LTI^ ^ *B 31D vai /9P 00 CO TEACHER'S MANUAL TO ACCOMPANY FIRST YEAR LATIN BY WILLIAM C. COLLAR M. GRANT DANIELL BOSTON, U.S.A. GINN & COMPANY, PUBLISHERS 1902 TEACHER'S MANUAL TO ACCOMPANY FIRST YEAR LATIN BY WILLIAM C. COLLAR AND M. GRANT DANIELL BOSTON, U.S.A. GINN & COMPANY, PUBLISHERS 1902 C7'f mi Copyright, 1901, by William C. Collar and M. Grant Daniell ALL RIGHTS RESERVED /S't^r-^-T-^ pXn^^y^^M^ TEACHER^S MANUAL INTRODUCTORY Note. — It is hoped that the following general suggestions (1-26) will be helpful to teachers of the First Year Latin. Not all of the suggestions are applicable to every lesson, nor should the teacher think it necessary to carry out on every lesson all of them that can be applied. The repeated reading of them at intervals v/ill keep hem fresh in mind and will suggest the working, now of some, now of others, according as they seem called for by the needs of the class. ESSENTIALS OF GRAMMAR 1. The "Essentials of Grammar," 1-35, rnay be dealt with in various ways. When pupils have already studied English grammar, the subject may be taken up continuously as a review of previous work before beginning the Latin lesson, p. 20; or it may be discussed, assigned, and learned in parts as a preparation for the separate Latin lessons. If the latter method is followed, the references given at the beginning of each lesson in the Manual will be found helpful in indicating the portions of the " Essentials " applicable to that lesson. 2. But when pupils have had no previous English grammar, a method differing from either of the two just mentioned is desirable. In this case it would be well for the teacher, previous to assigning a Latin lesson, to give simple explanations of the grammatical terms employed in it ; as, for instance, sentence^ subject^ predicate^ etc., in :5g006 2 TEACHER'S MANUAL Lebsun I. Exact definitions need not be insisted on at first, but the use of the terms may be shown through illustrations drawn from the lesson. When the lesson is recited on the following day, the grammatical terms should be used. If a mistake is made by a pupil in the use of a term, it should be corrected with a simple explanation ; thus, if a boy calls columba a verb, remind him that it is the 7iame of something, hence a noun. Later, when the teacher thinks best, pupils may be referred to the " Essen- tials," and be required to learn definitions of terms with which they are already practically familiar. It is more important for the pupil to recognize a sentence, a noun, a verb, etc., than to be able to define them. PRONUNCIATION 3. With regard to the introduction on pronunciation, it may be used solely for reference, in which case the teacher may begin with Lesson I, or the teacher may devote one or two lessons wholly to pronunciation, using for this purpose the poem on p. i8. If the teacher uses the poem for preliminary practice, it would be well to begin by reading slowly and distinctly the first line; then call upon a pupil, and then upon the whole class to repeat it. Treat the following lines in the same way. Call attention from time to time to the rules for quantity and accent. Be particular to give full value to each of the two I's in Stella, and similarly of all doubled letters. Say stel-la, bel-la, il-lo, gem-ma, etc., avoiding the error of making one sound serve for two letters, as we often do in English. For the next lesson one might assign 42, 43, and 44 to be read, and 42, i to 5, also 44, i and 2, to be committed TEACHER'S MANUAL 3 to memory. It may not be too much to require the pupil to take the words of "Mica, mica,** one by one and apply the rules of accentuation. Most of the words are dissyl- lables, to which 44, i applies. For the words of more than two syllables 44, 2 applies, and the quantity of the penult must of course be noted. For discessit and ostendis, refer also to 43, 5. As often as mistakes occur in pronun- ciation in succeeding lessons, correct them and refer the pupils to the rules as long as the need exists, but impress upon them the importance and advantage of such care as to diminish the necessity of reference to rules. CONDUCT OF THE LESSONS 4. In each lesson throw the emphasis on the proper subject of the lesson. If there seem to you to be omis- sions or oversights in the "Lessons," make notes, .but reserve your judgment. There may be accidental over- sights, or omissions may have been intended. Preparation of Lessons 5. Always devote about a sixth of the recitation period to a preparation with the class of the next day's work. 6. Pronounce tables of terminations, paradigms, and vocabularies, and have a pupil and then the whole class repeat them. Pupils are likely to contract the odious habit of accenting the final syllables when repeating paradigms ; never allow it to go uncorrected. 7. When pupils are not thoroughly familiar with the grammatical terms and the syntax of the lesson (at least in English), go over the model sentences and explain them. 4 TEACHER'S MANUAL Memorizing 8. Insist on having the terminations, personal endings, tense signs, etc., the paradigms, vocabularies, and rules thoroughly memorized. Too much stress cannot be laid upon knowing a form so well that it comes up without deliberation. Pupils should be able to give instantly the English for the Latin or the Latin for the English of a paradigm, or of words in a vocabulary, and to give the exact words of a rule. Form Work 9. The use of the blackboard and oral practice on forms should be incessant. To get the inflectional system built up is a great work, and requires endless practice, far more than any book can provide. 10. Have the tables of terminations written with case- names prefixed. 11. It is best to have the pupils write the terminations with long syllables marked, but it is questionable whether it is best to have the long syllables marked in the trans- lated exercises, except when words of similar spelling are distinguished by the quantity of some vowel : liber, book^ and liber, /r^(f; hostis, nominative or genitive singular, and hostis, accusative plural ; also a of the ablative singular of the first declension, to distinguish it from the nominative. The ultimate end, correct pronunciation, comes from careful oral practice. 12. Have paradigms written with meanings for each separate form. 13. Send pupils to the blackboard and give them dif- ferent bases or stems, as, for instance, stell-, domin-, ara-, and canta-, and require them to add terminations. 