l

C a n a d i a n I n st i t u t e fo r H i s t o r i ca M i c r o ra p f o d u c t i o ns In st i t u t c a n a d i e n d o m i c ro rep rod u ct i o ns h i sto r i q u es

'
T he I n s t i t u te h as b t a i n t h e b es t
a tt e m p t ed to o
'
fl
L l n s t i t u t a m i c r o i m a l e m ei e u r e x a m ll
o i g i a l c o p y a a i l a b l e fo
r n fi l m i n g F eat u r es o f t h i s
v r . q l
u i l u l a at e p o s s i
'
bl
e d e se p r o c u r er L .

c o py h c h m ay b e bi b l i o g a p h i c a lly u i q e
w i r n u . l
d e c a t ex e m p a i r e q u i so n t p e u t t r e u h -

w h i c h m ay a l t e a n y o f th e i m a g e s i n t h e
r b bl g
p o i nt d e v u e i i o r a p i u e q u i p a u v e hq .

r e p od ct i o n or
r u h i c h m a y si g n i f i c a t l y c h a n g e
. w n g d
u n e i m a e re p r o u i t e o u q u i p e u ve n t a .

t h e u s u a l m e t h o d o f f i l m i n g a e c h ec k e d b e l ow . r . df d
m o i i c a t i o n a n s l a m et o e n o r m a e h d l
dq
s o n t i n i u es c i - ess o u s d .

C ol o red u c o v er s / C o l o u re d p a g es/
C o u vert u re de co u eu r l P ag es d e c o u eu r l
C ove s d a m a g ed /
r Pa ges da m a ged /
C o u vert u r e en d o m ma gaa Pa g es e d o m m a g ees
n

C ove s rest o r ed an d / or la m i n a ted /

r Pa g es r es t o r e d an d/ o la m i r n at e d/
C o e rt u e es ta u ree et/ ou pa l li c u lee
uv r r Pa g es res ta u r es et/ o u p e lli c u l ae s

Co v er l
ti t e m i ss i n / g Pa g d i ol
es sc o u re d . st a i n e d or f o xe

Le ti t m d e c o u v e rt u r e ma n qu e Pa g es d e o l c o r ee s . tac h e t ee s o u pi

C o l o r ed m a p s/
u Pa g es d et a c h e d /
Ca rt es g eo g a p h i q u es r en c o u l "
or Pa g es d ta c h es
C o l o u re d i n lt l i . e. ot he t ha bl r n u e or b la c k l/ S h ow t h r o u g h /
E n c re d e co u e u r l li . e . au tre qua b la u e o u ne i r a l T r ans p a r en c e

C olo u red p lat es an d / or i llu s t r a t i on s/ l

Q u a i t y of p r i n t v a r i e s /
P l a n c h es et / o u i ll u s t r a t i o n s a n cou le u r l
Q u a i t a i n eg a le d e l i m p r ess i o n
'

d
B o u n w i t O t er m a t er i a / h h l lu d es s
I nc u pp le m e n t a ry m a t er i a l /
l
R e i a av ec d a u t res oc u m en t s

d C om p en d r d a m a t er i el s u p p l em e n t

Ti ght bi n d i g n m a y c a u se s had o w s or d i st ort i o n l d

O n y e i t i o n ava i a b e/ l l
a lo g i n t e i o
n r r ma r i n/ g l
S e u e ed i t i o n i s p o n i e d bl
L a r e Ii u r e sa r r ee p eu t c a u ser d e I om b r e
'
ou d e la
d i st o r s i o n le on l g d o la ma r g e i n ter i eu r s
g h ll
P a es w o y o r p a rt i a y o sc u r e ll b d
s l i p s t i s s u es et c a ve ee n r em h b
l lea dd d d
g es t o at i o n m a y
. . . .

B an k v es a e u ri n r r en s u r e t h e b
es t p o ss i e i m a e/ bl g
a pp ea i t h i t h e te t W h e
r w e p oss i b l
n t h ese x . n ev r e. g
L es p a es t o t a e m e n t o u p a rt i e e l ll
h aveb e o m i tt ed f o m f i l m i g/
e n r n b
o s c u r c i es p a r u h eu i et er r a t a f ll d '

pa g bl h i te
.

II p tq
as c t i
eu ua e r a n es es an c es a o u es
et c fl
o n t et a i m e s a n o u v ea u d e
lo rs d e es ta a t i o a p pa r ai sse t da n s l a te t a

un r ur n n x .
b ll
o t en i r l a m e i e u r e i m a e p o s si e g bl
ma i s lo s q e ca la et a i t p oss i b l e cos p a g es n a n t
'

. r u .

p a s et a l i l m aea

A dd i t i on a l c o m m e n t s :/

C o m m en t a i r es su pp l e m en t a i r es
v i me fl d
he re has been p d u ced t h an k s
re r o L exem pla l ra i ms fu t
'
fl p d u i t g race a la
re ro
snaros lty of: gen eros i ta d e:

Semi nary b
of Q u e ec semi nai re d e Q uebec
b
L i rary B ib l lothqu e

g as a ppeari n g h ere a re the bes q u al i ty t Lee i ma ges au lvent as ou t a s rep rod u ltes avec la
co n si d er i n g the cond i ti on and leg l b i llt y pl u s g ra n d sol n co mpt e ten u de la c ond iti o n at
.

ri g i n a l co py a n d i n k eep i n g w it h t he d a la nettet e d e l ex emp la l r a fi l ms at an

'

o n t ra ct s pec i f i ca ti ons . c onf orm it a avec les co n d i ti o ns d u co ntr at d e

fi l m a ge .

co pi es i n pri nted pa pe r c overs are fi l med Lea axem p i a l rea or i g i nau x d ont la co uve rt u re en
g w it h the front cover and en d i ng on pepl ar eat l mp rl mea so nt fl i mde an c om men ce nt
pa g e w i t h a pri n ted or i ll u st ra ted i m p res pa r le re mi erp pl
at at an ter mi na nt s oi t pa r la
t ha b ac k c ov er w h en a pp r o p ri ate A ll . p g
der n lera a e q u i co m o rte u na em rei nt e p p
lg i n a l c op i es a re fi l med beg i nn i n g on th e d i m p ress i o n ou d l ll u stratl o n . soi t pa r le sec o n d
' '

ie w it h a p ri nt ed or i ll u st rat ed i m p res plat . sal o n le ces T o u s les a u tr ae ex em la i r es

. p
d en d i n g on th e las t pa g e w i t h a pri nted g fl
ori i na ux sont i ms an c ommen ce nt pa r l a
ated i m p ress i o n . p remi ere p ag e q u i c o m o rte u ne em r ei nt e p p
d i m p ress i o n ou d l ll u strati on at an t er mi na n t pa r
' '

la d arni era pa ge q u i co m o rte un e t e e p ll

p
em rei nt e .

. d d fra me on ea c h m i crofi c h e
ac o r a
'
l
U n dea sy mb o es s u iva nts a p pe ral t ra s u r la
t a i n t he sy m b o l
m ( mea ni n g CO N

h
d ar n lera i ma ge de c eq u e m i c ro i c e sa l o n l e f h .
"
l o r the sy mbol V ( mea n i n g
. cas : la sy m bol e

sl g n lfl a A SU IVR E

is ,

or a ppl i es
"
. sy m bo le V sl g n lfl a FI N .

lates c ha rts etc may be fi l med at

. . Les ce rt es . p
l a nc es ta b lea u x etch e uven t at re
. . . . p
t red u c ti o n rat i os T h os e t oo la r g e t o b e
. fi l mea a d ea ta u x d a re u ct i on i er ents d d ff .

i n c l u d ed i n o n e ex p os u re a re fi l med d
l o rsq ue le oc u me nt eat t r o
. ran o u r at re pg dp
g i n t he u pper left han d c orner left to . p d l h
re ro u i t an un seu l c i c e i l es t fi l ms a art i r . p
d t o p to bott om . asma ny fra mes as g p g h
de l an le s u eri eu r a u c e d e g a u c he a ro it e
'
. d .

T he o f llow i n g di a g ra ms i ll u st rate th e at d e h
eu t a n bee. en ren a nt le h o m b rep
'
. d g
d l ma g ee nec essa i re Lea i a ra m m es su lva n ta
ll
i u str en t la met od s h .
 MAST ERE D l N SI ! WE E KS .

'

A New Method of T eachi n g th e Language .

c T
.
. m : earsm , m .

M W W M W

S I ! T H E DI T I O N .

P r i ce 8 C en ts .

