Table Of Content

»io;i,|o|,io|,|a|,}a|.;3].|ni,]invj^j]^j^ r. iRSTlOTIN' COURSE m FRANK JONHS Q I .1 >. Uy J ,^ lfiAA^K.<^>n^.t— -^ Cl-Sem. First Latin Course BY E. H. SCOTT, B.A. Late Headmaster, Boys" Secondary School, Barberton, Transvaal AND FRANK JONES, B.A. Assistant Master, King Edward's School, Aston, Birmingham Xxv BLACKIE AND SON LIMITED 50 OLD BAILEY LONDON GLASGOW AND BOMBAY SB 19// 0^ A FIRST LATIN COURSE. By Eir'n-est^H. Scott, B.A., late HeadmasterofBoys' SecondarySchool, Barber- ton, Transvaal, and Frank Jones, b.a.. King Edward's School, Aston, Birmingham, Crown8vo, is. 6d, A SECOND LATIN COURSE. By the same authors. Illustrated. Crown 8vo, 2s. 6d. "MaybesaidtomarkanewepochintheteachingofLatin." —School World. car"rTiehdeouptl.a"n—oJfotuhrenablookofisEdtuhcoraotuigohnl.ysound, and it has been well A FIRST LATIN GRAMMAR. To accompany and complete Scott & Jones's Latin Course. By Ernest H. Scott, b.a., and FrankJones, b.a. Large8vo, 2j. PREFACE 1. This book consists of four main parts: a series of reading and grammatical lessons; corresponding English-Latin exercises; a short grammar; vocabularies and lists of words for practice. The book is thus intended to supply the pupil with all that he requires during the first stage of his study of Latin; with young boys of average ability it may well be worked through in a year, with boys who begin later about half as long should suffice. 2. In writing this book the objects which the authors had — in view were: that the lessons should be systematic, easy, and adapted, especially at the commencement, to viva voce practice; that the words, phrases, and subject-mattergenerally should be as vivid as possible, and always within the grasp of a beginner; that the vocabulary should be comparatively small, and mainly limited to words, the knowledge of Avhich would materially assist the pupil when beginning the reading of some simplified form of Caesar; that by dint of repetition, by learning short proverbs by heart, as well as by practice on the lists on pages 114-123, the pupil should gain an absolute mastery of this limited vocabulary; that the grammar, while advancing pari passu with the reading, should be absolutely systematic; that the grammar should be learnt by living practice, not by rote, and that every effort should be made to discourage the learning of grammatical form.s divorced from their proper context; that from the beginning the pupil should be taught to distinguish carefully between sounds that are essentially different; and that from the first lesson 111 ; IV FIRST LATIN COURSE the pupil should learn some Latin by heart, either proverbs, mottoes, famous sayings, or poetry. 3. The extent of the grammar covered by the book is roughly the main types of nouns of the first three declensions; adjectives of first and second declensions; the present indicative active, the 2nd pers. sing, and plur. of the imperative active, the infinitive active, the 3rd sing, and plur. passive of the four conjugations and capio; the present imperfect and future indicative of sum; the personal and interrogative pro- nouns and the use of some of thecommonerprepositions. The ; extent and arrangement of the grammar have been made clear by the table of contents, and by the grammatical abstract, pages 124-133. Those portions of the latter which are in large type should be known perfectly, those in smaller print and marked with an asterisk are for reference, but may well be mastered if the pupil has time. 4. In the earlier part of the book rather full help has been given the teacher in respect of viva voce work; in the latter part this form of work has, as a rule, only been hinted at by the word "interrogatio". The teacher will have no difiBculty in devising for himself many other similar forms of exercises. On the other hand, it is not intended thatthe pupil shall work in full all the exercises mapped out in the course of the book much has been left to the discretion of the teacher. 5. The teacher is urged to make the learning by heart of some at least of the proverbs &c. in black type, an integral part of the class work from the very commencement; there can be little doubt that such work interests the pupil, adds to hisvocabulary, and compels him tocultivate an approximately correct pronunciation. 6. The Latin-English and English-Latin exercises have been so paragraphed as to correspond numerically, while the Eng- lish-Latin exercises are distinguished in addition by the letter A A, e.g. § 28 is a Latin-English exercise, while § 28 is the PREFACE V English-Latin exercise based on § 28. The exercises from English into Latin have been made especially easy; they should not beattempted until the corresponding Latin-English exercises have been mastered. It would be well if they could as a rule be done in class under the teacher's eye, and absolutely without help. In the case of young boys, it might be found desirable to read only the Latin-English exercises on the first reading, as the interrogationes and viva voce exercises will give opportunities for translation into Latin. The Eng- lish-Latin exercises might then be taken on a second reading. 7. Each section entitled "Caput" is designed to teach that definite portion of the grammar, which is printed in black at the head of the section. It is not intended, nor will it as a rule be found advisable, that the pupil should master that heading before proceeding to the reading. 8. The lists of words on pages 114-123 have been taken from the reading of the pupil; they have been so grouped as to assist the memory of the pupil by the association of closely related objects and ideas. These lists may well be begun before the pupil has finished the book, but the teacher should carefully omit such words as, from their declension or con- jugation, are as yet beyond the pupil. These lists can easily be made the basis of viva voce work and grammatical drill. 9. The indexes have been added so as to obviate the practical difficulties attendant on the absence of an alpha- betical vocabulary; the use of these indexes should, however, be discouraged, the more the pupil relies on his own knowledge and powers the more rapid and the surer will be his progress. 10. Minor points. As a rule the length of vowels has been marked only in the case of those naturally long; the quantity of short vowels has, however, been marked wherever ex- perience has shown there is a liability to mispronunciation. Verbs are generally referred to in the third person plural VI FIRST LATIN COURSE present indicative. The gender of nouns has not been given whenever themeaning is asufficient guide; nor has the gender been given in the case of nouns of the first and second declensions in -a, -us, -um. 11. For one point in the exercises the authors are under direct obligations to the Colloquia Latina of Gay du Borgeal. E. H. S. F. J. Dec. 1901. NOTES TO LATER EDITIONS In the second edition a few misprints were corrected, and a few additional viva-voce exercises placed at page 156. In the fifth edition two new sections were supplied, one on Derivations, the other on Verb Drill. In the eighth edition, at the request of many teachers, the long "hidden" quantities were marked; the j's were replaced by i's; and several minor changes were made to bring the book in line with the authors' Second Latin Course and First Latin Grammar. NOTE TO TWELFTH EDITION In this edition certain additions have been made to the Grammar at the end of the book, notably a fuller account of the Third Declension, the inclusion of the Fourth and Fifth Declensions, and of the Passive Voice of Verbs. Such portions of the work are dealt with in their proper place in the Second Course, but some teachers have desired their inclusion here. April, 1911.