14. The rapid recitation of paradigms and terminations TEACHER'S MANUAL 5 by successive pupils is helpful ; for example, one giving the nominative, another the genitive, and so on. Some- times let one give the form and another the meaning. Again, different terminations may be given and complete forms called for. Practice must be varied in every possible way upon forms. Derivatives and Synonyms 15. Encourage pupils to think up English words that seem to be derived from the Latin words in the vocabu- laries. For example, in Vocabulary 86, amicable^ dominate^ equint'j horticulture. The teacher will often have to explain that such words as pupils suggest may come only indirectly from the vocabulary words. Thus amicable is from arnica- bills, and that from amicus ; dominate is from dominor, and that from dominus. This should be made a part of every lesson, and the teacher should make careful preparation by the use of an English dictionary that gives etymologies. It would be very useful if pupils would form lists of related Latin words, entering them in a blank book from time to time, as they occur in the lessons, in a column, and placing opposite them in another column English words derived from the group ; also groups of synonyms. Translation 16. Make the pupil give a word-for-word rendering of the model sentences just as the Latin stands, and of all more difficult Latin sentences. Such practice helps the pupil to write in the Latin order and is very often the best method of discovering the meaning. But a good English translation should always immediately follow. Read 79, note. 17. Opinions will differ as to whether it is better to require pupils to write out a translation of an exercise into 6 TEACHER'S MANUAL Latin to be handed up for the teacher's correction before it has been translated orally in the class and discussed; but at least the English-Latin exercise should be gone over in preparation for assignment, with such cautions and explanations by the teacher as seem called for. Moreover, the skilful handling of these exercises may be made to conduce to equalizing the lessons in point of difficulty and of time required by the pupil. Some les- sons will of necessity be harder than others and require more of the pupil's time to prepare. 18. Translation into Latin is always difficult for begin- ners, and more help, at least by way of questions, anticipa- tory suggestions, cautions, and explanations is needed before the pupil is required to write his translations than the young teacher is likely to realize. 19. Train pupils, before they turn an English sentence into Latin, to arrange it mentally in what seems to them, from examples, the Latin idiom and the proper order of words; thus, 58, II. 4 the pupil should cast mentally into the form, " Praises Galba the farmers ? " Now he is ready to think of the Latin words and their forms. 20. It is not necessary that the order of the Latin in the model sentences be invariably followed. The accusa- tive, for example, may follow the verb. The teacher should occasionally take a page of Caesar or Cicero, observe care- fully the order of words, and apply the results of his observation to the needs of his own class. 21. If more practice seems to be needed in turning Eng- lish into Latin than Part II of the Exercises provides, the teacher may require pupils to close their books and then give them the English of the Latin sentences in Part I for retranslation into Latin. 22. Do not have the translation of the English sentences written in blank books which are likely to be handed down TEACHER'S MANUAL 7 from class to class, but rather on alternate lines of loose sheets. 23. The teacher will find it convenient to have some simple system of marking exercises, so that the pupil may- know from a glance by the character of the mark the kind of error made. A colored pencil or red ink is desirable. Vocabulary : Index 24. Pupils need some instruction in the use of the general Latin-English vocabulary and the index. This instruction should be of the simplest and clearest charac- ter, and should be given as early as the necessity arises. Reviews, Formulas, etc. 25. Probably many teachers will find the " Review " para- graphs insufBcient for the average pupil. Spend from five to ten minutes at the opening of the recitation in a rapid and searching review of the work done on the preceding day. It will perhaps not be too much to devote every fourth or fifth lesson wholly to reviews. It will be seen that the *' Conversation " paragraphs, though detachable from the lessons, nevertheless are closely related to them, repeating words and constructions that have been used, and frequently supplementing prac- tice on forms, particularly verb-forms. 26. To insure completeness in the answers to certain constantly recurring questions, it is useful to have a few set formulas. 1. For reciting vocabularies the following models are suggested : Nouns — {spear), hasta, hastae, ist, feminine; {master), dominus, domini, 2d, masculine ; (kmg), rex, regis, 3d, masculine. 8 TEACHER'S MANUAL Adjectives — {good), bonus, bona, bonum; (sad), tristis, triste. Pronouns — (this), hie, haec, hoc. Verbs — {love), amo, amare, amavi, amatus. Prepositions — {from), a or ab with ablative ; {after), post with accusative. 2. For describing forms, use formulas like these : — Nouns, adjectives, and pronouns — hastas, accusative plural feminine, from hasta ; prudenti, dative (or ablative) singular masculine (feminine or neuter), from prudens ; quarum, genitive plural feminine from qui (or quis) ; auda- cissimo, dative (or ablative) singular masculine (or neuter), superlative degree of audax. Verbs — moneatis, active subjunctive present, 2d plural, from moneo ; auditur, passive indicative present, 3d singular, from audio. 27. It will contribute much to a mastery of forms, if teachers will designate in advance, in reading lessons con- nected with "reviews," certain words to be inflected that have been specially treated in preceding lessons. 28. Teachers should not neglect the English side of the Latin lessons. Correct and idiomatic English should always be demanded of the pupil in translation, both oral and written. Insist also on legibility, orderly arrange- ment, and perfect neatness in all written exercises. TEACHER'S MANUAL LESSON I Note i. — The teacher will find it useful to read the notes of this Manual on any given lesson before assigning the lesson to a class for study. Note 2. — References preceded by M. are to this Manual ; all others are to the Lesson Book ; if preceded by E. they are to the '' Essentials of Grammar." 1. E, i; 2; 2, r; 4; 7; 9; 10; II, a and b\2y, 24, i. 2. Do not make the mistake of assigning to young pupils, or pupils who have had no previous study of grammar, these grammatical references to memorize. Instead, follow the plan suggested in M. 2. 3. Before assigning this lesson, pronounce and have repeated by the class, not simply the vocabulary, but the Latin sentences as well. See M. 17, t8, 19. On puella and sagitta, see M. 3, second paragraph. 4. 51. The rule for the agreement of the verb with its subject in person and number is reserved until the agree- ment in person is illustrated (60, U), Meantime call atten- tion to 50, c. 5. 52, I. Require pupils sometimes to translate the sen- tences in three ways when it can be done, to keep before them the three equivalents of the Latin verb-forms. 6. 52, I. 5, 7, and 9. For the place of the accent before -ne, refer pupils to 44, 3. 7. 52, IL 2. Explain in advance that do . , , dance, are . . . resounding, etc., are the verbs, and refer pupils to 50, 4. Tell them that do and are come first when a question is asked. lO TEACHER'S MANUAL LESSON n Review Lesson I. See M. 5. 