'

A C A D PZ M I E DE B R I SA Y,
'

2 CO L L EG E S T R E ET , T ORON T O, CA N A p A .

1 89 7 .
 LAT I N M A ST E R E D
IN s1 x W E E KS .

CHAP I
. .

T is often said that there is no ea sy method of lear n

ing a difcult thing A uthor s of Latin Grammars
.

a r e e xceedingly fond of insisti n g upon this in the

pr efac es to their wor ks thinking probabl y that it serves

, , ,

a s a n ex cuse for the huge mass of bewi ldering mat er i a l

w hich the
y o f
f er to the student W hat. the stud ent r e
quir es to bear in mind however when entering upon an y
, ,

underta k ing su ch as lea r ning a langu age is not th a t

, ,

ther e i s n o easy m ethod of l ea r n i g a di i cu l t thi ng but th a t

n ,

ther e ar e man y dicu l t m ethods of l ear n i ng an easy thi ng .

N ow it m ay shock a few readers at rst to hear that

,

to lear n La tin is an easy thing ; neverthel ess after ,

the shock shall have passed off they m ay perhaps be ,

pr epared to listen to the reasons which I will brin g for

ward as account a ble for the many difcu lties h ither to
encounter ed in a ttempting to master the lan gua ge o f th e
Romans Afte r hea rin g these reason s they will I thi nk
.
, , ,

admit that i f learning Latin ha s in the past proved a

,

dif cult task the fault lies not with the lan guage itsel f
, ,

b ut with the awkwa r d means employed in teachin g it .

But rs t l et u s see wh at a mount of ti me and l abou r i s

usu ally r equired in order to m ake one at all familiar w ith
Latin .
 LA T IN MA ST I R E D ( N SI ! WE E KS .

On e wou l d thi nk i f L atin

, can be learned at all that ,

a boy a fair insight into the l angu a ge .

But what ar e the facts T hesefour years sui ce onl y

to give a boy however bright he m ay be a very vague
, ,

and theoretical view of L a tin I f we question hi m we will

.
,

n d that he knows a smattering of grammar that he has ,

at least a small vocabulary of Latin words and when a ,

short simple Latin sentence is shown him he can fr e ,

qu ently make some attempt at translating it We cannot .

stick him at decli ning nouns or adj ectives ; and as to

conj ugating verbs he can do this sleeping or wakin g
, .

But how much real Latin does he know Give him an

extract from C is sar or CiceroI mean somethin g h e has
not already learned by h eart and what can he make of
it ! N othi ng more tha n he could of hieroglyphics T o .

take up a piece of Latin and transl a te it as he might a

piece of French or German is somethin g w h ich we need
,

not expect of the youth who has j ust graduated from a

High School Fou r yea rs at a High S chool m ay enable
.

him to tal k l eam edl y about declensions an d conj u gati on s ,

and to go through certain rigm a roles which to one unac , ,

q u a i n te d w ith Latin m ay sound like wisdom b ut four

, ,

such years rarely sufce to give hi m an y real knowledge

of the Latin language .

L et us a l lo w thi s boy there fore f

,our more years not
,

,
e
at School this time but at Coll ge and see how much
L ati n he will know at the end of his course E ight yea rs .

stu dy of an y language we think should be su fcient to

, ,

make the du llest student quite familiar with it B ut we are .

 . L A T IN M A ST E R E D m Si x WEEKS . 5

mistaken Ou r young m a n graduates from College with

.

apparently littl e more knowl edge of Latin th an w hen he

enter ed four yea rs b efor e I t is true he has r ead Vir gil .
,

Hora ce and severa l other Latin authors an d i f examined '

,

on them will re a d L atin almost lik e a Roman but take

,

him on a passage from an author he h as not r ead ; or

even on a p a ssa ge from an author he ha s re ad but not ,

re cently and his utter ignoran ce of Latin will be

,

immediately evident Of course i f given time a diction

.
, ,

ar y a n d a grammar a fter puzzling over the passage a s

, ,

thou gh it were a m athematical problem he m ay mana ge ,

to make some sense of i tbut he will consider himsel f

clever i f he even can do this .

I do not mean to say th at an o ccasion al student c annot

be found to make mor e progress th an th a t just d escrib ed
b ut sp eaking gene r ally th e knowledge of Latin possessed
,

by a y oung man on l eavin g C ollege is a ve r y insigni ca nt

matter when we tak e into consid er ation the ye ars of toil
,

a n d study s pent in ord er to obt a in th at knowled ge .

,

Ind eed ther e is no other subje ct excepti n g per haps , ,

Gr ee k ( 1 ) upon which so mu ch tim e an d labor a r e

-

placed by the student with su ch dis cour a gin g r esults , ,

and it is b ut natura l that par ents should come to th e

con clusion that their b oy s an d gi r ls in study ing Latin

a r e wasting time .

N ow w hy is it th a t so little pr ogr ess is m ad e with this

,

l an gu a g e E ither th e l an gu a ge itsel f must b e very di t

cult or else th e m ethod of t ea ch ing it must be unsound
,
.

( )
1 M u c h tha t has b een sa i d an d w ill be sa i d her e a b ou t
L ati n a p pl i es eq u al l y to Gr eek .
6 LA TIN m sr a n a o i n si x w a r ns
.

T here are man y reasons w hy we should suppose Latin

for E
nglish speaking persons at least to be an easy
language to learn such as the fact that a lar ge number of
Latin wor ds resemble closely the E nglish words derived
from them and are therefore easily remembered
, that
Latin unlike most modern languages is very free from
, ,

idioms ; and that the principles of Latin grammar are

sim m e and reasonable Altogether there does not seem
.
,

to be anything about the language to cause a student

an y serious difculty .

But let us examine the method by which the language

is taught .

A s every one knows the sy stem of teaching languages

,

in our S chools a n d Colleges un til quite rec ently has been

, ,

to grind into the student all the gramm a r possibl e before

allowing him to hear or see a nything of the languages
themselves save a few fragments illustr ating principles
,

of gr a mmar T his system though still l ar gel y i n vogue

.
, ,

is being supersed ed in some S chools by conversational

a nce, the n am es of a few pa rts of the bod
( )
2 T a k e , f o r i n st y
CA P U T, the hea d ( li k en ess to ca p i ta l ) ; ocu w s, the eye ( ocu list) ;
DENS, tooth ( denti st) L IN GUA , tong u e ( lan gu age) NASUS, n ose
( na sa l) A U R l S , e a r ( au ral ) C O L L U M , the n eck ( c olla r ; n ew s,
)
the br ea st ( p ector al ) CO R , the hea r t ( co r e) ; M ANUS , the ha n d
( m a n u a l ) ; w a s , f o ot ( p ed a l) , e t
. c A n yon e w i th a n or di nar
y
E n gli sh ed u cati on and the least faculty of ob servati on , after
r ead i ng these w or ds over , w ou ld n ot fai l to k no w thei r m ean i n
g
on m eeti ng them agai n So too he might gu ess the mean i ng of
.

w or d s l ik e J u sr rr m, GL O RIA , E L O Q U E N T I A , C AUSA , A VARI T IA ,

NA T URA , S C IEN T IA , I M P R U D E N T I A , F A M l L l A , and a host o f other

L ati n w or d s w hi c h, a l most u n mod i ed, haw fo u nd their w ay
i nto the E ngli sh la nguage .
 LA T IN MA ST E R E D lN si x WE E KS .

methods, the onl y methods of any value in teaching a

-

spoken l an gu age T h e old Method is still used however

.
, ,

in teachi n g Latin chie y no doubt becau se Latin bein g

, , , ,

a dead language does not admit of being taught by the

,

Conversational Method N ow however important a.

,

kn owledge of grammar may be to the student who wishes

to w rite and translate Latin correctly a knowledge of ,

abstract principles is of very little value Yet abstract .

gramm ar is what the student of L atin in our S chools

spends his time and energy upon Of course he reads .
,

Virgil C e sar and other Latin authors but thi s is don e

, , ,

by means of a k ey and gives no di i cu l ty the most of

,

his time is given to the grammar .

N ow not only is the Latin grammar presented to the

,

student in the form of abstract and to some extent , , ,

meani ngless rules but these rules are given to him in

,

such a w ay that unless he be endowed with a most mar

,

vell ou s memory he must fail to remember the greater

,

part of them I f we examine an y of the text books in

.
-

common use we will at once see this

, .

