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JKjVi "* . 4f ' 1^,«'' 'i-'rirfc'-^ ■^^: ''/Hi i 5* ^^ mmm^mmm K LATIN MASTERED IN SIX WEEKS, language. BY a ' 'riifti- ;»■'•■ TT . ,j IxATIN M^STEl^ED IN ( SIX WEEKS. if: -••^ CHAP. I. HOW LATIN IS TAUGHT IN SCHOOLS. [T is often said that there is no easy method of learn- ing a difficult thing. Authors of Liitin grammars are c^' exceedingly fond of insisting upon this in the prefoees to their works, thinking, probably, that it serves as an excuse for the huge mass of bewildering material which they offer to the student. What the student requires to bear in mind, however, when entering upon any under- taking, such as learning a language, is not that i/iere is no easy method of learning a difficult things but that there are many difficult methods of learning an easy thing. Now, it may shock a few readers at iirst to hear that to learn Ltitin is an " easy thing " ; nevertheless, after the "shock" shall have passed ofl', they may perhaps be prepared to listen to the reasons which I will bring forward as ac- countable for the many diflflculties hitherto encountered in attempting to master the language of the Romans. After hearing these reasons, they will, I think, admit that if learning Latin has in the past proved a difficult task, the fault lies not with the language itself, but with the awk- ward means employed in teaching it. But first let us see what amount of time and labour is usually required in order to make one at all &miliar with Latin. 1 i Latin MA»ri':uBr> m Six Weeks. One would think, if I^tin can Ixj learned at all, that four years at any School where it is taujjlit, should give a boy a fair insight into the lansfuagc. liut wliat are the facts ? Tlicse four years suffice only to give a boy, however bright he may be, a very vague and theoretical view of Latin. If we question him, we will find that he knows a smattering of grammar, that he luvs at least a small vocabulary of Latin Avords, and when a short simple Latin sentence is shown him, he can frequently make some attempt at translating it. We cauiiuc stick him at declining nouns or adjectives, and as to conjugating verbs, he can do this sleeping or waking. But how much real Latin does he know ? Give him an extract from Cajsar or Cicero— I mean something he has not already lonrned bv heart — and what can he make of it? Nothing more than he could of iiieroglyphic.-^. To take up a pitce of Latin and ti'anslatc it as he might a piece of French or German, is something which we need not expect of the youth who 1ki3 just graduate J from a High School. Four vears at a lligli .School may cniible him to talk learnedly about declonsiofis and conjugations and to go through certain rigmaroles, which, to one utnic- quaiiited with Latin, may sound like wisdom, 'out lour such years i-arely suflice to give him any real knowledge 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 ho will know at the end of his course. Eight years* study ofany l.*i.nguage, we tiiiak, should be sufficient to make ' the dullest student quite familiar with it. lint we air^i '.a h en fy.i Latin Maotbrbd in Six Wekks. thAt ivc a only ti will luvs at short icntly ,k him gating lim aa he has lake of ;:4. To iii^^ht a from a enable ';;atioiis iir such e of the — not at h Ljitin i* study to vnake we ar^ nsiftflken. Our young man gniduatcs Irom College with j44-art*ntly little more knowledge of liatin than when he entered four years before. It is true he has read Virgil, Horace and several other Latin authors, and if examined on them, will read I^atin almost like a Roman; but take him on a passage from an author ho has not read ; or even on a passage fi'om an author ho has read, brt not recently, and his utter ignorance of Latin wdl be immediately evi- dent. Of course, if given time, a dictionary and a grammar, after puzzling over the passage, as though it were a mathe- matical problem, he may manage to make some sense of it —but he will consider himself clever if he even can do this. I do not mean to say that an occasional student cannot be f;Aind to make more progress than that just described ; but 8j)eaking generally, the knowledge of Latin posses-jcd by a > oung man on leaving College is a very insignificant matter, when we take into consideration the years of toi> and study sfHiut in order to obtain that knowledge. In- deed, there is no other snbjt'ct — exc«{pting, peibai>s, Gree'^ (1) — upon which sy nuich time and labor are plac<'d by the s;uJent, with such discouraging results, and it is but natural that parents should come to the conclusion that their boys and girls in studying Latin are wasting time. Now, why is it tfiat so little progress is made with this language? Either the language its<;lf must be very diffi- eult, or else the method of teaching it nmst be unsound. There are many reasons wiiy we should suppose Latin-r- for Englisli speaking pei-sons at least — to be an easy (1) Much that has been said and will be said here about Latin ftppiitis «qua)).T to Greek. e TiATIN' M.V'tTRIlRI) IX SlX WURfC^. P . hTiq-u;i::fc to If.