aniliiif of -^iirh !tiiiM\ it hhi a^aii iii|i li ;•. [iri^Dii IS 111! duiiiii ^lIH■l■^(•. inii lii^ jiMLiii'Sit. Iwiti'^ l)ia.s»'d, docs not iiKiit iimiue I'uii.sidt'ratioii nii ilir j.aii ot \Uf iiitciid- iiii^ studi'nt. At least: liis dpiriion sliduid not nulwii-h (>[iiii- ioiis likt' llu> fiillxsvini,': "1 st.ndiiil l.alm ari'iinln-j' In I lin ulu an-lli'/d Idi alioul lliir« i-eur.s, Imii 1 lia\i Icarncil la iic ni a week l)y yinir .sy.-*ieiii''. A. W. rii.Mi:, I^ii.T.ooiT, i;. C. "i u;;-'"<'c wi'ii ^■ini n^i-irlultiv a^ id llic iiii~tal^c inailc hy t lu- alJ -tyli' lua'liei - . i;. A. Si.riri-, I, L. K S(. .lons's. Ntl, •• SiiKC lakiii_' ymir Laliii iiaii.-f, I wonM follnu no ollior LctluxJ in ar(|ulii!i_' a kiiiiw Iii!_'<_! of any laiiL^uau'f ' . ( . .1. .\Ii.i;-i:i;i \i , I!. ." . Trai'hii', J5.\Tai K.vi, N. I!. •■ N uu have lii! the nail on thi- hcaM '". lUv. i;. W. Mk.anv, p.. a. (Oxi.n.) Los AtiL'-flcs, Cah 'l"li>'ii' is anutlicr class of tf.-ifhcr wlio, uliih' prohaliiy not prejudiced, is possessed of nuu-li ji'aioiisy Not lons^ ai^o one of tliese i-etnrned lis our cireiilar all marked np wiili very un- conijiliii iiiarv coinrneiits. ,^Ldiee w.us e\ ideiit, in e\ery liiu!. Such .1 person would speak no good of our m.'thod, even if h'^ saw innaeles performed by means of it, and ills aL:ainst sueli, we ask tlie intending student to be on his ^uard > WC kti^w for a fact that many students have been deterred troni likiiig our courses, owii:g to liaving followed the afivice of Latin teaehers, who never tested our system or even examined it. If you must consult some one, consult persons nvIio hav(> per- sonal knowlerlge of our m(>thod. L-beral ; -id progressive teaehers everywhere have eixloised our system, which is no longer in the exiicrimental stage. Many public and pi ivau; schools are using it in their clas-es. iMi 1^: 1)1-: li Ills AY Analytical French Method. ASCIENTIFIC MKTHODOF ACQI 1K1N(..\ IH()1<(JU(;H CONVEKSA! iONAL AXn LIlKKMa' KNOWLEDGE OF iHE FKENCH LAN (iU AGE. This mptliod lias no' 1, ins; in ooimnou with th.- many supfrticuil conversai.i(imil iiit'tlii»(h which hiive l,it»'ly ajifninred. h cMibracfa a vocabulary ot ov.-t 0()ii() words, presi-iiiin'^ these words in such a manner that, ten an- ali'-ost as easily h-arned aa art«. The fjraramar of tho langiiai,'e is tanii;ht analytically from the languaj^e it8»'lf — and the reasons (historiral and logical) are ;;iven for the principles no'ed. In tins way, French gramr^ar, instead of beii.i,' a mass of arbitrary rules, is made logical, consistent, and full of interesu. Part 1.. •.'■"> ciMits. First Step in Frv'iK'h, .'i5 cftifs, (see advt. nil tidiii covci'). Full conrNf, including •") books, cor rec- ti(m ut . xcicisfs, iuid I ml Hill by mail, $ lU.UO. Send 'or our free cii* ular " The lloyal Uoad to Freiuh ". Pronunciation by phonoKraph We vcrr ailloIlL,' tlu' til^l to Use the jihollOi,'! a ph ii feU(;llill^' laiiLTuaires, and we lia\e had CMnsider ible experience with the njiine 'lliiii IS no doubl l)ul that iietsotis. so situated that thev caiiiiot obtain any personal assistance with p-onuiu,ia- veeive valuable assi'tance from the iihono., aph It iib-titute foi' a teacrlier. It v. il. repeat ihrase-. over and over auain. '' n^ "''i- li\ in<'- •! l*A\ lis tion, can i is to some exlelit a the >aiiic words and alilin.i,' liie stud- ni to irani them be t'ooh-h however to purchase ■ ^.liotio^iaph of leariiiiij; a lan\ Imok wliii li \vc li.ivc l.itL-l\ adiii-d t'l (Kii I'rcnch