T he more elementary text books of course contain -

, ,

only those principles of grammar which would be found

in the most simple sentences but let us look at the more
,

advanced text book which though containing a great deal

-
, ,

that is super uous contains also those pr in ciples which

,

every student must be familia r with who would read and ,

write Latin with any degree of corr ectness and ease .

On examining such a book we n d that it is divided ,

into Lessons ( or Sections each Lesson deal

ing wi th one or more principles of grammar and con ,
8 L A T IN M A S T ERED m si x WEEKS .

tamm g a shor t e xer cise involving set for th the pr m ci p es

i n that Le sson on ly .

The Latin Synt ax b ein g thus g iven to the student piece

by pie ce a n d a pp ar ently with little regar d to the or der
,

i n which the pi e ces a 1 s given ( mu ch th a t is impo r tant

,

being reser ved till the l a st) the whol e book must be ,

studie d by th e student b efor e he will nd an explan a tion

of many c onstru c tions which in a ny o r dina r y piece of

,

Latin he would be a pt to me et with ; a n d a s a complete

g ram m a r o f the langu a ge is d eal t with ( th e important and

unimportant alik e) on e hundr ed or more Lessons ar e
,

necessar y in order to administ er the m atter in a nyth i ng

like r ea sona b l e doses T he tii n e r equir ed th erefore to get
.
, ,

through such a book to say nothing of th e time which ,

must previously h ave b een spent on a mor e elementary

grammar 1 8 n ecessar ily ver y gr eat Indeed it is often
,
.
,

on ly in his n a l yea r a t C ollege a ft er the student has ,

d one most of his r eading tha t h e is t a ught the principles ,

which he should have k nown long be for e b ut which he ,

passed over in hi s r eadin g without under standing or ,

even notici n g .

But this is not al l I f th e stud ent aft er pa ssm g through

.
,

the se books could say th at h e kn ew th eir contents

t horoughly he mi ght h a ve r ea son to feel sa tised with his
,

work But how much of wh a t h e h a s lea r n ed does he

.

remember P ( I t is a singula r thing that msmou se ar e

seldom tak en into account by t ea ch er s) A s w e h a ve .

a l r eady se en ea ch Lesson contains nothing but n ew
,

matter the same pr in cipl es being seldo mnot i ced a second

,

tim e The re sult I S that the stud ent on r ea chin g the third
.
 LA T IN M AST ERED us si x WEEKS . 9

Lesson has forgott en the pr in ciples contained i n

,

L esson I Thus does the pr oc ess of learning an d

.

fo r getti ng go on until when the l a st L esson is reached

, , ,

nothin g b ut a vague r ecoll ection of wh a t h a s been learned

r em ai ns in th e mind of th e stud ent Can we wonder .
,

th er efor e th at with such a method as thi s he fails to learn

,

L atin We will wonder still less when we shall have ,

seen the other evil features of this m ethod .

CHAP II . .

PL E A SU R E IN S TUD Y .

Is one is to su cceed in learning a l anguage he must take ,

ple a su r e in studying it I f he has to apply himself to

.

his wor k with the feeling tha t he is ta king so m uch

,

medicin e the chances are h e wil l waste his time

, .

But wha t is study ing L a tin to most stud ents b ut

, , ,

t a kin g medicine I have yet to meet the boy or gi rl

who tak es delight in doing the L a tin exercises in ou r
school tex t books Who indeed can n d an y pleasure
-
.
, ,

in studying dr y rul es or in hunting a L a tin dictionary

,

or vo ca bul a ry for words 2 N ot on l y is ther e no pleas u re

in su ch w or k but it becomes sodistaste ful to the averag e

,

s tudent tha t noth in g but the fear of fa ilin g at his ex am

.

i n a ti on mak es it possible for h i m to continue his labors .

Wh at pa tience a n d persever a nce i s required in or der to

t r anslate a few E n glish sentences in to L atin when one ,
 10 A T IN A S T ERED m WE E KS
'

L M SI ! .

has to e to a diction a r y or ind ex ed vocab ul ar y f I

r ef r J
'

every se cond word and to g uid e himsel f in fr a ming his

,

senten ces by m eans of a bstr a ct rul es only he who h a s ,

a t tempt ed it wil l k now .

T ea ch er s of L atin seem to think th at th e only w ay i n

which to m ak e a stud en t r em em b er the me anin g of a wor d
is to ha ve him hunt it up m a di ction ar y Mor e tim e 1 8

i .

wasted by th e student in doin g ex er cises in wh a t is ca lled

L a tin Prose C omposition th an on an y oth er su bj ect .

in hi s cou r s e E ver y on e d r ea ds L atin P r ose C ompo

.

sition r st b ecause it is slow t edious wor k ; secon d
, , , ,

b eca use h e n ds th a t a fter toiling a way for so long his

, ,

ex er cis es a r e full of mist ak es T h er e is some sa tisfaction .

in wor k in g h ar d even though th e work be tedious i f

, , ,

wh en it is en ded w e a r e r ewa r d ed with su ccess but no

,

o n e ev er l ea r n ed to write Latin by study ing a boo k on

L a tin pr ose .

Anoth er useless an d pain ful t a sk to which the stud ent

is gen erally put is p a r si ng This is gen er a lly don e in
, .

co n n ection with his r ea ding whi ch oth er wise might be

pl ea s ant wor k an d ne cessit at es a con st ant r ecur r en ce
to the diction a r y
I could n ever see that p ar sin g was of an y pr a ctica l
val u e but great st r ess is l aid upon it by t ea ch er s w ho
, ,

do not consid er an h our t oo m u ch tim e for th e b eginn er

to p u t upon a doz en lin esof Latin .

T he effect of al l this tedious wor k is to disgust th e

student entir ely with th e l angu a ge H e may k eep on .

plodding aw ay but he does so with a sick h eart sup

,
'
,

por ted only by the a s su r a nce th at some day he will be

 LA T IN M AS T ERED I N Si x WEEKS . 11

able to bi d far ewell to College an d bury his L atin books

,

wher e the sight of them will not d i sturb h i m Wh at .

do es he l ea r n a b out L a tin at C oll ege ! H e only learns

to h a te it .

TH E LA T IN
S E N T EN CE MO TOR M E MOR Y .

T E Ed efe cts which have b een pointed out in the prevail

i n g m eth od of t ea ching L atin a r e a lso common to the
,

Ol d M et h od of t ea ch in g F r en ch Ger m a n etc This being

, , .

so th e qu estion will per h aps be ask ed : How is it th at

,

on e can l ea r n to write and t r a nsl at e F r en ch in one or

tw o year s by the Ol d Method w hi l e th e sa m e tim e spent

,

a t L a tin w l th a similar m ethod would not give one an

equ a l k nowl ed ge of this l an gu a ge I s it not b e cause

L a tin is mu ch mor e difc ult th an F r en ch 9
T h e answ er is th at on e can not l ea r n to wr ite Fr en ch
,

i n two yea r s by th e Ol d M ethod He m ay lear n to wr it e a

few simple s ent en ces b ut mor e tha n thi s h e cannot do

, .

Inde ed stud ents often give it a s th eir O pinion that L ati n

,

is ea sier to w r it e th an F r en ch A s to t r ansla tion however

.
. ,

t hat i s a differ ent m atter Much l ess th an two years- a

.

few months stud y oft en s u fces to en ab l e one to t r ans

l ate or din a r y F r en ch pr ose with out mu ch hesita tion T h e

. .

r easons w h y a simil ar pr o gr ess is not m a d e with L a t i n are

We will de a l with these r ea son s separ a tely

'

tw o . .

A s the r ead er will p r o b a bl y k n o w th e L a tin senten ce ,

12 L A T IN M AS T ERED lN si x WEEKS .

is constr u cted on a plan very diffe r ent from th at of the

E nglish or Fren ch s ent en ce so th a t a s tu dent though , ,

familiar with a l l the wo r ds b efor e him mi ght fa il to dr a w ,

a n y sense fr om them on a ccount of th eir p eculi a r com ,

bination N ow thou gh it is a ver y simpl e m atter to l ear n

.
,

to under st and the Rom an senten ce t h er e a r e few per son s ,

w h o do so owing to th e misl eading m str u cti on s whi ch

,

they blindly follow .

The s chool text book te a ches th a t a L atin s enten ce

-

must be car ved up a n d pick ed to pieces r st by extr a ct , ,

ing the subje ct then th e pr edicat e with its dir ect o bj ect
, ,

( i f an y) n ext the mo di er s of th e su bj ect th en th e

, ,

modiers of the pr edicate until th e whol e s ent en ce i s ,

disposed of With a complex sent en ce the pr in cipa l

.
,

subj ect w e ar e told must b e sou ght for r st then the

, , ,

verb etc le av in g th e subor din at e cl a uses to b e work e d

, .
,

out last Let us tak e a senten ce to illustrate thi s

. .

