Anglais Franais

(1)
The Art of Reading Latin: How to Teach it
William Gardner Hale, professor of Latin in
Cornell ni!ersit"
#oston: Ginn $ Co%, 1&&'
(reface
The method of teaching herein ad!ocated
started, man" "ears ago, from a desire to )now
Latin literat*re, and an impatience with the
act*al amo*nt of reading power attained +" a
college co*rse% At the o*tset there e,isted a
con!iction that the modern mind co*ld not +e
so degenerate as to +e incapa+le of reading
Latin as the Romans read it, that is to sa", in
the Roman order, in the Roman medi*m, and
at a rate of speed which wo*ld not +e
intolera+l" slow in the reading of a modern
tong*e% The nat*re of the aim dictated the
method to +e emplo"ed- and the emplo"ment
of the method pro!ed the so*ndness of the
original con!iction%
The writer has for some "ears intended to
p*+lish an acco*nt of this method, as it has
shaped itself in practical e,perience with
s*ccessi!e classes% .irst, howe!er, he desired
to present it orall" +efore a n*m+er of
gatherings of teachers% As a +eginning,
accordingl", the address with the pamphlet
opens was read +efore the Holida" Conference
of the Associated Academic (rincipals of the
/tate of 0ew 1or), held in /"rac*se in
2ecem+er last% The interest with which the
paper was recei!ed was so )indl", and the
re3*ests that it +e p*+lished witho*t f*rther
dela" were so pressing, that it seemed +est not
to hold to the former intention%
L4Art de Lire le Latin : Comment l4enseigner
William Gardner Hale, professe*r de Latin 5
l4ni!ersit6 Cornell
Ginn $ Co%, #oston 1&&'
(r6face
La m6thode d4enseignement ici pr6conis6e est
n6e, il " a de nom+re*ses ann6es, d4*n d6sir de
conna7tre la litt6rat*re latine, et d* ref*s
d4accepter le ni!ea* de lect*re atteint de facto
dans l4enseignement s*p6rie*r% Le point de
d6part f*t la con!iction 3*e l4esprit moderne
ne po*!ait 8tre si d6g6n6r6 3*4il f9t incapa+le
de lire le latin comme le lisaient les Romains :
dans l4ordre des mots romain, s*r le s*pport
des Romains, et 5 *ne cadence 3*i ne f9t pas
d4*ne lente*r intol6ra+le par rapport 5 cel*i de
la lect*re d4*ne lang*e !i!ante% La nat*re d*
+*t dicta la m6thode 5 emplo"er - et l4emploi
de la m6thode pro*!a la solidit6 de la
con!iction initiale%
L4a*te*r pro:etait dep*is 3*el3*es ann6es de
p*+lier *n +ilan de cette m6thode, telle 3*4elle
s4est elle;m8me fa<onn6e dans *ne e,p6rience
prati3*e a!ec des classes s*ccessi!es% =ais
a*para!ant, il so*haitait la pr6senter oralement
de!ant *ne r6*nion de ma7tres% >n
cons63*ence, de!ant la Conf6rence de
?acances de l4Association Acad6mi3*e des
directe*rs des 6t*des de l4>tat de 0ew 1or),
3*i se tint 5 /"rac*se en d6cem+re dernier, f*t
l*e, po*r commencer, l4alloc*tion liminaire de
cette +roch*re% Cette comm*nication f*t re<*e
si fa!ora+lement, et les demandes 3*4elle f9t
p*+li6e sans pl*s de d6lai f*rent si pressantes,
3*4il l*i par*t pr6f6ra+le de ne pas s4en tenir 5
son premier pro:et%
@% The pamphlet has not the form which was
first intended, namel", that of plain
e,position- for in spite of the iteration of the
personal prono*n, the form of direct appeal
and e,planation nat*ral to an address pro!ed
Cette +roch*re n4a pas la forme 3*i 6tait
initialement pr6!*e, 5 sa!oir celle d4*n simple
e,pos6- car en d6pit de la r6p6tition d* pronom
personnel, le st"le parl6 inh6rent 5 *ne
comm*nication a montr6 ses a!antages% Al a
to ha!e its ad!antages% At has +een necessar",
howe!er, to add to the address a considera+le
s*pplement%
Tho*gh no e,plicit s*ggestions will +e fo*nd
in regard to the teaching of Gree), the
s*+stance of the method of co*rse applies
ali)e to either lang*age%
A am *nder a de+t to man" of m" st*dents of
recent "ears, whose s*pport of the method,
tho*gh it was ta)en *p +" them *nder the sore
necessit" of an entire re!ol*tion of confirmed
mental ha+its, has s*pplied me with the
confidence that comes from concrete res*lts%
#*t A am *nder especial o+ligations to m"
sister, =iss Gertr*de >lisa+eth Hale, +oth for
s*ggestions made earlier as a res*lt of her own
e,perience (the de!ice mentioned on page 1B
originated, so far as m" own case goes, with
her) and for a searching criticism of the proof
of the present pamphlet, from the point of
!iew of a preparator" teacher%
ATHACA, A(RAL 1&, 1&&'%
cependant 6t6 n6cessaire d4a:o*ter 5 cette
comm*nication *n s*ppl6ment consid6ra+le%
Cn n4" tro*!era a*c*ne s*ggestion e,plicite
3*ant 5 l4enseignement d* grec, mais, +ien s9r,
la s*+stance de la m6thode s4appli3*e de la
m8me maniDre 5 l4*ne et l4a*tre lang*e%
E4ai *ne dette partic*liDre en!ers nom+re de
mes 6t*diants de ces derniDres ann6es 3*i, en
so*tenant cette m6thode, et +ien 3*4il l4e*ssent
adopt6e a!ec la do*lo*re*se n6cessit6 d4*n
complet +o*le!ersement d4ha+it*des mentales
+ien 6ta+lies, m4ont ins*ffl6 la confiance 3*e
proc*rent les r6s*ltats concrets% Ee s*is
cependant partic*liDrement o+lig6 en!ers ma
sF*r, =lle Gertr*de >lisa+eth Hale, 5 la fois
po*r ses s*ggestions faites dans les premiers
temps et iss*es de sa propre e,p6rience (le
dispositif mentionn6 p% 1B, !ient, en ce 3*i me
concerne, d4elle), et po*r *ne criti3*e attenti!e
de la !alidit6 de la pr6sente +roch*re a*, "e*,
d4*n professe*r de classes pr6paratoires%
ATHACA, 1& A?RAL 1&&'%
The Art of Reading Latin:
How to Teach At%
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(B)
The attac)s which ha!e +een made of late
*pon the st*d" of Gree) and to some e,tent
*pon the st*d" of Latin ha!e had at their +ac)s
the con!iction that the res*lts o+tained are
!er" m*ch o*t of proportion to the "ears of
la+or spent *pon these lang*ages +" the
school+o" and the college st*dent% The danger
which threatens classical st*d" to;da" in this
co*ntr" is d*e in large part to the fact that this
con!iction is a so*nd one% Af the case were
different, if the a!erage college grad*ate were
reall" a+le to read ordinar" Gree) and Latin
with speed and relish, the whole matter wo*ld
+e on a !er" different footing from that on
L4Art de Lire le Latin :
Comment l4>nseigner%
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1&&H%