-irn ; such as tlie fact Unt a lai'^e naTnl>er of Ljirin wor.lii rosfMsible clo8<;ly th », T/iOflisli wonls derivod f om tlieni, unci ftr«^ tlHTefWre oasily reintMiilKTed ; (:J) tliat ljii,iM, imliko iiKMt modern lanqfiia^osi, is very fr-'w from idiiin.^; iind that the principles of Latin i^raninvir are Hi/iij)!ft and reasonable. Alt();^other there does not seem to be Hnyrhinp: about the lany^iiago to cause a student any gerio'H diflit'ulty. lint let us examine the method by which the language is tau<2fht. As erery one knows, the system of teaching" langua^i^es la our Schools and Colleges, until quite recently, has been to grind into the student all the grammar possible before allowing him to htar or see anything of the lauGfuages themselves, save a few fragments illuBtrahing principl<« of grammar. This system, though still largely in vogue,, is being superseded ii some Siihools by C )nversat,ional Methoe familiar with, who would read and write I jitin with any degree of corr«%tneft9 and ease. f/if iffgast (pectoral) ; oou, the heart ((rore) ; MAXt's, the hand (inHnual); pes. foot (pedal); ete. Anyone with an ordinary Eagflish education and tbe least fticultv of observation, aft^T road- iWg these words over, would not fall to know their meaninjf on meetinsr them acraUi. So too he mitfUt guesa tlie moaiung" of wonls like juspitia, oloria, ELOQUEsriA, cau.sa, AVAitiriA, NAPURA, SCIBNTIA, IMPRUDBMTIA, PAlflMA, aud a hOSt Of Other Latin words w hich, almost uuinodifl^d, Uavi found their way into tbe EDglish laiJ^ua^. ! I I h^ I 9? I ''i d> Latin Mastered in Six Wjibks. On examining such a. book we find tlmt it is divided into "■ Les&ons " (or "Sections "), e«cb " Lesson '* dealing with one or more pilnciples of grammar, and containing a siiort exer- cise involving the principles set forth in that " I-ieSvSou" on/y. The I^itin syntax being tlins given to the student piece by piece, and apparently with the little regard to the order in which the " pieces " are given, (much that is importaTit being reserved till the last), the whole book must bo studied by the student before he will flud an explanation of many constructions, which In any ordinary piece of Latin he would be apt to meet with ; and as a conipleiv gntniinar ot the language is dealt with (the important and an important alike), one hundred or more "Lessons " are iieccsBary in order to administer the matter in anything like reasonable doses. The time required, therefore, to get througli such a book, to say nothing of the time which muyt previously have been spent on a more elementary grammar, is neces- sarily very gretit. Indeed, it is often only in his final year At College, after the student has done most of his reading, that he is taught the principles which he should have known long before, but which he passed over in his read- ing, without uaderstanding or even noticing. But this is not all. If the student, after passing through these books, could say that he knew their contents thoroughly, he might have reason to feel satisfied with his work. But how much of what he has learned does he remember ? (It is a singular thing that memories ar^ seldom taken into account by teachers). As we have already seen, each " Lesson " contains nothing but new matter, the same principles being rarely noticed a second Latim XCAsrBKBo i>f Six Wbmk^. 9 timfi. Tlie resalt is that th-^ stuient on reichin^ the third " Lessoa " has forgotten the principles contained in " Lesson " I. Thas does the process of learning and for- getting go on, until, when the last lesson is reached, nothing but a vague recollection of what has been learned remains in the mind of the stadent. Can we wonder, therefore, that with such a method as this he fails to learn Latin ? We will wonder still less, when we shall have se^n the other evil features of this method. CHAP. II. PLEASURE IN STUDY. If one is to succeed is learning a langnage, he must take pleasure in studying it. If he has to apply himself to his work, with the feeling that he is taking so mach medicine, the chances are he will waste his