Alma record. (Alma, Mich.) 1878-1928, 1915-03-18

and the corrected exercises kept in
a notebook. Latin quotations and
phrases are memorized and each
lesson has some special work on
derivatives From time to time sim
pie stories of Roman life and Gus
toms which bring out Roman ideals
of virtue are read and transplanted.
Occasional exercises in answering
simple Latin questions in the foreign
tongue prove interesting and help :
full. Toward the end of the first
year selections from Caesar are read
and thus the pupil has some prac-
tice in reading connected discourse
before the second year.
The work of the second year is |
based on Caesars commentaries
concerning the Gallo War Trans
lation is the most important part OF
this years work Here the pupil
gets valuable practice in the correct
and effective use of his mother
tongue for it is insisted upon that
the thought Of the Latin be express
ed in good English. A thorough re-
view Of grammatical forms and con-
structions is necessary and in add
| ton to the daily work along this
line one lesson a week is devoted to
Latin composition. Sentences based
on Caesar are written out in note
book: discussed and corrected in
class Occasionally the composition
lesson is the writing Of letter or
reproduction Of a simple story in
Latin. The life of Caesar is studied
and the pupil becomes acquainted
with the great Roman as politician,
statesman. general, writer. and man
and also learns something of Roman
History in Caesars time.
In the third year the study of
constructions and work in Latin
composition is continued. Cicero is
the author studied Selections are
read from his orations, letters, ard
If possible the De Amicitia. The
life Of the author is studied AMI
topics about Roman history, customs
and institutions Of his time are as
: signed for special reports. These
add interest to the work and aside
. from their educational value de-
velop in the pupil the power of ex-
preston. OF course mastery OF the
Latin is all important in this years
work.
b Cicero differs from Caesar as ora
g tory differs from ordinary prose and
il is important for the pupil to ac
uuire an understanding and appre
I citation of the rhetorical figures ano
devices and the literary style
Cicero was the great Latin ''stylist.
II He created a style which nineteer
centuries have not replaced nor ever
changed so very much. .Ciceronial
n prose is the prose of the modern
world. During the last part OF TN
n third year the pupil is introduced t
Latin poetry. One thousand lines o
ovid are read and thus the way l
paved for the fourth year work
4, Virgils Aeneid, the great Romal
Epic. six books Of which are read
presents new difficulties to tn
20 student The metrical form an
90 diction have to be mastered, and tn
90 differences between classical poetr
w. and prose thoroughly studied. Whe
Il. the difficulties are overcome the SUI
- dent is able to appreciate the poeI
o as a work OF art in which are Sc
~ forth the ideals of Rome.
- Thoroughness is very essentii
n from the beginning TO the end OF tn
in study Of Latin. The subject is di
IN fcult one and~the student who hi
o. formed right habits of study and ma
~ mastered his Latin is prepared
" attack the problems which life ma
nv have i'm store for him.