1. E. 4, a; 14; 21; 22; 24, I, 3, and a\ 25, 25, a\ 46. 2. See M. 6-14. 3. Emphasize the fact that case is determined by the way a word is used in a sentence ; and that gender in Latin is often an arbitrary thing, and must therefore be memorized. 4. 53. Before assigning this lesson, have the names of the cases pronounced several times from 46 ; then by refer- ence simply to abbreviations of 53. Otherwise some pupils may not understand the abbreviations. 5. 53. Have the table of terminations learned and then added to the base, hast-, stell-, ten-, etc. 6. 57. Call attention to the fact that this rule is applicable to English verbs, except that we call the accusative the objective. 7. 58, L 6, 7, etc. Remind pupils that the interroga- tive particle -ne is not used when the sentence has another interrogative word. 8. 58, I. 8. Direct address is such a simple construction that it is not explained here ; the teacher should explain it, and call attention to the comma used after Galba to indicate it. Be careful to insist upon this punctuation in exercises. 9. 58, II. See 56, a. 10. 58, II. See M. I. 4. If in the teacher's judgment it is best to have the English-Latin exercises written and corrected, they may be treated orally in reviews. 11. 58, II. 4 and 6. See M. I. 7. TEACHER'S MANUAL II LESSON ni Review Lesson II. See M. 5. 1. E. 2, <7 ; 27 ; 27, a^ and note ; 28 ; 29 ; 32 ; -^Z- 2. Illustrations of -m as an ending will be found later, as in Lessons IX and XIII. 3. 60. To accustom pupils to fix attention on the per- sonal endings, have them write the stem and then add the endings, underscoring them, or leaving a space between them and the stem. 4. 60. Vary the recitation of verbs by calling for the active indicative present of the verb love in English and requiring pupils to translate each person and number into Latin. 5. 61. Show how little the English verb changes its form with changes of the person and number of the sub- ject. In this connection caution pupils not to disregard the change in the third person singular, and so fall into the fault of saying ''it don't," "he don't," equivalent to "it do not," "he do not," which they would never think of saying. 6. 61, ^. The answer is, of course, that the ending of the Latin verb shows the person. 7. 63, I. When pupils have recited this paragraph, the teacher may well write on the blackboard other forms and call for translation as fast as they are written. Then point to forms at haphazard and call for quick translation again. Finally, give the English of some Latin form, and when the right Latin equivalent is given, point to it on the blackboard. Another useful exercise would be for pupils to close their books with finger in at the lesson for ready reference; the teacher -then gives the English successively of Latin forms and requires the Latin. 12 TEACHER'S MANUAL 8. 64. Show that questions asked in the second person singular require to be answered in the first person singular ; those asked in the second person plural require to be answered in the first person plural. 9. 64, 5. See M. II. 8. . LESSON IV Review Lesson III. 1. E. 12 ; 13 ; 24, 2, and a. 2. 65. Have paradigm of 53 reviewed. Write on the blackboard examples of English nouns in the possessive singular and plural, taking examples from 66. Familiarize the pupils with the term "possession." 3. 66. Caution pupils to pronounce femina, filia, regina, libero, with the first syllable long. 4. 66. Have pupils give the meaning of each verb-form : delecto, I delight ; delectare, to delight, 5. 67. The difference between the simple subject and the subject with modifiers may be pointed out. 6. 70. See M. III. 8. LESSON V Review Lesson IV. 1. E. 5. 2. 71. See M. III. 3 and 4, and M. 13 and 14. 3. 72. Caution pupils not to pronounce the Latin name Cornelia like the English. Call for the rule of accent on ad vena and incola. 4. 72. If there is time, send pupils to the blackboard and have each write the table of personal endings. Give them, the stems of different verbs, some of a-verbs, others of e-verbs, to prefix. 5. 73, I. See M. IIL 7. TEACHER'S MANUAL 1 3 6. 73, II. 3. Begin with puellasne or docentne. 7. 74, 2. Ask for general rule of gender governing these words. 8. 75, 3. See M. IL 8. LESSON VI Review Lesson V. 1. E. 2, <:; 6; 14, note; 16. 2. 76. Have pupils recall the cases they have had and the English equivalents. Then take up the dative and ablative in the same way. Probably renewed drill will be necessary on the terminations and then on the paradigm of hasta. 3. 77. These words require a caution to pupils on pro- nunciation : fabula, insula, monstro, rosa. The first three are likely to be pronounced as if the first syllable were short, and the last as if s were z. 4. 79. The note is very important. It is a great prac- tical convenience to distinguish by one word, metaphrase^ the word-for-word rendering from what alone ought to be called translation^ that is, giving the meaning in perfect English. 5. 82, I. Explain that the case of dominae (i), nautae and feminae (8), whether genitive singular, dative singular or nominative plural, is to be determined solely by the sense of the sentence. 6. 82, I. 7. in aqua: on the water. 7. 82, I. II and 82, II. 10. See 53, foot-note 2. 8. 82, II. 1-8. Explain that these groups of words are phrases^ not seiitences. 9. 82, II. 9 and 10. Woman and daughters may not be recognized by pupils as indirect objects. Refer pupils to model sentence in 78. 10. 82, II, 12, Begin with habitantne or in insulane. 14 TEACHER'S MANUAL LESSON vn Review Lesson VI. 1. The Statement that " the stem ends in o " will not be of immediate practical value. 2. 84. Here the bases are hort-, don-. Refer to 53, b. Ask for the bases of words in 86. 3. 84, a. Ask what case in English answers to the Latin vocative. Afiswer, Nominative of address. 4. 84, c and d. As these remarks are not applied in this lesson, the learning of them may be deferred. 5. Z^^ I. 5. dominorum limits equi. 6. Z"^^ I. 6. Pupils should translate in two ways : Alarcus tells a story to his friend^ and Marcus tells his friend a story. Also in 7. Of course pupils may translate amico, a friend^ and (in 7) amicis, //-/^//^/j- / but it will be well to explain that, in Latin, words for ///>, hers^ their, my, your, etc., are very often omitted when the meaning is clear without them. See no, 2 ; 144, i and 2 ; 230, b. 7. 88, I. 9. equis : for the horses ; to the horses would be ad equos. 8. ^^y II. 5. Let pupils compare with 6 and 7 above. LESSON VIII Review Lesson VII. 1. E. 3 ; 22, note. 2. 94. Caution on pronunciation of the first syllable of magnus. Also caution pupils against the pronunciation of es and est as if the e were long. Call attention to oppi- danus as derived from oppidum. 3. 95, I. 6. A not uncommon order in Latin to empha- size the object. TEACHER'S MANUAL I 5 4. 95, I. 7. non is usually put before the verb, unless it modifies some particular word, in which case it imme- diately precedes the modified word. 6. 