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These lists are by no means intended to include all derivatives from the vocabularies which they follow, but they will serve as a basis for such study as the teacher may think best. In the Appendix, pages 263-267, a list of English word-endings derived from Latin is given, together with a list of Latin prepositions which are used as English prefixes. II. The vocabulary has been chosen with reference to English derivatives. The words employed in the lessons have been selected primarily with reference to their use as a basis for the study of English derived words. The vocabulary prepared by Max Radin of the Newtown High School, New York City, published in the Classical Journal of December, 1915, and the lists of Latin words given in Meiklejohn's volume The English Language have been drawn upon in the preparation of the vocabulary. Words which do not yield derivatives are sometimes introduced for the purpose of illustrating particular grammatical points or of providing material for exercises. No effort has been made to select words with reference to any one Latin author.

III. A definite presentation of the principles of English grammar is made. An introductory lesson gives such definitions as are necessary for the understanding of the terms used in beginning the study of a foreign language. Other principles which are introduced later are developed from the point of view of an elementary presentation. Such topics as the indirect object, apposition, the classification of conjunctions, the passive voice, and some others, are given with sufficient fulness to meet the needs of pupils who have only a slight knowledge of English grammar.

IV. Grammatical principles are given in brief and simple form. The endeavor has been to present the essential facts in such a way that they might be grasped readily rather than to make definitions which would be logically complete from every point of view. The Introductory Lesson, for example, does not aim to present the principles of grammar in the

form which would be appropriate for mature students. Its purpose is to give the fundamental facts with regard to the application of any grammatical term, leaving to a later time the formulation of a statement which would be universally applicable.

V. The lesson vocabularies are small. The number of new words in a lesson is usually seven, never more than eight. A few words thoroughly learned each day will contribute more to the pupil's mastery of the subject than a large number of words used but not fixed in memory.

VI. A brief introduction to the history of the modern languages which are derived from Latin and Greek is given. The study of a few elementary facts regarding the development of languages may serve to arouse in the pupil an interest which will prove helpful in his later reading. It may also serve to prevent the development of certain misconceptions with reference to the relation of languages.

VII. A number of paradigms and grammatical topics commonly given in the work of the first year are omitted. Among them are the dative of purpose, the dative of possession, the genitive with verbs, the ablative of comparison, the present passive imperative, the future imperative, the declension of iste, quisquam, and vetus, the conjugation of nolo and malo, the supine, the gerundive, and all forms and uses of the subjunctive mood. These topics and forms will be given in a Junior High School Second Latin Book. Since a relatively small number of topics is presented, it is possible to concentrate attention upon those which are given in such a manner as to insure their more thorough mastery than when the pupil's attention is directed to a larger amount of subject matter.

VIII. The lessons are short, and can usually be covered in single recitations. Naturally, no such plan can be made to meet the conditions of every class, and the teacher may sometimes find it necessary to omit or leave for later review

part of the exercises of a lesson. But it is hoped that the presentation of forms and syntax in small units will tend to prevent confusion in the mind of the pupil and to aid the teacher in planning the work of the class.

IX. In addition to one hundred and five lessons containing exercises or grammatical and descriptive material, twenty review lessons are included. A number of sections of connected text are also given for the purpose of adding variety and interest to the work. These exercises contain a few words which have not appeared in the preceding lessons. Such words are given either at the bottom of the page or in the complete vocabulary.

X. At the end of each lesson a list of questions and suggestions for drill is given. These may be made the basis of written reviews, or such parts of them may be used as the teacher finds best adapted to the needs of a particular class. It is hoped that they may prove suggestive to the young teacher as to the method of drill work.

The character j has been used to represent the consonant value of in the spelling of Latin words in order to enable the young pupil to recognize more easily the relation between Latin words and their English derivatives. The origin of such words as injury, just, conjunction, and the like is more readily seen by the beginner when the Latin words from which these words are derived are spelled injuria, justus, conjunctus, than when the classical spelling is used. Other variations from the classical spelling have been made for the same reason. Among them are aggredior, appropinquo, expecto. The uncontracted genitive in filius and nouns in -ium is given to avoid confusion. The standard of spelling (including the use of j) represents in general the prevalent usage in Latin text books in this country and in England until a comparatively recent period. If the pupil should at a later time in his course use text books which employ a slightly different spelling he will have little difficulty in

becoming accustomed to the forms which are used. Our Latin text books have never at any time been uniform in spelling, and it seems preferable in such a book as this to adopt the standard which will give the greatest value to the large number of those who are unable to continue the study for more than a few years.

The author wishes to make acknowledgment of valuable suggestions from Miss Ada Townsend of Northwestern University, Mr. W. L. Carr of the University High School of Chicago, and Professor Frederick W. Sanford of the University of Nebraska, by whom the manuscript has been read. Mr. Carr and Professor Sanford have also read the proofs. Miss Frances Sabin of the University High School of Wisconsin has made very helpful suggestions with regard to the form and material of the early lessons.

A number of pictures which appear in the book represent objects in the classical collection of the Metropolitan Museum of Art of New York.

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