Or ati onem du ci s es cu ta s est mi l i tu m ar do r .

Here th en is a ve r y sh or t simple L atin sentence

, , , .

Yet i f we wish to t r a nslate su ch a s ent enc e as this ( an d

,

at the s a me time follow the orthodo x rul e) w e will r st

, ,

read it throu gh in s earch of the su bj ect This w e nd .

to be ar dor the a r dor L ooking n ex t for the p r edica te

,
.
,

w e n d it to be es cu ta s est . fol l ow ed T h e obj ect is Soon .

seen to b e cr ati onsm, the or a ti on M i l i tant of the sol . .

di er s a pp ea rs to be a m odi er of th e su bje ct a n d du ci s
, , ,

al a modi er of th e obj ect Putting thes

of th e g en er , e .

together w e h ave : T H E AR D OUR O F T H E S OL DI E R S F OL

L OW ED TH E S P E E CH OF T H E GE N E R AL .
 LA T IN M AST ERED IN SI ! WEEKS .

N ow no one will deny that by this method we can get

,

at the me aning of a Latin s enten ce an d i f the sentence be ,

ver y shdr t a s in the above example the meaning can be

, ,

got at without a gr eat deal of time but it mu st be equally

evid ent th a t it is a bungling process wher e th e sentences ,

ar e l ong and wh en the su bject or predicate cannot be

,

r e a dily found How ridiculou s too it would appear to

.
, ,

an y R oman c ould h e see us tre ating his writings as though

his sentences wer e framed to t est our a bil ity at solving

puzzles !
L ati n sen ten ces are not puzzles
/

T he Romans spoke .

their l anguage much in the same w a y a s they wrote it .

The or ations of Cicero had not r st to be writt en out an d

subj ected to a gr a mmatical analysis in order to be i n tell i
g i b l e to th e R o m a n p eopl e T h e o r d er in which he uttered
.

his wo r ds m ay be differ ent to the or der in which they

would be utt ered by a nin eteenth century ora tor a n d at -
,

rst m ay seem unn a tur al to the modern mind but the re is ,

no on e who cannot with a little pr actice a ccustom him

, ,

self to the L atin sentence so as to be a ble to r ead it right ,

str a ight along and feel that the Latin or der is quite as
,

natu r a l as that of th e E nglish ( 3) .

The ina b ility of the college student to do this is due

par tly no doubt to his following the misl ea ding in str u c
, ,

e a e m m

( 3) T h e co n str u c ti o n o f t he G e r m a n sen ten ce i s fr equ en tl

y
li k e that of the L ati n , an d i n many sc hools stu dents w ill be
fou n d u n ravell i ng thei r Ger m a n as they do thei r L a ti n I t is .

n eed l ess to say that the Ger m a n s them selves d o no t r eq u i r e to

d o th i s w i th thei r la n gu age Wi ll a n yo ne conten d tha t the

.

R om ans w er e obl i ged to do so w i th thei r s

 L A T IN M AST ERE D IN SI ! WEEKS .

tions j ust referred to but largely a lso to an other cause

"

not yet mentioned I refer to a cert a in ha bit forced upon

.
,

hi m when beginning the study of L atin the habit of

substituting the motor for the p sychi ca l memory And .

now a word or two about memory will be necessary in

order to understand this .

i
Memor y is gen erally under stood to be an intelle ctu a l
faculty Ou r diction aries den e the wor d as
. that fa culty ,

of th e mi n d by whi ch it r etains an d can re call pr eviou s

ide a s and i m pr essi on s an d indeed the wor d is rarely i f

,
f

ever used with an y othe r m ean i n g th an that implied in

,
.

this denition .

Yet i f we consid er a l ittle it must b e a pparent th a t a l l

,

memor y does not belong to consciousness T here is th e .

un conscious as w ell as the cons cious memor y Conscious .

ness is little con cer n ed with those numer ous bodily

movements which w e d a ily execute with su ch eas e T h e .

h
intellect of t e skilled musician does not guide or even

follow h i s nger s in the exe cution of a piece of music .

T h e mind knows littl e of tho se compl ex movem ents which

tak e place m w a l k ing r u nning or dan cing Still l ess i n
, .

spe ak ing has the intellect to r emember how to a dj ust

each littl e br e an d mus cle in o r d er to produ ce a d esir ed

word T hat which m akes possi bl e al l these comple x an d

.

var ied movements is the memor y of the muscl es an d of

,

the motor n er ves Memor y is not conned to conscious

.

n ess ; the w hol e n er vou s sy st em r eme m b er s

x
.

But the memo y of the

r m otor n er ves or as it h a s b een ,

very appropri a tely called by some psychologists motor ,

memor ydiffer s f1 om the i n tel l ectu a l or p sychi ca l memory

 L A T IN M AS T ERED 1N srx WEEKS . 15

in some very marked respects F or instance a j u ggl er

'

.
,

who has practised a series of movements wo ul d be unabl e ,

to pe r form them in a different ord er to that in which h e

ha s pr a ctised them n or could he commen ce an yw her e i n
,
'

the series an d continu e them on Let him be disturbed .

b ut for one moment while performing , let h1 m m1 ss bu t

on e lin k in his chain of movements and he i s obl i ged to ,

b egin aga in at some poi nt further b ack .

It is not n ecessar y however to have seen a juggler

, ,

per for ming m ord er to und erstand the peculia r ities of

,

motor memor y j ust r efer r ed to All w ho have h eard th e

.

a mateur at th e pia no know that his pl aying consists,

c hie in stopping short a n d b eginnin g over aga in

y .

E ach on e 8 pe r son a l ex per ien ce too will fu r nish him with

, ,

o th er ex amples whi ch will full i llust r te this point

y a .

But motor m emory though in one sense distin ct fr om

:

p y
s ch i ca l m emo r y y e t is
, so asso c i a t ed and r el a t e d to th e

l a tter th at w e ar e lia ble to con found th e two A poem

,
.
,

When lear ned for the r st tim e is learn ed by means of ,

s
p y c hi c a l m emo r y T h e. m e aning o f t h e wo r ds th e

th oughts or id eas which th ey r epresent is s eiz ed hold

of b
y th e mind a n d r etained b y it B y c onst a ntl y r.eciting
the poem how ever th e wo r ds b ecome a s it w er e i n car
, , , ,

n a te in us . The nervous el ements which br ing a b out the

movem ents r esulting in speech become so modied by ,

th e r ep etition of th e lines th a t we not on ly r emembe r

,

th e id eas m th e poem but w e pr eserve m our ve r y nervous

,

sy stem a copy i f I m ay so all i t o i the words i n th e
c ,

o r der i n which w e have been r epeating th em When .

,

therefore the poem shall h a ve been i n tell ectu a l ly fo r gott en

,
16 L A T IN M AST E RED 1N srx WEEKS .

that is to say when all the id eas which we had gathered

it sh a ll have pa ssed from our mind
,

from the motor ele

ments in moments of r estlessn ess will pl a ce upon our
lips the words of the poem whi le all the tim e our intell ect ,

may be occupied with some widely differ ent m a tter .

N ow whether it be a po em we un consciously re cite or

, ,

a ser ies of remember ed movem ents we unconsciously go

thr ough with the nger s or lim b s , in either ca se the
movements will be per for med in a x ed or der VI Z 1 n the ,

order in which they have been pr actised N ever w ithout .

the interferen ce of the intell ect do w e r ecit e a line back

war ds which has not been le ar n ed in th at w ay Wor ds .
,

when lear ned in rotation or succession are r emem b er ed ,

a s or dina y b ar r en movements
'
I f a n y one wor d in the .

ser ies is left out we r equir e to begin an ew in ord er to

,

remember what follows A s i n humming an air a fa lse .

,

note m ay put us a ll a str ay Thos e who h ave never le ar ned .

to r ecite the letters of the alphabet ba ckwa rds can only

do so by an utmost effor t of th e a tt ention .

We see then th at motor m emor y has its di sa dvan

, ,

tages I t is tr u e th at it is mor e stable an d persistent

.

th an p sychi ca l m emor y I t is r ar e th at on e for gets how

.

to swim or how to sk ate a fter h e ha s once l ear n ed A .

poem thoroughly le ar ned bv h ear t is l ear ned for good ;

and indeed th e most m ean m gl ess rhym es or combina
, ,

tion s of wor ds are often th e most per fectly rem emb er ed .

