one form from another. For this reason it is suggested that the marking of quantities on the part of the pupils be limited to vowels in the penult when long by nature and followed by a single consonant, as in dominārum, and to long vowels in the ultima. When a long vowel in the penult is followed by two consonants, as in īnfīrmus, the quantity mark is not needed to determine the accent because the syllable is long irrespective of the length of the vowel and the pupil will presumably pronounce the word correctly without marking the vowel. Some go so far as to say that pupils who mark all the quantities pronounce no better than those who mark none. This is, indeed, an exaggerated statement; but there is no doubt that the importance of marking quantities during the first year has been much overdrawn and has led to the neglect of weightier matters. The course that is here suggested seems to me reasonable in demand and has been proved practical in results.
CONDUCT OF THE LESSONS
6. The Recitation Period. Always devote the first five minutes of the recitation period to the explanation and development of the work for the next day. Make the assignment definite and do not give more than the class can learn and than you are sure you can cover in the time allotted. Explain all rules. Pronounce paradigms and vocabularies and have the class repeat them. Do not allow pupils to accent the final syllables when repeating paradigms.
After the lesson for the next day has been assigned, review rapidly the work of the preceding day. Insist on quick and accurate replies to your questions. Blundering and hesitation are to be expected in the advance; but the pupil should be made to understand that they are not excusable in the review.
Allowing that one third of the recitation period has been spent as outlined above, the remaining two thirds can be devoted to the lesson of the day. Emphasize its proper subject strongly in the recitation of each pupil. Each pupil should be