95, II. 4. Compare the indirect object j"/^27^ with "^"^^ I. 6 and 7. 6. 95, II. 6. Words in parentheses are not to be expressed in Latin. It would, of course, be correct to say tuae here ; but tuus first occurs in 97. See M. VII. 6. LESSON IX Review Lesson VIII. 1. E. 15, rt^ and b. 2. 96. Pupils may be told that sum, sumus, and sunt have each lost an initial e and that es (2d sing.) has no personal ending, being the verb-stem itself. See M. III. 2. 3. 96. Have the paradigm recited English-Latin, as well as Latin-English : / am, sum ; you are, es, etc. 4. 97. Compare inimicus with amicus. 5. 102, I. 4. On estne, see M. VIII. 2 ; show pupils that -ne is not necessarily, though very often, joined to the first word of a sentence. 6. 102, I. 8. Observe that non modifies gratum and see M. VIIL 4. 7. 102, I. 13. claro in caelo : notice the order. When a noun is governed by a monosyllabic preposition, as caelo by in, and has an adjective agreeing with it, the order is very frequently adjective, preposition, noun. 8. 102, II. 6. See 61, a. It would be an error to translate " you are " in this sentence by estis, because one person is addressed ; hence say es. 1 6 TEACHER'S MANUAL LESSON X Review Lesson IX. 1. 103. Show pupils by reference to 84 and 91 that they have nothing new to learn in the paradigms except the nominative. We advise teachers not to have the adjec- tive learned across, except in the nominative, but instead, column by column. Pupils meet with an adjective always attached to a noun of one gender, not all genders. If they turn English into Latin it is the same ; they must think of the inflection of the adjective in one gender, not in all genders. The sort of practice most helpful in translating both ways is that of 103, b. 2. 105. Caution on the pronunciation of the first syllable of filius, liber, and miser. On Duilius and filius refer to 84, c and d^ and have them learned. Have pupils commit to memory the four adjectives that keep the e in declension. Explain that liberi, children, is really the nominative plural masculine of liber used as a noun. For child (sing.) one may say puer, puella, filius, filia. 3. 106, I. I. If a pupil should translate "the sons of the men's children," he may be reminded that the use of judg- ment and common sense is necessary in translating. 4. 106, I. I. As learners confound the genitive singular and the nominative plural of nouns in -ius, call attention to fili and filii ; also to nunti and nuntii. 5. 106, I. 6. Call attention to the vocative care. 6. 106, I. 4 and 9. See M. IX. 7. 7. 106, IL 5. See M. VIII. 6. 8. 107, 5. See M. VII. 6. 9. As there is no new principle of syntax in this lesson, it might be well to ask some questions in analysis and the parts of speech. TEACHER'S MANUAL 1/ LESSON XI Review Lesson X. 1. 1 08. Show pupils again that they have almost nothing new to learn in the paradigms, but none the less do not remit practice on the forms. 2. 109. liber is likely to be mispronounced. If your class has studied French it will be interesting to call attention to the more obvious French derivatives of words in the vocabularies ; e.g., magister, maitre. 3. 110,2. Observe that, as the meaning is evident without meum in agreement with amicum, meum is not expressed in Latin. See M. VII. 6. 4. no, d! and in, a. An appositive is merely descrip- tive or explanatory of another noun ; a predicate noun explains or describes another noun, usually the subject, and also completes the meaning of the verb. 5. Pupils should observe and imitate the punctuation of the appositive in English. 6. 112, I. 13. On non, see M. VIII. 4. 7. 112, II. 6. This sentence may be translated into Latin in the order of the English. LESSON xn Review Lesson XL 1- E. 32 ; iZ- 2. 114. See M. VL 4. 3. 118, I. 5. Do not allow esne to be pronounced esne. 4. 118, I. Sentences 8 and 9, also 10 and 11, are intended to show the exact equivalence of the two forms of expression. 5. 118, II. 10, II. Require to be translated in two ways. 1 8 TEACHER'S MANUAL 6. 1 20, I and 5. On Duili, see 84, c and d. 7. 120, 3. Require both question and answer to be turned into equivalent Latin with habeo. 8. Have imperfect and future of the verb be written on the blackboard and call attention to the distinction in use between was and were^ shall be and will be in the different persons and numbers. LESSON xm Review Lesson XII. 1- E. Z7y ; 34, ^' 2. Have the personal endings review^ed and call atten- tion to the personal ending -m. Require the meanings did love and loved to be given in the inflection. 3. 122. gladius: see 84, r, and, on Mercu'ri, 84,^. Com- pare aureus with aurutn. 4. 125, I. 12. nuntius: refer to 98 and 98, a. 5. 125, II. 7. Your could be left untranslated. See M. VII. 6. LESSON XIV Review Lesson XIII. 1. E. 4, a and b\ (i\ 2iZ' 2. 127. Caution pupils not to confound Sig^r^ field, and aeger, sick. 3. 127. On in, refer to its uses with the ablative in 82, I. 6, 7, and 9 ; 83, 2 ; and 88, I. 8. The meanings with the ablative and accusative must be sharply distinguished ; the former denotes mere position, the latter implies motion. 4. 127. Caution pupils to pronounce laboro with the accent on the second syllable. 5. 128, 2 and 3. Also very zealously. 6. 130, I. 5. Refer to 115. 7. See M. 15. TEACHER'S MANUAL 1 9 LESSON XV Review Lesson XIV. 1- E. '^2>^ a ; 34, a. 2. 132. See M. III. 3. 3. 132, paradigm. Call attention to the translation of the third person, where have is changed to has^ the only change in the English verb in this tense. 4. 134,1.2. Romanos may be called a predicate accusa- tive, completing the predicate and referring to the object. 5. 134, 1. 4. superabant: in translating supply thevi^ which is necessary in English, but not in Latin. 6. 1 34, 1. 6. magna cum audacia may be rendered very boldly. 7. 134. Pupils may be asked to find in the reading lesson illustrations of predicate nominative (99), apposi- tive (hi), dative with adjective (116), ablative of means (124), ablative of manner (129). LESSON XVI Review Lesson XV. 1. E. i2>^ a, 2. 136, b. Pupils will have to repeat the principal parts many times to be sure of them. 3. 137, I. 1-5. This part of the exercise may be much increased by the teacher. 4. Require 7 to be changed to an equivalent, using a form of habeo. 5. 137, II. 5, 6, and 7. Let pupils compare 128. LESSON XVII Review Lesson XVI. 1. E. 2, d\ 3, c, 2. 138. The teacher may not deem it advisable to have is learned across. See M. X. i. 50 TEACHER'S MANUaL 3. 138, note. Much practice on the part of pupils will be needed in giving the dative singular of is with nouns, and also the ablative, as eo is so often mistaken for a dative. 4. 141, I. I. Call for the full declension of id scutum, is gladius, ea fabula. 5. 141, I. 4. May be translated of these garde?is or of their gardens. 6. 141, I. 7. non: see M. VIII. 4. 7. 141, I. 8. Possibly the learner may at first take eius as a pronoun limiting dominus. Here, as always when translating, he needs to have his wits about him. 8. 141, 1. 10. Call attention to two ways of translating the indirect object. 