Neverthel ess motor memor y Should n ever be substituted

,

for p sychi ca l memor y when id ea s not m er e movem ents

, , ,

are to be r emember ed F or in t ell ectu a l impr essions

.
,

though tending to fade more quick ly than motor impres

 LA T IN M AST ERED IN SI ! W E EKS .

sions ar e not like the latter chained together in an y

, ,

x ed or der An i d ea h a s a thousand different roads by

.

which it m ay ush er itself into con sciousness .

N early every one is familiar with the rhyme T hirty ,

day s hath S ept ember etc yet how many of those who
, .
,

depend on this r hym e can tell inst antly the number of

day s in an y particular month T he number of days in
each month is not learned on lear ning the rhyme but ,

must be found out on e ach occasion by a long indirect ,

process I t is j ust as though it were ne cess ar y to watch

.

a screen as it is drawn pa st us for the printed informa

, ,

tion ; and i f by chan ce the eye failed to catch sight of

the desired notice from a mong the other numer ous no
tices the scr een had to be m a de to pa ss in the sa me w ay
,

aga in not admitting of b eing dr awn b ack wa rds

, .

Let no one therefor e deceive himself into think in g that

he is loa ding his mind with infor m ation wh en h e intrusts
to his motor ner ves the keeping of k nowledge ; he is no
more doing so than is he w h o writes in his note book -

matter s which he think s he cannot r emember Indeed .

,

in the l a tter ca se the m att er s i f occasiona lly r eviewed

, , ,

are soon a ssimi lated by the intellect an d th e necessity ,

for memor and a 1 s don e a way with b ut th at whi ch is

written in the motor system is ver y slowly o ften n ever
"

-
i n tell ectua l ly l ea r n ed
I t is difcult to expl a in th e e xact r ea son for th is bu t
w e know never th el ess th a t it is so Many b usin ess m en .
,

though ha ving to dea l const a ntly with month s an d d ays ,

can n ever remember the num b er of day s in a n y pa r ticul a r

month simply b ecause they h ave depended on th e littl e
,
 L A T IN M A S T ERED lN Si x WEEKS .

'

rhyme alr ea dy mentioned A F r en ch gentleman with .

whom I am acqu ainted always con founded till lately the , ,

days e di and M er cr edi ow mg to having lea rned the ,

days of the week in r otation when a child Other cases .

might be cited but th ese will be su i ci en t to show the

,

foll y of a llowing th e motor n er ves to usurp the place of

the int ellect
S o much for the distin ction between p sychi cal and
motor m emor y Let us now r e tu rn to ou r subj ect
. .

T he h a bit of substituting the motor for th e psychic al

memory we wer e saying w a s forced upon th e student
, ,

when b eginning the study of L ati n It is the pr actice of .

many t eacher s to m ak e th ei r pupils l ea r n to conj u gate by

r ote th e verbs of mod er n l ang u a g es but the p ern icious

practice of r ote l ear ning h a s nowh er e found su ch favor a s

-

w ith t ea ch er s of L a tin N ot om th e stu den t t a ught to

.

conjug a t e th e ver bs of this l an g u a ge b

y rot e b ut h e i s ,

made to de cline its nouns a n d adj ectives in the s am e w a y .

Pr opositions too ar e run together an d simil ar ly lear n ed

, , ,

an d in many gramma r s the rules ar e even put into

r hym e . In schools in colle ges an d in fact wher ever the

, ,

Latin language is t a ught students ar e made to de clin e a

,

noun somewh a t after the followin g fa sh ion Mensa ,

menses m en ses m en sam etc

, , Wh en the r e for e they
, .

, ,

r equi re an y parti cul a r ca se they must r ep ea t to th em ,

selves the case table j ust a s some people ar e o b liged to

-
,

r epeat a r hyme i n order to tell the number of d ay s in a n y

month . Adjectives ar e simil ar ly l earned and their ,

forms being mor e num erous give th e student mor e di th ,

culty for he is oblig ed to sing a longe r song in or der to

,
 LA T IN M AS T E R E D in WEEKS . 19

n d the form he m ay want A song too ha s to be sung .

to determine whether a preposition governs the accusative

or ablative and thus the whole language instead of
, ,

being master ed by the intellect is only written in the ,

motor nerves to be read on each new occa si on by the

,

intellect a s from an ordinary book with the slight differ ,

ence that the l eaves of the motor rec ords m ay pe r h ap s

be a little more easily turned than those of a clumsy

gramm ar .

The evil effects of thi s method of teaching can hardly

be over estim ated T he student nding himself unable
-
.
,

to get at anything he has learned with out some round

about proc ess thi nks that his mind wor ks i n a strange
, ,

xed order different from th a t of the rest of manki nd I f

, .

he continues the study of L a tin it is with little h0 pe of ,

ever being able to read or w r ite it to an y extent Ye ar s .

of study and su ch fa mili ar ity with th e langua ge as resul ts

fr om extensive reading serves somewhat to undo the evil

,

eff ects of ea rly tr a ining and the necessity for motor r eci
,

tati on is partly done a way with but not a few stude nts , ,

on leavin g college i f asked for an y part of a verb would

, ,

r e uire to go through a p r o cess of humming before giving

q

( 4 ) I t m u st b e thou ght for a moment that m otor memor

n ot
y
shou ld be d i scou r aged altogether m lear n i n g a la nguage I t 18 .

on the moto r m em o ry that w e mu st r ely for all p hr ases, idioms

a n d i nva r i a ble co n str u cti ons A s the idi oms, p hrases, etc ,
. .

have to be u sed j u st as they ar e l ear ned, n o r ou n d abou t pr o -

c ess i s n ec essar y i n or der to get at them .

B u t, as the O l d L ati n M ethod en for ces the exer ci se of motor .

m em or y w hen the psy chi ca l mem ory should be employed, so .

 LA TI N M AS T ERED IN si x W E E KS .

The rea sons w hy

students spend so much time over
Latin with so little to show for their work must now be ,

apparent Our only wonder is that they make even what

.

progress they do When we consider that in spite of th e

.

aw k w ar k me ans they have of getting at the language or ,

rather the effective means employed to keep them from

the langua ge they do sometimes make considerabl e
,

progress there is only one conclusion open to us viz

, , .
,

tha t L a ti n i s n ot a di i cu l t la nguag e to l ear n

I f the ei ght .

y ears which the young man spends in a v a in endeavor

to m a ster the contents of the text books on Latin gr am -

mar and Latin composition were spent in a study of ,

Latin ( for the text books contain little Latin) not only
,
-

would h e be a ble to tr an sla te an d write the language

with the gr e atest e a se but I rmly believe he would be
,

a ble to speak it .

Of course no one longs ve r y much l n this age to be , ,

i t com p els the u se ofpsy chi ca l memor y w hen the motor memory

sho u ld b e u sed T he school boy i n stead of lear ni ng by heart
-

.

the L atin idiom s an d phr ases, lear n s the r u les by w hi ch these

i di oms, etc , m ay b e c o n str u cted, an d thu s the w r i ti ng of a few
.

sho r t sen ten ces oftenti m es r eq u i r es hi m to exer ci se the g reatest

a tten ti o n a n d tho u ght ; w her ea s i f the c o n str u c tio n s w er e for hi m

r eady ma de, the sen ten c es w o u l d c o m e al m ost sp o n tan eou sly

fr o m hi s pen I t i s al w ays w ell to u n der stan d the gra mmar i h

.

volved i n p ecu l i a r c on str u c ti on s, bu t th e c o n str u cti o n s them

selves sho u l d al so b e m em or i z ed I t i s q u i te a n easy m a tter

.

for i n sta nc e to fo rget tha t ver bs of a sk i ng , comma ndi ng ,

a d vi si ng , etc , a r e fol l o w ed by U T w i th the Su bj u n c ti ve
. I t is .

at least q u i te p o ssi ble fo r thi s r u le to sl i p o n e s m i n d w hen i t i s

w an ted . B u t the senten ce I n er avi t ai . n t h oo faceret

o nce thor ou ghly a ssimi lated b y t e motor n er ves, w i ll b e a safe

g I mperavi t am h as facet s

g u ar d ag a i n st w r iti n .
 L A TI N MA S T ER E D m srx WE s x s . 21

able to speak Latin Still less does h e car e to spend

.

eight yea rs in l ear nm g to speak it But ther e a r e many

.

who feel that they woul d lik e to r ead and write the
l anguage and w ho woul d wi l lingly begin to study it i f ,

they thought that in an y rea son a ble time th eir e ffor ts

would be rewa r ded with success From what w e have
.

a lready seen we are justied in believ in g th at with a

,

method fr ee fr om the obj ections pointed out to le a rn to ,

r ead and write Latin would not be a ve r y di i cu l t matter .

