Synopsis
Excerpt from Bellum Helveticum for Beginners in Latin
Second: Immediately after the text of each lesson, the mean ing of the Latin words, as they occur in the order of the text, is given in English, and the student should be required to give both the English equivalent for the Latin and the Latin for the Eng lish as pronounced by the teacher. Each vocabulary contains an entirely new set of words. It is expected that the pupil will thoroughly master the words of each lesson, so that he will recognize them as they occur again and again in the text. This saves the time of the student Often wasted in repeatedly look ing up the same word strengthens the memory, cultivates the attention, and secures accurate knowledge. The general vocabu lary at the end of the book should be unnecessary, except, per haps, for words which rarely occur. Third: For the convenience of teachers, and to give definite direction to the student's work, the substance of the text is given in short portions in dictation exercises, which the student is to be required to translate orally as pronounced by the teacher. This gives opportunity to vary forms and constructions, fixes the meaning of words, and insures familiarity with the text. The matter given in these exercises can easily be modified and ex tended at the pleasure of the instructor. Fourth The same text is used as the basis for English sentences to be written in Latin. While the thought of the passage is often retained in these sentences, their structure is so varied from the original as to afford thorough grammatical drill. No new words are introduced in this exercise, that no time may be lost in looking them up. This abundant practice, with Caesarean models fresh in the mind of the student, produces readiness in Latin composition and a correct style. Fifth The text is treated a fourth time in questions in Latin to be answered in Latin by the student. These questions pro mote that mastery of the language which is to be attained only by its use in this way. They are suggestive, and the teacher can vary them and increase their number at pleasure.
Présentation de l'éditeur
The experience of many teachers has proved the excellence of the Bellum Helveticum. It has been found interesting and stimulating to both teachers and classes during the actual time of using the book; and the advantage of having used it appears still more clearly when the student advances to the reading of Caesar. The chasm between the beginners book and Caesar, which often renders advisable the use of some easier intermediate text as a bridge, does not exist when the student has been reading Caesar from his first lesson in Latin. But these teachers have suggested many improvements which have led to the revision and the rearrangement of the book. As this work has been done by one not connected with the preparation of the original book, the limits of revision proper have been overstepped and the book has in parts been rewritten. Yet in every respect but one, the use of Latin as the language of the classroom, the reviser has attempted to hold fast to the original plan and purpose of the book. I ts leading features have been retained unchanged, and may be described for the most part in the words of the original preface: First: The text of the first twenty-nine chapters of Caesar s Gallic War (up to the end of the Helvetian War) is used as presenting a model of perfect Latinity, sufficiently simple in form and structure for the beginner. It affords an illustration of the most important principles of the language, and prepares the student for a further study of Caesar.
(Typographical errors above are due to OCR software and don't occur in the book.)
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