9. 141, II. 2, second part. Ablative of 7?iea?is ; no preposition. 10. 141, II. 4. fortuna eorum or earum. 11. 141, II. 8. See M. VII. 6. LESSON xvra Review Lesson XVII. 1. E. 2, r; 3, C. 2. 142. See M. X. i, second sentence. 3. 143, note. The masculine alone, for example, might have all the meanings. 4. 144, I and 2. It would, of course, be correct to have suam inserted agreeing with patriam, but it is not necessary. See M. VII. 6. 5. 145, 1. 4. As the sentence stands, one must translate does not love children ; her ow7i children would require suos inserted. See 230, b. 6. 145, II. 2. Call attention to whose = of 2aho?n, as a meaning of the genitive. TEACHER'S MANUAL 21 7. 145,11.6. Caution against translating 7£^///^ by cum, unless it denotes manner or accompaniment. 8. 146, 2. vocavit, he called or named, a completed act; amabant, they loved, they were loving, not that the act was completed and done with, but that it was continued. 9. If time allows, have the interrogative declined with nouns. LESSON XIX Review Lesson XVIII. 1. 147, r. This suggestion ought to prove helpful. Expe- rience shows that the future of the third conjugation is soon forgotten. If the pupil can accustom himself to think that, except in the first person, the forms are like the present of moneo, he will less often go wrong. 2. 149, I. 13. agricolae may be genitive or dative ; which is more likely ? Call attention to the explanation of the cut (p. 57) in the list of illustrations (p. xiii). 3. 149,1.14. amicis : /(9r their friends ; to their friends would be ad amicos. 4. 149, II. For the sake of practice the teacher may require the use of both perfect and imperfect. LESSON XX Review Lesson XIX. 1. 150. If there is time, call for inflections to illustrate 7, 8, and 9. 2. 151, I. 7. See M. XVII. 5. 3. 151, II. 3. Our may be expressed in Latin or omitted. 4. 151, II. 4. On two ways of translating, see 128, a. 5. 151, II. 5. Pupils may need to be reminded that does buy is one of the equivalents of the Latin present. See M. XVIII. 7. 22 TEACHER'S MANUAL 6. 152, 1. I. meus may be understood with amicus. 7. 152, 1. 2. quo is masculine, not neuter. 8. 152, 1. 3. filio, puero : refer to iii. 9. 152, 1. II. miserrimum : see Grammar of Allen and Greenough, 240, d. 10. Words of reading lessons are sometimes not kept up in the exercises ; the teacher should therefore have the vocabularies of reading lessons reviewed, and the reading lessons re-read. LESSON XXI Review Lesson XX. 1. 154. Insist on the learning of the terminations. 2. 154, <^. Pupils should be trained to make the declen- sion of nouns according to the suggestions, that is, they must find the stem and add the terminations, instead of trying to find a model to follow in any particular instance. 3. 155. Compare dux with duco, rex with rego, virtus with vir, and eques with equus. 4. 155. Caution pupils about the pronunciation of both syllables of Sques, milgs, pSdes. 5. 155. Pupils, when called on to give a Latin noun, should add the genitive and the gender. This is especially important in the third declension. Refer to M. 26, i. 6. 156, I. 4. Supply theb' with rege. 7. 156, IL 4. See M. XVIIL 7. LESSON xxn Review Lesson XXI. 1. 158,^. Call attention to the meanings of in with the accusative: into, upon, and (in 162, I. 11) within. Explain that in is followed by the accusative after a verb of motion ; otherwise by the ablative. TEACHER'S MANUAL 2^ 2. 159 and 160. With names of towns the accusative and ablative are used without a preposition. See 196 and 197. 3. 161. Observe that ab, de, and ex all mean from. Strictly de means down from, ^hl, forth frof7i^ while ab means away from (the border, the limit, the surface). In actual use these distinctions are not always observed. 4. 161. Compare pes with pedes, dimitto with mitto, and fugio with fugo. 5. 162, I. 12. Ask how this sentence would be written in Latin if habeo were used. LESSON XXIII Review Lesson XXII. 1. 163. Pupils should observe that the terminations are the same as for nouns of 154. The distinction of mute and liquid is not important, and these paradigms are given chiefly in deference to usage. Obviously, if the directions of 154, b are followed, the learner can decline liquid as well as mute stems. 2. 164, a. Strictly speaking, because of and 07i account of are prepositional phrases. 3. 166. Compare laus with laudo, pater with patria,* and volnus with volnero. 4. 167, I. 2. Call attention to the comma here as indi- cating the vocative. See examples in 58, I. 8 ; 64, 5 ; 107, 3. 5. 167, I. 3. volnera sunt: the wounds are, or thej'e are wounds. Supply your in translating pedibus. 6. 167, I. 7. Call attention to the appositives to the unexpressed subject of the verb. 24 TEACHER'S MANUAL LESSON XXIV Review Lesson XXIII. 1. 169. Show pupils that -is is a mark of the genitive singular, -is of the accusative plural. 2. 169, c. Have these words committed to memory, as being the common ones that have the ablative in both i and e. 3. 172, I. 2. a, away from, might have been used in place of e, meaning out of. 4. 172, I. 4. When an adjective and a genitive limit the same noun, the order often is adjective, genitive, noun. 5. 172, I. 5. terra marique: an exception to 81. 6. 172, II. I. head to foot : Latin idiom, head to feet, 7. 172, II. 4, last part. Either a, de, or ex. 8. 172, II. 5, last part, llieir is to be expressed by eorum or not at all. In 3 above, the only way to express their would be by suos, which would be equal to their 0W71. See 230, b, 9. 172, II. 6. at : another sign of the ablative of cause, LESSON XXV Review Lesson XXIV. 1. E. I, <: and e. 2. 173-175. Have these rules memorized now. 3. 174, I. Observe that this rule is an exception to 173. 4. 176. Have pupils review these words with reference to meaning. 5. 176. Have 170 reviewed. On avis, navis, civis, finis, ignis, refer again to 169, e. 6. 177. Compare terror with terreo. TEACHER'S MANUAL 2$ LESSON XXVI Review Lesson XXV. 1. If the review seems hard, have this prepared the first day, then assist with reading at sight. In any case, unless pupils are already accustomed to using a vocabulary in connection with some easy reading book, like The New Gradathn, go over this reading lesson and assist them in looking up new words in the vocabulary, in preparation for the next lesson. See M. 25. 2. 179, 1. 2. Call attention to the fact that Romam is in apposition with urbem, b.ut that we translate, the city of Rome. 3. 179,1. 4. defendit: the form is the same in the perfect and present ; here it is a present. Call attention to the other " historical " presents in this lesson. 4. 179, 1. 4. pro: see 134, 1. 4. 5. 179, 1. 8. Tiberim : see 169, c. 6. 181, 2. ei: refer to 115. 7. 181, 3. virtute: refer to 165. 8. 181, 5. hostis: see M. XXIV. i. LESSON xxvn Review Lesson XXVI. 1. 182. It is better to have the adjective declined by column, rather than across. See M. X. i. 2. 183, 1. I. Call attention to the difference in spelling and pronouncing the Latin and English of the first three words. Latin proper names that have a recognized stand- ing in English should be pronounced in translation as English words. 