But we have more than theory to r ely on We h av e .

tangible pr oof In th e n ex t chapter the results of the

.

experiments made with a new method w ill be given , .

CHAP . IV .

A NE W ME T HOD I T S TR IAL .

SOME tw o years ago , str u ck with the gr eat disproportion

b etween the time sp ent by stu dents over the study of
L atin a n d the amount of L atin lear n ed by them I set ,

mysel f to inquir e into the ca uses of this discr epan cy .

Remembe r ing m y own di cu l ti es with the l a ngua ge at

Coll ege as well as those of m y fellow studen ts I w a s
,
-
,

gr eatly a ided in m y investigations T he con clusion at .

which I ar r ived w as th at a lr eady stated Vl Z tha t the .

,

whol e difculty l ay in th e sy stem of tea ching the l an

gu age.

T o test the corr ectness of my conviction howeve r I , ,

22 L A T IN M AS T ERED IN si x WEEKS .

decided to for mul a t e a m ethod which would be a s free as

possib l e fr om wh a t I r eg ar ded a s th e evil fea tu r es of th e
old sy stem To ca rr y out th is d et er min ation requir ed
.
,

consid er a b l e th oug h t an d p a tien ce an d o ft entim es it ,

seem ed a s though ther e w er e no w a ove r th e obst acles

y
w hich a pp ea r ed to r end er the L a tin l a ngu a ge so di ffi cult

to ma ster I r ecogniz ed the fa ct th at a lar g e amount of

.

gr amm ar had to be l ear n ed som eh ow an d at rst there ,

app ea r ed to be on l two w a s i whi h t h is c ould be don e

y y n c ,

viz by l ea r nin g to speak the l anguage or else by l ear n

.
, ,

i n g rul es i n the usu al m ann er To le ar n to speak L atin

.

w a s out of th e qu estio n to gr appl e with a b st r act r ules

w a s to r et u r n to th e old M eth o d .

T h is qu estion h owever solved itsel f in tim e ; for it

, ,

beca m e evid ent th at th er e w a s still anoth er w ay in which

Latin gr a m m ar could be l ear n ed an d l ea r n ed without
difc ulty .

Her e th en w as a t r i umph On e of the m a m obst acles

, . .

to acquir in g a knowledge of L a tin h a d sudden ly b een

overcome : th e found a tion of a n ew Method h a d b een laid .

It is not n ecess ar y to t r ace for the r ead er the va r ious

stages th r ou gh whi ch th is met h od pa ssed in th e cou r se of
its developm en t n or to poin t out i n wh a t ma n n er the evil
,

featu r es of th e old sy st em wer e d on e a w ay with S u fcient .

to say th a t these di fculties w er e n ally over com e and ,

the r oad to l ea r ning L atin i n th eo r y a t l ea st w a s

.
,

s mo othly p a ved All th at r em a i n ed w a s to g ive the N ew

.

Meth od a fa ir tr ial a n d t h us p r ove by a ctu a l exper i

,

m en t what a l r ea dy s eem ed s el f evid ent -

.

That the test might be as fair as possi b l e a per son ,

 L A T IN M AS T ERE H- IN SI ! WEEKS . 23

was chosen w ho kn ew nothin g wh a tever a b out th e Latin

,

l angu a ge and who w a s neith er r em ar k a bl e for fondn ess

,

of w o r k n or yet for lazin ess

,
Da ily lessons ea ch of .
,

which w as of on e hour s duration we r e begun a n d kept ,

up for th r ee m onths th e r st lesson b eing given on th e

,

1 2th of S eptem b er an d th e l a st on th e 1 2th of Decemb er .

A par t fr om th es elesson s th e student devot ed to the l a n ,

uag e a hal f hou r or mor e each day in p r iv a t e stud
g y
-
.

T h e pr ogr ess m ad e by th e student each month bein g

ca r efully noted p r oved to be equ a l to m y most s anguin e
,

e xpectations .

T h e rst month saw the stud ent w ell th r ough the Wor st

par t of L a tin th e par t tha t r equir es so mu ch mem or i z
ing T h e second month proved th at it w a s possibl e to
.

lear n in a ver y shor t tim e to r ead Latin in its n atur a l

, ,

ord er Befor e the l a st lesson w a s given it w a s evident

.
,

th a t thr ee months wer e suf ci ent for the aver age student
to a cquir e a tho r ough knowl edge of Latin gr ammar; a
large voca b ular y an d the a r t cf reading and writin g
,

Latin with comp ar ative ea se .

Thu s w a s pr oved th e soun dn ess of my original con vi c

ti on Vi z that Latinw a s difcult to m ast er only becaus e
,

.
, ,

it w as m a d eso by theunsound m ethods of the teacher .

T h e m att er might h ave r est ed h er e for in s ettin g out ,

to wor k on this N ew M ethod I had not the slightest i n ,

t ention of m ak ing it public n or even imm ediat ely afte r ,

its com pletion a n d its tr ia l had I an y su ch int ention , .

T h e numer ous r equ ests for instru ction however whi ch , ,

'

I received fr om fr iends and other s who by chan ce h ear d ,

of the Method indu ced me to revise the origin al Lessons

,
24 L A T IN M AST ERED m SI ! WEEKS .

an d so modify them a s to r ender t hem ea sily intelligible

to all without th e assist a n ce of a tutor
, .

It is not over a ye ar sin ce I com m enced to give this

m ethod to th e pu b lic an d on a l l sid es it has been r eceived
,

with the gr e atest favor In tea chm g al l classe s of

.

students I h a ve b een enabl ed to see mo r e of the points

,
'

which give difcu lty to students a n d to discover m any

weakn ess es in th e Method which other wi se would h a ve
escaped m y notice A second a n d even a thi r d r evision
.
, ,

of the Les sons the r efor e within the p a st yea r h ave been
, ,

made ( 5)
.

T he r esult of th es e a lter a tions a n d impr ovem ents has

b een to r educe gr eatly the time r equi r ed to m a st er th e
Latin l angu a ge ; an d alr ea dy n ot a few h ave su cce eded in
doing m si x w eeks the wor k wh ich tw o yea r s ago m y,

r st pupil r equir ed th r ee mon ths to per for m an d which , ,

in our s chools an d colleges the h ea rt sick toiler in eigh t

,
-
,

ea r s still fa ils to a ccompl i sh

y ,
.

T onou r o, SE P T . 1 2th , 1 893 .

5) Si nc e th e a b ove w as w r i tten th e L esso ns have b een ill

st
fu r ther r evi sed, and are n ow pu bl i shed i n 4 Pa rts .
 T HE DE B R I S AY

Analyti cal Lati n Method;

A n ew S YS T E M O F T E A C H I N G T ri LA T I N
L A NG U AG E .

BY 0 . T . DE B R I S A Y, B ; A .

T ms m ethod m ak es it po ssibl e for a n y in dustr i ous

st u dent of a ver a ge edu c a tion an d intellig en ce to a cqui r e

a t h o r ou gh k nowl edge of the L a tin lan g uage in th e shor t

per iod of six or eight w eek s B y this it is not meant that .

in six or ei gh t w eek s h e c an b ecome as familia r with

L atin as w a s Vir gil or Hor ace b ut t hat he can in this , ,

s hor t tim e a cq uir e ,

I
. A thor ou gh kn owl ed ge of the principles of L atin
Gr a mm ar .

II A r ea dy vocabul ar y of sever al thous and L atin

.

wor ds .

III The ar t of r ea ding Latin with mod er ate speed

.
,

an d without th e n ecessity of r edu cm g the Latin wo r ds

to the E n glish o r der .

IV T h e a b ility to write L atin pr ose with a fair

.

d egr ee of cor r ectn ess .

T h is cou r se i n itsel f does not m ak e the student a

, ,

L a tin scholar bu t it en a b les h i m to m a st er the l an g uage

,

to th e ex t ent th a t h e h a s no fu r the r n eed of a t each er or .

text b o ok an d can by simply continuing his r ea ding

-
, ,

( 25 )
26 L A T IN M AS T E RED 1N SI ! WEEKS .

b ecome within a few months what may legitimately be

, ,

called familiar with Latin
, .

AN OF T R E OU B R I N G
-
QU E ST IO N AN SWE R E D .