time. But, what is studying Latin, to most students, but taking modicine? I have yet to miet the biy or girl who takes delight in doing the Latin exercises in our school text-books. Who, indeed, can find any pleasure in studying dry rules, or iu hunting a Latin dictionary or vocabulary for words ? Not only is there no pleasure in su^h work, but it becomes 80 distasteful to the average studsnt, that nothin=c but the fear of failing at his examination mikes it possible for him to continue his labors. Wbat patience arid perseverance is required in order to translate a few English sentences into Latin, when one has to refer to a dictionary or indexed 10 Latim Mastbrjjd w Six W»bk8. U u^ v vocabulary for every second word, anci to guide himself in framing his sentences, by means of abstract rules, — only he who has attempted it will know. Teachers of Latin seem to think that the only way in which to make a student remember the meaning of a word, is to have him hunt it up in a dictionary. More time is wasted by the student in doing exercises in what is called "Latin Prose Composition," than on any other subject in his course. Everyone dreads " Lp.tin Prose Composition," firs/, because it is slow, tedious work, second^ because he finds that after toiling away for so long, his exercises are full of mistakes. There is some satisfaction in working hard, even though the work be tedious, if, when it is ended, we are rewarded with success ; but no one ever learned to write Latin by studying a book on I^tin prose. Another useless and painful task to which the student is generally put, is parsing. This is generally done in connect- ion with his reading — which otherwise might be pleasant work — and necessitates a constant recurrence to the dictionary. I could never see that parsing was of any practical value, hut great stress is laid upon it by teachers, who do not con- sider an hour to much time for the beginner to put upon a dozen lines of Latin. The eifect of all this tedious work is to disgust the student entirely with the language. He may keep on plodding away, but he does so with a sick heart, supportjd only by the assurance that some day he will be able to bid farewell to Collet e, and bury his Latin books where the sight of them w il not disturb him. What does he learn about Jjatin at College ? He only learns to hate it. Latin Mastered in Six Weeks. 11 CHAP. III. THE LATIN SENTENCE — MOTOR MEMORY. The defects which have been pointed out in the prevailing method of teaching Latin, are also common to the Old Method of teaching French, German, etc. This being so, the question will perhaps be asked : •* How is it that one can learn to write and translate French in one or two years by the Old Method, while the same time spent at I^tin with a similar method would not give one an equal knowledge of this language ? Is it not because Latin is much more diffi- cult than French ? The answer is that one cannot learn to write French in two years by the Old Method. He may learn to write a few simple sentences, but more than this he cannot do. Indeed, students often give it as their opinion that Latin is easier to write than French. As to translation, however, that is a different matter. Much less than two years — a few months study — often suffices to enable one to translate ordinary French prose without much hesitation. The reasons why a similar progress is not made with Latin are two. We will deal with these reasons separately. As the reader will probably know,the Latin sentence is con- structed on a plan very different from that of the English or F rench sentence, so that a student, though familiar with all ^'■^■•■I'^ 12 Latin Mastered in Six Weeks. the words before him, might fail to draw any sense fro^n them on account of their pecaliar combination. Now though it is a very simple matter to learn to understand the Ubman sentence, there are few persons who do so, owing to the misleading instructions which they blindly follow. The school text-book teaches that a Latin sentence must be carved up and picked to pieces, first, by extracting the subject, then the predicate, with its direct object (if any), next the modifiers of the subject, then the modifiers of the predicate, until the whole sentence is disposed of. With a complex sentence, the principal subject, we are told, must be sought for first, then the verb, etc., leaving the subordin- ate clauses to be worked out last. Let us take a sentence to illustrate this. Orationem duels secutus est militum ardor. Here then is a very short, simple Latin sen:;ence. Yet if we wish to translate