Les atta3*es 3*4on lance dep*is pe* contre
l46t*de d* grec, et dans *ne certaine mes*re
contre l46t*de d* latin ont le*r origine dans la
con!iction 3*e les r6s*ltats o+ten*s sont
complDtement d6risoires par rapport a*,
ann6es de la+e*r pass6es s*r ces lang*es par le
coll6gien et l46t*diant% Le danger 3*i menace
les 6t*des classi3*es a*:o*rd4h*i dans ce pa"s
est d9 en grande partie a* fait 3*e cette
con!iction est fond6e% /i la sit*ation 6tait
diff6rente, si le diplJm6 mo"en sortant de
l4*ni!ersit6 sa!ait !raiment lire 5 li!re o*!ert
et en " tro*!ant d* plaisir le grec et le latin
which it now lamel" stands% co*rants, to*t le pro+lDme reposerait s*r des
+ases +ien a*trement fermes%
(K)
To learn to read Gree) and Latin with speed
and relish, and then, if oneLs tastes t*rn
towards literat*re or art of an" )ind, to
proceed to do so- to come to )now familiarl"
and lo!ingl" that great factor in the record of
the thin)ing and feeling of the h*man race, the
literat*res of Greece and Rome, M that is an
aim which we sho*ld all set +efore o*r
st*dents% #*t, spea)ing generall", o*r
st*dents, "o*rs and mine, do not come to lo!e
those literat*res% (erhaps the" tolerate them,
perhaps the" respect them% #*t to lo!e them
and to ma)e them a s*+stantial part of the
intellect*al life, M that is a thing which man" a
st*dent, fitted therefor +" nat*ral taste and
a+ilit", fails to accomplish, and ne!er so m*ch
as )nows his loss% This seems to me, loo)ing
at the long "ears of st*d" gi!en to Gree) and
Latin, and the great emphasis p*t *pon them in
the re3*irements for admission to o*r colleges,
a !er" sad +*siness%
Apprendre 5 lire le grec et le latin ais6ment et
a!ec plaisir, et ens*ite, si on commence 5
appr6cier la litt6rat*re o* l4art so*s 3*el3*e
forme 3*e ce soit, contin*er cette prati3*e - en
arri!er, familiDrement et amo*re*sement, 5
conna7tre cet 6l6ment essentiel d*
d6!eloppement de la pens6e et d* sentiment
dans l4histoire de l4h*manit6 3*e repr6sentent
les litt6rat*res de la GrDce et de Rome, !oil5
*n +*t 3*e no*s de!rions to*s proposer 5 nos
6lD!es% =ais, en g6n6ral, nos 6lD!es, les !Jtres
et les miens, n4en !iennent pas 5 aimer ces
litt6rat*res% (e*t;8tre les tolDrent;ils, pe*t;8tre
les respectent;ils% =ais les aimer, et en faire
*ne part s*+stantielle de le*r !ie intellect*elle,
est *ne chose 3*e +ien des 6lD!es, do*6s
nat*rellement po*r cela de par le*r go9t et
le*rs capacit6s, ne par!iennent pas 5
accomplir, et sans m8me se rendre compte de
ce 3*4ils perdent% Cela me sem+le, lors3*e :e
considDre les long*es ann6es d46t*de donn6es
a* grec et a* latin, et l4importance 3*4on le*r
pr8te po*r l4admission da ns nos *ni!ersit6s,
*ne +ien triste affaire%
(N)
0ow the +lame of it all m*st +e di!ided
among three parties, M the Gree) and Latin
lang*ages themsel!es, the teachers in the
preparator" schools, and the teachers in the
*ni!ersities% The first of these g*ilt" parties
are o*t of o*r reach% The" are diffic*lt
lang*ages- +*t diffic*lt lang*ages the" m*st
remain% That lea!es the practical whole of the
responsi+ilit" to +e di!ided +etween the
teachers in the preparator" schools and the
teachers in the *ni!ersities, or, to ta)e concrete
e,amples, for the p*rpose of o*r conference,
+etween "o* and me% Which of *s is the more
to +lame, A will not attempt to sa"% #*t so
m*ch A will sa", and from m" s*re
o+ser!ation: that the infl*ence *pon the
formation of intellect*al character +" the
teachers who prepare "o*ng men for college is
nearl" ineffacea+le% The +o" who comes to
Cr, les torts sont partag6s et doi!ent 8tre
reproch6s 5 trois co*pa+les diff6rents : les
lang*es grec3*e et latine elles;m8mes, les
professe*rs des l"c6es et collDges, et les
professe*rs des *ni!ersit6s% /*r le premier,
no*s n4a!ons a*c*ne prise% Ces lang*es sont
difficiles - difficiles elles resteront% Ce 3*i
laisse prati3*ement la totalit6 de la
responsa+ilit6 5 partager entre les professe*rs
des l"c6es et les professe*rs des *ni!ersit6s,
o*, po*r prendre *n e,emple concret et po*r
les +esoins de notre conf6rence, entre !o*s et
moi% I*i d4entre no*s est le pl*s 5 +lOmer, :e
n4essaierai pas de le dire% =ais :e dirai
se*lement ce 3*e :4ai p* o+ser!er a!ec
certit*de : l4infl*ence, s*r la formation de la
personnalit6 intellect*elle, des professe*rs 3*i
pr6parent les :e*nes gens 5 l4*ni!ersit6 est 5
pe* prDs ind6l6+ile% Le gar<on 3*i arri!e 5
l4*ni!ersit6 a!ec l4 ha+it*de de la r6fle,ion est
capa+le d4apprendre 5 lire le latin (car :e dois
college with a thin)ing ha+it is capa+le of
learning to read Latin (for A m*st now confine
m"self to that topic, tho*gh the whole
s*+stance of what A ha!e to sa" applies with
e3*al force to the teaching of Gree)) with ease
and speed- the +o" who comes witho*t the
ha+it has fa*lts that a college co*rse can rarel"
c*re% That the +o" sho*ld +e ta*ght to thin)
+efore he comes to college is, then, from the
point of !iew of the st*d" of Latin, the one
indispensa+le thing% That it is so from e!er"
other point of !iew as well, ma)es o*r case so
m*ch the stronger%
maintenant me cantonner 5 ce s*:et, +ien 3*e
to*te la s*+stance de ce 3*e :4ai 5 dire
s4appli3*e a!ec a*tant de force 5
l4enseignement d* grec) !ite et a!ec aisance -
le gar<on 3*i arri!e sans cette ha+it*de a des
man3*es 3*4*n co*rs 5 l4*ni!ersit6 pe*t
rarement com+ler% I*e ce gar<on doi!e
apprendre 5 penser a!ant d4arri!er 5
l4*ni!ersit6 est donc, d* point de !*e de l46t*de
d* latin, la se*le condition indispensa+le% Le
fait 3*4il en est 6galement ainsi dans to*s les
a*tres domaines donne 5 notre arg*ment *ne
force s*ppl6mentaire %
(H)
#*t one thing more is also indispensa+le
sooner or later for a high s*ccess (and there is
in Latin +*t one s*ccess), namel", that the
method which the +o" is ta*ght to *se in his
thin)ing +e the right one, M the res*lt of the
most caref*l o+ser!ation of the practical
diffic*lties to +e o!ercome, and the most
caref*l st*d" of the +est wa"s of o!ercoming
them%
As we gro*p these diffic*lties, placing them in
the order in which the" wo*ld +e felt +" a
+eginner, we find them to +e: M
1% The !oca+*lar"%
@% The s"stem of inflections%
B% The ela+orate *se of this s"stem of
inflections to e,press meaning, in place of o*r
simpler modern methods of *sing
prepositions, a*,iliaries, and the li)e: or, in a
single word, syntax%
A s*ppose the +eginner wo*ld thin) that these
three diffic*lties co!ered the whole gro*nd,
and that if he had his !oca+*lar" and his
inflections sec*red, and *nderstood what is
called s"nta,, he co*ld then read Latin with
great ease% #*t he wo*ld +e !er" wrong% The
most formida+le diffic*lt" has not +een
mentioned% The Latin sentence is constr*cted
*pon a plan entirel" different from that of the
>nglish sentence% ntil that plan is :*st as
familiar to the st*dent as the >nglish plan,
*ntil, for page after page, he ta)es in ideas as
readil" and nat*rall" on the one plan as on the
=ais tJt o* tard, po*r o+tenir *n franc s*ccDs
(et le latin ne tolDre 3*e les francs s*ccDs), il
fa*dra 3*el3*e chose de pl*s : 3*e la m6thode
de r6fle,ion 3*e l4on inc*l3*e a* gar<on soit la
+onne, ; la r6s*ltante de l4o+ser!ation la pl*s
attenti!e des diffic*lt6s 5 s*rmonter et de
l46t*de la pl*s attenti!e des meille*rs mo"ens
de les s*rmonter% ?oici la liste de ces
diffic*lt6s dans l4ordre oP *n d6+*tant les
rencontrera :
1% Le !oca+*laire%
@% Le s"stDme fle,ionnel%
B% La maniDre comple,e dont ce s"stDme
fle,ionnel est *tilis6 en !*e d4 e,primer
des id6es en lie* et place de la
simplicit6 de nos proc6d6s modernes
3*i *sent de pr6positions, d4a*,iliaires
et d* reste : en *n mot, la s"nta,e%
Ee s*ppose 3*e le d6+*tant pensera 3*e ces
trois diffic*lt6s sont les se*les, et 3*4*ne fois
le !oca+*laire et la fle,ion assimil6s, il po*rra
lire le latin a!ec *ne grande facilit6% >rre*r
profonde% La diffic*lt6 la pl*s formida+le n4a
pas encore 6t6 mentionn6e% La constr*ction de
la phrase latine diff6re totalement de celle de
la phrase anglaise% Tant 3*e cette constr*ction
ne sera pas a*ssi familiDre 5 l46t*diant 3*e la
constr*ction anglaise, tant 3*e, page aprDs
page, notre 6t*diant n4a+sor+era pas les id6es
a*ssi directement et a*ssi nat*rellement dans
l4*ne des constr*ctions 3*e dans l4a*tre, +ref,
tant 3*4*ne se*le lect*re de la phrase d*
premier mot a* dernier ne mDnera pas son
esprit a* long d* m8me d6!eloppement de
other, *ntil, in short, a single stead" reading of
the sentence carries his mind thro*gh the !er"
same de!elopment of tho*ght that too) place
in the mind of the writer, he cannot read Latin
otherwise than slowl" and painf*ll"% /o, then,
an a+sol*tel" essential thing to a man who
wants to read Latin is: M
K% A perfect wor)ing familiarit" with the Latin
wa"s of constr*cting sentences%
0ow we teach the first three things more or
less effecti!el", M !oca+*lar", inflection,
s"nta,% 2o we teach the lastQ
pens6e 3*e cel*i 3*i s4est manifest6 dans
l4esprit de l4a*te*r, notre 6t*diant ne po*rra lire
le latin 3*4a!ec lente*r et diffic*lt6% Ainsi,
!oici ce 3*i est a+sol*ment indispensa+le 5
l4homme d6sire*, de lire le latin :
K% ne familiarit6 :amais d6mentie a!ec
les proc6d6s de constr*ction de la
phrase latine%
A*:o*rd4h*i, no*s enseignons les trois
premiDres diffic*lt6s pl*s o* moins
efficacement, ; !oca+*laire, fle,ion, s"nta,e%
>nseignons;no*s la derniDre Q
(')
A t*rn to the R.irst Latin #oo)s,R in order to
find what is said to st*dents at that most
critical period in their st*d" of the lang*age, M
the +eginning% A remem+er well how A was
ta*ght at (hillips >,eter Academ" M of re!ered
memor" M to attac) a Latin sentence% R.irst
find "o*r !er+, and translate it,R said m"
teacher% RThen find "o*r s*+:ect, and translate
it% Then find the modifiers of the s*+:ect, then
the modifiers of the !er+,R etc%, etc% Well, A
had got more than fo*r "ears +e"ond >,eter
+efore A learned to read Latin with an" feeling
+*t that it was a sing*larl" circ*ito*s and
per!erted wa" of e,pressing ideas, which A
co*ld not e,pect to grasp *ntil A had reformed
m" a*thorLs sentences and red*ced them to
>nglish% /ince m" time, howe!er, +etter wa"s
ma" ha!e come into !og*e% /o A t*rn to the
+oo)s of two scholarl" gentlemen of m"
ac3*aintance, M practical teachers, too, M
namel", =r% Comstoc), of (hillips Ando!er
Academ", and 2r% Leighton, of the #roo)l"n
Latin /chool% Cn page @BB of =r%
Comstoc)Ls R.irst Latin #oo),R and pages @11
and @1@ of 2r% LeightonLs R.irst /teps in
Latin,R A find distinct r*les, essentiall" the
same, for the operation in 3*estion% The
former +egin as follows: M
a% An e!er" simple sentence, find and
translate
(1) The s*+:ect%
Ee me to*rne !ers R.irst Latin #oo)sRS afin de
tro*!er ce 3*4on dit a*, 6lD!es a* moment le
pl*s criti3*e de le*r apprentissage de la
lang*e, ; le d6+*t% Al me so*!ient de ce 3*4on
m4a enseign6 5 la (hillips >,eter Academ" T
so*!enir !6n6r6 T po*r a+order *ne phrase
latine% R24a+ord tro*!eU !otre !er+e, et
trad*iseU;le, disait mon professe*r, ens*ite
tro*!eU !otre s*:et, et trad*iseU;le% (*is
tro*!eU les modificate*rs d* s*:et, ens*ite les
modificate*rs d* !er+e,R etc%, etc% #ien% Al m4a
fall* pl*s de 3*atre ann6es aprDs mon d6part
d4>,eter a!ant 3*e :e n4apprenne 5 lire le latin
en comprenant enfin 3*4il s4agissait d4a*tre
chose 3*e d4*ne maniDre partic*liDrement
d6to*rn6e et per!erse d4e,primer des id6es, ce
3*e :e ne po*!ais esp6rer de saisir a!ant
d4a!oir corrig6 les phrases de mon a*te*r, et de
les a!oir ramen6es 5 l4anglais% Al est cependant
possi+le 3*e, dep*is mon 6po3*e, la mode ait
chang6 en fa!e*r de meille*res maniDres de
faire% Ee me to*rne donc !ers les li!res de de*,
gentlemen de ma connaissance, T professe*rs
en e,ecice, 3*i pl*s est T 5 sa!oir =%
Comstoc), de la (hillips Ando!er Academ", et
le 2r% Leighton, de la #roo)l"n Latin /cool% A
la page @BB d* R(remier Li!re LatinR de =%
Comstoc), et a*, pages @11 et @1@ d*
R(remiers (as en LatinR d* dr Leighton, :e
tro*!e les rDgles pr6cises, essentiellement les
m8mes, po*r l4op6ration en 3*estion% La
premiDre commence ainsi :
1% 2ans cha3*e phrase simple, tro*!eU et
trad*iseU
(@) The predicate%
Here is a new depart*re, an entire re!ol*tion
since m" da"% A was ta*ght to find first the
predicate% A change so radical, a method so
e,actl" the opposite of the old one, o*ght to
lead to res*lts the opposite of the old- namel",
to the power to read Latin easil" instead of
with diffic*lt"% /o, with a cheerf*l heart, A
ta)e *p a simple sentence in the fo*rth oration
against Catiline, B%N, and tr" m" new method%
1% Le s*:et
@% Le pr6dicat
?oil5 *n no*!ea* d6part, *ne complDte
r6!ol*tion par rapport 5 mon 6po3*e% n
changement si radical, *ne m6thode si
diam6tralement oppos6e 5 l4ancienne, de!rait
cond*ire 5 des r6s*ltat 5 l4oppos6 de
l4ancienne, 5 sa!oir: po*!oir lire le latin
ais6ment, et non a!ec diffic*lt6% 2onc, le
coe*r gonfl6 de reconnaissance, :e prends *ne
phrase simple dans la 3*atriDme Catilinaire, B,
N, et :4essaie ma no*!elle m6thode%
(&)
Haec omnia indices detulerunt% A loo) for
m" s*+:ect% .ort*natel", it lies right at hand%
At is haec, nom% pl% 0e,t A translate it, these-
or, since it is ne*ter, these things% Then A
proceed to find the !er+, which, again is
o+!io*s, !iU%, detulerunt, in Bd person pl%,
agreeing with the s*+:ect haec% (erhaps A ha!e
ca*ght from somewhere the happ" idea of not
loo)ing words *p in the dictionar" *ntil A ha!e
tried m" hand at them% /o, !er" properl", A set
o*t with the simplest meaning A can thin) of,
!iU%, brought% 0ow A am well started: These
things brought% 0e,t A loo) for the modifiers
of the s*+:ect, and find omnia% A +*ild it on,
and ha!e now Rall these thingsR for m"
s*+:ect, M all these things brought% 0e,t A loo)
for the modifiers of the predicate, and A find
indices, witnesses, acc% pl%, o+:ect of the !er+%
>!er"thing is straight% All these things
brought the witnesses% A pass on, and when A
come to the class;room, and the teacher calls
on me, A read o*t, All these things brought the
witnesses, prepared to parse it to the last word,
M onl" to +e told that A am entirel" wrong%
1
Haec omnia indices detulerunt% Ee cherche
mon s*:et% (ar +onhe*r, il se tro*!e :*ste so*s
ma main% C4est haec, nomin% pl% >ns*ite :e le
trad*is, ces- o*, p*is3*4il est ne*tre, ces
choses% >ns*ite :e me mets 5 chercher le !er+e,
3*i l*i a*ssi est 6!ident, c4est 5 dire detulerunt,
BDme personne d* pl*riel, 3*i s4accorde a!ec
le s*:et haec% (e*t;8tre ai;:e pris 3*el3*e part
cette he*re*se id6e de ne pas chercher les mots
dans le dictionnaire a!ant de m48tre fait la
main s*r e*,% 2onc, a!ec *ne grande
correction, :e !ise le sens le pl*s simple 3*e :e
pe*, imaginer, c4est 5 dire apportrent%
=aintenant :e s*is +ien parti: Ces choses
apportrent% >ns*ite :e cherche les
modificate*rs d* s*:et, et :e tro*!e omnia% Ee
contin*e ma constr*ction et mon s*:et est
maintenant Rto*tes ces chosesR T Toutes ces
choses apportrent% >ns*ite :e cherche les
modificate*rs d* pr6dicat, et :e tro*!e indices,
t6moins, acc% pl%, o+:et d* !er+e% To*t marche
+ien% To*tes ces choses apportDrent les
t6moins% Ee termine, et 3*and :4arri!e en classe
et 3*e le professe*r m4appelle, :e lis : To*tes
ces choses apportDrent les t6moins, me
pr6parant 5 en donner *ne anal"se complDte,
*ni3*ement po*r m4entendre dire 3*e :4ai to*t
fa*,%
1
(V)
0ow, a Roman +o" of m" age, and m*ch less
cle!er than A, if he co*ld ha!e sm*ggled
himself into the senate that da", wo*ld ha!e
*nderstood what those fo*r words meant the
instant Cicero *ttered the last of them,
Cr *n gar<on romain de mon Oge, et +ien
moins sa!ant 3*e moi, s4il a!ait p* se fa*filer
dans la C*rie ce :o*r;l5, a*rait compris ce 3*e
signifiaient ces 3*atre mots 5 l4instant oP
Cic6ron a prononc6 le dernier d4entre e*,,
detulerunt% I*elle est la diff6rence entre no*s
de*, Q Chac*n, l*i et moi, sa!ait parfaitement
detulerunt% What is the difference +etween
*sQ >ach of *s, he and A, )new s*+stantiall"
the meaning of each word, each of *s co*ld
inflect, each of *s )new all the s"nta,
re3*ired% 1et A missed the idea, while he got
it% Wherein did he +eat meQ Wh", simpl"
here: A, following the direction of m"
teachers, first fo*nd m" s*+:ect, and settled on
haec% The Roman +o" did not )now whether
haec was s*+:ect or o+:ect% He onl" )new it as
haec% A )new that detulerunt was the !er+, and
so did he when it arri!ed% A )new that omnia
agreed with the s*+:ect haec, while he onl"
s*rmised that it +elonged with haec, whate!er
that might pro!e to +e% A )new that indices
was the o+:ect, while he onl" felt that indices
was s*+:ect or o+:ect, and that it was the
opposite of haec omnia (apposition +eing o*t
of the 3*estion), +eing o+:ect if that sho*ld
t*rn o*t to +e s*+:ect, and s*+:ect if that
sho*ld t*rn o*t to +e o+:ect% Then he heard
detulerunt, and with that word e!er"thing
dropped into place as simpl" as, in =iltonLs
sentence following,
%%% the moon, whose or+
Thro*gh optic glass the T*scan artist !iews,
the last word resol!es o*r momentar"
s*spense in regard to the relation of or+ and
artist- which relation wo*ld ha!e +een
precisel" re!ersed, had we fo*nd s*ch a word,
e%g%, as glads%
le sens de cha3*e mot, chac*n po*!ait le
fl6chir, chac*n connaissait la s"nta,e re3*ise%
(o*rtant :4ai man3*6 l4id6e, alors 3*e l*i l4a
saisie% 24oP !ient sa s*p6riorit6 Q 24oP Q
simplement d4ici : =oi, s*i!ant les instr*ctions
de mes professe*rs, :4ai d4a+ord tro*!6 le s*:et,
et :4ai d6cid6 3*e c46tait haec% Le gar<on
romain ne sa!ait pas si haec 6tait s*:et o*
o+:et% Al le connaissait se*lement comme 6tant
haec% Ee sa!ais 3*e ce detulerunt 6tait le !er+e,
et il a fait de m8me 3*and il est arri!6% Ee
sa!ais 3*e omnia s4accordait a!ec le s*:et
haec, alors 3*4il con:ect*rait se*lement 3*4il
6tait en relation a!ec haec, 3*oi 3*e cela
s4a!Dre 8tre% Ee sa!ais 3*e indices 6tait l4o+:et,
alors 3*4il a se*lement senti 3*e ce indices
6tait s*:et o* o+:et, et 3*4il 6tait oppos6 5 haec
omnia (l4apposition 6tant hors de 3*estion),
de!enant o+:et s4il apparaissait 3*e 3*4il n46tait
pas s*:et, et s*:et s4il apparaissait 3*4il n46tait
pas o+:et% >ns*ite il a entend* detulerunt, et 5
ce mot to*t est retom+6 5 sa place a*ssi
simplement 3*e dans cette phrase de =ilton :
%%% la l*ne, dont l4or+e
A tra!ers sa lentille l4artiste toscan !oit,
le dernier mot r6so*t notre interrogation
momentan6e a* s*:et de la relation entre or+e
et artiste, relation 3*i a*rait p* pr6cis6ment
8tre ren!ers6e si no*s a!ions tro*!6 *n mot
comme, par e,emple r6:o*it%
(1W)
Let *s tr" the method f*rther% =r% Comstoc)
goes on (the italics are in part m" own): M
+% An a Compo*nd /entence translate
each principal cla*se as tho*gh it were
a /imple /entence% Af there are
/*+ordinate Cla*ses, translate them in
the order of their importance% A
/*+ordinate or 2ependent Cla*se is
one which, :*st as in >nglish, limits
some part of the (rincipal Cla*se (as
descri+ed in K@, page 1@)% A cla*se
introd*ced +" a Latin word meaning if,
who, which, because, since, although,
>,p6rimentons la m6thode *ne no*!elle fois%
=% Comstoc) contin*e (les itali3*es sont de
moi) :
+% 2ans *ne phrase coordonn6e, trad*iseU
cha3*e proposition ind6pendante
comme s4il s4agissait d4*ne phrase
simple% /4il " a des propositions
s*+ordonn6es, trad*iseU;les dans
l'ordre de leur importance% ne
proposition s*+ordonn6e, o*
proposition d6pendante, est *ne
proposition 3*i, to*t comme en anglais,
d6termine l4*n o* l4a*tre aspect de la
proposition principale (comme
e,pli3*6 a* paragraphe K@ page 1@)%
when, after, while, etc%, is 2ependent,
and sho*ld +e left *ntil the meaning of
the (rincipal Cla*se has +een o+tained%
c%An a Comple, /entence, first translate
the (rincipal Cla*se as a /imple
/entence- then translate the 2ependent
Cla*ses according to directions gi!en
a+o!e (+)%
#*t what is the order of their importance, and
how am A to startQ With the connecti!e, A
pres*me% We will s*ppose it to +e ut% #*t
how shall A translate itQ There are some half;
doUen or more RmeaningsR: in order to, so
that, when, as, considering, although% Which
does it ha!e hereQ A cannot tell% No more
could a Roman% #*t the difference is, that a
Roman did not want to tell which one of its
forces ut had here, +*t waited *ntil something
in the rest of the sentence, perhaps twent",
perhaps fift", words awa", informed him-
while A am +idden, so to spea), to toss *p a
cent, and start off *pon a meaning, with the
odds hea!il" against me- possi+l" to find m"
mista)e and go +ac) and correct it, more
pro+a+l" to add error on error in order to
Rma)e sense,R and so to get the whole thing
into a hopeless m*ddle%
ne proposition introd*ite par *n mot
latin signifiant si, qui, que, parce que,
depuis que, bien que, quand, aprs
que, pendant que, etc% est d6pendante :
il fa*t la laisser de cJt6 tant 3*e l4on n4a
pas tro*!6 le sens de la proposition
principale%
c% 2ans *ne phrase comple,e, trad*iseU
d4a+ord la proposition principale
comme *ne phrase simple - trad*iseU
ens*ite les propositions s*+ordonn6es
selon les consignes donn6es a* point
(+)
=ais 3*el est ce fame*, ordre d4importance, et
par oP dois;:e commencer Q (ar le mot
s*+ordonnant, :e pr6s*me% /*pposons 3*4il
s4agisse d4*n X *t Y% =ais comment !ais;:e le
trad*ire Q Le mot compte a* moins *ne demi;
do*Uaine de 4sens4 : X afin de, si +ien 3*e,
lors3*e, comme, 6tant donn6 3*e, 5 s*pposer
3*e Zmar3*ant *ne opposition[ Y% I*el sens a;
t;il ici Q Ee s*is +ien incapa+le de le dire% n
Romain en !tait tout aussi incapable% =ais la
diff6rence est 3*4*n Romain n46pro*!ait n*l
+esoin de dire 3*elle 6tait ici la !ale*r de X *t
Y : il attendait 3*e 3*el3*e chose dans le reste
de la phrase, !ingt o* cin3*ante mots pl*s
loin, pe* importe, l*i permette de le sa!oir -
tandis 3*45 moi, po*r ainsi dire, on demande,
de lancer *ne piDce en l4air et de choisir *n
sens 3*and les chances sont contre moi - :e
tro*!erai pe*t;8tre mon erre*r, et alors :e
re!iendrai en arriDre et :e corrigerai, mais il est
pl*s pro+a+le 3*e :e ferai erre*r s*r erre*r en
!*e de 4tro*!er *n sens4, et 3*4il n4en r6s*ltera
finalement 3*4*n m6li;m6lo sans iss*e%
(11)
0ow, all this is wrong% At is a frightf*l so*rce
of conf*sion to prowl a+o*t here and there in
the sentence in a self;+linded wa" that wo*ld
seem pathetic to a Roman, loo)ing at things
witho*t the side;lights afforded to him +" the
order- and, f*rther, it is a frightf*l waste of
time% Ta)e a sentence s*ch as often occ*rs,
e%g%, the opening of the third oration against
Catiline, deli!ered +efore the people%
Amagine, now, two scenes: on the one hand
>rre*r 3*e to*t cela% Cn s4e,pose 5
d46po*!anta+les conf*sions si l4on s4en !a
p8cher des +ri+es de phrase 5 l4a!e*glette,
d4*ne maniDre 3*i a*rait par* path6ti3*e 5 *n
Romain, en e,aminant les choses sans le
seco*rs de l4 6clairage donn6 par l4ordre des
mots - en o*tre, c4est *ne 6po*!anta+le perte
de temps% (renons *ne phrase comme il " en a
tant, mettons le d6+*t de la troisiDme
Catilinaire, prononc6e de!ant l4assem+l6e d*
pe*ple% AmagineU maintenant les de*, scDnes
s*i!antes : d4*ne part le .or*m romain, le B
the Roman .or*m, on 2ec% B, HB #C, with a
mass of men and +o"s listening to Cicero as he
tells the stor" of the entangling of the
conspirators remaining in Rome- on the other,
a modern schoolroom, sa" in the /"rac*se
High /chool (tho*gh A hope A am a+o*t to
slander 2r% #acon), 2ec% B, 1&&H A2% An the
former case Cicero has the floor, as we sa"-
in the latter case, 2r% #aconLs assistant, +oo)
in hand, his p*pils +efore him% #oth
a*diences want to get at the same thing, M
what Cicero has to sa"% An the first scene,
Cicero proceeds: M Rem p*+licam, I*irites,
!itam3*e omni*m !estr*m, +ona, fort*nas,
coni*ges li+eros3*e !estros, at3*e hoc
domicili*m clarissimi imperi, fort*natissimam
p*lcherrimam3*e *r+em, hodierno die deor*m
immortali*m s*mmo ergo !os amore,
la+ori+*s consiliis peric*lis meis, e flamma
at3*e ferro ac paene e, fa*ci+*s fati ereptam
et !o+is conser!atam ac restit*tam !idetis%
d6cem+re HB a!ant E%;C%, a!ec *ne masse
d4hommes et de gar<ons en train d4 6co*ter
Cic6ron 3*i e,pose les men6es des con:*r6s
rest6s 5 Rome - d4a*tre part, *ne classe
contemporaine, disons a* L"c6e de /"rac*se
(ce ne sera 3*e p*re calomnie 5 !otre 6gard,
2r #acon, d* moins :e l4espDre), le B d6cem+re
1&&H aprDs E%;C% 2ans le premier cas, c4est
Cic6ron 3*i tient le crachoir, comme no*s
disons maintenant - dans le second, c4est
l4assistant d* 2r #acon, li!re en main, ses
6lD!es de!ant l*i% Les de*, a*ditoires sont
tend*s !ers le m8me +*t : comprendre ce 3*e
Cic6ron !a dire% 2ans la premiDre de nos de*,
scDnes, Cic6ron lance : Rem p*+licam,
I*irites, !itam3*e omni*m !estr*m, +ona,
fort*nas, coni*ges li+eros3*e !estros, at3*e
hoc domicili*m clarissimi imperi,
fort*natissimam p*lcherrimam3*e *r+em,
hodierno die deor*m immortali*m s*mmo
ergo !os amore, la+ori+*s consiliis peric*lis
meis, e flamma at3*e ferro ac paene e,
fa*ci+*s fati ereptam et !o+is conser!atam ac
restit*tam !idetis%
(1@)
When he has said that, e!er" so*l that has
heard him )nows precisel" what he means%
0ow change to the /"rac*se High /chool%
The teacher sa"s, Rfirst find "o*r s*+:ect%R /o
we r*n on, scenting o*t a s*+:ect: M
Rem publicam, Quirites, vitamque omnium
vestrum, bona, fortunas, coniuges
liberosque vestros, atque hoc domicilium
clarissimi imperi, fortunatissimam
pulcherrimamque urbem, hodierno die
deorum immortalium summo ergo vos
amore, laboribus consiliis periculis meis, e
flamma atque ferro ac paene ex faucibus
fati ereptam et vobis conservatam ac
restitutam videtis.
Well, we are thro*gh with the entire sentence,
and there is no s*+:ect\ Cf co*rse, then, it is
implied in the !er+, and that is the @d person
prono*n, in the pl*ral% 0e,t we find o*r !er+%
That is, as it happens, the last word, "idetis%
Then we go +ac), do we, and find the
modifiers of the s*+:ect, and then the
2Ds 3*4il a dit cela, to*tZe Ome[ 3*i l4a entend*
a saisi le sens e,act de ses paroles% (assons
maintenant a* L"c6e de /"rac*se% Le
professe*r : X ChercheU d4a+ord le s*:et% Y >t
no*s !oil5 partis 5 la chasse a* s*:et% Rem
publicam, Quirites, vitamque omnium
vestrum, bona, fortunas, coniuges
liberosque vestros, atque hoc domicilium
clarissimi imperi, fortunatissimam
pulcherrimamque urbem, hodierno die
deorum immortalium summo ergo vos
amore, laboribus consiliis periculis meis, e
flamma atque ferro ac paene ex faucibus
fati ereptam et vobis conservatam ac
restitutam videtis. >h +ien, no*s !oici a*
+o*t de la phrase, et pas trace de s*:et \ 2ans
ce cas, il est donc 6!idemment conten* dans le
!er+e, et ce sera *n pronom de la @e personne
d* pl*riel% Tro*!ons ens*ite notre !er+e%
Comme so*!ent, c4est le dernier mot, "idetis#
Allons;no*s !raiment reto*rner en arriDre et
chercher 5 pr6sent les d6terminants d* s*:et
p*is les d6terminants d* !er+e Q Non# $ille
fois non# ne formation ad!quate doit nous
permettre de comprendre la totalit! de la
phrase ds que nous en atteignons la dernire
modifiers of the !er+Q 0o, A sa" to all that%
%e ha"e already, if we ha!e +een rightl"
+ro*ght *p, understood e"erything in that
sentence by the time we reach the last syllable
of it, without ha"ing thought meanwhile of a
single &nglish word' and we are as ready in
())* to go on immediately with the next
sentence as we should ha"e been if we had
been Romans in the Roman +orum on that day
in *, -C% Cr, to p*t it another wa", the +o"
who, reaching that oration in the co*rse of his
preparation for college, cannot *nderstand that
partic*lar sentence, and a great man" m*ch
more diffic*lt sentences in the oration, from
reading it straight thro*gh once in the Latin,
na", from merely hearing his teacher read it
straight through once in the .atin, has +een
wrongl" trained, is wasting time sadl", o*t of a
h*man life all too short, and, so far from +eing
on the direct wa" to read Latin with speed and
relish, and then to proceed to do so, is on the
direct wa" to drop it :*st as soon as the
electi!e s"stem of his partic*lar college will
allow, and, if he cares for literat*re, to go into
some lang*age in which it is not necessar",
first to find the s*+:ect, and then the predicate,
and then the modifiers of the s*+:ect, and then
the modifiers of the predicate, and then to do
the same thing for the s*+ordinate sentence,
or, if there are se!eral s*+ordinate sentences,
to do the same thing for each one of them in
the order of their importance, and then to p*t
these tattered +its together into a patchwor)%
syllabe, sans a"oir eu / l'esprit le moindre mot
d'anglais ' et, en ())*, nous serons / m0me de
passer tout de suite / la phrase sui"ante
autant que nous l'aurions !t! si nous a"ions
!t! des Romains sur le +orum romain en *,
a"ant 1#2C# A*trement dit, le gar<on 3*i, a*
co*rs de sa pr6paration 5 l4 ni!ersit6, est
confront6 5 ce disco*rs sans po*!oir
comprendre cette phrase ni d4a*tres, +ea*co*p
pl*s difficiles, en les lisant d4*ne traite en latin,
o* pl*tJt en entendant son professeur lire ces
phrases d'une traite en latin, a 6t6 mal instr*it,
perd tristement son temps ; alors 3*e la !ie est
d6:5 si co*rte ; et, +ien loin de tendre par le
pl*s co*rt chemin 5 lire le latin a!ec rapidit6 et
plaisir, se tro*!e s*r la !oie 3*i le mDnera le
pl*s directement 5 a+andonner cette lang*e
dDs 3*e le permettra le s"stDme des options
prati3*6 par son *ni!ersit6, et, s4il se so*cie de
litt6rat*re, 5 adopter *ne lang*e oP il n4est pas
indispensa+le, d4a+ord, de chercher le s*:et et
p*is le pr6dicat, et p*is les d6terminants d*
s*:et, et p*is les d6terminants d* pr6dicat, et
p*is de faire la m8me chose dans le cas de la
proposition s*+ordonn6e, o*, s4il " a pl*sie*rs
propositions s*+ordonn6es, de faire la m8me
chose po*r chac*ne d4entre elles dans l4ordre
de le*r importance, et p*is de r6assem+ler ces
petits +o*ts de chiffon po*r en faire *n
patchwor)%
(1B)
0ow, it will not do to sa" that st*dents, +"
+eginning in this wa", get, 3*ite earl", +e"ond
the need of it% At an" rate, A can testif", from
m" own e,perience, that, in spite of the
admira+le efforts of the schools in Rsight;
reading,R the" do not, when the" come to
Har!ard or Cornell% A allow m"self in m"
class;room M )eeping well inside of what is
said to +e c*stomar" among college professors
M one :est a "ear% When A first meet the new
.reshman class (for A co*ld not +ear to lea!e
s*ch precio*s material wholl" to the most
perfect assistant), A 3*estion them: R/*ppose,
now, "o* are set, as "o* were at the
=aintenant, il ne s*ffira pas de dire 3*e ces
6lD!es, en commen<ant de cette maniDre,
par!iendront trDs rapidement 5 s4en passer% >n
to*t cas, :e pe*, t6moigner, de ma propre
e,p6rience, 3*e malgr6 les efforts admira+les
des l"c6es po*r la Rlect*re 5 li!re o*!ertR, ils
n4" par!iennent pas lors3*4il arri!ent 5 Har!ard
o* 5 Cornell% 2ans ma classe, :e me permets
T en restant +ien en de<5 de ce 3*i passe po*r
*ne co*t*me des professe*rs d4*ni!ersit6 T
*ne plaisanterie par an% Lors de ma premiDre
rencontre a!ec *ne classe de no*!ea*, (car :e
ne s*pporterais pas de laisser entiDrement *n si
pr6cie*, arri!age a* pl*s parfait assistant), Ee
les 3*estionne : R/*pposeU, maintenant, 3*e
!o*s so"eU 5 l4e,amen d4admission d4il " a
e,amination for admission the other da", to
tell me the meaning of a sentence in a +oo)
"o* ne!er sa", M sa" an oration of Cicero, M
how do "o* proceed to get at the writerLs
meaningQR There is at once a chor*s of !oices
(for the" are crammed for that 3*estion,
ha!ing learned printed directions, as we ha!e
seen, in the first +oo)s the" st*died), R+irst
find the M /#E>CT,R three;3*arters of them
sa"- R(R>2ACAT>,R the other 3*arter% R0ow
here,R A sa" to them, Ris an *nhapp" difference
of opinion a+o*t first principles in a matter of
e!er"da" practice, and of !er" serio*s
importance% Which is rightQR The" do not
)now% RWhich do "o* s*ppose the Romans
who heard the oration deli!ered in the .or*m
first h*nted *p, the s*+:ect or the predicateQR
That little :est, simple as it is, alwa"s meets
with great s*ccess- for it not onl" raises a
la*gh (of no !al*e in itself), +*t it shows at
once, e!en to a .reshman, the entire a+s*rdit"
of tr"ing to read Latin +" a h*nting;*p first of
either his s*+:ect or his predicate- and so
enlists his s"mpath" in fa!or of tr"ing some
other wa", if an" can +e shown him% #*t, at
the same time, it pro!es to me that the method
ta*ght at the most critical of all periods, the
+eginning, is still wrong% Cnl" in late "ears,
and !er" rarel", does some st*dent answer m"
3*estion with: R.irst read the first Latin word
witho*t translating it, then the second, then the
third, and so on to the end, ta)ing in all the
possi+le constr*ctions of e!er" word, while
+arring o*t at once the impossi+le, and, a+o!e
all, erring, if an"where, in the direction of
)eeping the mind in s*spense *nnecessaril"
long, waiting, at least, *ntil a s*re sol*tion has
+een gi!en +" the sentence itself%R
3*el3*es :o*rs, s*r le point me dire le sens
d4*ne phrase d4*n li!re 3*e !o*s n4a!eU :amais
l* Zsa" a l4air d4*ne co3*ille po*r read[, disons
*n disco*rs de Cic6ron% Comment faites;!o*s
po*r comprendre ce 3*4a !o*l* dire l4a*te*r QR
A*ssitJt *n chF*r s46lD!e (ils sont dress6s
po*r r6pondre 5 cette 3*estion, a"ant appris les
directi!es imprim6es, comme no*s l4a!ons !*,
dans le*r premier man*el) : R3'abord, trou"e4
le 5 /E>TR disent les trois 3*arts -
R(R>2ACATR dit le dernier 3*art% RAl " a donc,
dis;:e, *ne fOche*se diff6rence d4opinon s*r les
principes fondamenta*, d4*ne prati3*e de to*s
les :o*rs, et de premiDre importance% La3*elle
est la +onne QR Als ne sa!ent pas% RLe3*el des
de*, cro"eU;!o*s 3*e les Romains 3*i
6co*taient le disco*rs prononc6 a* .or*m
tra3*aient le premier, d* s*:et o* d*
pr6dicat QR Cette petite plaisanterie, si simple,
remporte to*:o*rs *n grand s*ccDs% C4est
3*4elle ne fait pas se*lement rire (ce 3*i n4a en
soi a*c*ne !ale*r), mais 3*4elle montre
a*ssitJt, m8me 5 *n no!ice, to*te l4a+s*rdit6
3*i consiste 5 tenter de lire le latin en allant
d4a+ord 5 la chasse a* s*:et, o* de son
pr6dicat - ainsi s4insin*e l4en!ie d4essa"er
3*el3*e a*tre !oie, si on pe*t la l*i montrer%
=ais en m8me temps :4ai la pre*!e 3*e la
m6thode enseign6e 5 la p6riode la pl*s criti3*e
de to*tes, le commencement, est d6cid6ment
ma*!aise% Ce n4est 3*e +ien des ann6es aprDs,
et trDs rarement, 3*4*n 6lD!e me r6pond :
R24a+ord liseU le premier mot latin sans le
trad*ire, p*is le second, p*is le troisiDme, et
ainsi de s*ite :*s3*45 la fin, en tenant compte
de to*tes les constr*ctions possi+les de cha3*e
mot, to*t en 6liminant celles 3*i de!iennent
impossi+les, et s*rto*t, s46garer , s4il " a lie*,
en gardant l4esprit dans le do*te pl*s
longtemps 3*e n6cessaire, o* to*t a* moins
attendre 3*4*ne sol*tion s9re soit donn6e par la
phrase elle;m8me%
(1K)
1et this is the one method that sho*ld
e!er"where +e rigoro*sl" *sed, from the da"
of the first lesson to the last piece of Latin that
the college grad*ate reads to solace his old
age% 6nly, the process which at first is at
e"ery point conscious and slow, as it was not
C4est po*rtant la se*le m6thode 3*i de!rait 8tre
parto*t rigo*re*sement appli3*6e, dep*is la
le<on d* premier :o*r :*s3*45 la derniDre page
de latin 3*e le diplJm6 de l4*ni!ersit6 lit po*r
ado*cir son grand Oge% 7eulement, les
op!rations qui sont au d!but lentes et / tout
moment conscientes, ce 3*i n46tait pas le cas
des Romains de!iennent po*r le latin d4*ne
with the Romans, becomes, in .atin of
ordinary difficulty, a process wholly
unconscious and "ery rapid, precisel" as it
was with the Romans% E*st when the process
wo*ld +ecome eas" for ordinaril" simple
Latin, if the training were right from the
+eginning, A cannot sa"% An m" own
e,perience with college st*dents, all whose
ha+its ha!e to +e changed, A find a stri)ing
difference to +e prod*ced in a single term%
And at the end of two "ears, when the electi!e
wor) +egins, A now find it entirel" practica+le
for the class to de!ote itself to the st*d" of the
Latin literat*re in the Latin alone, ha!ing
nothing to do with !ersion into >nglish e,cept
at the e,aminations- and A ne!er had so good
and so spirited translation, whether at sight or
on the reading of the term, as last wee), when,
for the first time, A held s*ch an e,amination at
the end of a term spent witho*t translation%
diffic*lt6 co*rante, des op6rations totalement
inconscientes, et trDs rapides, pr6cis6ment
comme elles l46taient po*r les Romains% A 3*el
moment a* :*ste ces op6rations pe*!ent
pe*!ent de!enir ais6es, po*r le latin co*rant et
simple, si l4e,ercice a 6t6 correctement men6
dep*is le d6+*t, :e ne p*is le dire% CheU mes
propres 6t*diants, 3*i doi!ent to*s changer
le*rs ha+it*des, :e tro*!e *ne diff6rence
frappante aprDs *n se*l trimestre% >t aprDs
de*, ans, 3*and commence le choi, des
options, il me sem+le alors parfaitement
possi+le po*r la classe de se consacrer 5
l46t*de de la litt6rat*re directement en latin,
sans se pr6occ*per d* to*t de !ersion, e,cept6
a*, e,amens% >t :e n4ai :amais e* de trad*ction
si +onne ni si !i!ante, 3*4elle soit 5 li!re
o*!ert o* s*r le programme d* trimestre, 3*e
la derniDre semaine, 3*and, po*r la premiDre
fois, :e fais passer *n tel e,amen aprDs to*t *n
trimestre sans trad*ction%
(1N)
To +ring the matter into a definite and
practical shape, A can +est indicate what it
seems to me "o* o*ght to direct "o*r teachers
of Latin to do, mutatis mutandis, +" telling
"o* what A m"self do from the time when A
first meet m" .reshmen to the end of the
/ophomore "ear%After m" little :est a+o*t the
Romans h*nting *p first the s*+:ect and then
the predicate as Cicero tal)ed to them, or first
the predicate and then the s*+:ect, whiche!er
one thin)s the Roman method ma" ha!e +een,
A ass*re them that Rwhat we ha!e to do is to
learn to *nderstand a Roman sentence
precisel" as a Roman *nderstood it as he heard
it or read it, sa" in an oration, for e,ample%
0ow the Roman heard, or read, first the first
word, then the second, then the third, and so
on, thro*gh sentence after sentence, to the end
of the oration, with no t*rning +ac), with no
h*nting aro*nd% And in doing this he was so
g*ided all the time, +" indications of one )ind
or another in some wa" strown thro*gh each
sentence, that, when the last word of that
sentence had +een spo)en or read, the whole
of the meaning had reached his mind% The
process of detecting these indications of
meaning was to him a wholl" *nconscio*s
(o*r amener la 3*estion s*r *n terrain pl*s
pr6cis et pl*s prati3*e, le mie*, 3*e :e p*isse
faire est d4indi3*er 3*elles directions !o*s
de!rieU donner, d4aprDs moi, 5 !os professe*rs
de latin, mutatis mutandis, en !o*s disant ce
3*e :e fais moi;m8me 5 partir d* moment oP
:4acc*eille mes no*!ea*, :*s3*45 la fin de la
seconde ann6e% AprDs ma petite plaisanterie a*
s*:et des Romains 3*i allaient d4a+ord 5 la
chasse a* s*:et, p*is 5 la celle d* pr6dicat
pendant 3*e Cic6ron le*r parlait, o* d4a+ord 5
la chasse a* pr6dicat, p*is 5 celle d* s*:et,
selon ce 3*e chac*n pense 3*46tait la m6thode
romaine, :e le*r ass*re 3*e Xnotre +*t est
d4apprendre 5 comprendre *ne phrase latine
Zromaine Q[ e,actement comme *n Romain la
comprenait en l4entendant o* en la lisant, dans
*n disco*rs, par e,emple% Cr le Romain
entendait o* lisait d4a+ord le premier mot,
ens*ite le second, ens*ite le troisiDme, et ainsi
de s*ite, phrase aprDs phrase, :*s3*45 la fin d*
disco*rs, sans re!enir en arriDre, sans partir 5
la chasse par ci par l5% Al 6tait g*id6 dans cette
acti!it6 par di!erses indications plac6es to*t a*
long de la phrase, de telle sorte 3*e lors3*e le
dernier mot 6tait prononc6 o* l*, il a!ait dans
son esprit saisi la totalit6 d* sens% Les
op6rations d4identification des indications de
sens 6taient po*r l*i complDtement
one% We moderns, howe!er, of co*rse cannot
+egin so far along% What we are to reach
finall" is precisel" this *nconscio*sness of
processes- +*t we shall +e o+liged, for the
first few "ears, e,plicitl" to st*d" the
indications, *ntil we come to )now them
familiarl", one after another% We m*st for
some time thin) o*t, at e!er" point, as the
sentence progresses (and that witho*t e!er
allowing o*rsel!es to loo) ahead), all those
con!e"ings of meaning, +e the" choice of
word, or choice of order, or choice of case, or
choice of mode, or choice of tense, or
whatsoe!er else which at that point s*fficed
for the Roman mind% And when these
indications M which after all are not so man" in
n*m+er M ha!e come to +e so familiar to *s
that most of them are read" to flash +efore the
mind witho*t o*r deli+eratel" s*mmoning
them, we shall +e !er" near the point at which,
in Latin graded to o*r growing powers, we
shall interpret indications *nconscio*sl"% And
the moment we do that, we shall +e reading
Latin +" the RomanLs own method%R
inconscientes% 0o*s, les modernes, po*rtant,
ne po*!ons +ien s9r commencer si ha*t% Ce
3*e no*s de!ons finir par o+tenir, c4est
:*stement 3*e ces op6rations de!iennent
inconscientes% =ais no*s de!rons, les
premiDres ann6es, 6t*dier ces indications,
:*s3*45 les conna7tre familiDrement, l4*ne aprDs
l4a*tre% 0o*s de!ons pendant 3*el3*e temps
penser, 5 cha3*e 6tape, 5 mes*re 3*e la phrase
progresse (et cela sans :amais no*s permettre
de regarder en a!ant), 5 to*s ces d6tails
porte*rs de sens, 3*e ce soit le choi, d4*n mot,
le choi, de sa place, le choi, d* cas, le choi,
d* mode, le choi, d* temps, o* de n4importe
3*oi d4a*tre 3*i appro!isionnait l4esprit d*
Romain% >t 3*and ces indications T 3*i aprDs
to*t ne sont pas si nom+re*ses T no*s seront
de!en*es si familiDres 3*e la pl*part d4entre
elles seront pr8tes 5 :aillir dans notre esprit
sans 3*e no*s les con!o3*ions, no*s serons
trDs proches d* point oP, dans *n latin
proportionn6 a* ni!ea* 3*e no*s a*rons
atteint, no*s interpr6terons iinconsciemment
ces indications% >t a* moment oP no*s ferons
cela, no*s lirons le latin a!ec la m6thode
m8me des Romains%Y
(1H)
A ta)e *p now M all +oo)s +eing closed M a
sentence of !er" simple str*ct*re, of which
e!er" word and e!er" constr*ction are
familiar, sa" a certain passage in Li!"
@
% A tell
the stor" of the conte,t: Two assassins ha!e
got admission, on the prete,t of a 3*arrel to +e
decided, into the presence of Tar3*in% Cne of
them di!erts the attention of the )ing +"
telling his tale, and the other +rings down an
a,e *pon the )ingLs head- where*pon the"
+oth r*sh for the door%
An order that the interpretation shall +e done
a+sol*tel" in the order in which a Roman
wo*ld do it, witho*t loo)ing ahead, A write
one word at a time *pon the +oard (as A will
again do *pon the +oard +efore "o*), and as)
3*estions as A go, as follows : M
B

