First Latin Steps

he is puzzled by having to deal with several distinct constructions at once. Here he has to deal with only one construction at a time.

2 This construction is made clear to him by an accumulation of instances. Perhaps these may seem more numerous than is necessary; but I believe that we can hardly give too many instances, if we wish to impress a fact clearly on a boy's mind. And he need not make out all the Sentences by himself. Much time would be saved, if several under each head were read out in the Form, and explained by the Master..

3 As all the constructions are classified as they occur, the construction in each sentence should be referred to its class. And the class is labelled, not by a definition, but by a type. Some explanation indeed is commonly added: but the main point is for a boy to know by heart and thoroughly understand the Type-sentence. The method of classifying by definition may be deemed more scientific; but the beginner prefers example to precept. He discerns the central point more easily than the boundary line, and likes to classify by resemblances which he feels. And in teaching that, I believe, is really the most scientific method which best makes the learner to know.

4 In most of our elementary school-books on a foreign language, sentences in English and in the foreign language are commonly placed side by side from the first. This arrangement is in my opinion

embarrassing to a beginner. He ought to be
thoroughly familiarised by a repetition of instances
with a construction in a foreign language, before he
attempts himself to render it in that language. The
present volume therefore contains only Latin Sen-
tences; but it is to be followed by another, in which
corresponding English Sentences will be given for
translation into Latin in accordance with the con-

structions, as here arranged.

5 Foolish as it may seem for English boys to spend

time over Latin verses, no one who has taught Latin

to beginners can doubt that they are immensely

helped by practising Elegiacs. Now to do this with

profit they should read a portion of Ovid's poems.

But no Poem of Ovid's is altogether suitable for

boys; and where only a little is wanted, it is a pity

to get more. I have therefore added to the Rules on

Prosody in the last chapter a few familiar lines from

Ovid's Fasti by way of illustration; and if these are

translated, scanned, and learnt by heart, the pupil

will be in a condition to derive from the practice of

Latin versification all the good which it is calculated

to afford.

6 Beside the Sentences with their Examples and

Remarks, I have added an Introduction and Notes.

But these are not essential to the use of the book.

If a teacher has time to work out a plan of his own,

he can teach from the Sentences in accordance with

that. If not, he will find the Notes and Introduction

of service for the elucidation of mine.

There have of late been many books on Latin
Grammar; and it may seem to some that those who
write them attach undue importance to a somewhat
arid field of knowledge. But I do not think that
this is our feeling. Rather are we anxious to help
the learner through it, that he may all the sooner
make his way into the fairer regions of Literature
and Science, and Art.

ST LEONARD'S ON SEA, 1871.

CHAP.

I. 1 Intransitive verbs like Ambulo 'walk' (Int. 13)

II. 1

CONTENTS.

Law of the Nominative Case (Int. 25). First Concord.

Static and Inceptive verbs

Transitive verbs like Portocarry' (Int. 13)

Laws of the Accusative Case.

III. 1 Law of the Vocative Case

Second Concord.

Adjectives as Epithets (Int. 29, 30).