topics of purely modern interest, such as bicycles: in the later sections of the book it is Caesarian. The number of words in the vocabulary is relatively large; but words are necessary if anything worth saying is to be said, and a large proportion of my words have a close resemblance to the English words derived from them. Apart from this, the acquisition of a working vocabulary is an essential part of any real mastery of a language, and it is a task eminently within the powers of the youthful mind.
In regard to the quasi-inductive study of grammar I have expressed myself in an article contributed to Mr. Sadler’s Special Reports, extracts from which are given below. But I wish it to be understood that there is nothing in this book to prevent its being used by teachers who prefer the traditional method of teaching the Grammar before the sections of the story and the Exercises in which it is embodied. All the Grammar required is given in the “Preparations” (e.g. pp. 65, 66, 67, 69, etc.) It will be clear from these tables and from my “Drill Exercises” that I by no means undervalue the importance of systematic training of the memory in the early stages of learning.
In the present edition (1908) I have marked the naturally long vowels in the text, as in the “Preparations” and the alphabetical vocabulary. But I have deliberately abstained from burdening the memory of pupils and teachers with subtleties of pronunciation, such as are involved in the marking of “hidden quantities” (except in such obvious cases as rēx, lūx, nōndum): e.g. rēxī from rĕgō, tēxī from tĕgō, cōnstat but cŏndit, īnfert but ĭntulit, īnsanus but ĭncultus. If a warning is needed against encumbering the teaching of Latin with difficult questions of this kind, it will be found emphatically expressed in the recommendations of many of the Lehrplane issued by German educational authorities.
Most of the passages will be found too long for one lesson, unless with older pupils. They must be split up, according to circumstances.