Tarquinium% RWhat did Li!" mean +"
p*tting that word at the +eginning of the
sentenceQR That the person mentioned in it is
Alors, aprDs a!oir fait fermer les li!res, :e
prends *ne phrase de str*ct*re trDs simple,
disons *n certain passage de Tite;Li!e
@
% Ee
r6s*me ce 3*i pr6cDde : so*s pr6te,te de faire
trancher *n diff6rend, de*, assassins se sont
introd*its a*prDs de Tar3*in% Le premier
distrait l4 attention d* roi en plaidant sa ca*se,
et le second a+at *ne hache s*r la t8te de ce
m8me roi, aprDs 3*oi ils se pr6cipitent !ers la
porte%
Afin 3*e la compr6hension s4opDre dans l4ordre
e,act oP *n Romain l4a*rait ac3*ise, soit sans
rien regarder sinon la s63*ence d6:5 l*e, :e
n46cris a* ta+lea* 3* 4*n se*l mot 5 la fois
(comme :e !ais le refaire de!ant !o*s), et :e
pose mes 3*estions a* f*r et 5 mes*re, comme
ceci
B
:
Tarquinium. X I*elle 6tait l4id6e de Tite;Li!e
3*and il a plac6 ce mot en d6+*t de phrase Q Y
; 2e mettre en 6!idence l4importance, 5 ce
moment, de la personne d6sign6e par ce nom%
X I*el est le cas de Tar3*ini*m Q Y ; Acc*satif
at this point of conspicuous importance%
RWhere is Tar3*ini*m madeQR 8n the
accusati"e singular% RWhat does that fact
mean to "o*r mindsQR
sing*lier% X I*4est;ce 3*e ce fait signifie po*r
!o*s Q Y
(1')
Here most of them are somewhat daUed, not
+eing *sed to that word meaning, the !er"
word that o*ght constantl" to +e *sed in
dealing with s"nta,, or so;called Rparsing%R /o
A !er" pro+a+l" ha!e to sa", R=a" it mean the
d*ration of time of the act with which it is
connectedQR The" sa", No% A as), RWh" notQR
/ome+od" sa"s, -ecause the name of a person
cannot indicate time% A sa", RGi!e me some
words that might indicate time%R The" gi!e
me dies, noctes, aetatem, etc% Then A as),
R=a" it mean e,tent of spaceQR The" sa", No,
gi!e me similar reasons for their answer, and,
*pon m" as)ing for words that might indicate
e,tent of space, the" gi!e me, perhaps, mille
passuum, tres pedes, etc% Then A as), R=a" it
indicate the e,tent of the action of the !er+,
the degree to which the action goesQR The"
sa", No, for a similar reason% #*t when A as)
for words that might mean the degree of the
action, the" commonl" cannot tell me, for the
reason that, strange to sa", the grammars do
not recogniUe s*ch a *sage- tho*gh sentences
li)e he wal)s a great deal e!er" da" (multum
cottidie ambulat) are e!en more common than
sentences li)e he wal)s three miles e!er" da"
(cottidie tria milia passuum ambulat), and the
acc*sati!es mean essentiall" the same thing in
+oth sentences% Then A as), R=a" it mean that
in respect to which something is said, M as
regards Tarquin, M the acc*sati!e of
specificationQR To a 3*estion li)e that, A am
sorr" to sa" that a great man" alwa"s answer
"es, for st*dents get !er" !ag*e notions of the
real *ses of the acc*sati!e of specification%
/ome+od", howe!er, ma" +e a+le to tell me
that the name of a person is ne!er *sed in the
acc*sati!e of specification, and that in general
the *se of the acc*sati!e of specification, in
the da"s of Cicero and ?irgil, was mostl"
confined to poetr"% RWhat words were *sed in
the acc*sati!e of specification in proseQR Here
A ne!er get an answer, altho*gh the list is
Aci, la pl*part d4entre e*, sont 3*el3*e pe*
d6sempar6s car ils sont d6sar<onn6s par le mot
X signifier Y, mot, s4il en est, 3*4il fa*t r6ser!er
5 la s"nta,e, o*, comme on dit, 5 l4X anal"se
grammaticale Y% A*ssi, il me fa*t
ha+it*ellement encha7ner ainsi : X Cela pe*t;il
signifier *ne d*r6e dans le temps de l4action
ainsi d6termin6e Q Y ; 0on% X (o*r3*oi pas Q Y
L4 *n o* l4a*tre r6pond : ; (arce 3*4*n nom de
personne ne pe*t indi3*er *n temps% X
2onneU;moi des mots 3*i pe*!ent indi3*er le
temps% Y Als me donnent dies, noctes, aetatem,
etc% Ee le*r demande alors : X Cela pe*t;il
signifier *ne e,tension dans l4espace Q Y Als me
r6pondent non, a!ec des :*stifications
similaires et, pri6s de me citer des mots
po*!ant indi3*er *ne e,tension dans l4espace
me donnent, a!ec *n pe* de chance, mille
passuum, tres pedes, etc% Ee le*r demande
ens*ite : X Cela pe*t;il indi3*er la port6e de
l4action d* !er+e, le degr6 de r6alisation de
cette action Q Y Als r6pondent non, po*r des
raisons similaires% =ais 3*and :e le*r demande
de me citer des mots 3*i pe*!ent signifier le
degr6 de l4action, ils ne pe*!ent d4ha+it*de pas
le faire, po*r la raison, c4est +iUarre mais c4est
ainsi, 3*e les grammaires ne reconnaissent
a*c*n *sage de ce t"pe - et po*rtant des
phrases comme X Al se promDne +ea*co*p
cha3*e :o*r Y (multum cottidie ambulat) sont
encore pl*s fr63*entes 3*e des phrases comme
X Al fait cha3*e :o*r *ne promenade de trois
milles Y (cottidie tria milia passuum ambulat),
et les acc*satifs ont 5 pe* prDs la m8me
signification dans chac*ne de ces phrases%
I*estion s*i!ante : X Cela pe*t;il signifier l4
6l6ment 5 l46gard d*3*el *ne chose est dite, M
en ce qui concerne Tarquin M l4acc*satif de
relation Q Y A *ne 3*estion sem+la+le, :e dois
dire 5 mon grand regret 3*4*ne grande ma:orit6
r6pond to*:o*rs par l4affirmati!e, car les
6t*diants n4ont 3*e des notions trDs !ag*es de
l4*sage r6el de l4 acc*satif de relation% (o*rtant,
l4*n d4e*, a* moins sera sans do*te capa+le de
me dire 3*4*n nom de personne ne se tro*!e
determinate, short, and important% /o A ha!e
to sa", RA m*st add to "o*r wor)ing )nowledge
a *sef*l item- write in "o*r note;+oo)s as
follows: partem, "icem, genus with omne or a
prono*n (quod, hoc, id), secus with "irile or
muliebre, hoc and id with aetatis, the relati!e
quod and the interrogati!e quid, are *sed in
Latin prose in all periods as acc*sati!es of
specification% Here, then, is a +it of definite
information which ma" ena+le "o*, when "o*
first meet one of these words again ("o* will
do so 3*ite earl" in "o*r first +oo) of Li!"), to
wal) witho*t st*m+ling thro*gh a sentence
where "o* wo*ld otherwise trip%R Then A go
+ac) to Tar3*ini*m% R=a" it +e,R A as), Ran
acc*sati!e of e,clamationQR The" sa",
9ossibly so% A sa", Rpossi+l" "es, tho*gh in
historical narration "o* wo*ld hardl" e,pect
s*ch an e,clamation from the historian%R 0e,t
A as), R=a" it +e a cognate acc*sati!eQR To
that the" answer, No- telling me, perhaps with
some help, that the name of a person cannot
be in any sense a restatement of an act, :
cannot mean an acti"ity% RWell, then, what
does this acc*sati!e case meanQR #" this time
a good man" are read" to sa": 6b;ect of a
"erb, or in apposition with the ob;ect% #*t A
as) if one thing more is possi+le, and some
one sa"s: 7ub;ect of an infiniti"e% R1es,R A
answer- Rand one thing more "etQR 9redicate
of an infiniti"e, someone s*ggests%
:amais en fonction d4acc*satif de relation et
3*4en g6n6ral, 5 l46po3*e de Cic6ron et de
?irgile, cet acc*satif n46tait g*Dre emplo"6
3*4en po6sie% X I*els sont en prose les termes
emplo"6s 5 l4acc*satif de relation Q Y Aci, :e
n4o+tiens :amais de r6ponse, 3*oi3*e la liste de
ces termes soit ferm6e, co*rte et importante% Ee
s*is donc o+lig6 de dire : X Al !a me falloir
a:o*ter *n paragraphe 5 !os connaissances
prati3*es - preneU note : partem, "icem, genus
accompagn6 de omne o* d4*n pronom (quod,
hoc, id), secus accompagn6 de "irile o*
muliebre, hoc o* id s*i!is de aetatis, le relatif
quod et l4interrogatif quid s4emploient en
fonction d4acc*satif de relation dans la prose
latine 5 to*tes les 6po3*es% Ces petites
pr6cisions !o*s permettront, 3*and !o*s
rencontrereU encore ces mots (ce 3*i ne
tardera pas 3*and !o*s lireU le premier li!re de
Tite;Li!e), d46!iter les fa*, pas dans des
phrases 3*i a*trement !o*s a*raient fait
tr6+*cher% Y Ee re!iens alors 5 la forme
Tar3*ini*m% X (e*t;il s4agir d4*n acc*satif
e,clamatif Q Y ; C'est possible% X (ossi+le, en
effet, 3*oi3*e, dans le co*rs de la narration
histori3*e, il ne faille g*Dre s4attendre 5 *ne
telle e,clamation de la part de l4 historien% Y Ee
po*rs*is : X (e*t;il s4agir d4*n acc*satif interne
Q Y L5, ils r6pondent non, en me disant parfois,
si :e les aide *n pe*, 3*4*n nom de personne ne
pe*t en a*c*n cas reprendre *ne id6e d4action,
; ne pe*t signifier *ne action% Ee concl*s :X >h
+ien alors, 3*e signifie la forme d4 acc*satif
3*i no*s occ*pe Q Y A ce moment, *ne +onne
partie des 6t*diants sont m9rs po*r dire : ;
6b;et direct ou apposition / un tel ob;et% =ais
:e le*r demande s4il e,iste *ne possi+ilit6 de
pl*s, et l4*n o* l4a*tre me dira su;et d'une
infiniti"e% X 24accord% Rien d4a*tre Q Y >t
3*el3*4*n s*gg6rera : ; Attribut dans une
infiniti"e%
(1&)
R0ow,R A as), Rwhat ha!e we learned from all
thisQ Gi!en the name of a person or persons
in the acc*sati!e with no preposition, how
man" and what constr*ctions are possi+leQR
All are read" now to answer, 6b;ect of a "erb,
or sub;ect or predicate of an infiniti"e%
RGood,R A sa"% RGeep those possi+ilities
Ee reprends : X A pr6sent, 3*4est;ce 3*e to*t
cela no*s apprend Q /oit *n nom de personne ;
sing*lier o* pl*riel ; 5 l4acc*satif sans
pr6position, com+ien " a;t;il de constr*ctions
possi+les et les3*elles Q Y L5, ils pe*!ent
r6pondre en choe*r ; Cb;et direct, su;et ou
attribut dans une infiniti"e# X #ien% GardeU
to*:o*rs ces possi+ilit6s +ien pr6sentes 5 l4
esprit, teneU;!o*s pr8ts 5 les 6!o3*er en *n
alwa"s fresh in "o*r mind, letting them flash
thro*gh it the moment "o* see s*ch a word-
and that ha!ing +een done, WAAT, and
0>?>R 2>CA2> which of these possi+le
meanings was in the mind of the Roman
spea)er or writer *ntil the rest of the sentence
has made the answer to that 3*estion perfectl"
clear% 0ow tell me what constr*ctions are
possi+le for an acc*sati!e li)e hiemem%R The"
answer, duration of time, apposition, ob;ect of
"erb, sub;ect or predicate of an infiniti"e%
R.or an acc*sati!e li)e pedesQR The" answer,
extent of space, apposition, ob;ect of "erb, or
sub;ect or predicate of an infiniti"e% R.or an
acc*sati!e li)e multumQR &xtent of action,
apposition, ob;ect of "erb, or sub;ect or
predicate of an infiniti"e% R.or an acc*sati!e
li)e "itamQR Cognate accusati"e, apposition,
ob;ect of "erb, or sub;ect or predicate of an
infiniti"e% 0ow A as), RCan an" one tell me
what constr*ctions we ma" e,pect if the !er+
t*rns o*t to +e some word li)e doceo or
celoQR The" all gi!e the answer, and therewith
A ha!e alread" passed in rapid re!iew
practicall" the whole matter of the acc*sati!e
constr*ctions- and, what is more, M and this is
!ital, M A ha!e done it from a "ery practical
standpoint% A ha!e not as)ed a st*dent to
RparseR a word after seeing its full connection
in the sentence (an e,ercise which loses fo*r;
fifths of its !irt*e +" this misplacement), +*t A
ha!e demanded anticipatory parsing, M A ha!e
p*t m" 3*estions in s*ch a wa" that m"
st*dents ha!e learned for all acc*sati!es what
instantaneo*s s*ggestions of the possi+le parts
a word is pla"ing in the sentence the" ma" get,
at first sight of the word, from the !er" nat*re
of the word%
clin d4Fil dDs 3*e !o*s !erreU *ne telle forme,
et, aprDs a!oir fait cela, ATT>02>] et 0>
2^CR^T>] EA=AA/ 3*e l4orate*r o*
l46cri!ain romain pensait 5 l4*ne de ces
significations a!ant 3*e le reste de la phrase
n4ait rend* la r6ponse 5 cette 3*estion
parfaitement 6!idente% A pr6sent, dites;moi
3*elles sont les fonctions possi+les d4*n
acc*satif comme hiemem% Y R6ponse des
6t*diants : compl!ment de temps2dur!e,
apposition, compl!ment d'ob;et direct, su;et ou
attribut dans une infiniti"e% X Celles d4*n
acc*satif comme pedes Q Y ; Compl!ment
marquant une extension dans l'espace,
apposition, compl!ment d'ob;et direct, su;et ou
attribut dans une infiniti"e% X Celles d4*n
acc*satif comme multum Q Y ; Accusatif
ad"erbial, apposition, compl!ment d'ob;et
direct, su;et ou attribut dans une infiniti"e% X
(o*r *n acc*satif comme !itam Q Y ; Accusatif
interne, apposition, compl!ment d'ob;et direct,
su;et ou attribut dans une infiniti"e% Ee
po*rs*is : X I*el3*4*n pe*t;il me dire 5
3*elles fonctions il fa*t s4attendre s4il se r6!Dle
3*e le !er+e est d* t"pe doceo o* celo Q Y To*t
le monde r6pond% 2e cette fa<on :e !iens de
passer *ne re!*e rapide mais complDte des
fonctions de l4acc*satif, et en o*tre ; et ceci est
!ital ; :e l4ai fait d'un point de "ue pratique% Ee
n4ai pas demand6 5 *n 6t*diant d4anal"ser
grammaticalement *n mot aprDs a!oir !* la
d6pendance e,acte de ce mot dans la phrase
(e,ercice 3*i perd les 3*atre cin3*iDmes de
son efficacit6 d* fait 3*4il arri!e 5
contretemps), mais :4ai e,ig6 l'analyse
rammaticale pr!"isionnelle, M :4ai pos6 mes
3*estions de maniDre telle 3*e mes 6t*diants
ont appris, po*r to*s les acc*satifs, 3*elles
indications s*r les rJles possi+les 3*e :o*e *n
mot dans la phrase ils pe*!ent instantan6ment
rece!oir, rien 3*4en !o"ant le mot, 5 partir des
se*les caract6risti3*es de ce mot%
(1V)
Then A pass on% RWe ha!e o*r Ging Tar3*in
+efore o*r e"es, as the person on whom the
interest of the sentence centres, and we )now
that he is the o+:ect of an action, or the s*+:ect
or predicate of an infiniti!e action- or,
possi+l", in apposition with s*ch an o+:ect,
Alors :e contin*e% X 0o*s a!ons notre roi
Tar3*in de!ant les "e*,% C4est la personne s*r
la3*elle l4int6r8t de la phrase se concentre, et
no*s sa!ons 3*4il est l4o+:et d4*ne action, o* le
s*:et, o* l4attri+*t d4*ne action e,prim6e par *n
infinitif - o*, pe*t;8tre, en apposition a!ec *n
tel o+:et, s*:et, o* attri+*t% (o*r contin*er, le
mot s*i!ant, moribundum, 3*4est;il, et 3*elle
s*+:ect, or predicate% To proceed, the ne,t
word, moribundum, is what and where
madeQR Ad;ecti"e, nom# sing# neut#, or acc#
sing# masc# or neut% 2onLt smile at all this%
The ha+it of getting a "o*ng st*dent to thin)
all these things o*t, e!en where he co*ld not
go astra" if the" were not as)ed of him, sa!es
man" a getting lost in diffic*lt places% RWhat
is pro+a+le a+o*t moribundum, as we ha!e it
in this partic*lar sentenceQR That it +elongs to
Tar3*ini*m% RRight% 0ow )eep that pict*re in
mind: Tarquinium moribundum, the ing,
breathing his last, acted upon or acting%
0ow for the ne,t word: Tarquinium
moribundum cum% What is cumQR /ome
sa", with perfect readiness, preposition, some
sa" con;unction%
K
R#*t,R A answer, Rif "o* are
*sed to the right spelling, "o* )now with an
instantLs tho*ght that no Roman that e!er li!ed
co*ld tell at this point whether it was
preposition or con:*nction% An order to tell,
"o* m*st wait for M whatQR Ablati"e or "erb,
the" answer% Then we go on, RTarquinium
moribundum cum qui% What does qui at
once tell *s a+o*t cumQR Con;unction%
RRight% What do we )now now, with almost
a+sol*te certaint", a+o*t TarquiniumQ What
part of the sentence does it +elong toQR Here, A
grie!e to sa", a chor*s of !oices alwa"s
answers, $ain "erb- for, in some m"sterio*s
wa", st*dents arri!e at the *ni!ersities witho*t
ha!ing learned that the Romans delighted to
ta)e o*t the most important word, or
com+ination of words, from a s*+ordinate
introd*ctor" sentence, and p*t it at the !er"
start, +efore the connecti!e, M a +it of
information worth a great deal for practical
reading% That ha+it of e,pression A now tell
them, and then as), RGi!en a sentence
+eginning with mors si, what do "o* )nowQR
That mors is the sub;ect or predicate of the
"erb introduced by si% RGi!en a sentence
introd*ced +" <annibali "ictori cum ceteriQR
That <annibali depends on something in the
cum2sentence%
est sa forme Q T Ad;ectif, nom# sing# n#, ou
acc# sing# m# ou n% Y 0e so*rieU pas%
L4ha+it*de d4amener *n :e*ne 6t*diant 5
form*ler to*t cela, m8me po*r des te,tes oP il
est capa+le de ne pas se tromper sans 3*4on l*i
demande de faire ces op6rations, 6conomise
+ien des perditions dans les passages difficiles%
X I*4" a;t;il de pro+a+le a* s*:et de
moribundum, tel 3*4il apparait dans cette
phrase en partic*lier Q T I*4il est li6 5
Tarquinium% T #ien% =aintenant gardeU ce
ta+lea* en t8te : Tarquinium moribundum, le
Roi, expirant, ob!et ou su!et d"une action%
=aintenant, a* mot s*i!ant : Tarquinium
moribundum cum. I*4est;ce 3*e cum Q Y
Certains disent, a!ec *ne admira+le
promptit*de, pr!position, d4a*tres
con;onction
K
% X =ais, r6partis;:e, si
l4orthographe correcte !o*s est familiDre, il ne
!o*s a fall* 3*4*n +ref e,amen po*r sa!oir
3*4a*c*n Romain 3*i ait :amais e,ist6 n4a*rait
p* dire, 5 ce stade, si c46tait *ne pr6position o*
*ne con:onction% (o*r le dire, !o*s de!eU
attendre%%% 3*oi Q T un ablatif ou un "erbe,
r6pondent;ils% Y Alors no*s contin*ons%
X Tarquinium moribundum cum qui.
I*4est;ce ce qui no*s dit a*ssitJt a* s*:et de
cum Q T C4est *ne con:onction% T #ien% I*e
sa!ons;no*s maintenant, a!ec *ne certit*de
3*asi a+sol*e, de Tarquinium Q A 3*elle partie
de la phrase est;il li6 Q Y L5, :4ai 3*el3*e
chagrin 5 le dire, *n chF*r de !oi, s46lD!e
to*:o*rs et r6pond : A* !er+e principal% C4est
3*e, po*r *ne raison m"st6rie*se, les 6t*diants
arri!ent dans les *ni!ersit6s sans a!oir appris
3*e les Romains affectionnaient d4e,traire
d4*ne s*+ordonn6e initiale le mot o* le gro*pe
le pl*s important, et de le placer a* to*t d6+*t,
a!ant le mot;o*til% (etite information d4*ne
fort grande *tilit6 po*r la prati3*e de la
lect*re% To*rn*re ha+it*elle 3*e :e le*r e,pose
5 pr6sent, et :e le*r demande : X >tant donn6e
*ne phrase commen<ant par mors si, 3*e
sa!eU;!o*s Q =ue mors est le su;et ou
l'attribut du "erbe introduit par si% >tant
donn6e *ne phrase commen<ant par <annibali
"ictori cum ceteri Q =ue <annibali d!pend de
quelque chose qui "ient aprs cum% Y
(@W) (@W) 0o*s re!enons maintenant 5 notre phrase
et a* mot qui% X Cat6gorie grammaticale Q Y ;
0ow we go +ac) to o*r sentence, and the word
qui% RWhat part of speech is itQR Relati"e,
the" sa"% RCr what elseQR A as)%
8nterrogati"e% RWhere is it madeQR Nom#
sing# or plur#, masc% RAf it is a relati!e, where
in the sentence as a whole does its antecedent
lieQR The" sho*ld answer, 8nside the cum2
clause% The cum ser!es as the first of two
+rac)ets to incl*de the qui;cla*se% RAf, on the
other hand, it is an interrogati!e, what )ind of
a 3*estion is alone here possi+leQR 8ndirect,
and in the sub;uncti"e, the" answer% RAn that
case, what )ind of a meaning, spea)ing
generall", m*st the !er+ introd*ced +" cum
ha!eQR 8t must be able to imply as>ing of
some >ind% RRightl" said- perhaps we ma"
ha!e s*ch a sentence as, %hen e"erybody
inquired who these men were M Cum qui
essent omnes quaererent- or perhaps we shall
find that qui is relati!e% The ne,t word is
circa, M Tarquinium moribundum cum qui
circa% What part of speech is itQR Ad"erb%
RWhat then ma" it doQR 8t may modify a "erb,
an ad;ecti"e, or another ad"erb%
Relatif% X /inon Q Y ; 8nterrogatif% X Anal"se Q
Y ; Nominatif masc# sing# ou pl% X /4il s4agit
d4*n relatif, oP se tro*!e son ant6c6dent dans
l4ensem+le de la phrase Q Y R6ponse ordinaire :
; 3ans la proposition introduite par cum% Le
cum est comme le repDre 3*i o*!re le segment
de phrase contenant la relati!e introd*ite par le
qui% X 24a*tre part, s4il s4agit d4*n interrogatif,
*ne se*le espDce d4interrogation est possi+le
ici, la3*elle Q Y ; .'interrogation indirecte,
a"ec le "erbe au sub;onctif% X 2ans ce cas,
3*el est le t"pe de signification 3*e doit a!oir
le !er+e introd*it par le cum Q Y ; 8l doit
impliquer l'une des formes de l' id!e de
demander% X Correct - notre phrase a pe*t;8tre
*n sens tel 3*e 4Alors que tout le monde
cherchait / sa"oir qui !taient ces hommes' 2
Cum qui essent omnes quaererent - mais no*s
allons pe*t;8tre d6co*!rir 3*e le 3*i est *n
relatif% Le mot s*i!ant est circa, ; Tarquinium
moribundum cum qui circa% 0at*re Q Y ;
Ad"erbe% X .onctions possi+les Q Y ; 8l peut
modifier un "erbe, un ad;ectif ou un autre
ad"erbe%
(@1)
We proceed: Tarquinium moribundum cum
qui circa erunt% RWhat, now, a+o*t circaQR
8t modifies erant% RWhat was the n*m+er of
quiQR 9lural% RWas it relati!e or
interrogati!eQR Relati"e% RHow do "o*
)nowQR -ecause erant is not sub;uncti"e%
RRight% 0ow qui circa erant is as good as a
no*n or a prono*n, M an indeclina+le no*n or
prono*n, in the pl*ral% Thin) of it in that wa",
as we go on% Tarquinium moribundum cum
qui circa erant excepissent% A donLt as) to;
da" the meaning of the mode of excepissent,
+eca*se the world is in so m*ch do*+t a+o*t
the 3*estion of the histor" and force of the
cum;constr*ctions% #*t what was Li!"Ls
meaning in writing the acc*sati!e
TarquiniumQR 6b;ect of excepissent% R1es,
and what was the s*+:ect of excepissentQR
The antecedent of qui% R1es- or, loo)ing at the
matter more generall", the s*+:ect was qui
circa erant%R
(@1) 0o*s po*rs*i!ons : Tarquinium
moribundum cum qui circa erant% X I*e
dire de circa Q Y ; 8l modifie erant% X I*el est
le nom+re de qui Q Y ; 9luriel% X ^tait;ce *n
relatif o* *n interrogatif Q Y ; n relatif% X
Comment le sa!eU;!o*s Q Y ; 9arce que erant
n'est pas un sub;onctif% X #ien% Aci, qui circa
erant a la !ale*r d4*n nom o* d4*n pronom, ;
*n ind6clina+le a* pl*riel% GardeU cette !ale*r
en m6moire po*r la s*ite% Tarquinium
moribundum cum qui circa erant
excepissent% Ee !o*s fais grOce a*:o*rd4h*i de
la signification d* s*+:onctif excepissent, car
le monde act*el est trop plein de do*tes s*r la
3*estion de l4histoire et de la !ale*r des
constr*ctions de cum% =ais 3*elle 6tait l4id6e
de Tite;Li!e en 6cri!ant l4 acc*satif
Tarquinium Q Y ; 6b;et de excepissent% X C*i,
et 3*el 6tait le s*:et de excepissent Q Y ;
.'ant!c!dent de qui% X C*i% mais si l4on
e,amine la 3*estion d4*n point de !*e pl*s
g6n6ral, le s*:et 6tait la proposition qui circa
erant% Y
(@@)
R#efore going on, what pict*re ha!e we +efore
*sQ What has the sentence th*s far saidQ
This: #ee Tarquin, d$ing% #ee the
b$standers% #ee them pic& him up% C*r
c*riosit" is stim*lated +" the !er" order% The
ne,t word is illos, M Tarquinium
moribundum cum qui circa erant
excepissent %%% What does the position of illos,
first in the main sentence proper, tell *sQR
That the people meant by it are of special
prominence at this point% RWho do "o*
s*ppose these illos are, these more distant
persons, th*s set in emphatic +alance against
Tarquinium, each leading its cla*seQ The
assassins, the whole class sa"% RWhat do we
)now a+o*t Li!"Ls meaning from the caseQR
0ow the" all answer in fine chor*s and
completeness, Apposition, ob;ect of main "erb,
or sub;ect or predicate of an infiniti"e%
(@@) A!ant de contin*er, 3*el est le ta+lea* 3*e
no*s a!ons so*s les "e*, Q I*4est;ce 3*e la
phrase no*s a dit :*s3*45 pr6sent Q Ceci :
/?o"eU Tar3*in, il est en train de mo*rir \
?o"eU les gens a*to*r de l*i \ ?o"eU, on
s4empresse a*to*r d* roi \ L4ordre des mots 5
l*i se*l pi3*e notre c*riosit6% Le mot s*i!ant
est illos, ; Tarquinium moribundum cum
qui erant excepissent, I*e no*s indi3*e la
place de illos, en t8te de la principale
proprement dite Q Y ; =ue les personnes que le
mot d!signe sont d'un int!r0t particulier / ce
point du r!cit% X I*i sont d4aprDs !o*s ces
illos, ces personnes relati!ement 6loign6es,
mises en parallDle emphati3*e a!ec
Tarquinium, chac*n des mots introd*isant sa
proposition Q R6ponse *nanime : ; .es
assassins \ X I*e !o*lait signifier Tite;Li!e
par l4emploi d* cas Q Y A pr6sent la r6ponse
complDte est donn6e d4*ne se*le !oi, : ;
Apposition, ob;et du "erbe principal, su;et ou
attribut dans une infiniti"e%
(@B)
We proceed: Tarquinium moribundum cum
qui circa erant excepssent, illos fugientes %%%
RWhat part of speech is fugientesQR
9articiple% RWhich oneQR 9resent acti"e%
RThen "o* see a r*nning;awa" going on +efore
"o*r e"es% What genderQR $asc# or fem%
RWhat n*m+erQR 9lural% RThen "o* see some
two or more men or women r*nning awa"%
What caseQR Nom# or acc% RCn the whole, do
"o* feel s*re "o* )now the caseQR ?es'
accusati"e# R#elonging to whatQR 8llos%
RWh"QR -ecause of course the assassins, the
illos, would run away% R1es,R A sa"- R+*t it
cannot possi+l" mislead "o* to wait *ntil there
isnLt a shadow of a do*+t% We will go on:
Tarquinium moribundum cum qui circa
erant excepssent, illos fugientes lictores %%%
Here "o* ha!e another set of people, the
)ingLs +od";g*ard% An what caseQR Nom# or
acc# plural% RWhichQR The" do not )now%
RWell, then, can illos agree with lictores, if
"o* consider forms aloneQR ?es% RAn that case,
fugientes wo*ld ha!e to go with illos lictores,
wo*ldnLt itQR ?es% R#*t wo*ld the lictors r*n
awa"QR No% RWo*ld the assassinsQR ?es%
RCertainl"% Then fugientes does not +elong
@B) 0o*s po*rs*i!ons : Tarquinium
moribundum cum qui circa erant
excepissent, illos fugientes% X 0at*re de
fugientes Q Y ; 9articipe% X Le3*el Q Y ;
9r!sent actif# X Cn !o*s met donc de!ant les
"e*, *ne f*ite 3*i est en train de se prod*ire%
I*el est le genre Q Y ; $asc# ou f!m% X Le
nom+re Q Y ; 9luriel# X 2onc, ce 3*e !o*s
!o"eU, ce sont a* moins de*, hommes o*
de*, femmes 3*i s4enf*ient% Le cas Q Y ;
Nominatif ou accusatif# X >n consid6rant
l4ensem+le, 8tes;!o*s certains de conna7tre le
cas Q Y ; 6ui @ c'est l'accusatif# X 26terminant
3*el mot Q Y ; 8llos% X (o*r3*oi Q Y ; 9arce
que, bien !"idemment, ce sont les assassins,
illos, qui doi"ent s'enfuir% X C*i, mais la
possi+ilit6 d48tre ind*it en erre*r ne dispara7tra
3*e si !o*s attendeU 3*4il n4" ait pl*s l4om+re
d4*n do*te% Contin*ons : Tarquinium
moribundum cum qui circa erant
excepissent, illos fugientes lictores% ?oici *n
a*tre gro*pe de personnes, les gardes d* corps
d* roi% A 3*el cas Q Y ; Nominatif ou accusatif
pluriels% X Le3*el des de*, Q Y Als n4 en sa!ent
rien% X >h +ien !o"ons, illos pe*t;il s4accorder
a!ec lictores, si l4on considDre *ni3*ement la
forme Q Y ; C*i% X 2ans ce cas, fugientes
de!rait 6galement accompagner illos lictores,
with lictores, and does +elong with illos- and
illos seems to +e, :*st as we s*spected at first
sight of it, the assassins% Howe!er, we m*st
as) o*rsel!es one more 3*estion, As apposition
possi+le +etween illos and lictoresQR No' for
they are "ery different people% RAs an" relation
of a predicate possi+le +etween themQ Can the
one +e the predicate of an infiniti!e of which
the other is the s*+:ectQR No' because, as
before, they are "ery different people% R/till it
is possi+le that lictores is acc*sati!e% Af it is, it
ma" +e o+:ect, in which case illos is
necessaril" s*+:ect, for, as we ha!e seen, the"
cannot +e in apposition- or, it ma" +e s*+:ect,
in which case, for the same reason, illos m*st
+e o+:ect% An either case, the" m*st +e in
direct opposition to each other, one of them
(we donLt "et )now which) +eing s*+:ect, the
other, o+:ect- while, if lictores is nom%, "o*
still ha!e the same relation, onl" "o* )now
which is s*+:ect and which is o+:ect% An an"
e!ent, "o* see the" are set o!er against each
other, together ma)ing s*+:ect and o+:ect%
0ow )eep the res*lts of this reasoning read"
for the co*ntless cases in which s*ch
com+inations occ*r% Gi!en two no*ns li)e
bellum 7aguntum: what are the
constr*ctionsQR 6ne is the sub;ect of a "erb,
and the other the ob;ect, and we canAt yet tell
which% RRight% 0ow A will gi!e "o* a still
more in!ol!ed com+ination, +*t of a !er"
commonl" occ*rring )ind, M quae nos
materiem% What do "o* ma)e o*t of thatQR
/ome cle!er +o" will sa", Nos must be the
sub;ect of a "erb, either finite or infiniti"e, and
quae and materiem are ob;ect and predicate2
ob;ect% RGood% Then what )ind of meaning
does the !er+ pro+a+l" ha!eQR 6ne of
calling% RRight% The words are from
L*creti*s, and the !er+ he *sed was "ocamus%
Treas*re *p that com+ination and the meaning
of it%R
n4est;ce pas Q Y ; C*i% X =ais les licte*rs ont;
ils *ne raison de s4enf*ir Q Y ; 0on% X >t les
assassins Q Y ;C*i% X #ien s9r% Ainsi, f*gientes
ne d6termine pas lictores, mais +ien illos, et
illos sem+le +ien d6signer les assassins, ainsi
3*e no*s le so*p<onnions dDs le d6+*t%
(o*rtant, no*s de!ons encore no*s poser *ne
3*estion% L4*n de ces mots pe*t;il 8tre
l4apposition de l4a*tre Q Y ;Non, car ce sont des
personnages trs diff!rents% X L4*n des de*,
pe*t;il 8tre l4 attri+*t de l4a*tre Q Y ; Non, pour
la m0me raison @ ces personnes sont trs
diff!rentes% X 06anmoins, il est possi+le 3*e
lictores soit *n acc*satif% /4 il en est ainsi, il
pe*t 8tre compl6ment d4o+:et, a*3*el cas illos
est a*tomati3*ement s*:et car, comme no*s
l4a!ons !*, ils ne pe*!ent pas 8tre en
apposition, o* alors lictores est s*:et, a*3*el
cas, po*r la m8me raison, illos doit 8tre *n
compl6ment d4o+:et% 2ans les de*, cas, ils
doi!ent se tro*!er en opposition directe l4*n
a!ec l4a*tre, l4*n 6tant s*:et (il no*s reste 5
sa!oir le3*el), et l4a*tre o+:et - d4a*tre part, si
lictores est *n nominatif, la relation
d4opposition s*+siste, mais 5 la diff6rence 3*e
!o*s sa!eU le3*el est s*:et et le3*el est
compl6ment d4o+:et% >n to*t 6tat de ca*se,
!o*s !o"eU +ien 3*4ils sont mis en regard l4*n
de l4a*tre po*r former *n co*ple s*:et;o+:et%
26sormais, !o*s !eillereU 5 appli3*er les
r6s*ltats de ce raisonnement a*, innom+ra+les
cas partic*liers oP *ne telle com+inaison
appara7t% /oit de*, noms tels 3*e bellum
7aguntum, 3*elles sont les constr*ctions
possi+les Q Y ; L4*n est le s*:et d4*n !er+e et
l4a*tre le compl6ment d4o+:et, et no*s ne
po*!ons rien dire de pl*s% X #ien% Ee !ais
maintenant !o*s donner *ne e,pression *n pe*
pl*s compli3*6e, mais d4*ne espDce trDs
co*rante, ; quae nos materiem% Comment le
compreneU;!o*s Q Y Al se tro*!era *n gar<on
intelligent po*r dire : ; Nos doit 0tre le su;et
d'un "erbe, / l'infinitif ou / un mode
personnel, et quae et materiem sont le
compl!ment d'ob;et direct et son attribut%
X #ien% >t 3*el sera pro+a+lement le t"pe de
signification d* !er+e Q Y ; 4Appeler4 ou
quelque chose du genre% X C4est correct% Ces
mots sont de L*crDce, et le !er+e emplo"6 est
!ocam*s% >mmagasineU +ien cette e,pression
et sa signification% Y
(@K)
R0ow we go +ac) to the assassins who are
r*nning awa", and the )ingLs +od";g*ard% A
will inform "o* that there is :*st one more
word in the sentence% What part of speech is
itQR Berb% RActi!e or passi!eQR Acti"e%
RRight% What does it tellQR Tells what the
lictors do to the assassins% RWhat mode,
thenQR 8ndicati"e% RWhat two tenses are
possi+leQR The perfect and the historical
present% RRight% 0ow the sit*ation is a prett"
dramatic one% Which of these two tenses
sho*ld "o* accordingl" choose, if "o* were
writing the stor"QR The present% R/o did
Li!"% 0ow tell me what "o* thin) the !er+
is%R 8nterficiunt, some+od" sa"s% Capiunt,
sa"s another, hitting the idea +*t not the right
word, which is comprehendunt, get hold of
them well, M nab Aem- or, as o*r tamer >nglish
phrase might p*t it, secure them%
(@K) X Reto*rnons 5 pr6sent a*, assassins 3*i
s4enf*ient et a*, gardes d* corps d* roi% Ee
!o*s informe 3*4il ne reste 3*4*n se*l mot po*r
terminer la phrase% I*elle en est la nat*re Q ;
C'est un "erbe% X Actif o* passif Q T Actif%
T #ien% I*e no*s apprendra;t;il Q T Ce que
les licteurs font aux assassins% T I*el sera le
mode, alors Q T 8ndicatif% T I*els sont les
temps possi+les Q T .e parfait ou le pr!sent
historique# T #ien% =ais comme la scDne est
dramati3*e en dia+le, le3*el de ces de*,
temps choisirieU;!o*s si !o*s 6tieU l4a*te*r Q
T .e pr!sent% T C4est ce 3*e Tite;Li!e a fait%
>h +ien, dites;moi 3*el est le !er+e% Y L4*n
s*ggDre 8nterficiunt, *n a*tre Capiunt,
retro*!ant ainsi l4id6e mais non le terme
correct, 3*i est comprehendunt, 4les
ma7trisent, ; 4les pincent4 o* encore, comme
notre +onne !ieille lang*e pe*t l4e,primer de
fa<on l6nifiante, s'assurent de leurs personnes%
(@N)
R0ow let *s render into >nglish the sentence
as a whole, translating not merel" Li!"Ls
words, +*t the act*al de!elopment of the
tho*ght in his mind% Tarquinium, thereAs
Tarquin- moribundum, heAs a dying man-
cum qui circa erant, you see the bystanders
about to do something- excepissent, they
ha"e caught and supported the >ing- illos,
you turn and loo> at the assassins- fugientes,
they are off on the run- lictores, there are the
>ingAs body2guard' we hold our breath in
suspense- M comprehendunt, TH>1L?>
GCT L>=\ /o, then, that Latin order, which
loo)s so per!erted to one who is trained to
pic) the sentence to pieces and then patch it
together again, gi!es *s the !er" s*ccession in
which one wo*ld see the act*al e!ents-
wea!es all the occ*rrences together into a
compact whole, "et )eeping e!er"where the
natural order- while an" order that we ma" +e
a+le to in!ent for a corresponding single
sentence in >nglish will twist and warp the
nat*ral order into a shape that wo*ld greatl"
astonish a Roman%RR.inall", with the
*nderstanding and sense of the dramatic in the
sit*ation, which we ha!e got +" wor)ing the
@N) X Al no*s reste 5 rendre l4ensem+le de la
phrase en anglais, mais no*s n4allons pas
simplement trad*ire les mots de Tite;Li!e :
no*s allons s*i!re le d6!eloppement effectif
de sa pens6e% Tarquinium, ; "oici Tarquin,
moribundum, ; il est en train de mourir, cum
qui circa erant, ; "oici l' assistance, elle "a
agir, excepissent ; on s'empresse auprs du
roi, illos, ; "otre regard se tourne "ers les
assassins, fugientes, ; ils s' enfuient / toutes
;ambes, lictores, ; "oici les gardes, nous
retenons notre souffle - comprehendunt C0
L>/ TA>0T \ Ainsi donc, l4ordre des mots
latins, 3*i sem+le si +iscorn* 5 cel*i 3*i a
appris 5 d6co*per la phrase en petits morcea*,
en !*e d4*n r6assem+lage *lt6rie*r, ne no*s
donne rien de moins 3*e l4ordre dans le3*el *n
spectate*r !errait se s*cc6der les 6!6nements -
l4 ordre des mots intDgre to*s les 6l6ments en
*n ensem+le serr6 to*t en conser!ant parto*t
l4ordre nat*rel - a* contraire, 3*el 3*e soit
l4ordre 3*e no*s p*issions adopter po*r
trad*ire notre latin en *ne phrase anglaise
*ni3*e, no*s ne po*rrons 3*e distordre et
ga*chir l4ordre nat*rel en *ne form*lation 3*i
a*rait laiss6 *n Romain pantois% >nfin, a"ant
compris et go9t6 le mo*!ement de la scDne
3*e no*s a r6!6l6 le traitement de la phrase
sentence o*t as Li!" wrote it, compare the
per!ersion of it, which we get +" wor)ing it
o*t correctl" on the first;find;"o*r;s*+:ect;of;
the;main;sentence;and;then;"o*r;predicate,
etc%, method: the lictors secure the assassins
as the$ run a'a$, 'hen those 'ho 'ere
standing b$ had caught and supported the
d$ing Tarquin% The facts are all there, +*t the
style, the soul, is gone%R
dans l4ordre d* te,te, !o"eU la d6formation 3*e
le passage s*+it 3*and on appli3*e
correctement la m6thode d* 4ChercheU;d4
a+ord;le;s*:et;de;la;proposition;principale;
p*is;le;pr6dicat4, etc% : les licteurs s"assurent
des assassins qui s"enfu$aient alors que les
assistants s"empressaient aupr(s de Tarquin
expirant% Les faits sont to*s l5 mais le st"le,
l4Ome, s4en est all6e% Y
(@H)
Then A at once +ring what we ha!e learned to
+ear +" gi!ing a piece of +lan) paper to each
st*dent and starting o*t *pon a new sentence,
which shall in!ol!e what we ha!e :*st seen,
together with some fresh matter% The
3*estions are caref*ll" st*died and written o*t
in ad!ance, and the place of each is indicated
to me, in m" prepared man*script, +" a
n*m+er attached to the Latin word concerned,
as if for a foot;note% As each 3*estion is p*t,
the n*m+er is at once written down +" each
st*dent and his answer written o*t%
Afterwards m" assistant caref*ll" goes
thro*gh e!er" paper, and with a colored paper
mar)s e!er" error, for m" own g*idance, and
for the s*+se3*ent st*d", penitence, and profit
of the writer% The following is an e,ample
act*all" *sed, from Li!" @1%NB% The answer
that sho*ld +e written is gi!en with each
3*estion%
Alors :e mets a*ssitJt en prati3*e ce 3*e no*s
a!ons appris : :e donne *ne fe*ille !ierge 5
cha3*e 6t*diant, et :e commence a!ec *ne
no*!elle phrase, 3*i mettra en :e* ce 3*e no*s
!enons de !oir, en " a:o*tant 3*el3*es notions
no*!elles% Les 3*estions sont soigne*sement
6t*di6es et 6crites 5 l4a!ance, et la place de
chac*ne m4est indi3*6e, dans le man*scrit 3*e
:4ai pr6par6, par *n n*m6ro attach6 a* mot
latin concern6, comme po*r *ne note de +as de
page% (o*r cha3*e 3*estion pos6e, le nom+re
est a*ssitJt not6 par cha3*e 6t*diant, 3*i 6crit
sa r6ponse% >ns*ite, mon assistant parco*rt
cha3*e fe*ille, et a!ec d* papier de co*le*r, il
mar3*e cha3*e erre*r, po*r ma propre
go*!erne et po*r l46t*de, la p6nitence et le
profit 3*i en d6co*lent po*r son a*te*r% Ce 3*i
s*it est *ne e,emple 3*e :4*tilise r6ellement,
tir6 de Tite;Li!e, @1, NB% La +onne r6ponse est
donn6e po*r cha3*e 3*estion%
(@')
Hannibal
)
cum
*
quid
+,-./01
optimum
)2 )) )*
foret
)+
hosti
),
cerneret,
)- ).
vix
)/
ullam
spem
)0 )1
habebat
*2
temere
*) **
atque
*+ *,