such a sentence as this, (and at the same time follow the orthodox rule), we will first read it through in search of the subject. Thip we find it to be ardor, ^he ardour. Looking next for the predicate, we find it to be secutns est, followed The object is soon seen to be orationem, Ihe oration. Militnm, of the soldiers^ appears to be a modifier of the subject and dncis, of the general^ a modifier of the object. Putting this together we have: The ardour of the soldiers followed the SPEECH of the general. Now, no one will deny that by this method we can get at the meaniijg of a Latin sentence, and if the sentence be very- short, as in the above example, the meaning can be got at without a great deal of time; but it must be equally evident that it is a bungling process, where the sentences are long, and / Latin Mastered in Six Weeks. 18 when the subject or predicate cannot be readily found. How rediculous, too, it would appear to any Roman could he see us treating his writings as though his sentences were framed to test our ability at solving puzzles. Latin sentences are not puzzles. The Romans spoke their language much in the same way as they wrote it. The orations of Cicero had not first to be written out and subjected to a grammatical analysis in order to be intelli- gible to the Roman people. The order in which he uttered his words may be dilferent to the order in which they would be uttered by a nineteenth-century orator, and at first may seem unnatural to the modern mind, but there is no one who cannot, with a little practice, accustom himselt to the Latin sentence, so as to be able to read it right straight along, and feel that the Latin order is quite a& natural as that of English. The inability of the college student to do this is due partly, no doubt, to his following the misleading instruct- ions just referred to, but largely also to another caii^^e not yet mentioned. 1 refer to a certain habit;, forced upon him when beginning the study ot Latin — the habit of substitut- ing the motor for the psychical memory. And now a word or two about memory will be necessary in order to under- stand this. Memory is generally understood to be an intellectual faculty. Our dictionaries define the word as, *' that faculty ot the mind by which it retains and can recall previous ideas and impressions," and indeed the word is rarely, if ever, used with any other meaning than that implied in this definition. H IjATis Mastered in Six Weeks. Yet if we consider a little, it must be apparent that ail memory does Tiot belong" to consciousness. There is the lineong *ious as well as the conscious memory. Conscious- luss is little concerned with those numerous bodily move- ments w!)ich we daily execute with such ease. The intellect of the skilled musician does not guide — or even follow — his fingers in the execution of a piece of music. The raind knows little of those complex movements which take |»lHce in walking, running or dancing. Still less in speak invhen ideas, not mere movements, are to be remembered. For intellectual impressions, though tending to fade more •quickly than motor impressions, are not like the latter, chained together in any fixed order. An idea has a thous- and 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 is just as thaTi* •«iu hoe CMere* ** 20 Latin Mastered in Six Weeks. The reasons why sttdents spend so much time over Latin with 60 little to show for their work must now be apparent. Our only wonder is that they make even what progress they do. When we considei' that in spite of the awkward means they have of getting at the language, or rather the effective mraiis employed to keep them from the language, they do sometimes make considerable progress, there is only one corclusion open to us, viz., that Latin is not a difficult language to learn. If the eight years which the young man spends in a vain endeavor to masti r the contents f f the Kxt-bn.'ks (n Latin Grammar ?ird Latin Ccmpoeition, were spent in a study of Latin, (for the text-books contain little Latin) not onl\ would he be able to translate and A^rite the lai?guage with the greatest ease, but I firmly believe h© would be able to speak it. Of course no one longs very much, in this age, to be able to speak Latin. Still less dec s he care to spend eight years in learning to speak it. But there are many who feel that they would like to read and write the language and who would willingly begin to study it, if they thought that in any reasonable time their effcits weuld be rewarded with success. From what we have already seen, we are justified