3. 183, 1. 2. To obviate the pronunciation Caesa'-rem, have the class say together Cae'sa-rem three or four times. 26 TEACHER'S MANUAL 4. 183, 1. 4. omnis: see M. XXIV. i. 5. 183, 1. 8. populi Romani: this is always the order* of these words. 6. 184. constantia will be mispronounced from its resem- blance to constancy. Compare fortis with fortitudo, labor with laboro, and euro with cura. LESSON xxvm Review Lesson XXVII. 1. 186. Remember that all such exercises on forms may- be extended indefinitely, as time allows. 2. 189. Compare lux with luceo. 3. 190, I. 3. prima luce: ai daybreak. 4. 190, I. 4 and 5. See M. XXIV. 4. 5. 190, II. 2. Roman people. See 183, last line, and M. XXVII. 5. LESSON XXIX Review Lesson XXVIII. 1. E. 2>Z^ a. 2. 192. Be careful not to accept s/ia// have in the second and third persons. But note that in the interrogative form (see 193, I. 14) the rule is reversed in the second person; e.g., "At what time shall you have taken ? " 3. 193, I. 10. virtute: refer to 165. 4. 193, I. 13. magna cum virtute : very bravely. 5. 193, II. 8. held . . . /// check: see 180. LESSON XXX Review Lesson XXIX. 1. 195, b. These words, with their meanings, should be committed to memory. 2. 198. Oblique cases of Hannibal will be mispronounced. 3. 198. iaceo: see Lessons, p. 75, foot-note. TEACHER'S MANUAL 2/ LESSON XXXI Review Lesson XXX. Review Vocabularies i8o, 184, 189. 1. E. 2 ; 2, ^; 3; 3, r; 18. 2. 200. It may be well to tell pupils that the c of hie is the remnant of -ce, added for emphasis. Without this the dative singular would end, as the dative singular of ille does, like nouns of the third declension, in -i. Call atten- tion to the form haec as the only variation in the plural from the plural of bonus. Give combinations that will require the genitive and dative singular of hie and ille with a noun: of this night ; for that year, etc. If time allows, call for the declension of hie and ille with nouns that have lately occurred, as suggested in 140, e. 3. 202, 1. I. ilia: 201, d. 4. 202, 1. 4. illos . . . hos : the former . . . the latter. 5. 202, 1. 9. duxit: the subject is the same as in the preceding sentence. 6. 203. bis: call attention to biscuit, something twice cooked. 7. 203. felieiter: call for the primitive. 8. 204, 5. ho7ne : 196, 3. LESSON XXXII Review Lesson XXXI. 1. E. 28. 2. 206, I. Call for the corresponding forms of laudo and doeeo. 3. 206, II. It would be well to have this exercise writ- ten on the blackboard, and then to call for retranslation into English, skipping from one sentence to another. 28 TEACHER'S MANUAL 4. 209, I. 3. sustinebunt: occurs in 180. Britannos: with hos omnis. 5. 209, I and II. If time allows, require sentences in the active to be turned into the passive, and vice versa, LESSON xxxm Review Lesson XXXII. 1. E. 2, b\ 19; 20. 2. 214. Derivatives from words in this vocabulary will readily suggest themselves. 3. 215, I. 4. volnere: refer to 165. 4. 215, I. 7. urbem servaverunt ingentem: a not uncom- mon order. 5. 215, II. 2. Zama: purposely not given in the vocabu- lary, as pupils can hardly go wrong. 6. 215, II. 3. by: caution pupils in advance not to use a; refer to 123 and 124. LESSON XXXIV • Review Lesson XXXIII. Review Vocabularies 198, 203, 214. 1. 217, IL See M. XXXIL 3. 2. 218. Call attention to castra as a plural with a singular meaning, but taking a plural verb. Ask for derivatives of ira, pax {pacify)^ etc. 3. 219, 8. ab eo : by him^ not froi?i him, LESSON XXXV Review Lesson XXXIV. 1. E. 2, ^ ; 2, d. 2. 223. Compare culpa and culpo, and call for deriva- tives from the first two and the last two words of the TEACHER'S MANUAL 29 vocabulary. Give a caution on the spelling of the deriva- tive epistolary. 3. 224, J. 3. scribitur : it is written, 4. 224, II. 3. miserable: the pupil will have no diffi- culty in understanding that miser is meant. LESSON XXXVI Review Lesson XXXV. 1. E. 19. 2. 226, II. See M. XXXII. 3. 3. 227, 1. I. Romae : refer to in. Call for a meta- phrase of the first sentence. 4. 228. aedificium : compare aedifico, 127. On clamo, compare clamor and exclaim, LESSON xxxvn Review Lesson XXXVI. Review Vocabularies 218, 223, 228. 1. 230, I. cura : refer to 165. 2. 233. Compare defensor with defendo, 180. Pupils will think of pecuniary as a derivative of pecunia, but perhaps not of impecimious, 3. 234, I. 7 and 10. donis, aqua: call attention to the translation of these ablatives of separation. LESSON XXXVIII Review Lesson XXXVII. 1. E. 34. 2. 235. It will be well to illustrate on the blackboard in advance of assignment. 3. 237. Call for four derivatives from antiquus. Compare arx with arceo, 233. 30 TEACHER'S MANUAL LESSON XXXIX Review Lesson XXXVIII. 1. See M. 27. 2. 240, 1. I. ille: the former. Refer to 201, ^. 3. 240, 1. 2. reportavit: in 148. — hlc: i/ie latter. 4. 240, 1. 8. praebuit: in 184. 5. From the different spelling, pupils may not think of Jury from iuro. LESSON XL Review Lesson XXXIX. Review Vocabularies 233, 237, 241. 1. 242. Call attention to the quantity of -us in the genitive singular and nominative and accusative plural. 2. 244. Compare cantus with canto (62); civitas with civis (171) ; ornamentum with orno (66). Call attention to cornucopia (237), chanticleer^ from canto (62) and clarus (94), through the French chanter and clair. 3. 245, I. 7. quercus : call attention to the long u. 4. 245, IL I. with: refer to 124. 5. 245, IL 2. amo7Jg : in 180. 6. 245, IL 4 and 5. Call attention to the two different ways of expressing by in Latin. LESSON XLI Review Lesson XL. 1. E. 26 and a. 2. 248. Call attention to the ablative singular in i and the accusative plural in -is, which are unusual in a word not an i-stem. 3. 251. Some pupils will make the mistake of thinking iterate is a derivative of iter, instead of iterum, again. Some will not think of itinerary. Remind pupils of the name Albion^ applied to England, from its white chalk cliffs. TEACHER'S MANUAL 3 1 4. 252, I. 3. copiae: recall to pupils the difference between the singular and plural in meaning (237). LESSON XLII Review Lesson XLI. 1. 256, 3. novi: the genitive of the neuter, novum. 2. 258. Perhaps aerate^ aeronaut^ and lenient ^o\x\d not be thought of as derivatives of aer and lenis. 3. 259, I. 2. prima luce: refer to 190, I. 3. 4. 259, I. 8. Require first a metaphrase: of him the end of life = the end of his life, LESSON XLHI Review Lesson XLIL Review Vocabularies 244, 251, 258. 1. 265. Inferus gives us inferior^ and indirectly infernal. Mendacity and sapient may not be thought of by pupils as derivatives. Compare pigritia with piger (109) and impiger (203). LESSON XLIV Review Lesson XLIIL 1. E. 26 and a. 2. 269. amplus with fio gives us amplify. 3. Call attention to the different meaning of our arbor ; but in arboretuin there is a return to the proper idea of arbor. LESSON XLV Review Lesson XLIV. 1. See M. 27. Personal pronouns may well be reviewed. 2. 271, 1. 2. laetus : best translated as an adverb. 3. 271, 1. 