33344444
*-
44444
*.
consules
*/ *0 *1 +2 +)

44444.
+*
). 5onstruction6
#ub!ect of a verb, either subordinate or
main.
*. 7art of speech6
7reposition or con!unction.
+. Cum 'as 'hat part of speech6
5on!unction.
,. 5onstruction of Hannibal6
Hannibal
)
cum
*
quid
+,-./01
optimum
)2 )) )*
foret
)+
hosti
),
cerneret,
)- ).
vix
)/
ullam
spem
)0 )1
habebat
*2
temere
*) **
atque
*+ *,

33344444
*-
44444
*.
consules
*/ *0 *1 +2 +)

44444.
+*
). Fonction6
#u!et d"un verbe, subordonn8 ou principal.
*. 9ature6
7r8position ou con!onction.
+. Cum : quelle 8tait sa nature 6
5on!onction.
,. Fonction de Hannibal6
#u!et, attribut, ou attribut au nominatif
d"un verbe introduit par cum.
-. Nature de Quid 6
;nterrogatif.
#ub!ect or predicate nominative of verb
introduced b$ cum.
-. Quid is 'hat part of speech6
;nterrogative.
.. 5onstruction of the verb to 'hich quid
belongs6
#ub!unctive of indirect question.
/. <eneral nature of meaning of verb
introduced b$ cum6
#ome meaning that can impl$ a question.
0. 5ase of quid6
9om. or acc. neut. sing.
1. 5onstruction of quid6
#ub!ect, predicate, or ob!ect of finite verb
or infinitive= or acc. of specification, the so3
called adverb.
)2. 5ase6
9om. neut. sing., or acc. masc. or neut. sing.
)). 5onstruction6
;f neut., agreeing 'ith sub!ect or ob!ect of
verb, or in predicate. ;f masc., agreeing
'ith ob!ect or verb, or 'ith sub!ect or
predicate of an infinitive.
)*. >hat constructions ma$ follo' to
complete the meaning of optimum6
?at. of the person for 'hom something is
optimum, or abl. of that 'ith respect to
'hich something is optimum. @;t is 'orth
'hile to have those t'o possibilities pat, for
the great class of 'ords of 'hich optimum is
a specimen.A
)+. >here made6
;mperfect sub!unctive. @Reason alread$
given under ..A
),. 5onstruction6
?ative after optimum. @Reason given under
)*.A
)-. >here made, and introduced b$ 'hat6
;mperfect sub!unctive, introduced b$ cum.
).. 5onstruction of Hannibal6
#ub!ect of cerneret.
)/. Vix, hardly, has a negative feeling. ;n
such a connection, 'hat 'ould be the
pronoun meaning an$, and 'hat the
ad!ective6 @7robabl$ nobod$ &no's.A
Quisquam, ullus.
)0. 5onstruction6
Acc. sing., ob!ect of verb, or sub!ect or
predicate of infinitive.
)1. Spes, !ust as much as spero, indicates a
.. 5onstruction du verbe dont dpend quid 6
#ub!onctf de l"interrogation indirecte.
/. #ens g8n8ral du verbe introduit par cum6
Bn sens qui peut impliquer une
interrogation.
0. 5as de quid6
9om. ou acc. n. sing.
1. Fonction de quid6
#u!et, attribut ou ob!et d"un verbe con!ugu8
ou C l"infinitif = ou acc. de relation,
improprement appel8 adverbe.
)2. 5as 6
9om. n. sing., ou acc. masc. ou n. sing.
)). 5onstruction6
#"il est neutre, s"accorde avec le su!et ou
l"ob!et du verbe, ou il est attribut. #"il est
masc., s"accorde avec l"ob!et du verbe, ou
avec le su!et ou l"attribut d"un infinitif.
)*. Quelles constructions pourraient lui
succ8der pour compl8ter le sens de
optimum6
?at. de la personne pour qui quelque chose
est optimum, ou abl. de ce en regard de quoi
quelque chose est optimum. @;l est
convenable d"avoir ces deux possibilit8s C
l"esprit quand on rencontre ces mots
puissants dont optimum est un exempleA
)+. Anal$se morphologique 6
#ub!onctif imparfait @Raison d8!C donn8e
en ..A
),. 5onstruction6
?atif apr(s optimum. @Raison donn8e en
)*.A
)-. Anal$se morphologique = introduit par
quel mot 6
#ub!onctif imparfait = introduit par cum.
).. Fonction de Hannibal6
#u!et de cerneret.
)/. Vix, peine, a un sens n8gatif. Di8 C un
tel mot, quel pronom signifiant EquelqueE
emploiera3t3on, et quel ad!ectif 6 @7eu de
chances qu"aucun d"entre le sache.A
Quisquam, ullus.
)0. 5onstruction6
Acc. sing., ob!et d"un verbe, su!et ou
attribut d"un infinitif.
)1. Spes, tout comme spero, indique une
activit8 mentale, et nous trouverons sans
doute autre chose qui compl(te son sens,
mental activit$, and 'e shall probabl$ find
something else, completing its meaning, the
ob!ect of the spes. >hat 'ill be the case @aA
if the completing 'ord is a noun
Fb!ective genitive.
@bA if the completing 'ord is a verb6
Fb!ective genitive of gerund or of
gerundive 'ith noun, or future infinitive.
*2. #ub!ect is 'hat6
A pronoun, repeating Hannibal.
*). 7art of speech, and simplest meaning6
Adverb, meaning blindly.
**. Gearing in mind that, in the ordinar$
Roman habit, 'ords 'ere placed in
anticipation of those 'hich the$ modif$, not
after them, 'hat do $ou feel about temere6
That it modifies the expected ob!ect of
spem, 'hich, consequentl$, is a verb.
*+. 7robabl$ introduces 'hat6
Another adverb, corresponding to temere.
*,. >rite an adverb to mean not loo&ing
ahead.
Improide.
*-. >rite nom. or acc. neut. sing. meaning
an$thing @in one 'ordA.
Quicquam.
*.. ;n 'hat case is that 'ord here, and 'ith
'hat verb is it connected6 Acc., connected
'ith a verb, 'hich verb must depend on
spem.
*/. >here made, 'ithout reference to
context6
9om. or acc. plur.
*0. >here made, 'ith reference to context6
and ho' do $ou &no'6
Acc., because habebat is sing.
*1. Heaning of this accusative6
That consules is sub!ect, ob!ect, or
predicate of an infinitive.
+2. Relation of quicquam and consules to
each other6
Fne the ob!ect, the other the sub!ect, of the
infinitive.
+). 5omplete the sentence, using a verb
meaning do.
!cturos, 'ith or 'ithout esse.
+*. >rite, in the best Inglish $ou have at
$our command, a translation of the
sentence.
l"ob!et de l"espoir. quel sera son cas @aA si le
mot qui compl(te est un nom 62<8nitif
ob!ectif.
@bA si le mot qui compl(te est un verbe 6
<8nitif ob!ectif d"un g8rondif ou d"un
ad!ectif verbal accompagn8 d"un nom, ou
infinitif futur.
*2. Quel est son su!et 6
Bn pronom, repr8sentant Hannibal.
*). 9ature, et sens le plus simple 6
Adverbe, signifiant aveugl8ment.
**. #achant que l"habitude des Romains
8tait de placer les mots avant ceux qu"ils
modifient, et non apr(s, que penseJ3vous de
temere 6
Qu"il modifie l"ob!et attendu de spem, qui,
par cons8quent, est un verbe.*+. ?evrait
introduire quoi 6
Bn autre adverbe, correspondant C temere.
*,. IcriveJ un adverbe signifiant : sans
regarder la suite.
Improide.
*-. IcriveJ un nom. ou un acc. n. sing.
signifiant une chose quelconque @en un
motA.
Quicquam.
*.. A quel cas est ici ce mot, et de quel verbe
d8pend3il 6
Acc., d8pendant d"un verbe qui lui3mKme
doit d8pendre de spem. Lcompl8ter spem 6M
*/. Anal$se, sans r8f8rence au contexte 6
9om. ou acc. plur.
*0. It avec r8f8rence au contexte 6
7ourquoi 6
Acc., parce que habebat est sing.
*1. #ens de cet accusatif 6
5e consules est su!et, ob!et, ou attribut d"un
infinitif.
+2. Diens de quicquam et de consules entre
eux 6
D"un est l"ob!et, l"autre le su!et de l"infinitif.
+). 5ompl8teJ la phrase avec un verbe
signifiant faire.
!cturos, avec ou sans esse.
+*. IcriveJ, dans le meilleur anglais que
vous a$eJ C votre disposition, une
traduction de cette phrase.
(@&)
R0ow,R A go on to sa" to m" st*dents, R"o* are
to commit this sentence to memor", and +e
read" to gi!e it fl*entl" in the Latin when we
meet ne,t% And in the same wa" "o* will
commit to memor" e!er" passage we so *se in
the "ear- and at each term e,amination "o*
will find "o*rsel!es called *pon to write one
of these passages, still from memor"% .*rther,
and still more important than this, ne!er again
pic) o*t "o*r s*+:ect, "o*r predicate, etc%-
+*t, in preparing "o*r dail" lessons, do :*st
what we ha!e +een doing this morning, e,cept
that "o* are not to translate an" sentence, or
an" part of an" sentence, *ntil "o* ha!e gone
thro*gh the whole lesson in the Latin, and got
all the meaning in "o*r power o*t of it% A gi!e
"o* a short lesson, and A shall call *pon one
man and another to ta)e *p a sentence and go
rapidl" thro*gh it as Latin, word after word, as
we ha!e :*st now done, telling *s precisel"
how it sho*ld +e tho*ght o*t% An preparing
"o*r lesson, in order to +e s*re that "o*r e"e
does not stra" and r*n ahead, c*t o*t a piece of
fle,i+le paste+oard, or, *ntil "o* can get
paste+oard, a piece of stiff writing;paper, as
long as twice the width of "o*r printed te,t,
and two or three inches wide% C*t a strip from
the top, r*nning along half the length, and
deep eno*gh to correspond to precisel" one
line of "o*r te,t, incl*ding the space that
+elongs with it%
N
se this piece of paper in
s*ch a wa" as to e,pose :*st one word at a
time, together with which, of co*rse, will also
+e seen all the words preceding- that is to sa",
as "o* thin) a+o*t one word after another,
p*shing "o*r paper on, "o* will constantl" see
all of the sentence th*s far tra!ersed, witho*t
+eing a+le to loo) ahead%R
Z]eph"r*s[ Ee contin*e et dis 5 mes 6lD!es : X
=aintenant, appreneU cette phrase par coe*r,
et teneU;!o*s pr8ts 5 la r6citer en latin sans
h6sitation 5 notre prochain co*rs% 2e la m8me
maniDre, to*te l4ann6e, !o*s m6morisereU ainsi
cha3*e passage 3*e no*s 6t*dierons% A cha3*e
e,amen trimestriel, on po*rra !o*s demander
d46crire, to*:o*rs de m6moire, *n de ces
passages% Ee dirai m8me pl*s, et c4est encore
pl*s important : ne picoreU pl*s :amais s*:et,
!er+e, etc%- mais cha3*e :o*r, 3*and !o*s
pr6pareU le co*rs, +orneU;!o*s 5 ce 3*e no*s
a!ons fait ce matin, sans trad*ire, ni phrase, ni
fragment dL a*c*ne phrase, a!ant dLa!oir
termin6 to*te la le<on en latin, et en a!oir tir6
to*t le sens 3*e !o*s po*!eU " tro*!er% AprDs
*ne +rD!e e,plication, :4appellerai *n 6t*diant,
p*is *n second, po*r prendre *ne phrase et la
parco*rir rapidement comme si !o*s 6tieU
!o*s;m8me Romain, mot aprDs mot, 5 l4instar
de ce 3*e no*s !enons de faire, en no*s
pr6cisant +ien les r6fle,ions 3*e chac*n de ces
mots s*ggDre% >n pr6parant !otre le<on, po*r
8tre s9r 3*e !otre oeil ne s46carte pas et ne se
d6porte pas en a!ant, d6co*peU *ne +ande de
carton so*ple, o* 5 d6fa*t, pro!isoirement, d*
papier fort, de*, fois long comme la large*r
de !otre te,te imprim6, et large de 3*atre o*
cin3 centimDtres% /*r le +ord s*p6rie*r,
d6co*peU *ne +ande s*r la moiti6 de sa
long*e*r, d4*ne large*r 3*i corresponde
e,actement 5 la ha*te*r d4*ne ligne de te,te,
en incl*ant l4espace 3*i la s6pare de la
s*i!ante
N
% (o*r *tiliser cette fe*ille, ne
d6co*!reU 3*4*n mot 5 la fois, et en m8me
temps, +ien s9r, !o*s !erreU to*s les mots
pr6c6dents, c4est 5 dire 3*e, 5 mes*re 3*e !o*s
r6fl6chireU s*r les mots l4*n aprDs l4a*tre, !o*s
d6placereU !otre papier et a*reU to*:o*rs so*s
les "e*, to*te la partie d6:5 l*e de la phrase% Y
(@V)
At the ne,t meeting, the class, th*s prepared,
recites as descri+ed, a n*m+er of st*dents
attempting to show precisel" what mental
processes one sho*ld go thro*gh in ta)ing *p
the sentences of the lesson% At the ne,t +*t
one, and thereafter thro*gho*t the .reshman
"ear, all +oo)s +eing closed, the instr*ctor
A* co*rs s*i!ant, la classe, ainsi pr6par6e,
r6cite comme :e l4ai dit : I*el3*es 6t*diants
essa"ant de montrer a!ec pr6cision 3*elle s*ite
d4op6rations mentales on de!rait *tiliser po*r
lire les phrases de la le<on% Cn sa*te *n co*rs,
et a* s*i!ant (et ce pendant to*te la premiDre
ann6e), on ferme to*s les li!res, le professe*r
relit 5 ha*te !oi, la le<on, a!ec to*te
l4e,pressi!it6 dont il est capa+le, phrase par
reads the re!iew lesson alo*d, with all the
effecti!eness possi+le to him, one sentence at
a time, calling for a translation of it from one
and another st*dent%
H
As a preparation for
this e,ercise, each st*dent is *rged to read the
re!iew alo*d a n*m+er of times in his own
room, doing his a*thor as m*ch :*stice as
possi+le% At e!er" e,ercise d*ring the "ear,
e,cept the special wee)l" e,ercise, a n*m+er
of sentences, prepared +" the instr*ctor, and
+ased *pon the te,t *nder reading at the time,
are gi!en o*t to st*dents, to +e written *pon
the +oard, in the >nglish and in Latin, while
the rest of the class are engaged *pon
translating the re!iew as the instr*ctor reads
it- and when the wor) *pon the re!iew is o!er,
these Latin sentences *pon the +oard are
criticised +" the class% A to*ch *pon a !er"
serio*s defect in most of o*r preparator"
schools when A sa" that from +eginning to end
there sho*ld ne!er +e a recitation in a foreign
lang*age witho*t written or oral translation
into that lang*age%
phrase, et demande s*ccessi!ement 5 de*,
6t*diants de trad*ire
H
% (o*r se pr6parer 5 cet
e,ercice, cha3*e 6t*diant est !i!ement incit6 5
lire pl*sie*rs fois la le<on 5 ha*te !oi, dans sa
cham+re, en s4impr6gnant le pl*s possi+le
l4esprit de l4a*te*r% To*te l4ann6e, 5 cha3*e
e,ercice, sa*f l4e,ercice he+domadaire sp6cial,
pendant 3*e des 6t*diants 6cri!ent a* ta+lea*
pl*sie*rs phrases, pr6par6es par le professe*r,
et +as6es s*r le te,te 3*4on est en train
d46t*dier, le reste de la classe s4occ*pe 5
trad*ire la le<on en m8me temps 3*e le
professe*r la lit- et 3*and le tra!ail s*r la le<on
est fini, les phrases latines a* ta+lea* sont
e,amin6es par la classe% Ee parle ici d4*n gra!e
d6fa*t des l"c6es : :e dis 3*e d* d6+*t 5 la fin,
il ne de!rait :amais " a!oir d4interrogation
orale en lang*e 6trangDre RE4en arri!e ici 5 *n
gra!e d6fa*t des l"c6es : on ne de!rait :amais
interroger s*r *n te,te en lang*e 6trangDre
sans a!oir proc6d6 par aille*rs 5 des
trad*ctions 6crites o* orales dans cette lang*e%
(BW)
.or the special wee)l" e,ercise descri+ed
a+o!e, there can +e no considera+le
preparation +e"ond incessant faithf*lness in
the dail" wor)% The time th*s left free is
*tiliUed in the preparation of a considera+le
piece of >nglish +ased *pon the Latin recentl"
read% (At will +e seen that no te,t+oo) in
composition is emplo"ed%) The e,ercise
handed in +" each st*dent is afterwards loo)ed
thro*gh, and ret*rned to him at the ne,t
meeting of the class, with all errors mar)ed%
The writing of the Latin sentence, one word at
a time, *pon the +oard in the special wee)l"
e,ercise which has +een descri+ed a+o!e,
gi!es place in a few wee)s to the
corresponding dictation of one word at a time,
to +e written *pon his paper +" the st*dent, the
3*estions +eing, of co*rse, gi!en as +efore%
The e,ercise changes constantl" in character
+" the dropping of 3*estions with which the
st*dents ha!e +ecome familiar, and the
+ringing in of 3*estions in!ol!ing new
principles% =eanwhile, the e,amination of the
L4e,ercice he+domadaire sp6cial dont :4ai parl6
pe*t ne pas n6cessiter de pr6paration
importante, mis 5 part le s6rie*, sans faille
accord6 a* tra!ail 3*otidien% Le temps ainsi
li+6r6 ser!ira 5 approfondir des tra!a*, en
Anglais, e*,;m8mes li6s a*, te,tes to*t :*ste
!*s en Latin (on remar3*era 3*4a*c*n man*el
de dissertation n4est *tilis6)% Le tra!ail remis
par cha3*e 6t*diant est ens*ite e,amin6, on l*i
signale to*tes ses erre*rs, et on l*i rend a*
co*rs s*i!ant%
L46crit*re a* ta+lea* d4*ne phrase latine, *n
mot aprDs l4a*tre, pendant l4e,ercice
he+domadaire sp6cial 3*i a 6t6 d6crit pl*s
ha*t, est remplac6 3*el3*es semaines aprDs,
s*i!ant le m8me principe, par la dict6e mot
aprDs mot, 3*e l46t*diant doit 6crire s*r sa
fe*ille, les 3*estions 6tant, +ien s9r, donn6es
comme a*para!ant% Le caractDre de l4e,ercice
6!ol*e constamment, parce 3*4on a+andonne
les 3*estions a!ec les3*elles les 6t*diants se
sont familiaris6s, et 3*4on en introd*it d4a*tres
impli3*ant des notions no*!elles% Ce faisant,
l4e,amen des fe*illes 6crites montre, de
semaine en semaine, 3*els sont les points
papers written shows, from wee) to wee), :*st
where each st*dentLs wea)ness lies% An no
long time all the constantl" rec*rring
constr*ctions ha!e +ecome familiar as
practical, wor)ing affairs% Then (and this time
properl" comes somewhere near the end of the
first third of the "ear) A cease entirel" to ha!e
the Latin written, and gi!e m" passage (which
ma" now +e of respecta+le length) orall", still
as)ing occasional 3*estions for written
answers, here and there, at points dangero*s or
otherwise instr*cti!e% After the whole of the
passage has +een gone thro*gh in this wa", it
is ta)en *p again, one sentence at a time, and a
written translation is made +" each st*dent%
The passages are commonl" selected from the
+oo) which the class is reading, and not !er"
far in ad!ance of the place reached in the other
lessons of the wee)% The attempt is alwa"s
made to select a passage with a dramatic or
otherwise stri)ing close% >ach wee), as
alread" said, the whole of the e,ercise of the
pre!io*s wee) is memoriUed, and repeated +"
se!eral st*dents, with great attention to the
effecti!e con!e"ing of the meaning, +" the
throwing together, as in all spo)en lang*ages,
of a n*m+er of words ma)ing a gro*p in the
sentence as a whole, +" the caref*l +alancing,
in the deli!er", of words clearl" meant to +e
+alanced, etc%, etc%
fai+les de cha3*e 6t*diant% >n trDs pe* de
temps, to*tes les constr*ctions r6c*rrentes ont
ac3*is ce caractDre de familiarit6 3*i !ient d*
maniement d4o*tils prati3*es et fonctionnels%
>ns*ite (et cela se met con!ena+lement en
place 5 pe* prDs !ers la fin d* premier
trimestre), :4arr8te complDtement d46crire le
latin, et :e propose mon passage (3*i pe*t
maintenant atteindre *ne long*e*r respecta+le)
oralement, posant encore, 5 l4occasion, des
3*estions dont la r6ponse doit 8tre 6crite, <5 et
l5, 5 des endroits d6licats, o* significatifs so*s
certains aspects% Lors3*e to*t le passage a 6t6
!* de cette maniDre, on le reprend, phrase par
phrase, et *ne trad*ction 6crite en est faite par
cha3*e 6t*diant% Les passages sont choisis
collecti!ement dans le li!re 3*e lit la classe, et
pas trDs loin de l4endroit atteint lors des a*tres
le<ons de la semaine% Cn essaie to*:o*rs de
choisir *n passage dont la concl*sion est
th6Otrale, o* frappante en 3*el3*e fa<on%
Cha3*e semaine, comme on l4a d6:5 dit, la
totalit6 de l4e,ercice de la semaine pr6c6dente
est apprise par cF*r, et r6cit6e par pl*sie*rs
6t*diants% Als sont trDs attentifs 5 transmettre
efficacement le sens, en pronon<ant ensem+le,
comme dans to*tes les lang*es 3*4on parle, les
mots 3*i forment *n gro*pe dans la phrase, en
faisant soigne*sement ressortir par la diction
le parall6lisme de mots 3*i sont 6!idemment
mis en parallDle, etc%, etc%
(B1)
All this time each st*dent is gaining a wor)ing
)nowledge of s"nta, regarded from the tr*e
standpoint for the first p*rposes of college
wor), namel", as a mechanism for con!e"ing
meaning from one mind to another- is
learning to +ring that )nowledge of s"nta, to
+ear at the most economical point- is gaining
familiarit" with Roman tric)s of order- and is
la"ing *p a steadil" growing !oca+*lar"%
'

