Excerpt from The Teaching of Latin and Greek in the Secondary School Along with this appreciation of the substance of Roman thought went an appreciation for the form in which it was expressed. The Spirit of the day was anti-barbarous to a degree. Correctness and elegance of diction came to be a passion with the Latinists of the time. This tendency naturally went too far, and we notice the beginning of an arbitrary exaltation of the Ciceronian manner of speech as the sole example worthy of imitation, - an attitude which unfortunately, despite frequent and vigorous protest, is still widely prevalent to - day. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1903 edition. Excerpt: ... CHAPTER II THE BEGINNING WOHK In the beginning work we are confronted with what is probably the greatest difficulty in the entire range Difficulty of of elementary Latin instruction. The pupil the Problem, q in js eariy study fails to become wellgrounded in the elements of Latin--who fails to secure an accurate knowledge of forms and of the leading principles of syntax-)-is at once put at an immense disadvantage. The chances are that he becomes discouraged, and that his continuance in the work will prove increasingly uninteresting and increasingly profitless to himself, as well as increasingly burdensome to his teachers. The proper conduct of the beginning work also makes the severest demands upon the knowledge and skill of the teacher. Too often, beginners are intrusted to inexperienced instructors on the general theory, apparently, that the lower the class the easier it is to instruct it. But in every subject I believe that, if there must be differences, the ablest and wisest teacher should be put in charge of the beginning work. "Aller Anfang ist schwer," says Goethe. Certainly this is preeminently true of Latin. Only the well-trained teacher, whose knowledge of Latin is accurate and broad, is qualified wisely to direct the first steps of the beginner. For only such can and will inculcate that indispensable precision, and only such can judge what things are of vital importance and must be learned now, and what things are less essential and may be deferred to a later time. Even for a well-trained and accurate Latinist, the difficulties that beset the teacher in charge of the beginning work are very great. Some of them are inherent in the subject; some of them are connected with the choice of method to be pursued. Their number and...