COPYRIGHT, 1895,

BY JARED W. SCUDder.

ELECTROTYPING BY C. J. PETERS & SON.

PRESSWORK BY BERWICK & SMITH.

THE first distinctive feature of this book is, as its name suggests, that the lessons contain connected Latin passages for the pupil to read. As soon as practicable, the special grammatical points to be learned in each lesson are illustrated, not in disconnected sentences, but in a continuous Latin story. The stories are drawn chiefly from Roman mythology and traditional Roman history, interspersed with an occasional passage on the life of the Romans. This plan has the following advantages:

1. It acts as a powerful incentive to work.

2. It adds directly to the pupil's knowledge of Roman mythology, traditions, and customs.

3. It emphasizes at the outset the fact that grammar is merely a means to the enjoyment of literature.

The second feature of the book is that all the exercises for translating English into Latin are based on the Latin text immediately preceding them.

A third point of special importance is that, beginning with Lesson XV, a passage to be translated at sight is included in every lesson. In the report of the Latin Conference to the Committee on Secondary School Studies this point is particularly emphasized. After stating the views of those who shrink from adopting

translation at sight as the sole test of the pupil's at-tainments, the following significant sentence is added: "Yet the importance of devoting a good deal of attention to translation at sight is now universally acknowledged among the best teachers in school and college; and the recommendation that translation at sight form a constant and increasing part of the examination for admission and of the work of preparation, is therefore regarded by the Conference as of especial moment."

Lastly, questions in Latin, referring to the text, are included in the lessons, in the hope that teachers will avail themselves of this simple but effective mode of familiarizing their scholars with the Latin itself. Nothing gives the pupil a firmer grasp on phrases, nothing fits him more quickly to understand Latin without translating it, than this very method of asking and answering questions in Latin.

In addition to these more important features of the book, attention is directed to the following points:

1. The systematic and thorough drill on pronunciation in the first two lessons.

2. The incorporation of all necessary principles of English grammar in the body of the book.

3. The omission of the Vocative case in the paradigms, sufficient emphasis being laid upon it in the rules.

4. The use of is instead of -ēs in the Accusative Plural of -i stems of the Third Declension. This has not only become necessary on account of its use in many of the latest school texts, but it is desirable as a means of distinguishing between the Nominative and Accusative Plural.

5. The comparative view of the declensions of nouns and adjectives in the tables on pages 204 and 211.

6. The comparative view of the four regular conjugations in the body of the book, supplemented on pages 221-231 by the presentation of the Active and Passive voices of each conjugation, side by side.

7. The questions for the pupils at the end of the lessons. These are not intended to take the place of questions by the teacher, but are merely to enable the pupil to ascertain whether he has thoroughly mastered his lesson.

The lessons appear to be much longer than they really are. It must be remembered that the labors of the pupil practically end with the translation of the English sentences into Latin, the rest of the lesson being reserved for the class-room.

The author is indebted to many friends for helpful suggestions, but particularly to Professor F. J. Bartlett of the Albany Normal College, and to Professor C. B. GOOLD of the Albany Academy.

It is hoped that the use of this book will not only add to the beginner's enjoyment of Latin, but that it will insure rapid progress and unusual facility in reading and understanding the language.

ALBANY, N.Y., December, 1894.

JARED W. SCUDDER.