And thro*gho*t, in order to )eep constantl" in
sight the idea that the aim of the whole
+*siness is to learn to read Latin, occasional
e,aminations in translation new passages from
a te,t or printed paper are held d*ring the term
(as of co*rse the" sho*ld +e *pon an" s"stem),
and at the end of each term the first e,ercise at
To*t ce temps, cha3*e 6t*diant gagne *ne
connaissance prati3*e de la s"nta,e consid6r6e
dans son !erita+le aspect compte ten* des
o+:ectifs principa*, d4*n tra!ail *ni!ersitaire,
5 sa!oir *n m6canisme de passage d* sens
d4*n esprit 5 *n a*tre - il apprend 5 porter cette
connaissance de la s"nta,e a* pl*s ha*t point
d46conomie - il se familiarise a!ec les ast*ces
de l4ordre latin des mots - et il emmagasine *n
!oca+*laire 3*i s4accro7t r6g*liDrement
'
% >t de
to*te maniDre, po*r garder constamment 5
l4esprit l4id6e 3*e le +*t de to*t cela est
d4apprendre 5 lire le latin, il passe de temps en
temps pendant le trimestre (comme +ien s9r on
de!rait en passer dans to*t s"stDme) des
6pre*!es de trad*ction de passages inconn*s, 5
partir d4*n li!re o* d4*ne fe*ille imprim6e% A la
fin de cha3*e trimestre, la premiDre 6pre*!e de
the final e,am is translation at hearing, the
second e,ercise is translation at sight, the third
e,ercise is translation at sight from >nglish to
Latin, the fo*rth is the writing of one of the
passages memoriUed d*ring the term- and not
*ntil this is done does the st*dent proceed to
an e,ercise in translating and commenting
*pon passages read d*ring the term%
=oreo!er, the greater part of the grammatical
3*estions of the paper are set, not *pon
passages read d*ring the term, +*t *pon the
passages gi!en for the first time at the
e,aminations- namel", the passages to +e
translated at hearing and at sight%
l4e,amen final est la trad*ction d4*n passage
entend*, la seconde est la trad*ction 5 li!re
o*!ert, la troisiDme est l46crit*re d4*n passage
appris par cF*r pendant le trimestre - et on
n4attend pas 3*e ce soit fait po*r 3*e l46t*diant
a+orde l4e,ercice 3*i consiste 5 trad*ire et
commenter des passages l*s pendant le
trimestre% I*i pl*s est, la ma:orit6 des
3*estions de grammaire de l4e,amen portent
non s*r les passages l*s pendant le trimestre,
mais s*r les passages no*!ea*, donn6s a*,
e,amens , 3*4on doit trad*ire aprDs a*dition, et
5 li!re o*!ert%
(B@)
An the second "ear, the aim of gaining in
power to read at sight is constantl" held *p
+efore the st*dents, and occasional written
e,ercises in reading at sight are gi!en thro*gh
the term, while the first e,ercise set at the
e,amination at the end of the term is alwa"s
translation at sight% A proper s*pplement to
this is an electi!e in the spea)ing and writing
of Latin% An the second and third terms of the
second "ear, which are now de!oted to
Horace, considera+le 3*antities can +e read,
with a good deal of memoriUing- and the
treatment can +e made almost wholl" literar"%
That carries *s thro*gh the /ophomore "ear,
and to the +eginning of the electi!e wor),
ta)en +" E*niors and /eniors together% Here
translation at the dail" lesson ends, e,cept in
those rare cases where the meaning of a
diffic*lt passage cannot +e gi!en +"
e,plaining the grammatical str*ct*re, or +"
t*rning the passage into some other form in
Latin%
&
Translations are written at occasional
e,ercises held for that p*rpose d*ring the
term, and alwa"s ma)e a part of the final
e,amination, so that e!er" st*dent feels +o*nd
to *nderstand his a*thor% #*t the st*dents are
*rged not to ha!e an"thing to do with >nglish
in preparation for their dail" lessons or for the
final e,amination, +*t to read the Latin as
literature, with the *tmost s)ill in rendering
their a*thor that the" can ac3*ire%
La seconde ann6e, on rappelle sans cesse a*,
6t*diants 3*e le*r +*t est de s4am6liorer en
lect*re 5 !*e, et on le*r donne de temps en
temps dans le trimestre des e,ercices 6crits de
lect*re 5 !*e% >t la premiDre 6pre*!e de
l4e,amen de fin de trimestre est to*:o*rs *ne
trad*ction 5 !*e% n compl6ment +ien adapt6
est l4option latin parl6 et latin 6crit% A*,
second et troisiDme trimestre de la seconde
ann6e, 3*i sont maintenant consacr6s 5
Horace, ils pe*!ent lire en 3*antit6
consid6ra+le, a!ec *n +onne proportion de
m6morisation, et mener *ne 6t*de pres3*e
entiDrement litt6raire% Cela no*s prend to*te la
seconde ann6e, et le d6+*t d* tra!ail de l4ann6e
d4option, dont les :*niors et les s6niors se
chargent ensem+le% Cn ne fait pl*s de
trad*ction pendant la le<on 3*otidienne, sa*f
dans les rares cas oP le sens d4*n passage
difficile ne pe*t 8tre donn6 en e,pli3*ant la
str*ct*re grammaticale, o* en le to*rnant en
latin d4*ne a*tre maniDre
&
% Les trad*ctions sont
6crites lors d4occasionnels e,ercices donn6s
dans ce +*t pendant le trimestre, et font
to*:o*rs partie de l4e,amen final, en sorte 3*e
cha3*e 6t*diant se sent ten* de comprendre
son a*te*r% =ais les 6t*diants sont e,hort6s 5
e,cl*re to*te pr6occ*pation de l4anglais po*r
pr6parer le*rs le<ons 3*otidiennes, o* po*r
l4e,amen final, et 5 lire pl*tJt le latin en tant
3*e litt!rature, ac3*6rant la techni3*e la pl*s
appropri6e po*r trad*ire le*r a*te*r%
(BB)
An all m" teaching, two e,ercises stand o*t
from the rest, as gi!ing me special delight
thro*gh the interest and mental acti!it" of m"
st*dents: first, the e,ercises with the
.reshmen, which A ha!e descri+ed as carried
on wee)l" +" m"self- secondl", an e,ercise
s*ch as A carried on with an electi!e class
recentl", when, at the end of a term spent *pon
(la*t*s, A read a new pla" straight thro*gh in
the Latin (the st*dents following me in their
te,ts), witho*t translation, and with !er" little
comment, mo!ing at a+o*t the rate at which
one wo*ld mo!e if he were reading a new pla"
of /ha)espeare in a similar wa"- and felt m"
a*dience responsi!e, e!en to the e,tent of
occasional la*ghter that chec)ed *s for a
moment, to nearl" e!er"thing in o*r a*thor
that wo*ld ha!e +een intelligi+le, witho*t
special e,planation, in an >nglish translation%
=on enseignement comporte de*, t"pes
dLe,ercices 3*e :e pr6fDre 5 to*t le reste car
lLint6r8t et lLacti!it6 mentale 3*e les 6t*diants
" d6ploient me proc*rent *n plaisir to*t
sp6cial : ce sont dLa+ord les e,ercices
a*,3*els, comme :e lLai dit, :e procDde moi;
m8me *ne fois par semaine a!ec les no*!ea*,-
de*,iDmement, *n t"pe dLe,ercice 3*e :Lai fait
r6cemment dans *ne classe dLoption, 3*and, 5
lLiss*e dL*n trimestre consacr6 5 (la*te, :Lai l*
dL*ne traite en latin *ne piDce non encore !*e
(les 6t*diants s*i!aient s*r le*r te,te), sans
faire de trad*ction, et sans pres3*e donner
dLe,plications, en a!an<ant a* r"thme 3*e lLon
o+ser!erait en lisant *ne piDce non encore !*e
de /ha)espeare dans des circonstances
analog*es - et :Lai p* mLaperce!oir 3*e mon
a*ditoire se montrait sensi+le 5 pres3*e to*t ce
3*L*ne trad*ction anglaise sans commentaires
l*i a*rait fait comprendre de la piDce, a* point
3*e la lect*re en 6tait parfois interromp*e par
*n 6clat de rire%
(BK)
.inall", if "o* as) me whether this method
which A ha!e +een descri+ing does not ta)e a
great deal of time, A shall answer that the
amo*nt of Latin read in the first term is m*ch
smaller than in the ordinar" wa", +*t that the
power to read increases rapidl", and that the
total 3*antit" read in the first "ear is
somewhat greater than on the common s"stem,
considera+l" greater in the second "ear, and in
the electi!e "ears a+sol*tel" greater- to sa"
nothing of the m*ch :*ster *nderstanding of,
and more intimate feeling for, his original, and
the m*ch )eener delight in reading, gained +"
the st*dent who p*rs*es this method% #*t
there is one thing more to +e said a+o*t this
)ind of wor), this training of the st*dent to
read Latin rapidl"% 8t is not the wor> of the
uni"ersities at all# An the *ni!ersities, men
sho*ld not learn how to read Latin, +*t sho*ld
read it% At sho*ld +e m" office, for instance, to
ma)e them ac3*ainted with the +od" of the
literat*re, to ma)e them )now it, at an" rate,
and lo!e it, if possi+le% #*t the office of
preparing them to do this +" training them to
read ordinar" Latin with ease and speed
+elongs to no college instr*ctor, +*t to the
(o*r terminer, si !o*s me demandeU si la
m6thode 3*e :e !o*s ai d6crite ne prend pas
trop de temps, :e !o*s r6pondrai 3*e le !ol*me
de latin l* a* premier trimestre est +ien
inf6rie*r 5 ce 3*e permet la maniDre
ha+it*elle, mais 3*e la capacit6 de lect*re 3*e
lLon ac3*iert a*gmente rapidement, si +ien 3*e
le !ol*me total des te,tes l*s en premiDre
ann6e est *n pe* s*p6rie*r 5 ce 3*e lLon atteint
par le s"stDme ordinaire, 3*e ce !ol*me est
+ea*co*p pl*s grand la seconde ann6e, et
incompara+lement pl*s grand dans les ann6es
optionnelles- en o*tre, lL6t*diant 3*i appli3*e
ma m6thode par!ient 5 *ne compr6hension
+ea*co*p pl*s :*ste et 5 *n sentiment pl*s
profond d* te,te original ainsi 3*L5 *n plaisir
de lire pl*s !if% =ais il reste encore *ne chose
5 dire 5 propos de ce genre de tra!ail, de cet
apprentissage dL*ne lect*re acc6l6r6e d* latin :
cLest 3*Lil nLappartient n*llement 5
lL*ni!ersit6 de sLen charger% Ce nLest pas 5
lL*ni!ersit6 3*e lLon de!rait apprendre la
+onne maniDre de lire le latin, on de!rait to*t
+onnement en lire% =on rJle de!rait 8tre, par
e,emple, de familiariser les 6t*diants a!ec la
s*+stance de la litt6rat*re, po*r 3*Lils la
connaissent, en to*t cas, et lLaiment si
possi+le% =ais le rJle de les pr6parer 5 cela et
schools of which "o* ha!e charge% A wholl"
+elie!e that the application, from the !er" first
da" of reading a Roman sentence of one word,
of the method here descri+ed, wo*ld, witho*t
adding a da" to the length of time gi!en to
preparation for college, ma)e a "o*ng st*dent
a+le, at the +eginning of his .reshman "ear, to
read Latin with more ease and speed than are
m" st*dents at the end of it, M to sa" nothing
of the greater pleas*re which the" wo*ld ha!e
in their wor)% And A am not :*dging from m"
e,perience in *ni!ersit" teaching alone- for
this !er" method of teaching has +een *sed +"
st*dents of m" own *pon "o*ng p*pils, of
!ar"ing a+ilit", in preparation for college, and
with res*lts that f*ll" confirm m" +elief% 0or
are the "o*ng p*pils the onl" gainers% The
teacher himself will +e s*rprised to see how
m*ch more pleas*re he feels in his wor)- and,
if he )eeps *p his reading of the Latin
literat*re, as all teachers of co*rse endea!or to
do, he will +e s*rprised to find how his rate of
speed will increase% And the method itself will
gi!e him no tro*+le to learn- for in the !er"
act of preparing papers for e,aminations of
this sort, or, at the worst, of cond*cting oral
e,ercises witho*t preparation, the teacher will
!er" soon ha!e ta*ght himself the whole art%

de les e,ercer 5 lire le latin ordinaire a!ec
aisance et rapidit6 nLincom+e pas 5
lLenseignant *ni!ersitaire, mais +ien a*,
6coles dont !o*s, =essie*rs, a!eU la charge% Ee
s*is con!ainc* 3*e lLapplication de la m6thode
ici d6crite dDs la to*te premiDre lect*re dL*ne
phrase latine long*e dL*n se*l mot
nLallongerait pas dL*n se*l :o*r le temps
n6cessaire 5 *ne pr6paration 5 lL*ni!ersit6 et
rendrait le :e*ne 6t*diant capa+le, a* d6+*t de
la premiDre ann6e, de lire le latin a!ec pl*s
dLaisance et de rapidit6 3*e ne le sont mes
6t*diants 5 la fin de cette m8me ann6e, ; sans
parler d* plaisir pl*s grand 3*Lil tro*!erait
dans son tra!ail% >t :e ne :*ge pas se*lement
dLaprDs mon e,p6rience *ni!ersitaire, car ma
m6thode a 6t6 *tilis6e par certains de mes
6t*diants a!ec de :e*nes 6lD!es dLaptit*des
!ari6es po*r pr6parer ce*,;ci 5 lL*ni!ersit6, et
les r6s*ltats o+ten*s confirment totalement ma
con!iction% Les +6n6fices de ma m6thode
nLiront pas se*lement a*, :e*nes 6lD!es% Le
professe*r l*i;m8me sera s*rpris de !oir
com+ien le plaisir 3*Lil 6pro*!e dans son
tra!ail sLaccro7tra- et, sLil persiste l*i;m8me 5
lire la litt6rat*re latine, comme to*s les
professe*rs cherchent 5 le faire, +ien entend*,
il sera s*rpris de sLaperce!oir 3*Lil lit de pl*s
en pl*s !ite% >t il ne l*i sera pas trDs difficile
dLassimiler la m6thode elle;m8me : en effet,
rien 3*Len faisant ses pr6parations po*r les
e,amens o* a*tres circonstances, o* a* pis en
dirigeant des e,ercices sans pr6paration, le
professe*r sLinstr*ira trDs rapidement l*i;
m8me de la techni3*e en son entier%
/*pplement (1)
To the preceding address M long, and "et too
+rief M A wish to add two things: f*rther
specimens of papers act*all" emplo"ed +"
m"self with a .reshman class, and
s*ggestions for the application of the method
in the preparator" schools%
At this point, A sho*ld ad!ise the wearied
reader, if he feels some confidence in the
method, to la" the pamphlet aside and ma)e
e,periment himself with a class, ret*rning to
the reading after he has come to feel an
interest in f*rther s*ggestions of detail% As
/*ppl6ment
_ ce disco*rs M long, et po*rtant trop +ref M
:4aimerais apporter de*, a:o*ts : d4*ne part
d4a*tres e,emples de 3*estionnaires 3*e
:4*tilise en fait a!ec *ne classe de premiDre
ann6e, et d4a*tre part des s*ggestions po*r
l4adaptation de ma m6thode dans les l"c6es%
C4est le moment d4a!ertir le lecte*r fatig*6
3*e s4il ressent 3*el3*e confiance en cette
m6thode, il pe*t mettre de cJt6 cette
+roch*re, prati3*er l*i;m8me ses
e,p6riences a!ec *ne classe, et reprendre sa
lect*re s4il !e*t a!oir des s*ggestions
for the wearied reader that does not feel this
confidence, he will readil" la" the pamphlet
down *nad!ised%
s*ppl6mentaires po*r certains d6tails% I*ant
5 cel*i 3*i, o*tre sa fatig*e, n4a pas non pl*s
confiance, il a*ra tJt fait d4a+andonner cette
+roch*re sans 3*4on ait +esoin de le l*i
conseiller%
/(>CA=>0/ C. (A(>R/ (@)
An gi!ing in this wa" details of the s"stem on
which m" own wor) is cond*cted, A do not
feel that A owe an apolog"% Cne who
proposes a method m*st ha!e a !er" solid
+asis for his proposal% This +asis m*st +e an
e,perience of the efficac" of that which he is
*rging- and this e,perience sho*ld +e gi!en
with the greatest clearness and definiteness%
At is to +e wished, indeed, that teachers of a
gi!en s*+:ect thro*gho*t the co*ntr", in
colleges and schools, might regard
themsel!es as forming one +od" with a
common p*rpose, and that a constant
interchange of e,perience and opinion might
go on among them, ali)e in matters of
in!estigation and matters of pedagog"%
At sho*ld +e remem+ered that the papers
printed +elow were *sed, earl" in the
.reshman "ear, with st*dents who had
prepared for college *pon the familiar and
thoro*ghl" *n;Roman s"stem% Af st*dents
were prepared *pon the right method, not
one in ten of the 3*estions here indicaed
wo*ld need to +e as)ed, and the e,ercise of
translating at hearing wo*ld +e a rapid and
attracti!e affair%
>`>=(L>/ 2> I>/TAC00AAR>/
>n donnant ainsi des d6tails s*r le s"stDme
s*r le3*el repose mon propre tra!ail, :e ne
me sens pas ten* de re3*6rir l4ind*lgence d*
lecte*r% Lors3*4on propose *ne m6thode, on
doit s4app*"er s*r *ne +ase trDs solide% Cette
+ase doit !enir de l4e,p6rience, et pro*!er
l4efficacit6 de ce 3*4on pr6conise- cette
e,p6rience doit 8tre d6crite a!ec la pl*s
grande clart6 et la pl*s grande pr6cision% Al
est so*haita+le, 6!idemment, 3*e les
professe*rs d4*ne discipline donn6e, dans
to*t le pa"s, dans les *ni!ersit6s et les
l"c6es, se considDrent comme ne formant
3*4*n corps, !isant +*t comm*n, et 3*4*n
6change contin*el d4e,p6riences et
d4opinions circ*le entre de*,, a*ssi +ien dans
le domaine de la recherche 3*e dans cel*i de
la p6dagogie%
Cn se so*!iendra 3*e les 3*estionnaires ci;
desso*s sont *tilis6s dDs les d6+*ts de la
premiDre ann6e, a!ec des 6t*diants 3*i se
sont pr6par6s 5 l4enseignement s*p6rie*r
selon *n s"stDme familier, et complDtement
anti;latin% /i les 6t*diants 6taient
con!ena+lement pr6par6s, il n4" a*rait pas
*ne 3*estion s*r di, 3*4il !a*drait la peine
de poser, et la trad*ction orale serait *n :e*
rapide et passionnant%
(B)
These papers were gi!en to the .reshman
class in s*ccession, at inter!als of a wee), in
the a*t*mn of 1&&N- at which time the wor)
of the other recitations of the wee) was in
Li!"% The constant aim M and the class were
so informed M was to find for these papers,
as gi!en wee) after wee), passages which
wo*ld demand of them a practical power of
handling constr*ctions which had +een
Ces 3*estionnaires ont 6t6 propos6s a*,
6t*diants de premiDre ann6e, l4*n 5 la s*ite de
l4a*tre *n par semaine, d*rant l4a*tomne
1&&N% Les a*tres interrogations portaient
alors s*r Tite;Li!e% Le +*t 6tait
in!aria+lement T et la classe en 6tait
inform6e T d4" retro*!er, cha3*e semaine,
des passages 3*i po*rraient le*r demander
en partic*lier la ma7trise prati3*e des
constr*ctions e,pli3*6es pendant les a*tres
e,ercices de la semaine, et donc le*r ass*rer
disc*ssed in the other e,ercises of the wee),
so that their progress sho*ld +e one of
constant ac3*isition witho*t loss- and it was
promised them that in this wa" the" sho*ld
in a short time possess a read" and a"ailable
familiarit" with all the commonl" rec*rring
constr*ctions of the lang*age% A f*rther told
them that, since A sho*ld not gi!e them at
these e,ercises in translation the meaning of
an" word which the" had e!er seen +efore,
the" had a !er" strong reason for la"ing *p
for themsel!es a !oca+*lar" thro*gh
sec*ring in their memor" e!er" Latin word
occ*rring in their dail" wor), and a !er"
strong reason for pa"ing e,tremel" caref*l
attention, +oth at and after the other
recitations of the wee), to an" e,planations
of meaning of this or that word, alone, or in
connection with others related to it in
meaning (e%g% to alius, in connection with
alter and ceteri), which might similarl" +e
gi!en to them at the ordinar" recitations%
0or was A content with this- for, in order
that there might +e no escape, A prepared a
partial s"lla+*s of defina+le points
emphasiUed in the wor) of the term- and one
of these was p*rchased, from the office that
printed it, +" each st*dent in the class%
des progrDs r6g*liers et sans d6perdition%
=o"ennant 3*oi ils po*rraient en pe* de
temps ac3*6rir *ne familiarit6 directe et
abordable de to*tes les constr*ctions
r6c*rrentes d* latin%Ee le*r ai ens*ite dit 3*e
p*is3*e :e ne le*r donnerai, po*r faire ces
trad*ctions, a*c*n des mots 3*4ils a*raient
!*s a*para!ant, ils a!aient *ne +onne raison
de se pr6parer, po*r l4apprendre par cF*r, *n
le,i3*e de to*s les mots 3*4ils
rencontreraient dans le*r tra!ail 3*otidien%
C46tait a*ssi *ne +onne raison po*r 8tre
e,tr8mement attentifs, a*ssi +ien pendant
3*4aprDs les interrogations de la semaine, 5
to*te e,plication d* sens d4*n mot, 3*4il soit
se*l o* rapproch6 a!ec d4a*tres d* m8me
champ le,ical (par e,emple alius, rapproch6
de alter et de ceteri), mots 5 propos des3*els
ils po*rraient 8tre 3*estionn6s pendant les
interrogations ordinaires% Ce n46tais pas asseU
: :4ai pr6par6, afin 3*4ils n4aient pl*s a*c*n
6chappatoire, *n programme partiel de
certaines notions s*r les3*elles l4accent a!ait
6t6 mis pendant le trimestre% >t cha3*e
6t*diant de la classe en achetait *n cheU
l46dite*r 3*i l4a!ait imprim6%
(K)
At the +eginning of the term, the wor) of the
ad!ance lesson was largel" done in the class;
room, instr*ctor and instr*cted wor)ing
together% At will +e rightl" inferred from this
that the class mo!ed slowl" at the o*tset% A
am a de!o*t +elie!er in the reading of large
3*antities of the classics- indeed, that is, in
this present +*siness, m" partic*lar and
precise aim- +*t A am also a +elie!er in what
is called Rthe long r*n,R and Rin the long r*nR
onl" a so*ndl" trained man gets !er" far% An
the preliminar" training, it is necessar" at
first to ta)e a good deal of time in pro+ing to
the 3*ic), sometimes with considera+le
distress to the wo*ld;+e athletes, a class of
new st*dents who ha!e +een caref*ll"
trained to distort and mangle the Latin
sentence- who ha!e necessaril" failed to
ac3*ire the alert and self;watchf*l ha+its of
A* d6+*t d* trimestre, le tra!ail des
no*!elles le<ons 6tait s*rto*t fait en classe,
enseignant et enseign6s tra!aillant ensem+le%
Cn en d6d*ira a!ec raison 3*e la classe
a!an<ait lentement a* d6+*t% E4ai *ne foi
inconditionnelle en la lect*re en grande
3*antit6 des a*te*rs classi3*es% C4est en fait,
en ce 3*i no*s concerne en ce moment, mon
+*t pr6cis et sp6cifi3*e% =ais :e s*is a*ssi *n
fidDle de ce 3*i est appel6 Rle long termeR, et
R5 long termeR, se*l *n homme +ien entra7n6
pe*t aller trDs loin% (o*r commencer
l4entra7nement, il fa*t d4a+ord passer
+ea*co*p de temps 5 tra!ailler la rapidit6,
3*el3*efois a!ec *ne an,i6t6 consid6ra+le
po*r les aspirants athlDtes% I*i sont;ils Q ne
classe de no*!ea*, 6t*diants 3*i ont 6t6
soigne*sement entra7n6s 5 d6former et 5
d6chi3*eter la phrase latine - 3*i ont
in6!ita+lement 6cho*6 5 ac3*6rir les
ha+it*des d4agilit6 et de !igilance
tho*ght and of s*spended :*dgment to which
the recei!ed method, with its res*lting
impatience to Rma)e sense,R is practicall"
strongl" opposed- whose )nowledge of
s"nta, is of a +ac);handed )ind, good for
!er" little e,cept to RparseR with, more or
less mechanicall" and ineffect*all", after the
whole sentence has +een d*g o*t, +*t worth
nothing as "et for the c*rrent interpretation
of the s"nta, of word after word in situ in
the progress of the sentence- and, finall",
some of whom ha!e +een trained to
prono*nce Latin on the >nglish method,
others on the Continental, and others on one
or another of that great !ariet" of methods
passing c*rrent *nder the general appellation
of RRoman,R and man" of whom,
accordingl", find it !er" diffic*lt to
*nderstand a word of one s"lla+le as
prono*nced +" m" assistant or m"self, M to
sa" nothing of a word of two s"lla+les%
p to the fo*rth wee) incl*si!e, the Latin
was written *pon the +oard at these wee)l"
e,ercises, one word at a time, the 3*estions
+eing p*t, as indicated +" the footnotes in
the papers gi!en +elow, at one point and
another as the sentence progressed% .or
se!eral wee)s after that time, the Latin
sentence was written +" each st*dent, one
word at a time, as prono*nced +" the
instr*ctor, the 3*estions +eing set and
answered as +efore% After this, the writing of
the Latin was for+idden, and the passages
*sed were interpreted onl" as heard from the
instr*ctorLs reading%
intellect*elles, et de d6cision retard6e, dont
la prati3*e est 5 l4oppos6 de la m6thode
traditionnelle 3*i ne songe 3*45 Rfaire d*
sensR le pl*s !ite possi+le - dont les
connaissances s"nta,i3*es sont tellement
tort*e*ses 3*4elles ne ser!ent pas 5 grand;
chose, si ce n4est 5 Rl4anal"seR pl*s o* moins
m6cani3*e et inefficace de la phrase, aprDs
3*e celle;ci a 6t6 complDtement reto*rn6e,
mais 3*i ne sont d4a*c*ne *tilit6 po*r
l4interpr6tation in situ des mots tels 3*4ils
apparaissent l4*n aprDs l4a*tre - *ne classe oP
certains 6t*diants ont appris 5 prononcer le
latin 5 la mode anglaise, d4a*tres 5 la
continentale, et d4a*tres selon l4*ne o* l4a*tre
de ces di!erses m6thodes 3*4on rassem+le
so*s l4appellation g6n6rale de RromaineR, et
dont +ea*co*p, en cons63*ence, ont de
grandes diffic*lt6s 5 comprendre *n mot
d4*ne se*le s"lla+e prononc6 par mon
assistant o* moi;m8me, po*r ne pas parler
d4*n mot de de*, s"lla+es%
E*s3*45 la 3*atriDme semaine incl*si!ement,
le latin 6tait 6crit a* ta+lea* lors de ces
e,ercices he+domadaires, *n mot 5 la fois,
les 3*estions 6taient pos6es, comme indi3*6
par les notes de +as de page dans les
3*estionnaires donn6s ci;desso*s, s*r
certains points, 5 mes*re 3*e la phrase
a!an<ait%% >ns*ite, pendant 3*el3*es
semaines, cha3*e 6t*diant 6cri!ait la phrase
latine, *n mot 5 la fois, so*s la dict6e d*
professe*r, et les 3*estions et r6ponses se
faisaient comme a*para!ant% 2ans *n
troisiDme temps, il 6tait interdit d46crire le
latin, et les passages 6tait trait6s *ni3*ement
5 l4oral, 5 partir de la lect*re d* professe*r%
(N)
At the first inter!iew, the class had wor)ed
o*t, as it was p*t *pon the +oard, one word
at a time, the sentence in Li!" A%1%N%
;bi egressi Troiani, ut quibus ab immenso
prope errore nihil praeter arma et naves
superesset, cum praedam ex agris agerent,
Datinus rex Aboriginesque, qui tum ea
tenebant loca, ad arcendam vim
A* premier co*rs, la classe a!ait tra!aill6,
comme l4indi3*ait le ta+lea*, mot aprDs mot,
la phrase de Tite;Li!e A, 1, N%
;bi egressi Troiani, ut quibus ab immenso
prope errore nihil praeter arma et naves
superesset, cum praedam ex agris agerent,
Datinus rex Aboriginesque, qui tum ea
tenebant loca, ad arcendam vim
advenarum armati ex urbe atque agris
concurrunt.
Arri!6s 5 ###ut quibus, ils a!aient tro*!6,
advenarum armati ex urbe atque agris
concurrunt.
As we reached the point ###ut quibus, the"
had made o*t, *nder 3*estioning, that ut
might +e (1) a con:*nction, in which case
quibus co*ld +e (a) an interrogati!e
introd*cing an indirect 3*estion depending
on the ut;!er+, or (+) a relati!e referring to
something connected with the ut;!er+- or
that, on the other hand, ut might +e (@) an
ad!er+, in which case the quibus;cla*se m*st
+e s*+stantiall" an ad:ecti!e modif"ing
Troiani- in other words, a characteri4ing
cla*se% An this connection, the" had +een
told, for the sa)e of ha!ing the whole matter
sec*red for their repertor" of com+inations
of this )ind, that what was essential in this
latter case was the characteriUing cla*se
itself, and that in strictness no introd*ctor"
word was necessar"- if one was *sed,
howe!er, it might +e either ut, utpote, or
quippe- and it was also pointed o*t that,
while there were three possi+ilities for a
com+ination li)e ut quibus, there was onl"
one possi+ilit" for a com+ination li)e utpote
quibus or quippe quibus%
As we reached superesset, it was pointed
o*t, against the practical ha+it of tho*ght of
nearl" all the class, that, since in Latin the
common practice was to p*t a modif"ing
cla*se or phrase +efore the thing modified,
the chances were that the quibus;cla*se, if it
sho*ld t*rn o*t to +e a characteriUing cla*se,
wo*ld +ear, not *pon egressi, +*t *pon
something which we were still to wait for%
(This something t*rned o*t to +e cum ###
agerent, M the natural thing for destitute men
to do%)
As we reached ###cum praedam, at which
stage it was s*re that cum was a con:*nction,
the point was made, tho*gh again against the
sentiments of the class, that Troiani was the
s*+:ect of the !er+ introd*ced +" cum, since
the Romans were fond of ta)ing o*t a
conspic*o*s word or phrase +elonging to an
introd*ctor" temporal sentence, and p*tting
it +efore the connecti!e%
V

