§ 425. Emphasize the point that it is the meaning of the compound verb that calls for the dative, and not the preposition with which the verb is compounded.
§ 426, note 1. Caution on the accent of these verbs.
§ 428.II.4. We have been informed, in Latin, We have been made more certain.
LESSON LXXIV
§ 430. Students usually have trouble in distinguishing between direct and indirect questions. Give a number of English examples of each.
§ 431. These examples should be memorized. Lay great stress on a, b, and c.
§ 434.I. Write the direct form of the indirect questions on the board and have the pupils compare it with the indirect form.
LESSON LXXV
§ 439.I.2. Ask whether ad locum dēligendum is a gerund or a gerundive construction. The form would be the same for either, but the presence of the preposition shows that it must be a gerundive (cf. § 406). 3. Translate ipsum, very (cf. § 285).
LESSON LXXVI
§ 442. Have these examples memorized. Give other examples in English calling for the same construction if rendered into Latin.
§ 447.I.3. Ask why quō is preferred here to ut. Cf. § 350.I.10. Footnote 2 is very important. Illustrate the point by frequent examples if necessary.
§ 447.II. Have sentences admitting either the genitive or the ablative written in both ways.
LESSONS LXXVII-LXXIX
These Lessons, embracing as they do a review of all the constructions used in the book, assume an unusual importance. Make the review as searching and rigid as possible. (See M. 13.)