coutsi, .iiul wliirh is iiuciulfd ( Int-tU fortl .be who arc alisohite l)ej^iiuuTS iiiKrciuli. How ever, as it do .Is larjely with the proiuinciatiori i'.nd ortlio ^rapliy, every student, whether advanced or bej^iiiniiij^, \\ ill ]t ability for lanijua^es may bo able to obtain a foundation m French. A fool inn l>ai,t Fn nrli /•;/ //" <«i(/ of thi.s hook. All students wl.o propose taking re^'ular course should first devote a little time to 'his book, and thus lay a solid foundation for a more serious study of tin languaj^e. There is no better book than this for children (wl-.'.tlu r French or English) who arc learnin;,' to read I'rench. I R!CF: 35 CIINTS. I EDUCATIONAL BOOKS AT ALMOST C05T PRICE 'I lie (Jt'iiruids iiiiulf (ju us hy our nuniorous pvipils, in ilill't'n'ut parts of tlio lountry, fur varimis kinds t educa- tional books, l;a\tj bivu constantly incrcavi:!^', iuid jiavt- now assiiiiii'd such |iro]iortions that uc lia\«' fit Ik r to cntiicl v refuse till' icinicst of our friends or cKe .i|itii a liook dciiaiinicil in '-■onnection with i.ur Afailiiny. W'l- lia\f iccided on t!ie lat- ter course. Ilil Iieito we lia\i' sii]i|ilied all liuoksat the actual cost price tn us. addini,' merely the aniniint iiecessnrv to c(jvc'r Jiostaj,'e. 'J hese honks were siipjJied M)!e|\' toohllgi- our StU- dv'uts, no hooks lieinj,' furiii^ln i| to ,stianL,-ers. We lia\t» IK >v lua... ai i aiiuenients, wIikIi w ill enable um (n procure school oooks a ci all books of an i ihicatioiial nature. Jit the le^ular wholesale pliee, and we are ple|,;i|-e(l to Sllp[)lv }upil> ami strangers alike, — not at actiia' <.- ■ , but at nierelv a sligiit udvunce en tin- wholesale price. llnW To OKOKK Seiid us the e.\act title <]f the ImjoI rci|uiied. In all cases the MKjney sheuld aceoi;ipan\' tiie ..rdi-r. The price of any- book can always Ic asccrtaiiK <1 fi(iii us 1 t t'. i e (iidiriij: Persons b\ini,' in < ai;a(ia should wiiie to our Canadian Branch, Otiwva. t>si. |.riM,iis in the L'luted Slates to our American iJianch, U(..i>i,.N,sULi;(;. N. \'. i Ar.\i.! Mii; I )i: Hims w (t HABLA" Tl tioii' le i^nnv o f " Ha1)la"( {)ioiioiiiico(l (>A-/;/(«At, or "coiivprsa- [ilavi'd uitli cukI^ Minilar to those usod m the we :iio\vii gallic ( >i Ami lors on wliicli Habli IS lase* lie :a!uu < >t "Authors" is iiitciided to imiiarl a certaii ;iio\vli'dL''e of liti;rai'\' amuseniciit. It people iiieidentall^i oc(nrc(i to Vv't De H wnile affi onliiiii iisav, while vvatehint' tl lis liauic, that a soiiu'w hat suiulai' ''aiiii> won Id b e an exec out and \('i-y ju-ai'tieal iivans of facilitating tlio acciuin'iuent of an (>lfnu>ntaiv knowj.dtjjt^ of foivign langiia<;rs and more pai't u-ii \:n-U t >i)amsli. Inch is p iHi'ticallv svnttt'ii am conlanis no ililhcult sounds to pronounce. I ;e therefore di Vlseil ll le yaiiK' of '-H lola winch is a >panish word m(>aning sp' f't'.eri or I'on r''i\<(if c Tl lis Lianie is not intt d as a substitute for serious lan- guage siuilv, but it will be a means of imparting a knowledge of the more commonlv usee t! 1 f^ orms o f S iou--aiids of persons, y on piiui>h speecii, to n<' an o f Spanisl is necessary in (jrder to play tl us liame, Trice pi'r set, 50 cents. #. THB DB 6BISAT AMiytical Spanish Methti f||HMlih it tlM easiest and most regular of tiie r and the most satisCactory to study from a buuk. Hm saccessful features ol oar French and Latin an repMited in t^is work. The student could desire no tedc Qian to learn Spanidi by this method. Part I, eaa cUbr. Lvi