grOce a*, 3*estions, 3*e ut po*!ait 8tre (1)
*ne con:onction, a*3el cas quibus po*!ait
8tre (a) *n interrogatif introd*isant *ne
interrogation indirecte d6pendant d* !er+e
introd*it par ut, o* (+) *n relatif repr6sentant
3*el3*e chose en relation a!ec le !er+e
introd*it par *t, o* 3*e, d4a*tre part, ut
po*!ait 8tre (@) *n ad!er+e, a*3*el cas la
proposition introd*ite par 3*i+*s de!ait 8tre
l463*i!alent d4*n ad:ectif modifiant Troiani -
a*trement dit, *ne relati!e explicati"e%
/achant cela, on le*r a!ait dit, par +onne
conscience et po*r 3*4ils aient la garantie
d4*n r6pertoire complet des com+inaisons de
cette sit*ation, 3*e ce 3*i 6tait essentiel dans
le dernier cas 6tait la relati!e e,plicati!e
elle;m8me, et 3*e, strictement parlant, a*c*n
corr6latif n46tait o+ligatoire po*r l4annoncer -
3*e si l4on en a!ait *n, il po*!ait 8tre ut,
utpote, o* quippe - et il a!ait 6t6 pr6cis6,
a*sssi, 3*e, tandis 3*4il " a!ait trois
com+inaisons possi+les po*r *ne
com+inaison comme *t 3*i+*s, il n4" en a!ait
3*4*ne po*r *ne com+inaison comme utpote
quibus o* quippe quibus%
>n arri!ant 5 superesset, on remar3*a,
malgr6 la m6thode ha+it*elle de r6fle,ion de
la 3*asi totalit6 de la classe, 3*e, p*is3*4en
latin la prati3*e ordinaire 6tait de placer *n
gro*pe o* *ne proposition a!ant le mot
modifi6, la meille*re pro+a+ilit6 6tait 3*e la
relati!e introd*ite par quibus, si elle s4a!6rait
8tre *ne e,plicati!e, porterait non pas s*r
egressi, mais s*r 3*el3*e chose 3*4il fallait
encore attendre% (Ce 3*el3*e chose se r6!6la
8tre cum### agerent, T le comportement
naturel, pour des hommes d!pour"us de
tout)%
>n arri!ant 5 ###cum praedam, l5, il 6tait s9r
3*e c*m 6tait *ne con:onction, et il 6tait
en!isag6, +ien 3*4encore 5 l4encontre d*
sentiment de la classe, 3*e Troiani 6tait le
s*:et d* !er+e introd*it par c*m, p*is3*e les
Romains affectionnaient d4e,traire *n mot o*
*n gro*pe important appartenant 5 *ne
proposition temporelle initiale, et de le
re:eter a!ant le mot;o*til
V
%
The passage chosen for the first written
e,ercise t*rned o*t to +e a little too diffic*lt
in the reasoning at the et cui point, tho*gh it
had a certain and considera+le *sef*lness in
displa"ing to the class a sentence of which
some of them, tho*gh )nowing the meaning
of each word, and tho*gh a+le to RparseR it
from +eginning to end if it were once
translated to them, wo*ld "et fail to
comprehend the meaning, thro*gh a lac) of a
wor)ing )nowledge of the constr*ctions
in!ol!ed%
.AR/T >`>RCA/> (Li!" 1%BK%')
ZTana3*il has +een *rging *pon L*c*mo,
who li!es in Tar3*inii, that he wo*ld ha!e
+etter hopes of rising in some new cit", and
points o*t that Rome has special
ad!antages%[
Facile
1
persuadet
@B
ut
KN
cupido
H'

honorum et
&V
cui
1W 11
Tarquinii
1@

materna
1B 1K
tantum
1N 1H
patria
1' 1& 1V

MMMMM= sublatis
@W
itaque rebus
@1 @@

commigrant
@B
MMMMM
@K
.
1% =a" +e either of what possi+le parts of
speech- and where madeQ
Ad:% in nom% or acc% ne*t% sing%- or ad!er+%
@% An what wa" will the person who is
pers*aded, if there is one, +e e,pressedQ
#" the dati!e%
B% An what wa" will that to which the person
is pers*aded +e e,pressed, if it pro!es to +e
(a) a prono*nQ (+) a !er+al ideaQ
(a) #" the acc*sati!e%
(+) #" the infiniti!e, if it is a statement of
+elief, etc%- +" a s*+stanti!e p*rpose cla*se,
if it +e an act desired to +e +ro*ght a+o*t%
K% The s*spense a+o*t facile is now pro+a+l"
how resol!edQ
The writer meant it as ad!er+, modif"ing
pers*adet%
N% What constr*ctions will pro+a+l" follow
ut, if it is meant (a) as con:*nctionQ (+) as
ad!er+Q
(a) A s*+stanti!e p*rpose cla*se%
(+) A no*n (appositi!e), ad:ecti!e, or
ad:ecti!al phrase, +elonging to the personal
s*+:ect or o+:ect of persuadet, and so nom%
Le passage choisi po*r le premier e,ercice
6crit se r6!6la *n pe* trop difficile dans le
cas d* tra!ail s*r et cui, malgr6 son *tilit6
certaine et consid6ra+le po*r montrer 5 la
classe *ne phrase dont certains d4entre e*,,
+ien 3*e connaissant le sens de cha3*e mot,
et +ien 3*e capa+les de l4Ranal"serR d* d6+*t
5 la fin po*r pe* 3*4on le*r trad*ise *ne
se*le fois, a*rait 6t6 incapa+le d4appr6hendre
le sens, 5 ca*se d* man3*e de connaissances
!ala+les des constr*ctions impli3*6es%
(R>=A>R >`>RCAC> (Tite;Li!e, A, BK, ')
ZL*c*mon !it 5 Tar3*inies% Tana3*il, sa
femme, l4ass*re 3*4il r6aliserait pl*s
facilement ses am+itions dans *ne a*tre cit6 :
elle so*ligne les a!antages certains 3*e
Rome pr6sente 5 cet 6gard%[
Facile
1
persuadet
@B
ut
KN
cupido
H'

honorum et
&V
cui
1W 11
Tarquinii
1@

materna
1B 1K
tantum
1N 1H
patria
1' 1& 1V

44444 = sublatis
@W
itaque rebus
@1 @@

commigrant
@B
44444
@K
.
1% I*elles sont les de*, nat*res possi+les -
anal"se Q
Ad:%, 0% o* Acc% ne*tre sg% - sinon, ad!er+e%
@% I*el cas emploiera;t;on le cas 6ch6ant
po*r d6signer la personne pers*ad6e Q
Le datif%
B% Comment e,primera;t;on ce dont cette
personne est pers*ad6e s4il se r6!Dle 3*4il
s4agit (a) d4*n pronom Q (+) d4*ne id6e
!er+ale Q
(a) A* mo"en de l4acc*satif%
(+) A* mo"en d4*ne infiniti!e en cas
d4e,pression d4*ne cro"ance, etc% - par *ne
proposition compl6ti!e s4il est 3*estion d4*ne
action 5 faire accomplir%
K% Comment se r6so*dra pro+a+lement
l4incertit*de concernant facile Q (o*r l4a*te*r,
c4est *n ad!er+e 3*i modifie pers*adet%
N% I*elles sont les constr*ctions 3*i s*i!ront
le *t si ce dernier est emplo"6 en tant 3*e (a)
con:onction Q (+) ad!er+e Q (a) *ne
proposition compl6ment d4o+:et (+) *n nom
(en apposition), *n ad:ectif o* *ne
proposition relati!e d6terminant le s*:et a*
0% o* l4o+:et a* 2% de pers*adet%
or dat%
H% =a" +e either of what possi+le parts of
speech, and, in either case, in what
constr*ctionQ
0o*n, nom%, s*+:ect of s*+stanti!e final
cla*se introd*ced +" the con:*nction ut- or,
ad:ecti!e, dat%, agreeing with personal o+:ect
of persuadet and introd*ced +" the ad!er+
ut%
'% 2oes it call for an"thing to complete its
meaning, and, if so, whatQ
An o+:ecti!e geniti!e%
&% What three *ses has the word etQ
(1) Connecting two words, a and- (@) as the
first of two ets a +oth %%% and- or (B) as
+earing *pon a single word, a also, e!en%
V% What *ses ma" et ha!e, in each case, in
the present passageQ
At ma" connect cupido, or honorum, to
something "et to come- or it ma" +e the first
of two +alanced ets- or it ma" emphasiUe a
word or phrase to follow%
1W% What is now the pro+a+le meaning of et,
what its office, and what light does it throw
*pon cupidoQ =ar) the 3*antit" of the i in
the last%
And- connecting the cui;sentence to cupNdo,
which is an ad:ecti!e%
11% Af this s*rmise is right, then what part of
speech will the cui;sentence +e e3*i!alent
to, and +" what mode will this meaning +e
e,pressedQ
An ad:ecti!e- e,pressed +" the
characteriUing mode, the s*+:*ncti!e%
1@% As name of town in nom% pl%Q What three
possi+ilities of constr*ctionQ
/*+:ect, predicate, or in apposition with the
one or the other%
1B% (art of speech and possi+le casesQ
Ad:ecti!e, nom% sing% fem%, a+l% sing% fem%,
nom% or acc% ne*t% pl%
1K% =eaning of its position +efore its no*nQ
That it is emphatic%
1N% (ossi+le parts of speech, and
corresponding meaningsQ
Ad:ecti!e, meaning so great, or ad!er+,
meaning to s*ch a degree, or to s*ch a
degree and no f*rther, i%e% onl"%
1H% An the last sense, what are its s"non"msQ
#olum and modo%
1'% What part of speech was tantum, and
H% I*elles sont les de*, nat*res possi+les, et
3*elle est, dans cha3*e cas, la constr*ction
en ca*se Q
/*+stantif, 0%, s*:et de la proposition finale
introd*ite par la con:onction *t, o* ad:ectif,
2%, accord6 a!ec l4o+:et de pers*adet et
introd*it par l4 ad!er+e *t%
'% =an3*e;il 3*el3*e chose po*r former *n
sens complet et, si o*i, 3*e man3*e;t;il Q
n g6nitif o+:ectif%
&% I*els sont les trois rJles possi+les d* mot
et Q
(1)nir de*, mots (a X et Y) - (@) annoncer
*n second et (X et%%% et%%% Y) (B) portant s*r *n
se*l mot : X a*ssi, m8me Y%
V% I*elle est, cas par cas, la fonction 3*e le
et po*rrait remplir dans notre passage Q
Al po*rrait *nir cupido o* honorum 5
3*el3*e chose 3*i s*it, il po*rrait annoncer
*n second et, o* encore mettre en relief *n
mot o* *ne phrase de la s*ite d* te,te%
1W% I*el est 5 pr6sent le sens attend* de et,
3*el est le rJle d* mot et comment 6claire;t;
il le sens de cupido Q Andi3*eU la 3*antit6 d*
i de ce dernier mot%
X >t Y, *nit la relati!e introd*ite par cui 5
cupNdo, 3*i est *n ad:ectif%
11% /i cette h"pothDse est e,acte, 3*elle est
la nat*re d* mot a*3*el 63*i!a*t la relati!e
introd*ite par c*i, et par 3*el mode ce sens
se mar3*e;t;il Q
Ad:ectif - mar3*6 par l4emploi caract6risti3*e
d* s*+:onctif%
1@% Le nom de !ille est;il a* 0% pl% Q I*elles
sont les trois fonctions possi+les Q
/*:et, attri+*t o* apposition d4*n s*:et o*
d4*n attri+*t%
1B% 0at*re et cas possi+les Q
Ad:ectif, 0% f6m% sg%, A+l% f6m% sg%, 0% o*
Acc% ne*tre pl%
1K% ?ale*r de la place d* mot s4il se tro*!e
de!ant le s*+stantif d6termin6 Q
Cn insiste s*r le mot%
1N% 0at*res possi+les et sens
correspondants Q
Ad:ectif signifiant X si grand Y - sinon
ad!er+e signifiant soit X 5 *n tel point Y, soit
X 5 *n point tel mais pas a*;del5 Y, c%;5;d% X
se*lement Y
1H% I*els sont les s"non"mes dans ce
dernier sens Q
what did it modif"Q
Ad!er+, modif"ing materna%
1&% (ro+a+l" constr*ction of patria and of
TarquiniiQ
Tarquinii is pro+a+l" s*+:ect of the cui;
!er+, and patria is its predicate%
1V% Write the !er+%
Isset%
@W% Where madeQ
(articiple, dat% or a+l% pl%
@1% (ossi+le casesQ
2at% or a+l%
@@% (ro+a+le constr*ctionQ
A+lati!e a+sol*te with sublatis%
@B% The place the" go to is Rome% Complete
the sentence in two wa"s, *sing urbs in one,
and Roma in the other%
Ad urbem- Romam%
@K% Translate the passage%
#olum et modo%
1'% I*elle 6tait la nat*re de tantum, et 3*e
modifiait;il Q
C46tait *n ad!er+e modifiant materna%
1&% .onctions pro+a+les de patria et de
Tar3*inii Q
Tar3*inii est pro+a+lement le s*:et d* !er+e
de la relati!e et patria en est l4attri+*t%
1V% >cri!eU le !er+e%
>sset%
@W% Anal"se Q
(articipe, 2% o* A+l% pl%
@1% Cas possi+les Q
2% o* A+l%
@@% .onction pro+a+le Q
.orme a!ec s*+latis *n a+latif a+sol*%
@B% Le*r destination sera Rome% Compl6teU
la phrase de de*, maniDres, en *tilisant urbs
dans l4*ne et Roma dans l4a*tre%
Ad urbem% Romam%
@K% Trad*iseU le passage%
/>CC02 >`>RCA/> (Li!" 1%V%1)
ZRom*l*s has enclosed a great space with his
fortifications, and gathered a crowd of
ref*gees into his new cit"%[
;am res
1
Romana
@
adeo
B
erat
KN
valida, ut
cuilibet
H'
finitimarum
&
civitatum bello
V 1W
11
par
1@ 1B
MMMMM= sed penuria
1K 1N

mulierum hominis aetatem
1H
duratura
1'
1&
magnitudo
1V @W
MMMMM, quippe
@1

quibus
@@ @B @K @N @H
nec
@'
domi
@&
spes
@V

prolis nec cum finitimis conubia
BW
MMMMM
B1
.
1% (ossi+le casesQ
0om% sing%, nom% or acc% pl%
@% (ro+a+le case and constr*ction of resQ
0om%, s*+:ect of main !er+%
B% Commonest meaning of adeoQ and how
m*st its meaning, if completed, +e
completedQ
To s*ch a degree- +" consec*ti!e ut;
sentence%
K% =eaning of the tenseQ
/tate of affairs at the point at which the stor"
has reached%
2>`A>=> >`>RCAC> (Tite;Li!e, A, V, 1)
ZRom*l*s a 6le!6 des fortifications 3*i
protDgent *n !aste espace et a rassem+l6 *ne
fo*le de r6f*gi6s dans sa no*!elle !ille%[
;am res
)
Romana
*
adeo
+
erat
,-
valida, ut
cuilibet
./
finitimarum
0
civitatum bello
1 )2
))
par
)* )+
44444= sed penuria
), )-

mulierum hominis aetatem
).
duratura
)/
)0
magnitudo
)1 *2
44444, quippe
*)

quibus
** *+ *, *- *.
nec
*/
domi
*0
spes
*1

prolis nec cum finitimis conubia
+2
44444
+)
.
1% Cas possi+les Q
0% sg%, 0% o* Acc% pl%
@% Cas pro+a+le et fonction de res Q
0% s*:et d* !er+e principal%
B% /ens ordinaire de adeo Q 2ans ce sens,
3*4annonce;t;il 6!ent*ellement Q
X A *n point tel Y - *ne cons6c*ti!e
introd*ite par ut%
K% /ignification d* temps Q
Al d6crit l46tat de choses a*3*el on en est
arri!6 5 ce moment d* r6cit%
N% I*elle est la nat*re des de*, cat6gories de
mots po*!ant concl*re la phrase Q
n ad:ectif o* *n participe%
N% What two parts of speech are capa+le of
completing the sentenceQ
Ad:ecti!e and participle%
H% (art of speechQ what other word is
s*+stantiall" e3*i!alentQ
Andefinite prono*n- cuivis%
'% How are we to thin) of the meaning of
caseQ
As some aspect of the indirect o+:ect%
&% /*ggests the +eginning of what
constr*ctionQ
(artiti!e geniti!e%
V% (ossi+le cases and possi+le constr*ctionsQ
2ati!e of some aspect of the indirect o+:ect,
or a+lati!e in some instr*mental aspect%
1W% Can cuilibet go with bello, and wh"Q
0o- for the partiti!e geniti!e shows that
cuilibet refers to a civitati%
11% Then is bello more li)el" to t*rn o*t to
+e a dati!e, or an a+lati!eQ
An a+lati!e%
1@% What s*spense a+o*t Li!"Ls meaning is
now resol!edQ
5uilibet is the dati!e of the indirect o+:ect to
which the 3*alit" of par is directed, and
bello is the a+lati!e of respect for par%
1B% Write the predicate from sum%
Isset%
1K% (ossi+le casesQ
0om% or a+l%
1N% Af the idea is completed, +" what caseQ
C+:ecti!e geniti!e%
1H% (ossi+le meanings of the caseQ
2*ration of time, appositi!e, o+:ect of a
!er+, or s*+:ect or predicate of an infiniti!e%
1'% (ro+a+le meaning of aetatemQ
2*ration of time%
1&% What two possi+ilities for the
go!ernment of duraturaQ
That it +elongs (1) to penuria, or (@) to
something not "et arri!ed%
1V% What do we now feel a+o*t the case of
penuria, and the meaning of that caseQ
That it is an a+lati!e, e,pressing the ca*se of
duratura%
@W% Write predicate from s*m, choosing the
tense with care%
Irat%
@1% Concei!e of quippe as an ad!er+,
meaning indeed, in fact%
H% 0at*re Q CiteU l4a*tre mot dont le sens est
essentiellement 63*i!alent Q
(ronom ind6fini% 5uivis%
'% I*e no*s indi3*e la !ale*r d* cas Q
I*e no*s a!ons affaire 5 *ne forme de
compl6ment d4o+:et indirect%
&% ?ale*r d* cas de l4e,pression ici amorc6e Q
G6nitif partitif%
V% Cas et fonctions possi+les Q
2atif mar3*ant l4*ne o* l4a*tre forme d4o+:et
indirect, o* a+latif dans *n emploi rele!ant
de l4a+latif d4instr*ment%
1W% 5uilibet pe*t;il 8tre accord6 5 bello et
po*r3*oi Q
0on, car le g6nitif partitif montre 3*e
cuilibet s4accorde a!ec civitati%
11% 2ans ces conditions, 3*el sera
!raisem+la+lement le cas de bello en
d6finiti!e, le datif o* l4a+latif Q
Ce sera *n a+latif%
1@% ne incertit*de 3*ant a* sens !o*l* par
Tite;Li!e est 5 pr6sent le!6e : la3*elle Q
5uilibet est le datif de l4o+:et indirect a*3*el
on assigne la 3*alit6 e,prim6e par le mot par,
et bello est l4a+latif de point de !*e
d6pendant de par%
1B% >cri!eU la forme con!ena+le de sum%
Isset%
1K% Cas possi+les Q
0% o* A+l%
1N% I*el est le cas n6cessaire po*r compl6ter
l4id6e Q
Le g6nitif o+:ectif%
1H% ?ale*rs possi+les d* cas Q
Compl6ment mar3*ant *ne d*r6e,
apposition, o+:et direct d4*n !er+e, s*:et o*
attri+*t dans *ne infiniti!e%
1'% /ens pro+a+le de aetatem Q X 2*r6e Y%
1&% I*elles sont les de*, d6pendances
possi+les de d*rat*ra Q
Al d6termine (1) penuria (@) *n mot de la
s*ite d* te,te%
1V% I*e de!ons;no*s 5 pr6sent penser d* cas
de penuria et de la !ale*r de ce cas Q
C4est *n a+latif de ca*se 3*i d6pend de
d*rat*ra%
@W% Andi3*eU la forme con!ena+le de s*m, en
choisissant le temps a!ec soin%
Irat%
@1% Anterpr6teU quippe comme *n ad!er+e
@@% What is the pro+a+l" nat*re of the
quibus;sentence, and what its constr*ctionQ
Ad:ecti!al, i%e%, a characteriUing sentence in
s*+:*ncti!e%
@B% What m*st +e the *nderl"ing relation
+etween the condition of affairs which we
shall find e,pressed in the quibus;sentence,
and the condition of affairs e,pressed in the
main sentenceQ
Ca*sal%
@K% What is the antecedent of quibusQ
The people to whom the magnitudo
+elonged, the inha+itants of the town%
@N% (ossi+le casesQ
2at% or a+l%
@H% Quibus indicates persons% How does
that narrow the possi+ilities of an a+lati!e
constr*ctionQ
At can +e onl" a+l% a+sol*te, or a+lati!e
dependent on a comparati!e or some word
li)e fretus or contentus, or a+lati!e of
so*rce with some word li)e genitus, ortus,
natus%
@'% What is s*re a+o*t necQ
That it +alances a later nec or et%
@&% Constr*ctionQ
Locati!e%
@V% What m*st followQ
C+:ecti!e geniti!e or f*t*re infiniti!e%
BW% Complete the sentence +" writing the
proper form from the !er+ sum%
Issent%
B1% Translate%

signifiant en fait, en effet%
@@% I*elle est la nat*re pro+a+le de la
relati!e introd*ite par quibus, et 3*elle est
sa !ale*r dans la phrase Q
>lle a la !ale*r d4*n ad:ectif, c4est *ne
proposition e,plicati!e a* s*+:onctif%
@B% I*elle doit 8tre la relation so*s;:acente
3*i e,iste entre l46tat de choses e,prim6 dans
la relati!e et cel*i 3*i est e,prim6 dans la
proposition principale Q
ne relation de ca*se 5 effet%
@K% I*e d6signe l4ant6c6dent de quibus Q
Al d6signe les gens 3*i poss6daient la
magnitudo, les ha+itants de la !ille%
@N% Cas possi+les Q
2% o* A+l%
@H% I*i+*s d6signe des personnes% >n 3*oi
cela r6d*it;il les possi+ilit6s d4 a!oir ici *n
emploi de l4a+latif Q
Al ne pe*t s4agir 3*e d4*n a+latif a+sol*, *n
a+latif d6pendant d4*n comparatif o* d4*n
mot comme fretus o* contentus, o* *n
a+latif mar3*ant l4 origine aprDs genitus,
ortus, natus%
@'% I*elle certit*de a!ons;no*s en ce 3*i
concerne le nec Q
Al annonce *n f*t*r nec o* *n f*t*r et%
@&% ?ale*r de la forme Q
C4est *n locatif%
@V% I*elle est la s*ite attend*e Q
n g6nitif o+:ectif o* *n infinitif f*t*r%
BW% Compl6teU la phrase en indi3*ant la
forme con!ena+le d* !er+e s*m%
Issent%
B1% Trad*iseU%
THAR2 >`>RCA/> (Li!" 1%@K%@)
ZThe Al+an and Roman )ings ha!e proposed
that the war +etween the two peoples shall
+e settled +" a +attle +etween the Horatii and
C*riatii%[
9ihil recusatur. Tempus et locus
convenit. 7riusquam
1@
dimicarent, foedus
ictum
B
inter Romanos et Albanos est his
KN

legibus
H
, ut cuius
'&
populi cives
V
eo
certamine vicissent
1W
is alteri
11 1@
populo
cum bona pace
1B
MMMMM
1K
.
TRCA/A>=> >`>RCAC> (Tite;Li!e, A, @K,
@)
ZLe roi d4Al+e et le roi de Rome ont propos6
3*e la g*erre entre le*rs de*, pe*ples se
rDgle par *n com+at entre les Horaces et les
C*riaces[
9ihil recusatur. Tempus et locus
convenit. 7riusquam
1@
dimicarent, foedus
ictum
B
inter Romanos et Albanos est his
KN

