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S745 1858 MoiN
To most of those who commit to memory the outlines, merely, of the entire Latin Grammar, before any practice is had in parsing, the progress is so slow and unsatisfactory, that very many become discouraged and abandon classical studies altogether. Teachers have met with so much difficulty in urging forward beginners in the study of Lat. in, upon the old methods of instruction, that there are but few, who do not use some work similar to the one here offered to the public. This difficulty will continue to increase as our country advances in wealth ; and pupils, consequently, commence the study of this Language at an earlier age. In accordance with these views, and as it is important that the principles of an elementary book should be expressed in the language of the text-book upon which it is based, these “Lessons " have been prepared.
Dr. Bullions' Latin Grammar has been selected, among others of excellent character in use, for two reasons. First, because the others have already been introduced with primary books; and secondly, from the consideration, that the rapidly increasing confidence manifested in his Grammar, among scholars and practical instructors, seems to bespeak for it a general and permanent reputation.
This work consists of two parts, divided into lessons of suitable length for an ordinary recitation. The general design is maintained, embracing some portion of the Grammar, illustrated by exercises adapted to fix in the mind the principle acquired, at each step of the student's progress. The exercises for turning Latin into English, as
far as the verb Sum, have been given without regard to the principles of Latin arrangement; after which, selections have been made from approved classical authors. Following these are Exercises for turning English into Latin, which will serve to impress on the mind the signification of Latin words, and the forms of the different parts of speech.
Another exercise will be found in these Lessons which has not been introduced into any other used in this country, that of tracing, so far as is practicable, the derivation of our own language from the Latin. Although this advantage is often urged as an argument for the study of the dead languages, it has seemed to the author that but little attention is given to it, for the reason that the practice is not pursued from the outset, and the habit formed at an early stage of the student's course.
Part First contains the leading principles of Etymology, with the observations and exceptions of frequent oc
Attention is respectfully called to the analysis of the verb, which, it is believed, will be found extremely simple and easy of comprehension.
PART SECOND consists of the general Rules of Syntax, together with the more common exceptions, abundantly illustrated; and the History of Joseph taken from the “ Historia Sacra.” It is thought by those who are competent to advise on the subject, that, after having read and reviewed, thoroughly, all that precedes, the reading of that history will prepare pupils for commencing the Latin Reader, at the Fables, thus saving the expense of additional elementary books.
From what has been said it will readily be perceived, that this work cannot take the place of a Latin Grammar, and that, while it contains all the leading principles of the
Grammar, it is intended only to prepare the way for its more critical study as students advance.
It only remains to say that no labor has been spared to maintain the most perfect order and perspicuity in the arrangement, and to make the study of Latin easy and in. viting, even to the youngest pupil. How far this desirablo: object has been secured, a candid public will decide.
FOR THE USE OF THESE « LESSONS.”
IN throwing out a few suggestions upon the proper method of teaching these lessons, it is not expected that experienced instructors will feel inclined to give up that which they may already have found successful, and adopt any new plan that may be offered. To such, however, as are without experience, they may not be altogether unacceptable.
1. Let it be borne in mind that everything in this work should be thoroughly understood and committed to memory
2. Teachers should first endeavor to make themselves perfectly familiar with the lessons of the day, a preparation indispensable, if they would impart spirit and interest to their recitation.
3. The directions for reviews given under the head of each lesson should be strictly followed, unless they should be found insufficient, or teachers should feel the necessity of the pupil's retracing his steps more frequently than the directions require.
4. In the “advance" the principles, paradigms, observations, remarks, and exceptions, should be recited, and