9. Graeca : lingua understood. 32 TEACHER'S MANUAL LESSON XL VI Review Lesson XLV. Review Vocabularies 265, 269, 273. 1. Call for the declension of dies pulcher, beautiful day ; and acies longa, long battle line. 2. 279. Compare fides and fidelis (251). Call atten- tion to the different meaning of our impetus and the Latin impetus ; also our instruct and the Latin instriictus ; mille and annus (189) give us millenium. Call attention to such names of English towns as Lancaster and Dorchester, originally so named as sites of Roman camps. 3. 280, L 3. visi: principal parts in 136, b. 4. 280, I. 10. caruerunt : in 233. 5. 280, II. I. about: in 153. LESSON XL VII Review Lesson XLVI. 1. E. 19 and note ; 20 and a, b, c\ 30 and note. 2. 281, 282. Call for the present subjunctive of other verbs, as laudo, deleO, scribo, punio. 3. 285. Have principal parts thoroughly learned. LESSON XL VIII Review Lesson XLVII. 1. 287. Have unremitting practice on subjunctive forms, both review and advance, with different verbs. 2. 292, II. 5. to carry : refer to 283, b. LESSON XLIX Review Lesson XLVIII. Review Vocabularies 279, 285, 291. 1. 299. First call for the complete subjunctive of rogo, video, ago, scio. TEACHER'S MANUAL 33 2. 294, 296. Call attention to the fact that the subjunctive in indirect questions is translated like the indicative. 3. 299, I. 7. num : here used in a direct question. Translate you don '/ walk on your hands, do you ? 4. 299, I. 12. num: here introducing an indirect ques- tion. 5. 299, II. 2. Caution against the use of the Latin infinitive. LESSON L Review Lesson XLIX. 1. See M. 27. 2. 301. Compare acriter with acer (182), peditatus with pedes (155), and pugna with pugno (122). Compare animus with animate. 3. 302, 1. 071 a hill : in with the accusative or with the ablative. 4. 302, 3. yours : not tuus, of course (229, note). LESSON LI Review Lesson L. 1. Call for the declension of unus miles ; tres gladii ; duae naves. 2. 308, I. 2. portubus : refer to 242, a. 3. 308, I. 8. manibus : refer to 243, a. 4. 308, I. 17. sint : refer to 294 and 295. 5. 308, II. 6: refer to 305,/". 6. 308, II. 7. to aid : refer to 283, b. LESSON LII Review Lesson LI. 1. 310. Call attention to the spelling oi February ; gens gives us gentile diiid genteel. Contrast dexter and sinister. 34 TEACHER'S MANUAL 2. 311, I. 2. Some pupils will translate ninth steps, instead of of the 7iinth step, 3. 311, I. 5. Tell the class that the Roman year began with March. 4. 311, I. 8. conlocavit: so generally in Latin a verb common to two members of a sentence is expressed with the last only; the reverse is true in English. 5. 311, I. 9. tenuerint: refer to 294 and 295. 6. 311, II. I. from the country : refer to 196, 3. 7. 311, 11. 8. Refer to 292, I. 3; 196; 278. LESSON LIII Review Lesson LIT. 1. 312. Have the class pronounce uter'que, u'traque, utrum'que. 2. 313. Explain that alius . . . alius is strictly another , . . another. 3. 314. The Exercises are somewhat difficult, and it may be well for the teacher to go through them with the class in advance. 4. 314, I. 2. Metaphrase, others said other things =^ some said some things, others, others. 5. 314, II. 2. which . . . <^^j J", uter puer. Similarly in 5. ^- 3i5> 1- 3- First word fuit: refer to 311, I. 8 for a similar example, and see M. LI I. 4. 7. 315, 1. 3. ille . . . hie: refer to 201, b. LESSON LIV Review Lesson LIII. Review Vocabularies 298, 301, 310. 1. 316. Call for infinitives of other verbs. 2. 317, 4. Some explanation of the agreement of the participle may be needed. Compare the agreement of the TEACHER'S MANUAL 35 participle with the subject in the compound tenses, which the pupils have already had. 3. 319. Debt and legible are interesting derivatives. 4. 320, II. 7. ought to have bee?i seefi, debuit videri. LESSON LV Review Lesson LIV. 1. 327. Compare divitiae with dives (319) and remind pupils that in the New Testament parable the rich man is commonly spoken of as "Dives." Compare frigus with frigidus (258); spero with spes (279). 2. 328. Before taking up these exercises call for all infinitive forms of the verbs that occur. 3. 328, I. Call for a metaphrase of the sentences con- taining infinitive forms. 4. 328, I. 6. cantaturas esse : recall to pupils the future infinitive, 316, a. LESSON LVI Review Lesson LV. 1. E. 2, d, 2. 331, 4. Show that se might be rendered emphatic by joining ipsum to it. 3. 332. Compare difficultas with difficilis (254) ; oratio with orator (265). ^' ?>2>2>^ I- ^- °^^^' some pupils will mistake this for a genitive of ego. ^' ZZZi I- 9- eodem voltu: refer to 307. 6. T^T^T^, I. II. de se ips5 : explain that ipso gives an emphasis to se which would be indicated in translation orally by the voice. 7. 333, II. 2. my : refer to 229. 36 TEACHER'S MANUAL LESSON LVII Review Lesson LVI. 1. E. 2, / 2. 335. Ask for the meanings of these pronouns in the neuter. ^- 335- Pupils may ask the difference between aliquis and quisquam. The latter is used in general only after a negative, as p. 133, 1. 3, and is emphatic. 4. 336, 1. 10. gesta : in 184. LESSON LVm Review Lesson LVIL 1. E. 31 and a, 2- 339- Call attention to the identity in form of the first column of passive imperatives with active infinitives. ^* 339j ^' Imperative futures are of comparatively infrequent occurrence, hence are not required to be learned. 4. 342. In memoria teneo, memoria may be considered the ablative of means. 5. 342. The meaning of ta?igent might be explained. Pupils may not think of contact as related to tactus. 6. 343, II. I. So77iething new: refer to quidquam certi, ZZ^^ 1- 7- 7. 343» II- 3- ^"^•' refer to 139. 8. 343, II. 6. even: refer to 331, c. LESSON LIX Review Lesson LVilL 1. 344. The teacher may explain that the t of pot- (potis) is changed to s before s, and the f of fui, etc., is dropped. TEACHER'S MANUAL 37 2. 347, a. Refer pupils to 350, 11. i and 5; also on ^bsuin to 11. 3 and 4, where the common construction is illustrated. 3. 350, 1. 6. multum : here an adverb. 4. 350. Ask pupils to point out an illustration of 349. LESSON LX Review Lesson LIX. 1. E. 34 and a and b. 2. 352. In this lesson only present and perfect parti- ciples are treated. 3. 354. Veno?n is a sufficiently, obvious derivative from venenum. Vicinus occurred as a noun in 135. 4. 355 and 356, I. It would conduce to accuracy if all sentences containing participles were first metaphrased before being translated. ^- 355? ^- 3- Perhaps the first instance so far in the Latin exercises in which the purpose clause has preceded the main clause. ^- 355> ^- ^^' num: not used as defined in 273, but as in 298. 7. 356, I. 4. curae: refer to 349. 8. 356, II. I. do not : refer to 340. 9. 356, II. 7. was glad : refer to 322 and 325. LESSON LXI Review Lesson LX. 1. 357, b. It may be well to give pupils an example of a noun and an adjective in the ablative absolute, as caelo sereno, the sky being dear {iinder a dear sky). 2. 