legibus
H
, ut cuius
'&
populi cives
V
eo
certamine vicissent
1W
is alteri
11 1@
populo
1% What ideas ma" one ha!e in mind when
he writes antequam or priusquam, and +"
what mode will these ideas +e respecti!el"
e,pressedQ
He ma" mean to gi!e the idea of an act
anticipated M i%e%, loo)ed forward to from the
time of the act of the main cla*se M +" some
person mentioned in that sentence- and he
will e,press this +" the idea;mode, the
s*+:*ncti!e% Cr he ma" mean to state the
act*al occ*rrence of an e!ent, as a +o*ndar"
point +e"ond which the main e!ent too)
place- and he will e,press this +" the fact;
mode, the indicati!e%
@% An the light of the sit*ation, which of the
two ideas is it more pro+a+le that Li!" is
going to e,pressQ
The former%
B% As an"thing s*re "et a+o*t the case of
foedus, or the part of speech of ictumQ
0o%
K% What sho*ld +e )ept in mind as
possi+ilities for all demonstrati!e
pronominal words, li)e is, hic, ille, ita, etc%Q
That the" loo) +ac)ward to something
alread" mentioned, or forward to something
which is "et to +e mentioned%
N% Which is the case hereQ
The latter%
H% What constr*ction do "o* thin) is
comingQ
A s*+stanti!e final cla*se, telling what the
his legibus were%
'% An general, what ha!e we fo*nd to +e the
two possi+ilities when one meets the
com+ination of ut and the relati!eQ
>ither (1) that ut is the con:*nction, and the
qui;cla*se loo)s forward to an antecedent to
+e gi!en later in the ut;cla*se- or (@) that ut
is the ad!er+, the qui loo)ing +ac)ward, and
the relati!e statement forming a
characteriUing cla*se which stands in a
ca*sal relation to the main cla*se%
&% #earing in mind his legibus, which of the
two possi+le meanings of the com+ination ut
cuius do "o* s*ppose to ha!e +een in Li!"Ls
mind in this partic*lar caseQ
The former%
V% (ro+a+le meaning of case of populiQ
(ossessi!e, depending on cives%
1W% =eaning of tenseQ
cum bona pace
1B
MMMMM
1K
%
1% I*elles sont les notions 3*e l4on pe*t
a!oir l4intention d4e,primer en 6cri!ant
ante3*am o* pri*s3*am Q (ar l4emploi de
3*el mode cela se trad*ira;t;il Q
Cn pe*t a!oir l4intention de pr6senter *ne
action 3*e 3*el3*4*n a pr6!en*e ; c%;5;d% *ne
action 5 la3*elle *n personnage mentionn6
dans la phrase a r6agi par anticipation a*
moment oP s4est pass6e l4action principale -
on e,primera cela a* mo"en d* s*+:onctif,
mode d* st"le indirect% Cn pe*t 6galement
a!oir l4intention d46noncer la manifestation
d4*n 6!6nement po*r en faire le point de
repDre en de<5 d*3*el a pris place l4action
principale - on e,primera cela 5 l4indicatif,
mode de l46nonciation%
@% A* !* de la sit*ation, la3*elle de ces de*,
notions Tite;Li!e !a;t;il pl*s pro+a+lement
e,primer Q
La premiDre%
B% A!ons;no*s *ne 3*elcon3*e certit*de
3*ant a* cas de foedus et 5 la nat*re de
ictum Q
0on%
K% I*elles les possi+ilit6s de!ons;no*s
garder 5 l4esprit 3*and no*s rencontrons *n
d6monstratif tel 3*e is, hic, ille, ita, etc% Q
Als rappellent ce 3*i a 6t6 dit o* annoncent ce
3*i !a s*i!re%
N% A 3*elle possi+ilit6 a!ons;no*s affaire
ici Q
A la seconde possi+ilit6%
H% A !otre a!is, 3*elle est la constr*ction 3*i
!a s*i!re Q
ne proposition finale d6!eloppant his
legibus%
'% 24*ne maniDre g6n6rale, d4aprDs notre
e,p6rience, 3*elles sont les de*, possi+ilit6s
3*i s4offrent 3*and no*s rencontrons *n *t
s*i!i d4*n relatif Q
(1) C* +ien le *t est *ne con:onction et la
relati!e d6pend d4*n ant6c6dent plac6 pl*s
loin dans la proposition introd*ite par le *t,
(@) o* +ien le *t est *n ad!er+e, l4ant6c6dent
se tire de ce 3*i pr6cDde le relatif et la
relati!e est e,plicati!e, mar3*ant *ne ca*se
de l4action principale%
&% >n tenant compte de his legibus, la3*elle
des de*, significations possi+les de la
.*t*re perfect from a past point of !iew%
11% (ro+a+le nat*re of com+inationQ
/*+:ect and indirect o+:ect%
1@% 2iffers how in meaning from aliusQ
Refers to the one other o*t of two, while
alius means another o*t of an" n*m+er%
1B% /*rmise, if possi+le, what the final !er+
is- and at an" rate tell where it m*st +e
made%
Amperfect s*+:*ncti!e- imperaret
(imperaret is li)el" to +e written rather than
Li!"Ls fre3*entati!e imperitaret- +*t the
word is admissi+le)%
1K% Translate%

com+inaison ut cuius Tite;Li!e a!ait;il 5
l4esprit, selon !o*s, dans le pr6sent passage Q
La premiDre%
V% ?ale*r pro+a+le d* cas de populi Q
=ar3*e la possession aprDs cives%
1W% ?ale*r d* temps Q
Transpose dans le pass6 *n f*t*r ant6rie*r d*
st"le direct%
11% X is alteri Y : d6termination r6cipro3*e
des fonctions pro+a+les Q
/*:et (is) et o+:et indirect (alteri)%
1@% 2iff6rence de sens par rapport 5 ali*s Q
26signe l4*n o* l4a*tre de de*, 6l6ments,
tandis 3*4alius d6signe X *n a*tre 6l6ment Y
pris *n nom+re 3*elcon3*e de ces 6l6ments%
1B% Con:ect*reU, si possi+le, ce 3*e sera le
!er+e de la proposition finale - donneU, en
to*t cas, l4anal"se de la forme attend*e%
Amparfait d* s*+:onctif - imperaret
(l46t*diant indi3*era !raisem+la+lement
imperaret a* lie* d* fr63*entatif
imperitaret de Tite;Li!e, mais la r6ponse est
admissi+le)%
1K% Trad*iseU
.CRTH >`>RCA/> (Li!" @@%B&%1)
ZThe "ear following the defeat at the
Tras*mene la)e% 2issatisfaction with the
polic" of .a+i*s% The people ha!e carried
the election of one cons*l, ?arro, the no+ilit"
of the other, Aemili*s (a*ll*s% The two are
a+o*t to march o*t for the s*mmer
campaign%[
5ontiones
1
priusquam
@
ab urbe signa
moverentur
B
consulis
K
Oarronis multae ac
feroces fuere, denuntiantis
NH
bellum
'&V

arcessitum
1W
in
11
;taliam ab nobilibus
mansurumque
1@
in
1B
visceribus
reipublicae, si
1K
plures Fabios imperatores
haberet, se
1N
quo die
1H
hostem vidisset
1'

perfecturum.
1& 1V
1% (ossi+le meaningsQ
=eeting, and speech made +efore a meeting%
@% What meanings ma" follow, and +" what
constr*ctions indicatedQ
IATRA>=> >`>RCAC> (Tite;Li!e ``AA,
B&, 1)
ZL4ann6e 3*i s*i!it la d6faite d* lac
TrasimDne% Ampop*larit6 de la politi3*e de
.a+i*s% Le pe*ple a so*ten* l46lection d4*n
cons*l, ?arron, la no+lesse celle de l4a*tre,
Aemili*s (a*ll*s% L4*n et l4a*tres !ont partir
po*r les campagnes d46t6%[
5ontiones
1
priusquam
@
ab urbe signa
moverentur
B
consulis
K
Oarronis multae ac
feroces fuere, denuntiantis
NH
bellum
'&V

arcessitum
1W
in
11
;taliam ab nobilibus
mansurumque
1@
in
1B
visceribus
reipublicae, si
1K
plures Fabios imperatores
haberet, se
1N
quo die
1H
hostem vidisset
1'

perfecturum.
1& 1V
1% /ens possi+les Q
Assem+l6e, et disco*rs prononc6 pendant
*ne assem+l6e%
@% I*els sens pe*!ent s*i!re, et signal6s par
Action anticipated at the time of the main
act, e,pressed +" the s*+:*ncti!e- or act*al
e!ent, +ac) of which the main act lies,
e,pressed +" the indicati!e%
B% What was the special shade of meaning in
priusquam ... moverenturQ
That the contiones were held, or made, in
anticipation of the e,pected marching%
K% What is it now clear that contiones
meansQ
=eans speech, lang*age%
N% #elongs with whatQ
5onsulis%
H% ?enuntiare means to ma)e an
anno*ncement% How will the o+:ect +e
e,pressed if it is
(a) a no*n or prono*nQ (+) a !er+,
con!e"ing a statement of factQ (c) a !er+,
con!e"ing action desiredQ
(a) Acc*sati!e%
(+) Anfiniti!e%
(c) /*+stanti!e final cla*se%
'% What constr*ction occ*rs to "o* at once
for bellumQ
C+:ect of denuntiare%
&% As there an" certaint" that this is what Li!"
meantQ
No%
V% What else ma" Li!" ha!e in mindQ
A s*+:ect or an o+:ect for an infiniti!e
depending on denuntiantis%
1W% What possi+ilities for arcessitumQ
(articiple agreeing with bellum, or part of
an infiniti!e perfect (with esse to come) or
f*t*re (with iri to come) ha!ing bellum for
its s*+:ect%
11% What case do "o* e,pect to find
following, and wh"Q
Acc*sati!e, +eca*se arcessitum incl*des the
idea of motion%
1@% What is the onl" thing that "o* )now
s*rel" a+o*t mansurumQ
That its constr*ction is the same as that of
arcessitum%
1B% What case do "o* e,pect to find
following, and wh"Q
A+lati!e, +eca*se mansurum incl*des the
idea of rest%
1K% What indication ha!e "o* of the pro+a+le
nat*re of the condition, and how will it +e
e,pressedQ
3*elles constr*ctions Q
ne action ant6rie*re 5 l4action principale,
e,prim6e a* s*+:onctif, o* *ne action r6elle,
s*r la3*elle repose l4action principale,
e,prim6e 5 l4indicatif%
B% I*elle 6tait la principale n*ance de sens
dans priusquam... moverentur Q
I*e les contiones f*rent r6*nies, o*
prononc6es, ant6rie*rement a* d6part en
campagne attend*%
K% I*el est maintenant le sens certain de
contiones Q
Al signifie disco*rs, parole%
N% s4accorde a!ec 3*oi Q
5onsulis%
H% ?enuntiare signifie annoncer% Commen le
compl6ment d4o+:et sera;t;il e,prim6 s4il est
(a) *n nom o* *n pronom Q (+) *n !er+e,
indi3*ant *n 6tat de faits Q (c) *n !er+e,
indi3*ant *ne action so*hait6e Q
(a) l4acc*satif%
(+) l4infinitif%
(c) *ne proposition finale%
'% A 3*elle fonction penseU;!o*s Q
A* compl6ment d4o+:et de denuntiare%
&% 1 a;t;il *n mo"en de s4ass*rer 3*e c4est ce
3*4a !o*l* dire Tite;Li!e Q
Non%
V% I*elle a*tre intention Tite;Li!e pe*t;il
a!oir Q
Le s*:et o* *n compl6ment d4o+:et d4*ne
infiniti!e d6pendant de den*ntiantis%
1W% (ossi+ilit6s po*r arcessit*m Q
(articipe accord6 a!ec bellum, o* participe
d4*n infinitif parfait (esse doit s*i!re) o*
f*t*r (iri doit s*i!re) dont le s*:et serait
bellum%
11% I*el cas !o*s attendeU;!o*s 5 tro*!er
ens*ite, et po*r3*oi Q
Acc*satif, parce 3*e arcessitum incl*t *ne
id6e de d6placement%
1@% I*e pe*t;on dire de s9r a* s*:et de
mansurum Q
I*e sa constr*ction est la m8me 3*e celle de
arcessitum%
1B% I*el cas !o*s attendeU;!o*s 5 tro*!er
ens*ite, et po*r3*oi Q
L4a+latif, parce 3*e mansurum incl*t l4id6e
d4immo+ilit6%
1K% I*elle indication a!eU;!o*s de la nat*re
pro+a+le de cette condition, et comment
At loo)s as if it were the condition for
mansurum% An that case it will +e a f*t*re
or f*t*re perfect from the past standpoint,
e,pressed +" the so;called imperfect or
pl*perfect s*+:*ncti!e%
1N% (ro+a+le constr*ction of bellum and
arcessitum, and gro*nds of "o*r opinionQ
#e is acc% or a+l% At cannot +e a+l% a+sol*te,
since it refers to the s*+:ect of the sentence-
and it is pro+a+l" not the a+lati!e of so*rce,
for we are not li)el" to find a word meaning
born of here% At is therefore pro+a+l"
acc*sati!e% An that case, bellum is either the
s*+:ect or o+:ect of an acti!e infiniti!e which
we are to ha!e, and of which se is o+:ect or
s*+:ect% Arcessitum, which is passi!e, is
therefore not an infiniti!e, +*t a participle-
and, +esides that, mansurum, which is in
the same constr*ction with arcessitum, is
not transiti!e%
1H% Where is the antecedent of quo die, and
what do "o* )now a+o*t itQ
1et to come, and in some wa" connected
with the coming infiniti!e which we ha!e
fo*nd to depend on denuntiantis%
1'% =eaning of tense and moodQ
.*t*re perfect from past point of !iew, in
indirect disco*rse%
1&% What s*spended constr*ctions are now
resol!edQ
7erfecturum is infiniti!e, se is its s*+:ect,
bellum its o+:ect, with attached participles
arcessitum and mansurum, the latter
ha!ing a f*t*re condition dependent *pon it%
1V% Translate%

sera;t;elle e,prim6e Q
>lle para7t 8tre la condition de mansurum%
/i c4est le cas, elle sera a* f*t*r o* a* f*t*r
dans le pass6 par rapport a* moment de
l4action rapport6e, e,prim6e par le temps
3*4on nomme imparfait, o* pl*s;3*e;parfait
d* s*+:onctif%
1N% Constr*ction pro+a+le de bellum et de
arcessitum Q arg*menteU !otre r6ponse%
#e est *n acc% o* *n a+l, p*is3*4il repr6sente
le s*:et de la phrase - et il n4est sans do*te
pas l4a+latif de pro!enance, p*is3*e no*s
a!ons pe* de chance de tro*!er ici *n mot
signifiant na7tre% C4est donc pro+a+lement *n
acc*satif% bellum est donc soit le s*:et, soit
l4o+:et d4*n infinitif actif 3*e no*s de!rons
attendre, et dont se est l4o+:et o* le s*:et%
Arcessitum, 3*i est passif, n4est donc pas *n
infinitif, mais *n participe - et, de pl*s,
mansurum, 3*i est constr*it comme
arcessitum, n4est pas transitif%
1H% CP est l4ant6c6dent de quo die, et 3*e
sa!eU;!o*s de l*i Q
>ncore 5 !enir, et en 3*el3*e sorte li6 a!ec
l4infinitif 3*i est annonc6, et 3*e no*s sa!ons
d6pendre de den*ntiantis%
1'% /ens de ces temps et mode Q
7erfecturum est 5 l4infinitif, se est son s*:et,
bellum en est l4o+:et, a!ec ses participes
6pithDte arcessitum et mansurum% ne
proposition de condition 5 l46!ent*el d6pend
de ce dernier mot%
1V% Trad*iseU%
.A.TH >`>RCA/> (Li!" @1%NB%1)
ZThe passage here *sed was emplo"ed in the
address% At is gi!en again in its place among
the present set of papers, partl" to show that
the min*te 3*estioning with which a teacher
of an *ntrained .reshman class m*st +egin
ma" gi!e place earl" to a more rapid
mo!ement, after the ha+it of watchf*lness
and a willingness to hold the mind in
s*spense ha!e +een esta+lished%[
Hannibal cum quid
1
optimum foret hoste
CA0IA>=> >`>RCAC> (Tite;Li!e, ``A,
NB, 1)
ZCe passage a 6t6 *tilis6 dans le disco*rs% Al
est repris ici 5 la place 3*4il occ*pe dans cet
ensem+le de 3*estionnaires, en partie po*r
montrer 3*e le 3*estionnement min*tie*,
3*e doit emplo"er a* d6+*t le professe*r
d4*ne classe de premiDre ann6e sans
e,p6rience, pe*t !ite laisser place 5 *n
mo*!ement pl*s rapide, lors3*e sont
install6es l4ha+it*de d4o+ser!ation et la
capacit6 de tenir son esprit en s*spens%[
cerneret, vix
@
ullam spem
B
habebat
temere
KN
atque improvide
H
MMMMM
consules
'&
MMMMM= cum alterius ingenium,
fama
V
prius deinde re
1W
cognitum,
percitum ac ferox sciret
11
MMMMM,
ferociusque factum prospero cum
praedatoribus
1@
suis certamine crederet,
adesse gerendae rei fortunam haud
diffidebat.
1B
1% What m*st +e the constr*ction of the !er+
of the quid;sentence, and wh"Q
/*+:*ncti!e of indirect 3*estion of fact, or of
indirect deli+erati!e 3*estion%
@% An s*ch a connection, what wo*ld +e the
prono*n meaning an", and what the
ad:ecti!eQ
Quisquam, ullus%
B% What wo*ld +e the completing
constr*ction (a) if nominalQ
1W
(+) if !er+alQ
(a) Geniti!e%
(+) Geniti!e of ger*nd or of ger*ndi!e, or
f*t*re infiniti!e%
K% 2oes temere, :*dging +" the order,
pro+a+l" modif" habebat, or something "et
to comeQ
The latter%
N% Then what do "o* s*rmise a+o*t the
completing constr*ction for spemQ
That it is a !er+al constr*ction%
H% Write the ne*ter prono*n meaning
anything, in nom% or acc% form%
Quicquam%
'% General constr*ction here+" indicated,
and constr*ction of consules and of the word
"o* ha!e :*st writtenQ
The !er+al for spem is an infiniti!e, with
quicquam for s*+:ect and consules for
o+:ect, or !ice !ersa%
&% Write the infiniti!e, meaning to do%
Acturos%
V% CaseQ
0om% or a+l%
1W% Case of fama, and proof%
A+l%, +eca*se the phrase prius deinde ma)es
it parallel with re%
11% Write !er+ re3*ired to complete the
cla*se%
Isse%
1@% What is indicated +" a com+ination li)e
Hannibal cum quid
1
optimum foret hoste
cerneret, vix
@
ullam spem
B
habebat
temere
KN
atque improvide
H
MMMMM
consules
'&
MMMMM= cum alterius ingenium,
fama
V
prius deinde re
1W
cognitum,
percitum ac ferox sciret
11
MMMMM,
ferociusque factum prospero cum
praedatoribus
1@
suis certamine crederet,
adesse gerendae rei fortunam haud
diffidebat.
1B
1% I*elle doit 8tre la forme d* !er+e de la
proposition introd*ite par 3*id, et po*r3*oi Q
Le s*+:onctif de l4interrogation indirecte, o*
le s*+:onctif d6li+6ratif%
@% 2ans *ne telle sit*ation, 3*el serait le
pronom signifiant R*ne chose 3*elcon3*eR,
et l4ad:ectif signifiant R3*el3*eR Q
Quisquam, ullus.
B% I*elle constr*ction (a) nominale1W (+)
!er+ale de!rait compl6ter ce mot Q
(a) *n g6nitif%
(+) le g6nitif d4*n ad:ectif !er+al o* d4*n
g6rondif, o* *n infinitif f*t*r%
K% 24aprDs sa place, temere modifie;t;il
pl*tJt habebat, o* a*tre chose 3*i n4est pas
encore l* Q
A*tre chose 3*i n4est pas encore l*%
N% 2ans ce cas, 3*e pr6!o"eU;!o*s s*r la
forme 3*i complDtera spem Q
C4est *ne forme !er+ale%
H% >cri!eU le pronom ne*tre signifiant une
chose quelconque a* nom% o* 5 l4acc%
Quicquam%
'% Constr*ction g6n6rale annonc6e ici,
constr*ction de consules, et d* mot 3*e !o*s
!eneU d46crire%
Le !er+e 3*i d6pend de spem est *n infinitif,
dont quicquam est le s*:et et consules le
compl6ment d4o+:et, o* !ice !ersa%
&% >cri!eU l4infinitif, signifiant faire
Acturos
V /on cas Q
0om% o* a+l%
1W Cas de fama, et pre*!e%
A+l%, parce 3*e le gro*pe pri*s deinde le met
en parallDle a!ec re%
11% >cri!eU le !er+e n6cessaire po*r
compl6ter la proposition%
>sse%
prospero cum praedatoribusQ
That cum connects with praedatoribus a
no*n, "et to come, to which prospero
+elongs%
1B% Translate%

1@% I*e r6!Dle *ne com+inaison comme
prospero cum praedatoribus Q
I*e cum s*+ordonne praedatoribus 5 *n
nom, 3*i reste 5 lire, dont d6pend prospero%
1B% Trad*iseU%
/A`TH >`>RCA/> (Li!" @@%KW%1)
Adversus
1
ea
@
oratio
B
consulis haud sane
laeta fuit, magis fatentis
K
ea
N
quae diceret
vera quam facilia
H
MMMMM
'
MMMMM:
dictatori magistrum
&V
equitum
intolerabilem fuisse= quid
1W 11
consuli
adversus collegam seditissum ac
temerarium verium atque auctoritatis
1@

MMMMM6
1B
1% What part of speech is adversusQ
(articiple or preposition%
@% What is possi+le for eaQ
C+:ect of preposition adversus, or agreeing
with an a+l% sing% or acc% pl%
B% What do "o* )now now a+o*t adversus
and ea, and howQ
Fratio is nom% fem%, so that adversus is not
participle, +*t preposition, ea +eing its
o+:ect%
K% Constr*ction to follow (a) if nominalQ (+)
if !er+alQ
(a) Acc*sati!e%
(+) Anfiniti!e statement in indirect disco*rse%
N% (ossi+le constr*ctionsQ
C+:ect of fatentis, or s*+:ect or predicate of
an infiniti!e depending on it%
H% Write Latin for to do, completing the idea
of facilia%
Factu%
'% Write in Latin whate!er is still necessar"
to complete the sentence%
Isse%
&% =eaning of the position of dictatori and
magistrumQ
/harp contrast%
V% (ro+a+le general constr*ction of
sentenceQ
Andirect statement, in the infiniti!e,
magistrum +eing its s*+:ect, and dictatori
+eing the indirect o+:ect of the infiniti!e, or
of a predicate ad:ecti!e%
/A`A>=> >`>RCAC> (Tite;Li!e, ``AA, KW,
1)
Adversus
1
ea
@
oratio
B
consulis haud sane
laeta fuit, magis fatentis
K
ea
N
quae diceret
vera quam facilia
H
MMMMM
'
MMMMM:
dictatori magistrum
&V
equitum
intolerabilem fuisse= quid
1W 11
consuli
adversus collegam seditissum ac
temerarium verium atque auctoritatis
1@

MMMMM6
1B
1% Classe grammaticale de adversusQ
(articipe o* pr6position%
@% .onctions possi+les de eaQ
Go*!ern6 par la pr6position adversus, o*
accord6 a!ec *n a+l% sing% o* *n acc% pl%
B% I*e sa!eU;!o*s maintenant de adversus
and de ea Q Comment Q
Fratio est nom% f6m%, et donc adversus n4est
pas *n participe, mais *ne pr6position 3*i
go*!erne ea%
K% Constr*ction de la s*ite (a) si c4est *n
nom Q (+) si c4est *n !er+e Q
(a) Acc*satif%
(+) Anfinitif d* disco*rs indirect%
N% Constr*tions possi+les Q
n compl6ment d4o+:ect de fatentis, o* *n
s*:et o* *n attri+*t d4*n infinitif d6pendant
de l*i%
H% >cri!eU le mot latin signifiant faire,
compl6tant facilia%
Factu%
'% >cri!eU en latin ce 3*i man3*e encore
po*r compl6ter la phrase%
Isse%
&% /ens des positions de dictatori et de
magistrumQ
Accent*er le contraste%
V% Constr*ction pro+a+le de l4ensem+le de la
phrase Q
Anfiniti!e d* disco*rs indirect, dont
magistrum est le s*:et, et dictatori le
1W% An the present constr*ction, what modes
possi+le after quid, and with what meanings
respecti!el"Q
/*+:*ncti!e of indirect 3*estion, either
deli+erati!e or serio*sl" as)ing for
information, or infiniti!e, in rhetorical
3*estion practicall" amo*nting to an
assertion%
11

11% Af a partiti!e geniti!e is to follow, in what
part of the cla*se ha!e we learned that we
are li)el" to find itQ
As far remo!ed from the word on which it
depends as the other points of st"le will
allow%
1@% 2ecide, in the light of the whole passage,
what )ind of a sentence this necessaril" is,
and write the Latin for would there be%
Fore, or futurum esse%
1B% Translate%
compl6ment d4o+:et indirect o* l4ad:ectif
attri+*t%
1W% 2ans cette constr*ction, 3*els modes
pe*t;on tro*!er aprDs quid, et 3*els sont
le*rs sens respectifs Q
Le s*+:onctif de l4interrogation indirecte, 3*e
celle;ci soit d6li+6rati!e o* 3*4elle repr6sente
!raiment *ne demande de renseignement, o*
l4infinitif d4interrogation rh6tori3*e,
63*i!alant prati3*ement 5 *ne assertion%
11

11% /i *n g6nitif partitif doit s*i!re, dans
3*elle partie de la proposition a!ons no*s
appris 3*e no*s ris3*ons de le rencontrer Q
A *ne distance !aria+le d* mot dont il
d6pend, en fonction des a*tres partic*larit6s
st"listi3*es%
1@%A la l*miDre de to*t ce passage, d6cideU
d* t"pe 3*e cette phrase doit a!oir, et 6cri!eU
en latin l463*i!alent de de"rait 0tre%
Fore, or futurum esse%
1B% Trad*iseU%


