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SELECTIONS FROM OVID:
AMORES, TRISTIA, HEROIDES,
With English Notes
BY THE LATE
REV. A. J. MACLEANE, M.A.,
TRINITY COLLEGE, CAMBRIDGE; AND HEAD MASTER OF KING EDWARD'S
297. g. 79.
CAMBRIDGE: DEIGHTON, BELL & CO.
LONDON: WHITTAKER & CO.; G. BELL & SONS.
Description of a Procession at the Festival of Juno at Falerii
He relates his feelings and the scene which occurred when he
He describes the stormy weather he met with on his voyage
He reproaches a friend with having forsaken him in his
He describes his desire to return, and his miserable condition
He describes the opening of spring, and hopes for the arrival
of ships with tidings from Rome
He declares that time, which makes an impression on all
more intolerable by continuance
He complains that, being now past fifty, he is deprived of the
comforts of home, which he had looked for in his old age 21
He offers to forgive one who has been his enemy, if he shall
THE object of this selection from the works of Ovid may be told in few words. It is intended to afford ⚫an introduction, at once easy and unobjectionable, to a knowledge of the Latin language, after a boy has become well acquainted with the declensions of nouns and pronouns, and the ordinary forms of verbs, and to supersede the use of the Delectus and inferior Latin writers in the lowest classes of schools. It will be found that in the pieces selected, especially the first, the constructions are, with scarcely an exception, of the simplest kind, and the ideas such as any child may readily comprehend and take an interest in. To give a boy, if possible, an interest in what he is reading is an obvious duty incumbent on the teacher; but no entertainment was ever extracted from the crude and unconnected fragments contained in a Delectus, nor any real notion of the language intended to be taught, which is only to be derived from the authors who wrote in that language. The mere combination of words without any further association is a task so dry and purely empirical, that the mind of a child, accustomed to be amused, revolts from it; and though a certain amount of empiricism is unavoidable in the teaching of languages, and constitutes perhaps an important part of their value as the medium of