in believirg that with a methcd free frim the cbjecticns pointed cut, to learn to read ard write Latin would not be a very difficult matter. But we have more than theory to rely on. We have tangible proof. In the rextchaptei tie reiults of the (xieiimcnts made withaicw ncthed, will bei given. * Latin Mastbrbd is Six Wruks. CHAP. IV. A NEW METHOD. — ITS TRIAL. Some two years ago, struck with the great disproportion between the time spent by students over tlio study of Latin and the amount of I^atin learned by them, I set myself to liKluire into the causes of this discrepancy. Kemenilxirinaf my own difficulties with the langua«:!:e at College ; as well as those of my fellow-students, I was greatly aided in my investigations. The conclusion at which I arrived was that already stated ; viz., that the whole difficulty lay in the system of teaching the language. To test the correctness of my conviction, however, I d(5- cided to formulate a method which would be as tree as possible from what I regarded as the evil features of the old system. To carry out this determination, required consider- able thought and patience, and oftentimes it seemed n^ though there were no way over the obstacles which seemed to render the Latin language so difficult to master. I recog- nized the fact that a large amount of grammar had to bo learned somehow, and at first there appeared to be only two ways in which tlils could be done, viz., by learning to speak the language, or else by learning rules in the usual manner. To learn to speak Latin was out of the question ; to grapple with abstract rules was to return to the old Method. . This question, however, solved itself in time ; for it be- came evident that there was still another way in which Latin grammar coula be learned — and learned without difficulty. Here then was a triumph. One of the main obstacles to acquiring a knowledge of Latin had suddenly been^over- come : the foundation of a new Method had been laid. 7& Latim Mastered is Six WjaisKs. It is not necessary to triuse for the reader the various stages throu'^li which this method parsed in tho course of its development, nor to point out in what manner the evil features of the old system were donen w?vy with. Sulllcient to say that these dilfteuities were finally overcome, and the road to learning: I^itin, in theory a*; I'ast, was smoothly paved. Al! that remiined wa« to gfive the New Method a fair trial, and thus prove by actual experiment what already seemed self-evident. That the t«'st might be as fair as possible, a person was chosen, who knew nothing whatever about the Latin lan- guage, and who was neither remarkable for fondness ot work, nor yet for laziness. Daily lessons, each of which was of one hour's duration, were benth belnsr carefully noted, proved to Ik) equal to my most sanguine expecitations. The first month saw the student w(3ll through the worst part of Latin —the part that requires so muc'i memorizing. The second month proved that it was possible to le irn, in a rery short time, to read Latin in its natural order. Before the last lesson was given, it was evident tliat three months were sufficient for the average student to acquire a thorough knovvljdgeof lAtin grammar, a large vocabulary, and tko art of reading and writiag Latin with eompara- t4Vft'Wl9tt, LaTIM MASTRniJI) IN ftiX \VK7iK?. 23 Thus was proved the soundness of my orJirinal convic- tion, viz., t1i;sr, Latin wns difdcult to muster, onlv because it was made so by the unsound metliods of the teacher. The matter mi/^ht hnve rested here, fur in setting;- out to work on this New Method, I hal not the slifj^htest iuteu- tion of making it public, nor even immediately atter its completion and its trial, had I any such intention. Th« nnmeroui* requests for instruction, ho'.vever, which I re- ceived from friends, and others who by chance heard of the Method, induced me to revise the ori_rin il Lcrsnis and so modify tiiem as to render them easily inteliijiibic to all, without the assistance of a tutor. - • It is not over a year since T commeaced to <^ive this Method to the public, and on all sides it has been receive I with the g'reatest favor. In teachin<2f all chisses of students, I have been enabled to see more of tlie points which give difficulty to students and to discover many weaknesses in tl'.e Method which otherwise would have escaped my notice. A second, and even a third, revision of toe Lessons, therefore, within the past year have been made(l). The result of these alterations and improv^enients has been 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 