358, a. Properly speaking, the literal rendering of the ablative absolute should be called a metaphrase, rather than a translation. In a great majority of cases it will be found 38 TEACHER'S MANUAL best to translate either by a clause or by a phrase beginning with a preposition. ^- 359- Compare pecus with pecunia (72) and explain how, before coined money was much used, cattle served as the principal medium of trade or standard of value. 4. 360, I. The proper translation of the ablative abso- lute shows how little the English is accustomed to use the participle in comparison with the Latin. 5. 360, I. 12. Call for the rules for the three datives. 6. 360, I. 14. This ablative absolute may be translated in six ways. 7. 360, II. I. Much: refer to 267. LESSON LXn Review Lesson LXI. 1. 363. Compare coniunx with conjugal ; cupidus with Cupid ; and augeo with augment. 2. 363. Caution pupils not to confound the plural of vis with that of vir ; they must look sharply at the ending. 3. 363. Call attention to the curious fact that we have adopted vim as an English word. 4. 364, I. 7. educandos : used like servandum in 362, i. 5. 364, II. The first five and the first part of the eighth are to be cast mentally into passive forms before turning into Latin : of the town to be seen ; for a line of battle to be drawn up^ etc. LESSON LXm Review Lesson LXI I. 1. 365. Pupils may be told that the nominative is sup- plied by the infinitive : videre est credere, seeing is believing. 2. 368. Compare amor with amo ; deus with dea ; oro with orator (265). Pupils may be able to guess the two TEACHER'S MANUAL 39 parts of artificial, and to think of nomiftal from nomen. conicio : pronounced conyicio ; so of the other compounds of iacio, ahyicio, etc. 3. 369, I. II. Might be puerorum educandorum, like 362, 2. 4. 369, I. 13. Might be oppidi expugnandi. 5. 369, I. 15. Ask what might be substituted for pila . . . coniciendi. 6. 369, II. 10. Call attention to the two accusatives after doceo. LESSON LXrV Review Lesson LXIII. 1. 375, I. 8. num : recall to pupils that this word sug- gests a negative answer : a boy does not surpass a man in stre?igth, does he ? 2. 375, II. 3. That is, /;/ the saying than i?i the doing. 3. 375, II. 4. The supine is, of course, expected here, but other translations may be called for. 4. 376. Call attention to the imperfects as denoting customary action and refer to 132, b. 5. 376, 1. TO. Ask what might be substituted for exer- cituum dticendorum and compare 367, i. LESSON LXV Review Lesson LXIV. 1. 378. Probably it will be advisable to assign for one lesson only the review of amo and moneo and devote the entire period of recitation to practice according to the sug- gestions of this Manual under " Form Work," p. 4. No meanings should be given to subjunctive forms. 2. 379. The only forms of do that have a are das and da. 3. 381. Before assigning this to be worked out tell 40 TEACHER'S MANUAL pupils that imposuit comes from impono, abiecit from abicio, effusus from effundo, and gessit from gero. 4. 381, 1. 4. alveo : refer to 347. 5. 381, 1. 9. educandos : refer to 362, i. LESSON LXVI 1. The best division of the lesson may be at the end of 384, I. 2- 385^ 1- 3* ^ rapina : call attention to the ablative with a preposition after a verb of separation ; refer to 232. 3- 385? 1- 5- esset : call attention to the f^ct that the subjunctive of indirect question is commonly to be trans- lated as an indicative. LESSON LXVn 1. If pupils have not mastered well the passive voice, this lesson may well be divided into two, the first recitation period being spent in practice on forms. 2. 388. Caution pupils against supposing that any verbs take the ablative because they are deponents. 3. 389. Compare libertas with liber and libero ; sapientia with sapiens ; scriptor with scribo ; and usus and utor with utilis (368). LESSON LXVm Review Lesson LXVII. Review Vocabularies 363, 368, 389. 1- 393- Call attention of pupils to the fact that all the English equivalents of these verbs are transitive and so take a direct object. 2. 394. All forms of mulier should be pronounced to the class. 3. 395, I. 15. sibi: explain that it refers to captivi. 4. 395, II. 7. the77t both: utrique. TEA CHER 'S MANUAL 4 1 LESSON LXIX Review Lesson LXVIII. 1. 399. Compare multitudo with multus. 2. 400, 5. veneris : ask in what two tenses the form may be found and accordingly what two translations of the cum- clause are allowable. 3. 400, 6. Suggest to pupils that a tamen in the prin- cipal clause indicates that the cum-clause is concessive. 4. 401, 1. 6. Here cum may be almost equally well ren- dered when or si?ice. 5. 402, 2. The first clause may be rendered by the ablative absolute as well as by cum, etc. So in 3 and 4, but not in I and 5. LESSON LXX Review Lesson LXIX. 1. 408. Compare senatus with senex. 2. 409, I. 6. Ask pupils to express obsidibus datis by an equivalent clause, si obsides dentur ; some are likely to give si obsides darentur, which would of course be wrong. 3. 409, II. 5. -ne may well be joined to iussisset. LESSON LXXI Review Lesson LXX. 1. 410, 5. Besides the answer to be found in 357, c, the note on haec cum dixisset, 411, 1. 8, suggests another way. 2. 411, 1. 4. anteponeretur : should be preferred ; the sub- junctive in an indirect question is commonly to be translated as an indicative, but here the idea is of future time. 3. 411, near the end. in earn partem : in, repeating the in of inrumpit, cannot be separately translated. 4. 412, I. For position : caution pupils to use de loco, not the dative. 42 TEACHER'S MANUAL 5. 412, 5. Of p7'oving his courage: ask for two ways of rendering, by the gerund and the gerundive. 6. 412, 7. Call attention to the accusative and dative after antepono. LESSON LXXn Review Vocabularies 399, 408, 413. 1. Probably the best division of the lesson will be at 415. There should be much practice on eo and fero. 2. 417, 1. 2. veritus: this participle is commonly to be translated as if present. LESSON LXXm Review Lesson LXXII. 1. 420. The relative word may be a relative adverb, for example, ubi. 2. 421. Compare praesidium and subsidium with prae- sideo, 408 ; the common root is sed, sit, 3. 421. antefero : compare for meaning antepono, 413. 4. 422, I. I. There is sharp fighting. 5. 422, I. 10. ad mare: see p. 161, note i. 6. 423, 1. 9. uter utri: cf. uteralteri, 411, 1. 3. LESSON LXXIV Review Lesson LXXIIL 1. If pupils have not read many of the selections at the end of the book, a considerable amount of reading might be introduced before this and the following lesson are taken up. 2. 425. Point out that the periphrastic conjugation gives a form for a future subjunctive. 3. 427. Compare cupide with cupidus ; diligentia with diligens ; morior with mors. TEACHER'S MANUAL 43 LESSON LXXV Review Lesson LXXIV. Review Vocabularies 421 arid 427. 1- 43O) 3- is: distinguished from the pronoun is by the quantity of the i. 2. 431, last line. Call attention to terra in the sense of in terra, and mari = in mari. 3. 432. Compare hostilis with hostis ; victor with vinco. %^^mi UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. JUL111955LU LD 21-100m-9,'47(A5702sl6)476 REC'D LD JUL 111962 M25mOG * 7 THE UNIVERSITY OF CALIFORNIA LIBRARY