The question is often asked Would the Analytic al

Method be of service to a student prepar i ng for a College
examm ati on This question can b e b est answered by
pointing to certain facts .

( 1 ) For the yea r 1 894 in every College claiming ,

students of the Analytical Method a l ar ge number of ,

these students stood a mong the rst ranks in Latin and ,

none lower tha n second cla ss -

.

( 2) Of tho se who t r ied the Matr icul ation E xaminations

for the same year whil e not a ver y la r ge per cent a g e

passed r st class the number of those w ho fa iled out

-
,

right was exceedingly sm all .

These facts can only be accounted for as follows

(a) A student attending College and who also tak es ,

our Latin course is given an a dvanta ge over his fellow

,

students : ( 1 ) I n the matter of sight tr a nslation ( 2) In .

the matter of writing Latin Pr ose ( 3) In a hundred .

different way s ari sing fr om his superior kn owledge of

and grea ter familiar ity with Latin .

T he p r i mar y a i m A nal yti cal M ethod i s to enab l e

o f the

the stu den t to r ea d an d w r i te L a ti n , b u t the stu den t w ho c a r es

to devote extr a ti me to the w o r k c a n learn t o sp ea k the l a n
u
g g a e w i thi n a li mi ted d egr ee I n o u r class r oom L a ti n alo n e
.
-

i s spok en .
 LA T IN M AS T ERED IN SI ! WEEKS .

( b) S tudents a ttempting their Matr i cu i ati on E xamina

tions after taking our course haVe also the same advan
,

ta ges ; but there is this further fa ct to be reckoned with

T he majority of our students who tr y th e Matriculation
E xa minations ar e persons who at the eleventh hour
, , ,

h a ve made up their minds to tr y th e examinations an d ,

who after rushing thr ough our course have hardly tim e
, ,

to more than glan ce at the special work on which they

are to be examined T heir practical knowledge 0 0
Latin save s them from failing outright but th ey do nu ,

rank a s high as students who have had tw o or three

years in whi ch to prep a r e their work T he student w h o .

begins in time with the A na lyti ca l M ethod need fear no

C OL L E G E CL ASSE S .

Classes for the study of Latin by the De B r i say An al y

tical Method ha ve b een for med this year ( 1 894) among
fth "students of th e followi n g Colleges

MOGI L L U NIVE R S I TY .

T OR ON TO U NIVE R S I TY .

WYCL IF F E C OL L E GE T OR ONTO , .

U NIV E R S I TY OF N E W B R UNS WICK ,

E Tc .
, E TO .
, E TO .

T hu s a stu dent i n M ay w i ll w r i te I have dec i ded to tr y

my exami nati o n s i n Ju l y H ave I ti me to get u p the w or k !
.
THE A CA DE M I A DE B E I SAY offers to stud ents I n al l
pa r ts of the wo r ld a n oppo r tunity of study i n g l a n gu a ges
in a s cientic m ann er .

C ou r ses m ay b e tak en by m ail or by a ttending cl a ss .

Amo n g th e ex t r a mu r a l stud ents of the A ca d emy ar e

-

p er son s r esidin g in a ll p a r t s of C a n a d a U nit ed S tates , ,

an d E u r op e T h es e stu den ts r ecel ve by m a il a ll th e

.

a ssis tan c e n ecess a r y to en a b l e th em to fully und er st and

th e An a ly ti cal L essons T h e exer cis es of ever y stud ent
.

ar e r evi e w ed a n d c o r r ect ed a n d r etu r n ed w ith O b s er v a , ,

ti on s etc by r etu r n of po st
, .
,

T ERMS
E x tr a - m u r a lC o u r se ( b y m a i l) $ 6 ( fu l l c o u r se )
I n tr a m u r a l C o u r se $ 1 0 pe r ter m o f 1 0 w ee s k .

T w o o r m o r e p er s o n s ( sen d i n g m thei r fe es tog eth e r ) w i r ec e i v e ll

l
t u i t i o n b y m a i fo r $ 5 ea c h I n c a s e o f a s i n g e s t u d en t ta i n g t w o
. l k
l l
a ng u a g es ( b y m a i ) , t he fe e i s a s o $ 1 0 l
A l l fees p a ya b e i n a d . l
va n c e . P
o s t O f ce O r d e r s s h o u d b e m a d e p a ya b e t o t h el rin l P
c i pa l , C T D e B r i sa y
O
. . .

CA L E N DA R .

T heS chool Yea r -

comp r i s es fou r t er m s of ten w eek s
ea ch viz ,

J a n 1 0 th to M a r ch 21 st . J uly 2n d to Sept 5 th . .

A pr i l 1 st to J un e 5 th . Oct 1 st to Dec l oth

. . .

E x tr a m u r a l s t u d en ts m a y b eg i n
-
at a n y t i m e, a n d w i ll n ot be
l i m i ted to a n y n u m b e r of w ee s k .

F o r fu r th er pa r ti c u l a r s a dd r ess

ACA DE MIE DE B E I SAY ,

2 Coll ege St To r onto C anada .

, , .
 T HE N EW E D lT l O N
OF T H E

De Bri say Lati n Method .

S INOE the An a lytica l L essons wer e r s t published the ,

a utho r h a s mad e m a ny ch a nges a n d i m pr ovem ents in

his system ( su ch a s only exper ien ce in te aching ca n
s u g gest ) u n ti l tha t ex cell ent p r ec ep t of B oile a u
,
.
Vi ng t
thi s su rte meti er r emettez votr e o u t r age P oli ssez l e sa ns -

c esse et te r cp ol i sscz ha s been wel l ca r r i ed out .

T he A n a lytica l L essons n ow for m a beauti ful scienti c

c ourse, whi ch , th ou gh r equir i ng a little longer time to
m a ster th an the o r igin a l lessons , w ill o ccu py few stud en ts
mor e th a n th r ee month s .

The sy stem h a s nothin g in co mmo n with an y of the

s u per c i a l methods for the stud y o f modern l a ngu a g es .

( 1 ) I t embr aces th e e n o r mous vo cab u l a r y of

w o r ds .

( 2) I t a cqu a ints th e stud ent with the m anne r i n which

L atin wo r ds a r e formed th us en a bling him to form
,

wo r ds for hims el f when hi s m emor y fa ils hi m .

( 3 ) I t does aw ay with r u l es yet ac q uaints on e tho

,

r o u ghly with th e L a tin g r amm a r .

( )
4 I t do e s a w ay wit h g ot e l ea
-
r nin g y, et mak e s one
mast er of the ve r bs .

( 5 ) I t en ables one to und erstand Latin I n the RO MAN

O R DE R a n d to r ead AT S I G HT an y o r din ar y Latin
,
.

( 6 ) I t en a b les one to w r ite L a ti n p r ose with a wonder

fu l ea se a n d correctn ess .

( 7 ) I t e n a bles one to sp ea k L a ti n in at
, l east a
, limit e d
s ense .

H ow can su ch a famili ar ity with Latin be acquir ed in

a few weeks time ! How c a n even the voca b u lary of
'

w ords be so qui ck ly le a r ned 2 T hese are u esti on s

w h ich n o on e will a sk who e xamin es eve n the hr st pa r t

of the sy stem
!
.

T o ena b l e ever y stu den t to for m h i s o w n O p i n i o n of the system ,

w e sell th e F i r st P ar t fo r 2 5 cen t s P a rt I O f our A NA L Y T I C A L
.

F REN CH M ET H O D may a ls o be O b ta i ned fo r the sam e pa ce .

H U N DRED S of l etter s h a ve b een r ec ei ved b y the A u thor fr om stu

den ts a n d tea c her s in al l p a r ts of C a n a da a n d th e U n i ted S ta tes,

ex p ressi ng thei r g rea t sa ti sfa c ti on w i th the A n a l yt i ca l L a ti n M ethod ,

i n w o r d s m or e o r l ess l i k e th e se b e l o w .

F rom Mr . GEO . W .M E R S EREAU M A ( I nspec to r , . of P u bl i c

S ch ool s fo r N ew B r un sw i c k ) .

R eferi n g to hi s so n , on w h o m h e tested the m ethod , M r M er .

ser ean says

W h en I b ega n m y qu esti o n s, he seem ed t o ha ve the voc a b u l a r y

a t h i s n g er s en d s, a s w el l a s the a b i l i ty to th ro w t he w o r d s i n to

th ei r p r o p er c on s tru c ti o n , a n d w hen I a sk ed h i m to p a r se, h e w a s

n ev er a t a l o ss fo r th e ca se a n d n u m b er of a n o u n o r a dj ec ti ve .