a^o my first pupil required three months to iierfonn, and which, in our schools and colleges, the heart-sick toiler, in eight years. Still fails to accomplish. Toronto, Sept. 12th, 1893. ' - \ '*' '." (t) Since the above was written thvi Lessons have be(4u still furihinr revised, and ar3 now published ia 4 Parts. THE DE BRISAY ANiLITIClL LATi I A New System of Teaching tho Latin Language. BY C. T. DE BRISAY, B.A. fhig method makes it possible for any industrious stu- dent of averag^e education and intelligence to acquire a thopouijh knowledge of the Latin language in the short period of six or eighs weeks. By this it is not meant that in six or eight weeks he can become as familiar with Latin as was Virgil or Horace, but that he can, in this short time, acquire — 1. A thorough knowledge of the principles of Latin grammar. IL A ready vocabulary of several thousand* Latin words. III. The art of reading Ijatin with moderate speed, and without the necessity of reducing the Latin words to the English order. IV. The ability to write I^tin prose with a very fair degree of correctness. This cotirse, in itself, does not make the student a Latin scholar, but it enables him to master the language to the extent that he has no further need of a teacher or text book, and can, by simply continuing his reading, become, within a few months, what may legitimately l)e called, " familiar with Latin." A34 Oli't-UBicoRniya (|tJ!!J«i't(^^ Av^WKftlto. The question is ofren Msked — ••Would the Analytloal Method i)e of service So a student preparing" for a College exauiination ? This question can be best answered hy p^jint- ing" to certain facts. (1) For the year 1891. ift eV^^fy Col lege clairainj^^ students of the Analytical Method, n iarg^t* nuihber of these stttdcnts stood among^ the first winks in JjttXHj and noiie lower than second-class. (2) Of those who tried the Matriculation Ex?iminar>ions for tlie same yctar, while not a very large percentage passed first -diss, the number of those who failed outright, was exceedingly small, These facta can only be .iocounted for as Ibllows: (a) A student attending ClolUige, and who also tikes onr Latin course, is given an advantagti over his fellow sruder.tsJ (1) In the matter of sight translation. (2) In the raauer of writing Ijatia Prose. (3) In a hundred different ways arisijig from his superior knowledge of and greater funiil- io examine 1. * ,1 , , .... .,_ , I I ■ I . . — .^...»» — ... J , ,, , - I I - I » I ■ 1- — rri¥ * Thus a student in May will write : "I have decided to w/ my cxuminatioiis hi July, iiave I time to got up the work ?" I Their practical knowlcdgre of T^tin sAvca fchcm from failing outright, but they do not rank as high as students who have had two or three years in which to prepare their work. The student who begina in time with the Auahtical Melhod need fear no Latin examitiaiion. College Classes. Classes for tlie study of Latin by the De Bn'say AnMlyii- cnl Method have been formed this year (18^U) amoii,cr tlie students of the following Colleges : McGiLL UWIVERSITT* Toronto University. McMaster Universitt, Toronto. University of New Brunswick. Etc., Etc., Etc. .;'• mmm ^ from dents their Mlyfi- It ■it J: Til). DK BKL-Ar KJl'l'lX SCniOOIv M ->f •:< K [ N -i-'l'T tl!:jr ru one ui'y r<'«jui!'c. t!i<' ;i=isi>^tavie^: of.., ['li- '.■•!;.• till, I in ;.'i:^)> iii.ij'tiie J)': iW'is vv La rr\ M'ktmi-o, tlio a'it.iiC'i li.'is '.^i:'!' islii.-il ii! c>)iMU'.ti"h t,!it rcwii.!) a Se-lio^^l, to ^Vili'.•:l ^'U'lcn'; ni' .' :'fn'l \U(:\v v'X^'ri. i iv's !()!' correct loii, !i'ii;:y ;■(•/{ iv ili tho assisrancu ii';i'<-s^h- .'T, !o s;!i ii^t'..'- liica) to f'lllv iiti(le.'<(...tri!.l LliO Aii-'i'viical ] .1',- -IMJIS. ni.'tii is CT; !'!>•' 1. )!i;',y I'tiuiiio iiKtui'iK'rs ot [■]',•• St'liool, 'D sr \'::b: h.-' w^ no ni; \nv' ^ mat,?:, Tin: ( \>M"('i.srs f.ft_!V [/•s-:(»ii> (-t pl/f.--, ; t/i;o tliiip ovci' \\ii'(:i) it t'xi.('iHi> ))('in^'dci(-f!uitiiM'. by f;l;o .-tu lent hiinsnir. Vhv. III! nitti'f,s]i;}i ll'C rl^r one ] n.]>il is .v^.O'.). Two or tiir'i'o p';r-f.u;-> iontihiir i\ class. '•»■■ .scnditi*,'- i;i r,!i(.''i- foes t.'"' j4'i:i,liri) will :<'(.'*'lvi' t.>.i<,'n t"?- ;~y>.00 (vkjii. A\o-<'ivlu^ to te.5t ill') Mciliol i'Lil^rc l^e^^i^inKinij;- t';o i-oiu--e, v,Mi lie >rut !'a.rr, I, (4 I a'S.-, >(;,•>,, on lurw.iidin.t;- 2o ( \-AL-i. Ai)iii;i.^> — C, T. DE MRiSAY, B.V . Tii)<: Dk Bi?i>^.u Lattn' S hool, l]^•,^•(; aa i Y< \i^j;(.i Sts.) TuRo-NTo, Canafa -l '■: ■ '^ THE J.E Bir'SAY aVALYTjUaL latin method, Partir CAN BK OBTAINED FOE 25 GKNTF. i'OK BALK V>Y V,.;: ir