F i n a ll y, I g a v e h i m th e r s t b ook o f C msa r , a n d w a s a sto n i sh ed to

n d th a t h e c ou l d r ea d i t w i th v e r y l i tt l e h el p I c on si der the .

m eth o d, so fa r a s l ha ve seen i ts m er i ts i ll u s tr a ted, to b e a m ea n s

w h e r eb
y a l a r g e n u m b er of p eo p l e m a y a c qu i r e a k n o w l ed g e o f
L a ti n l m ea n peo pl e w h o a re S o ci r cum s ta n c ed th a t th ey c a n no t
a t ten d a sc h oo l o r col l eg e fo r th a t p u r po se an d I ca n th er efo r e
m ost consc i en ti ou sl y r ecomm en d i t

.

F rom M r S P A N KI E , B A
. . .
, M D ( I n specto r
.
. o f P u b l i c S c h o o l s, C o .

F ron tena c , O nt .
)
I ha ve exa m i ned a nd tested th e D e B r i sa y A n a yti ca etho d , l l M
an d ha ve n o hes i ta ti o n m g
r ec om m e n d in 1 t t o stu d en t s an d tea cher s .

I t i s s i m p l e a n d r a ti o na l ; i t sa ves ti m e a n d l a b o r , a nd w ha t l S
u n u s u a l g e n era ll y w i th th e s t u d y o f L a t i n i t c r ea tes a l i k i n g fo r
th e su bj ec t, a s th e stud en t a d va n ces, g i v i n g h i m a b etter i dea o f
th e l a n g u a g e even fr o m the s ta rt, th a n a n y o th er m et h o d th a t I k n o w
of . T h e S h o r t t i m e i n j w b i ch stu d en ts c a n p rep a r e th em sel t es b y
th i s m eth od for ex a m i n a ti on s i s a l m o st i n c r ed i b l e

.

F r om M r J. AX T ER M D ( C ha tham
. B ,
. .
,

"
Y ou r m etho d en ti r el y fu ll s m y i d ea the c w ay in w hi c h a
l a n g u a e sh o u l d b e ta ught I h ea r t1l y r eco m m en d
o

. the s y stem to

a ll stu cu t s a s the b est I h a ve e v er m et w i th .
 F r om M r I RWIN J M US G R O V E ( T or on to )
. . .

ni s hes m cou r se i n L a ti n w i th you When I too k i t u p

T hi s .
,
I w a s ver y scepti cs as to the m er i ts of yo u r system b u t I m u st sa y ,

tha t a l th ou g h I ha ve n o t be en a l to et her fa i thfu l to the pl a n l a i d

g
,

dow n , yet, i n three m on th s I ha ve ea rn ed to rea d L a ti n w i t h ou t

h a v i n g to sea r ch for S u bj ect, P redi ca te, a n d O b ec t
j I n j u s t t hree .

m on th s I I n ever w ou l d ha ve b el i ev ed i t, ha d 1t n ot been demon

stra ted i n m e .

Wood br i dge , O nt .
, P ub l i c
I h a ve ta ken
fu l l c ou rse of L ess o n s a ccor di n g to the D e
th e
B ri sa y M eth o d, a n d n d i t ver y sa ti sfa c to r y I t w i l l do a ll t ha t i s .

c l a i me d for i t , if the d i r ec ti on s a r e fo ll ow ed I ha ve tri ed o ther .

m eth od s, b ut bel i eve thi s to be the corr ec t met hod of m a steri ng

L a ti n

Mr . D D
. . M C L A E E N , F e1ton , O n t ( a fter pa ssi ng
.
th e L a ti n
ma tr 1c u l a t 10 n ex a m i n a t1on ) , w r i tes
S i n c e I t ook you r L a ti n cou r se, I ow e a t l east to tha n k yo u fo r
th e w a y i n w hi ch you he l ped m e B es i d es pr epa ri n g m y other .

w or k i n F r eu d ! and G er ma n, I co mpl eted yo u r cour se i n a bo u t

seven w eek s I c a n h ea r ti l y r ec o m m en d the n mt hod to e ver y

.

st u den t .

F r om Mr J L . . . M O O RE ( T or on to) .

I w i sh
Meth od for l ess
ma tr i cu la ti on i n
to t
s ate tha t a fter ha V i ng stu di e d the De B r i s a y L a ti n
k
th a n ei gh t w ee s, I su cceeded m pa ssmg th e seni or
L a ti n , w i th bu t i ttl e di ffi c u l ty
l .

F r om M r A L EX P EA CO C K ( T or on to )
. . .

I hav e g r eat p l ea su r e i ng the De B r i sa y L a ti n

M eth od to a l l stu den t s i n te of L at i n . I

cu l a ti on ex a m i na ti o n in L
kno w l edg e p re vi ou s to tak i ng u p t he cou r se
.

h ad no of L a tm

M r J L W H I T E, ( G ra n d F a ll s, N ew B r u n sw i c k )
. . . .

I w a s w ell p l ea sed w i th the L a ti n c o u r se I p a ssed m y . ex

a m i n a ti on s u c cessfu lly .

M i ss . E . W H I T NEY ,
N ew Y o r k C i ty, )

Yo u r me tho d i s fu l l y pp re c i a ted
a .
 OP I N I ON S O F T H E P R E SS .

O f t hi s w e a re cer ta i n the D e B r i sa y A n a l yti ca l M em o d i s by

fa r the most na tu r a l w a y of l earn i n g L a ti n , a s a ca r efu l ex a m i na
o

t i o n o f even th e r st p a rt of M r De B r i sa y s system w i ll sh o w

. .

ea ti o nu l R eco r d o
f Q u ebee .

W ha t i s m ost com menda b l e i n M r De B r i say s M ethod i s hi s .

t r ea tm en t of the su sp en ded c h a r a c ter o f L a ti n sen ten ce str u c tu r e -

.

H er e u n dou bted l y i s the k ey to the si tu a t i o n fo r su c h a tea c her

.

E d uc ati ona l J o u r na l ( T or on to ) .

W e com men d the method espec i a ll y to th o se w h o ha ve b u t l i tt e l

ti m e to d evote to t he stu dy of L a ti n .
I ) etr o i t S chool R eco r d .

We a r e c on vmced o f i ts ll
ex ce en ce, a n d a r e n ot su
rp r i se d tha t
p r a cti ca l r esu l ts have b een o b ta i ned b y i ts u se .
-
0 hr w ti u n G ua r
h tm ( T

c o r o n to ) .

T he system i s p r a cti ca l L o ml m F r ee P r ess

em i n en tl y . .

W orth y of the c l osest stu d y n ot on l y of stu d en ts o f the c l a ssi cs

, ,

b u t of stu den ts a n d teacher s of m o dern l a n g u a g es a s w ell

T he .
-

Op en C ou r t ( C h i ca go ) .

P er sons i n vesti ga te the meth od

'

i n ter sted i n L a t i n shou l d .

S a t u r da y N i g ht ( T o r on to ) .

T he a i m of the w o r k i s scren ti c a n d w i ll b e p o p u l a r a s i t i s so
i n gen i ou sl y c o n c i se an d c om p r eh en si b l e M r D e B r i sa y h a s b een . .

pa rti cu l a r l y w ell tted for the w or k b y h i s ex per i en ce a s a t each er ,

a s w e ll a s b y h i s ex ten s i ve a c qua i n ta n ce w i th th e d i ffer en t l a n
g u ages a n d the p r i m i ti ve der i va ti on s of ea ch , an d h i s A na l yti ca l

M ethod i s ma de ea sy to tho se w ho w i sh to m a ster L a ti n B ob .

T he ex er c i ses a n d i nstr u c ti o n s g i ven to p u p i l s a re c er ta i n l y

r a d i ca ll y d i f
fer en t fr om those i n the o r di n a r y L a ti n g r a mm a r , a n d
they seem to st r i ke bo l d l y i n to th e m a r r o w o f the su bj ec t F r om .

w h a t w e ca n g a th er fr om a p eru sa l of th e p a m p h l et, a n d o f the

s p ec i m en of the m eth o d b efo r e u s, w e c a n c on sc i en ti ou sl y en d or se

th e m eth o d .Vi c tor i a Da i l y T ti nes .

P a r t I o f M ethod ( L a ti n or F r ench) m a i l ed to a n y a dd ress on

.

r ecei p t o f 2 5 cen ts .

A CA D E M I E D E B R I S A Y ,

2 C o ll eg e S t T o r on to C a n .
, ,
.