Application of the =ethod in
(reparator" Wor)
At will +e con!enient to refer, in these
s*ggestions, to some one of the +oo)s
commonl" emplo"ed +" +eginners in Latin-
e#g# 2r% LeightonLs R.irst /teps in Latin%R
The application can of co*rse +e made with
ease to an" other +oo) of the same scope%
.irst and most important is it that the
+eginner sho*ld acc*stom himself from the
!er" o*tset to the so*nd of the Roman
lang*age% An Lesson `AAA, e#g#, the learner,
ha!ing prepared himself *pon the sentences
regina laudat, scribae portant, puellae
laudant, laudas, laudamus, reginae
donant, etc%, sho*ld not open his +oo) to
translate them% His +oo) sho*ld +e closed,
and he sho*ld gi!e the meaning of regina
laudat, etc%, as his teacher deli!ers the
sentence to him% To translate regina laudat
at hearing, after ha!ing st*died it, is not
beyond the mental power of the modern boy%
Adaptation de la m6thode a* tra!ail
dans les l"c6es
(o*r des raisons prati3*es, :e me r6fDrerai
dans ces propositions 5 l4*n des li!res
co*ramment en *sage po*r les d6+*tants en
latin, 5 sa!oir le R(remiers pas en latinR d* dr
Leighton% Cn pe*t +ien s9r facilement
adapter la m6thode 5 n4importe 3*el a*tre
man*el d* m8me t"pe%
To*t d4a+ord, et c4est le pl*s important, le
:e*ne 6lD!e de!ra s4ha+it*er dDs le to*t d6+*t
a* son de la lang*e des Romains% _ la le<on
`AAA, par e,emple, aprDs s48tre e,erc6 s*r les
phrases regina laudat, scribae portant,
puellae laudant, laudas, laudamus,
reginae donant, etc%, il ne de!ra pas o*!rir
son li!re po*r les trad*ire% Le li!re de!ra
rester ferm6, et l46lD!e de!ra donner la
signification de regina laudat, etc%, 5 la
lect*re de la phrase par le professe*r% La
trad*ction de regina laudat, 3*and on
0either is it +e"ond his power, with possi+l"
a trifle of patience on the part of his teacher,
to translate at hearing a new sentence of the
same scope, e#g# laudo- scriba laudat-
scriba donat- scribae donant% #*t if this is
tr*e, a !er" important tr*th at once follows%
There is, it will +e admitted, no greater :*mp
in an" first Latin +oo) than that from
nothing at all to the first lesson in Latin
sentences of one and two words% Af, in
ta)ing that step, the +o" can s*ccessf*ll"
prepare himself to translate the set lesson at
hearing, and to translate in the same wa"
new sentences of the same !oca+*lar" and
the same scope, then he can prepare himself,
as he progresses +" caref*ll" graded steps, in
an" of the +oo)s in common *se, to
translate any pre"iously studied .atin at
hearing, and to translate at hearing any new
sentences of the same scope, framed for him
by the in"ention of his teacher% #efore the
+oo) is opened +" an" one +*t the teacher,
the e,ercises of the class;room sho*ld +e (1)
the translation at hearing of the re!iew, (@)
the translation at hearing of the ad!ance, and
(B) the translation at hearing of new
sentences of the same scope% And no one
will !ent*re to sa" that a +o" who had +een
carried in this wa" thro*gh an introd*ctor"
+oo) wo*ld not +egin Caesar as a +etter
Latinist than a +o" who had not +een so
started%
l4entend aprDs l4a!oir 6t*di6e, n'est pas hors
de port!e de l'intelligence du garCon
d'au;ourd'hui% Al ne l*i est pas non pl*s
impossi+le, po*r!* 3*e le professe*r fasse
pre*!e d4*n minim*m de patience, de
trad*ire aprDs 6co*te *ne no*!elle phrase d*
m8me genre, par e,% laudo = scriba laudat =
scriba donat = scribae donant% >t si cela est
!rai, alors en d6co*le imm6diatement *ne
!6rit6 des pl*s importantes% Cn admettra
3*4il n4" a pas de pl*s grand sa*t, dans
n4importe 3*el man*el de latin, 3*e cel*i 3*i
e,iste entre rien d* to*t et la premiDre le<on,
a!ec des phrases d4*n o* de de*, mots latins%
/i, en faisant ce pas, le gar<on pe*t se
pr6parer a!ec s*ccDs 5 la trad*ction aprDs
6co*te de la le<on 3*4il a!ait 5 apprendre,
p*is 5 la trad*ction, to*:o*rs aprDs 6co*te, de
phrases no*!elles d* m8me t"pe et a!ec le
m8me !oca+*laire, il peut !galement se
pr!parer, si la progression est soigne*sement
6t*di6e, et a!ec n4importe le3*el des man*els
comm*n6ment en *sage, / la traduction
aprs !coute de n'importe quelle phrase
latine pr!c!demment !tudi!e, ainsi qu'/ celle
de toute phrase nou"elle du m0me type,
fabriqu!e / son intention par l'imagination
de son professeur% A!ant to*te o*!ert*re d*
li!re (sa*f par le professe*r), les e,ercices en
classe consisteront 1) 5 la trad*ction aprDs
6co*te de la le<on pr6c6dente, @) 5 la
trad*ction aprDs 6co*te de la no*!elle le<on,
et B) 5 la trad*ction aprDs 6co*te de
no*!elles phrases d* m8me t"pe% >t
personne ne pr6tendra 3*4*n gar<on 3*i a*ra
ainsi 6t*di6 to*t son li!re de latin
6l6mentaire ne se montrera pas meille*r
latiniste 3*and il a+ordera C6sar 3*4*n
gar<on 3*i n4a pas 6t6 pr6par6 de cette fa<on%
@% An Lesson `AAA, as we ha!e seen, the +o"
has learned that the s*+:ect of a !er+ is
e,pressed +" the nominati!e% An the ne,t
lesson he is told that the direct o+:ect of a
transiti!e !er+ is e,pressed +" the
acc*sati!e% .or the present, that is the s*m
total of his )nowledge a+o*t acc*sati!es% Cf
co*rse the teacher will narrow his own
)nowledge to his p*pilLs horiUon%
Accordingl", he will start *pon a sentence
2ans la le<on `AAA, comme no*s l4a!ons !*,
le gar<on a appris 3*e le s*:et d4*n !er+e
s4e,prime par le nominatif% 2ans la le<on
s*i!ante, on l*i dit 3*e l4o+:et direct d4*n
!er+e transitif s4e,prime par l4acc*satif% ?oil5
po*r le moment la totalit6 de ses
connaissances s*r les acc*satifs% #ien s9r, le
professe*r !a adapter ses propres
connaissances 5 l4horiUon mental de son
6lD!e% >n cons63*ence, il commencera par
+eginning with an acc*sati!e, e%g% scribas,
and as) the learner what, witho*t hearing the
rest of the sentence, he learns from the case,
with regard to the relation of the cler>s to the
rest of the sentence- in a word, what the
meaning of the case is% The +o" will answer
Dob;ect of the "erb,D and the teacher will
accept the answer% Then he will gi!e the
+eginning of another sentence, containing a
nominati!e and an acc*sati!e, sa" regina
scribam, and as) the learner what the two
cases mean to him% The learner will answer
sub;ect and ob;ect% The teacher will then
gi!e a n*m+er of com+inations of s*+:ect
and o+:ect, e%g% scriba puellam, nauta
agricolam, emplo"ing the f*ll !oca+*lar"
pro!ided in the lesson% Then, retracing his
steps, he will gi!e complete sentences of
which the com+inations :*st *sed ma" +e
s*pposed to +e the +eginning, repeating each
of these com+inations in connection with as
man" as possi+le of the !ario*s !er+s
pro!ided- e%g% regina scribam laudat,
regina scribam vocat, regina scribam
exspectat% Then another com+ination, e%g%
scriba puellam, sho*ld similarl" +e repeated
with !ario*s !er+s% An all this, the Latin
sho*ld +e gi!en deli+eratel",
1@
so that the
p*pil ma" +e a+le to form his mental
pict*res easil", as he hears one word after
another% He sho*ld +e *rged, too, to form
these pict*res witho*t thin)ing of the
>nglish word% The word regina sho*ld +ring
a regina +efore his mental !ision, instead of
+ringing, first the word queen, and then a
mental !ision of a 3*een%
1B

*ne phrase dont le d6+*t est *n acc*satif, par
e,% scribas, et il demandera 5 l46lD!e ce 3*e
cel*i;ci d6d*it, 5 partir d* cas, po*r ce 3*i
est de la relation des scribes a* reste de la
phrase - d4*n mot, 3*e signifie le cas% Le
gar<on r6pondra Rob;et du "erbeR, et le
professe*r acceptera cette r6ponse% (*is il
donnera le d6+*t d4*ne a*tre phrase, a!ec *n
nominatif et *n acc*satif, disons regina
scribam- et il demandera 5 l46lD!e ce 3*e les
de*, cas !e*lent dire po*r l*i% L46lD!e
r6pondra su;et et ob;et%% Le professe*r
donnera alors *n certain nom+re de
com+inaisons s*:et;o+:et, par e,% scriba
puellam, nauta agricolam, en se ser!ant de
to*t le !oca+*laire 6t*di6 dans la le<on%
>ns*ite, re!enant s*r ses pas, il donnera des
phrases complDtes dont on pe*t s*pposer 3*e
ces com+inaisons soient le commencement,
en r6p6tant cha3*e com+inaison a!ec a*tant
de !er+es diff6rents 3*e possi+le, par e,%
regina scribam laudat, regina scribam
vocat, regina scribam exspectat% >ns*ite
*ne a*tre com+inaison, par e,% scriba
puellam, sera r6p6t6e a!ec des !er+es
diff6rents, de la m8me maniDre% 2ans to*t
cet e,ercice, on prononcera le latin
lentement
1@
, afin de laisser 5 l46lD!e la
possi+ilit6 de former facilement ses images
mentales, sans penser a* mot anglais% Le mot
regina doit pro!o3*er l4apparition d4*ne
regina dans son imagination, et non pas celle
d* mot reine s*i!ie de la repr6sentation
!is*elle d4*ne reine
1B
%
B% An these e,ercises there sho*ld +e no
translation into >nglish (it will +e
remem+ered that the Latin of the re!iew and
the Latin of the ad!ance ha!e alread" +een
translated at hearing)% 0e,t sho*ld come an
e,ercise li)e the following: RHow, in Latin,
can "o* present to m" mind a 3*een as
acting *pon some+od"QR -y saying re"ina%
RHow a girl as +eing acted *ponQR -y
saying puellam% RHow a cler)QR -y saying
scribam% RHow a letterQR -y saying
epistulam% R0ow p*t +efore me a 3*een as
acting, and a girl as +eing acted *pon%R
To*s ces e,ercices doi!ent 8tre faits sans
passer par la !ersion (on a !* 3*e le te,te
latin de la le<on pr6c6dente et cel*i de la
no*!elle le<on ont d6:5 6t6 trad*its aprDs
6co*te)% ?ient ens*ite *n e,ercice comme
cel*i;ci : RComment ferieU;!o*s en latin
po*r me pr6senter 5 l4esprit *ne reine 3*i agit
s*r 3*el3*4*n QR &n disant regina% R>t *ne
:e*ne fille s*r 3*i on agit QR &n disant
puellam% R>t *n scri+e QR &n disant
scribam% R>t *ne lettre QR &n disant
epistulam% R(r6senteU;moi maintenant *ne
reine 3*i agit, et *ne :e*ne fille s*r 3*i on
Regina puellam% RA farmer as acting, and a
sailor as +eing acted *pon%R Agricola
nautam% After a n*m+er of these
com+inations ha!e +een gi!en, R0ow tell me
in Latin that the 3*een is waiting for the
cler),R then Rthat the 3*een is waiting for the
letter,R etc%, etc% ?ariations of the tense of
the !er+ sho*ld also +e emplo"ed% A m*st
confine m"self, howe!er, to showing the
method of dealing with the cases%
agit%R Regina puellam% Rn fermier 3*i agit,
et *n marin s*r 3*i on agit%R Agricola
nautam% AprDs a!oir donn6 *n certain
nom+re de mots gro*p6s de cette maniDre,
R=aintenant dites;moi en latin 3*e la reine
attend le scri+eR, p*is R3*e la reine attend la
lettreR, etc%, etc% Cn !eillera a*ssi 5 !arier les
temps des !er+es% =ais :e me cantonnerai 5
la d6monstration de la m6thode po*r
l4apprentissage des cas%
K% An the ne,t lesson, `?A, the p*pil will
learn one of the simple *ses of the geniti!e%
He sho*ld then +e as)ed what the cases tell
him in liber pueri (+eing made, of co*rse, to
see that, tho*gh pueri might +e nom% pl% so
far as form goes, it cannot +e so here, since
liber m*st +e s*+:ect), in magister reginae
filiam, etc%- and sho*ld then +e carried
thro*gh !ario*s e,ercises similar to those
s*ggested in connection with the pre!io*s
lesson% He will also learn in Lesson `?A
a+o*t apposition, of which more anon% An
Lesson `?AA he will learn a+o*t the wa" of
e,pressing the indirect o+:ect of a !er+, and
sho*ld now +e as)ed what the cases mean in
com+inations li)e agricolae nautis viam,
nauta agricolis viam, scriba puero librum,
scriba pueris reginae libros, agricola
puero scribae viam, etc%- and sho*ld then
ha!e whole sentences gi!en him, and
>nglish com+inations and sentences to +e
p*t into Latin, as alread" descri+ed%
_ la le<on `?A, l46lD!e !a apprendre *n des
emplois simples d* g6nitif% Cn l*i
demandera alors ce 3*e les cas l*i disent
dans liber pueri% (Cn l*i a*ra +ien s9r fait
remar3*er 3*e pueri ne pe*t 8tre interpr6t6
ici comme *n nomin% pl%, m8me si la forme
po*rrait le faire penser, p*is3*e liber est
o+ligatoirement s*:et%) Cn fera de m8me
a!ec magister reginae filiam, etc%- et on
contin*era de cette maniDre a!ec di!ers
e,ercices sem+la+les 5 ce*, 3*e :4ai
propos6s po*r la le<on pr6c6dente% (endant
la le<on `?A, l46lD!e 6t*diera a*ssi
l4apposition, dont :e parlerai +ientJt pl*s
long*ement% _ la le<on `?AA, on l*i
apprendra le mo"en d4e,primer l4o+:et
indirect d4*n !er+e, et il fa*dra alors l*i
demander ce 3*e les cas signifient dans des
gro*pes de mots tels 3*e agricolae nautis
viam, nauta agricolis viam, scriba puero
librum, scriba pueris reginae libros,
agricola puero scribae viam, etc%- p*is on
l*i donnera des phrases complDtes, p*is des
gro*pes de mots et des phrases en anglais,
3*4il de!ra rendre en latin, ainsi 3*4on l4a d6:5
d6crit%
N% /o constr*ctions are ta*ght one after
another, the simplest meaning of each case
+eing alone gi!en when the case is first dealt
with% Later, other *ses of these same cases
are ta*ght, and the certaint" which the p*pil
at first felt in regard to the spea)erLs
meaning when he heard a gi!en case (sa" the
acc*sati!e) now passes awa"% As earl" as
Lesson `?A he learned, as we saw, that Ra
no*n *sed to descri+e another no*n or
prono*n, and meaning the same thing, is p*t
in the same case%R At this point,
>t !oil5 comment enseigner les constr*ctions
l4*ne aprDs l4a*tre, en donnant d4a+ord, po*r
cha3*e cas, l4emploi le pl*s simple% (l*s
tard, +ien s9r, on enseigne d4a*tres emplois
de ces m8mes cas, et c4est 5 ce moment;l5
3*e l46lD!e, 3*i 6tait :*s3*e l5 certain de
comprendre le sens de ce 3*i 6tait dit
simplement en entendant *n cas donn6
(disons l4acc*satif), !oit ses +elles certit*des
s46!ano*ir% 26:5, 5 la le<on `?A, comme
no*s l4a!ons !*, il a appris : R*n nom
emplo"6 po*r d6crire *n a*tre nom o* *n
conse3*entl", he recogniUes that there is a
do*+le possi+ilit" for a gi!en acc*sati!e%
/*pposing *s to ta)e *p a sentence
+eginning (sa") with legatum, the acc*sati!e
word ma" t*rn o*t to +e either of two things,
namel", the ob;ect of the !er+, or in
apposition to the o+:ect of the !er+% These
two possi+ilities, and these alone, sho*ld, for
a n*m+er of wee)s, flash thro*gh the
+eginnerLs mind at sight or hearing of an
acc*sati!e% Later, howe!er (Lessons LA and
LAA), he will find that certain !er+s are of
s*ch a nat*re as to ta)e two ob;ects, and will
ha!e specimens gi!en him% At this point an
acc*sati!e has for him three possi+ilities: it
ma" +e, to the spea)erLs tho*ght, ob;ect, it
ma" +e second ob;ect, or it ma" +e an
appositi"e- while if the meaning of the
words is s*ch as to e,cl*de all possi+ilit" of
the last of these, as, e%g%, in a sentence
+eginning with me fraudem, the meaning of
the com+ination is seen at once to +e that me
is the first o+:ect, and fraudem the second
o+:ect, of some one of the !er+s that need
two o+:ects to complete their tho*ght, e%g%
celo% 0ot long afterward, he will learn
(Lesson L`A) a+o*t the acc*sati!e of
duration of time and extent of space, and he
now m*st recogniUe still another possi+ilit"
for an" acc*sati!es li)e annos or pedes, +*t
not for a word li)e 5aesarem or me% /till
later, he will add to his repertor" an
*nderstanding of the cognate accusati"e, of
the accusati"e as sub;ect of an infiniti"e, etc%
pronom, et 3*i a la m8me signification, est
mis a* m8me cas%R L46lD!e connait donc dDs
lors les de*, interpr6tations possi+les d4*n
acc*satif donn6% Amaginons par e,emple *ne
phrase 3*i commence par legatum% Le mot 5
l4acc*satif sera en fin de compte soit l4ob;et
d* !er+e, soit en apposition 5 l4o+:et d*
!er+e% (endant *n certain nom+re de
semaines, ces de*, possi+ilit6s, et celles;l5
se*lement, de!ront alterner dans l4esprit d*
d6+*tant 3*and il entendra o* lira *n
acc*satif% =ais pl*s tard encore (le<ons LA et
LAA), il d6co*!rira 3*e certains !er+es sont
tels 3*4ils prennent deux ob;ets, et on l*i en
donnera des e,emples% n acc*satif a*ra
maintenant po*r l*i trois interpr6tations
possi+les : dans la pens6e de cel*i 3*i
s4e,prime, c4est *n ob;et, o* +ien *n ob;et
second, o* +ien encore *ne apposition% 2ans
*ne phrase 3*i commence par me fraudem,
par e,emple, le sens des mots 6limine to*t de
s*ite la derniDre de ces possi+ilit6s - on !oit
donc 3*e dans ce gro*pe de mots me est
forc6ment le premier o+:et, et fraudem le
second o+:et d4*n !er+e 3*elcon3*e 3*i a
+esoin de de*, o+:ets po*r compl6ter l4id6e
3*4il contient, par e,% celo% (e* de temps
aprDs (le<on L`A), l46lD!e 6t*die les
acc*satifs de dur!e de temps et d4extension
dans l'espace - et il est maintenant pr8t 5
reconna7tre 3*4il e,iste d4a*tres
interpr6tations possi+les po*r des acc*satifs
comme annos o* pedes, possi+ilit6s 3*i sont
e,cl*es po*r des mots comme 5aesarem o*
me% (l*s tard encore, il a:o*tera 5 son
r6pertoire la connaissance de l4accusatif
ad"erbial, de l4accusatif su;et d'un infinitif,
etc%
H% The teacher will )eep clearl" +efore the
learnerLs mind that, while an" acc*sati!e
ma" +e a direct o+:ect, or the s*+:ect or
predicate of an infiniti!e, onl" words of a
partic*lar meaning can +e *sed in the
e,pression of d*ration of time, etc%, and onl"
words of another and an e3*all" partic*lar
meaning can pla" the part of a cognate
acc*sati!e, etc% The teacher wo*ld do well
to ma)e for himself, as the +oo) progressed,
a collection of short sentences ill*strating all
the possi+le )inds of acc*sati!es (as "et
Le professe*r po*ssera l46lD!e 5 garder ceci
clairement 5 l4esprit : n4importe 3*el
acc*satif pe*t 8tre o+:et direct, s*:et o*
attri+*t d* s*:et d4*n infinitif, mais se*ls des
mots de sens partic*lier pe*!ent 8tre
emplo"6s po*r l4e,pression de la d*r6e, etc%,
et se*ls d4a*tres mots, de sens to*t a*ssi
sp6cifi3*e, pe*!ent :o*er le rJle d4acc*satif
ad!er+ial, etc% Al est conseill6 a* professe*r
de se fa+ri3*er, a* f*r et 5 mes*re 3*4il
a!ance dans le man*el, *ne liste de co*rtes
phrases 3*i ill*streront to*tes les sortes
)nown to the p*pil) in which a gi!en word,
li)e 5aesarem, annos, vitam, ma" occ*r
(and, of co*rse, similar collections for the
other cases)- and to r*n thro*gh one of these
collections fre3*entl", perhaps dail", with
the class, *sing no >nglish% Thro*gho*t this
progress, it will +e noted, nothing has been
allowed to lapse% The wa" descri+ed of
loo)ing at all the possi+le meanings of (sa")
an acc*sati!e, seen or heard, constit*tes a
contin*al re!iew of the sharpest nat*re, and,
f*rthermore, of that !er" pers*asi!e and
pressing )ind which loo)s toward immediate
and constant practical *se%
possi+les d4acc*satifs (3*e conna7t l46lD!e 5
ce stade de la progression) celles 3*i sont
possi+les po*r *n mot donn6, par e,%
5aesarem, annos, vitam% (Cn fera +ien s9r
des listes sem+la+les po*r les a*tres cas%) Cn
r6!isera ces listes en classe fr63*emment,
pe*t;8tre *ne liste par :o*r, sans passer par
l4anglais% A* co*rs de cette progression, on
est pri6 de le noter, on ne laissera pas de
lac*ne s4installer% Cette maniDre de r6!iser
contin*ellement to*s les sens possi+les d4*n
acc*satif (ce n4est 3*4*n e,emple), 3*4il soit
!* o* entend*, est *n o*til des pl*s pr6cis :
son efficacit6 et sa force d6pendent de sa
mise en prati3*e imm6diate et r6g*liDre%
'% .ollowing these methods, the p*pil will
s*rel", if the e,ercises of translating at
hearing and *nderstanding at hearing witho*t
translating are )ept *p, ha!e o+tained, +" the
time he reaches the end of the +oo), the
power to catch the force of the acc*sati!e
constr*ctions, in short and simple sentences,
with correctness and without conscious
operations of reasoning% .or his !er"
familiarit" with all the possi+ilities of
acc*sati!e constr*ctions for words of one
and another meaning will ha!e +ro*ght him
into a condition in which, on the one side, he
will WAAT, C(>0;=A02>2, for the word
or words that shall determine which meaning
the spea)er had in his own tho*ght (if, as
mostl", those words are "et to come)- and,
on the other, will, +" a tact now grown
*nconscio*s, A0/TA0CTA?>L1
A((R>H>02, when the determining word
or words arri!e, what that meaning was- in
short, he will ha!e made a good +eginning of
*nderstanding the Roman lang*age as it was
*nderstood +" Roman hearers and Roman
readers%
The s)etch here gi!en for the treatment of
the acc*sati!e constr*ctions s*ggests the
wa" in which an" set of constr*ctions sho*ld
+e managed% A append a few specimens of
the res*lts for this and that class of words in
a n*m+er of cases% A grant that the
en*meration for the a+lati!e, and e!en for
the geniti!e, is of pro!o)ing sweep- +*t this
is onl" e3*i!alent to sa"ing that the n*m+er
/4il appli3*e ces m6thodes, et si les e,ercices
de trad*ction aprDs 6co*te et de
compr6hension orale sans trad*ction sont
po*rs*i!is, l46lD!e a*ra ac3*is, 3*and il
atteindra la fin d* man*el, la capacit6 de
saisir correctement la nat*re des
constr*ctions 5 l4acc*satif, dans des phrases
co*rtes et simples, et cela, sans op6rations
mentales conscientes% >n effet, les
diff6rentes interpr6tations possi+les de la
constr*ction acc*sati!e, po*r des mots de
to*tes sortes, l*i seront tellement familiDres
3*4il po*rra, d4*ne part, ATT>02R>,
L4>/(RAT GRA02 C?>RT, le o* les
mots 3*i l*i rendront 6!ident le sens !o*l*
par l4a*te*r (to*t d* moins, si ces mots se
tro*!ent dans la s*ite de la phrase, comme
c4est le cas la pl*part d* temps) et 3*4il
po*rra, d4a*tre part, (>RC>?CAR
A0/TA0CTA?>=>0T, par *ne sorte de
si,iDme sens, la +onne sol*tion dDs l4arri!6e
d* o* des mots significatifs% #ref, il a*ra e*
*n +on d6part po*r comprendre la lang*e des
Romains telle 3*4elle 6tait per<*e par les
Romains 3*and ils l4entendaient o* 3*4ils la
lisaient%
Le modDle donn6 ici po*r le traitement des
constr*ctions de l4acc*satif pe*t 8tre
appli3*6 5 n4importe 3*elle a*tre s6rie de
constr*ctions% Ee !ais contin*er par 3*el3*es
e,emples de ce 3*e cela entra7ne po*r
diff6rentes cat6gories de mots et 5 d4a*tres
cas% Ee reconnais +ien !olontiers 3*e, po*r
l4a+latif, et m8me po*r le g6nitif,
of meanings of the a+lati!e and geniti!e
cases which a "o*ng st*dent m*st learn,
*nder whatsoe!er method, is great%
l46n*m6ration est d4*ne long*e*r
impressionnante - mais cela re!ient 5 dire
3*e la 3*antit6 des significations possi+les
de l4a+latif et d* g6nitif 3*e le :e*ne 6lD!e
doit assimiler, et ceci 3*elle 3*e soit la
m6thode, est consid6ra+le%
&% The geniti!e of an" prono*n ma" +e fo*nd
to mean the possessor of some thing or of
some acti!it" (the acti!it" +eing e,pressed in
a !er+al no*n), or the ob;ect of some acti!it"
(e,pressed in a no*n, an ad:ecti!e, or some
one of a certain list of !er+s), or the whole of
which some other word e,presses a part, M
ma" +e, then, either sub;ecti"e, or ob;ecti"e,
or partiti"e- or it ma" simpl" +elong to
some no*n, :*st as an ad:ecti!e does% The
geniti!e of an" no*n (sa" civitatis) ma"
pro!e to +e either sub;ecti"e, or ob;ecti"e, or
partiti"e, or in apposition with some other
geniti!e% The geniti!e of a no*n li)e
periculi ma" pro!e to +e either appositi"e,
or sub;ecti"e, or ob;ecti"e, or partiti"e, or (if
modified +" a no*n or participle)
qualitati"e% The geniti!e of a no*n
indicating an act or mental state of a bad
nature ma" +e either appositi"e, or
sub;ecti"e, or ob;ecti"e, incl*ding a crime
charged or a penalty ad;udged, or ma" +e
partiti"e% A geniti!e magni ma" agree with
a no*n, or ma" mean the "alue of something%
Le g6nitif de n4importe 3*el pronom pe*t
e,primer le possesseur d4*ne chose o* d4*ne
acti!it6 (acti!it6 s4e,primant par *n nom
!er+al) - o* +ien l4ob;et d4*ne acti!it6
(s4e,primant par *n nom, *n ad:ectif, o* *n
!er+e d4*ne cat6gorie partic*liDre) - o* +ien
encore a* tout dont *n a*tre mot e,primera
*ne partie - a*trement dit, le g6nitif pe*t 8tre
sub;ectif, ob;ectif o* partitif% Al pe*t a*ssi
8tre simplement associ6 5 *n nom, to*t
comme *n ad:ectif% Le g6nitif de n4importe
3*el nom (par e,% civitatis) po*rra 3*ant 5
l*i se r6!6ler bsub;ectif, ob;ectif, partitif, o*
en apposition 5 *n a*tre g6nitif% Le g6nitif
d4*n nom comme periculi sera apposition,
sub;ectif, ob;ectif, partitif, o* +ien qualitatif
(s4il est modifi6 par *n nom o* par *n
participe)% Le g6nitif d4*n nom 3*i d6note
*ne ma*!aise action o* *ne ma*!aise
disposition mentale sera apposition,
sub;ectif, ob;ectif, comprenant l4id6e de chef
d4acc*sation o* de prononciation d4*ne
peine, et po*rra 6galement 8tre partitif% Le
g6nitif magni s4accordera a!ec *n nom, o*
+ien signifiera la "aleur de 3*el3*e chose%
V% The dati!e of an" word ma" mean the
person or thing indirectly concerned in an
act or state e,pressed +" a no*n or an
ad:ecti!e or a gro*p of words% The dati!e of
the name of a person (sa" 5aesari) ma"
ha!e this general meaning, or, in one or
another special phase of it, ma" mean the
person concerned in an obligation indicated
+" a ger*ndi!e (the agent), or the possessor
of something% The dati!e of a word li)e
dolori, laudi, etc%, ma" mean, in a general
wa", the thing indirectly concerned, or, with
a special phase of that idea, ma" mean the
end ser"ed%
Le datif de n4importe 3*el nom pe*t ren!o"er
5 la personne ou la chose indirectement
concern!e par une action ou par un !tat
e,prim6s par *n nom, *n ad:ectif, o* *n
gro*pe de mots% Le datif d4*n nom de
personne (par e,% 5aesari), en pl*s de cet
emploi g6n6ral, po*rra rele!er d4applications
partic*liDres de cel*i;ci, 5 sa!oir ren!o"er 5
la personne concern!e dans une obligation
indi3*6e par *n ad:ectif !er+al (son agent),
o* +ien a* possesseur de 3*el3*e chose% Le
datif de mots comme dolori, laudi, etc% pe*t
signifier la chose indirectement concern!e
o* +ien le but poursui"i, application
partic*liDre de la m8me id6e%
0o*s a!ons d6:5 parl6 de l4acc*satif% I*ant
a* !ocatif, il ne pose pas de pro+lDmes,
po*r!* 3*4on ne se trompe pas s*r sa forme%
1W% The a+lati!e is a case to +e dreaded% An
general, it sho*ld, li)e other cases, +e c*t *p
as little as possi+le% /omething can +e done
+" proceeding from the three ideas of the
starting2point, the means, and the place (true
ablati"e, instrumental, and locati"e), as in
2r% LeightonLs ta+le on p% @VW, and the ta+le
on p% @NK of the Allen $ Greeno*gh
Grammar- +*t the +est intentions on the
part of grammarians and teachers ha!e not
"et made the matter eas" for the learner% The
s*ggestions to +e gi!en here m*st go +e"ond
these three di!isions%
0earl" all a+lati!es can +e absolute, or can
depend upon a comparati"e, or on a word
li)e dignus or contentus% #eside this, a
proper name (sa" 5aesare) ma" +e in the
a+lati!e of so*rce, after some word li)e
genitus, tho*gh s*ch a form of e,pression is
nat*rall" rare in the prose read +efore going
to college% Cf co*rse s*ch a word cannot +e
in the a+lati!e of means (in the narrower
sense), or of specification, or of time, or of
degree of difference% A word li)e die,
howe!er, +eside the general possi+ilities,
ma" indicate time, or the degree of
difference, a word li)e auro means or price,
a word li)e capite description, etc% A shall
not attempt here a complete list of
s*ggestions% An general, in spite of the
comple,it" of the *ses of the a+lati!e, the
learner is less li)el" to go +adl" astra" in
dealing with this case in act*al practice than
in dealing with the geniti!e or the
acc*sati!e%
Cne point not "et to*ched *pon is of the
gra!est conse3*ence% when a form occ*rs
which ma" +e in either of two cases, or e!en
possi+l" in an" one of three or fo*r cases,
the p*pil sho*ld not allow himself to
s*ppose that he )nows the case, e!en if a
pro+a+ilit" presents itself at once% >%g%, a
st*dent reading in #%G%1%B, and passing +"
ea (his rebus adducti et auctoritate
L4a+latif est *n cas redo*ta+le% >n g6n6ral, il
con!ient de le traiter comme les a*tres cas,
c4est;5;dire d46!iter de le d6co*per en
tranches trop nom+re*ses% Cn pe*t s4app*"er
s*r les trois id6es principales de point de
d!part, de moyen et de lieu ("!ritable
ablatif, instrumental et locatif), mentionn6es
dans le ta+lea* p% @VW de l4o*!rage d* 2r
Leighton et dans cel*i de la p% @NK de la
Grammaire d4Allen et Greeno*gh, mais les
meille*res intentions des grammairiens et
des professe*rs n4ont pas :*s3*45 pr6sent
+ea*co*p facilit6 la tOche de l46lD!e% =es
propositions iront a*;del5 de cette di!ision
tripartite%
(res3*e to*s les a+latifs pe*!ent 8tre
absolus, o* +ien compl!ments d'un
comparatif o* d4*n mot comme dignus o*
contentus% >n o*tre, *n nom propre (disons
5aesare) pe*t 8tre 5 l4a+latif d4origine, aprDs
*n mot comme genitus, 3*oi3*4*ne telle
forme soit nat*rellement rare dans la prose
6t*di6e a!ant l4entr6e 5 l4*ni!ersit6% #ien s9r,
*n mot comme cel*i;l5 ne pe*t pas 8tre 5
l4a+latif de moyen (a* sens 6troit), ni 5 cel*i
de relation o* de temps o* de degr! de
diff!rence% n mot comme die, par contre,
en pl*s des emplois ha+it*els, pe*t indi3*er
le temps o* le degr! de diff!rence - *n mot
comme auro, le moyen o* le prix - *n mot
comme capite la description, etc% Ee ne !ais
pas tenter de dresser ici *ne liste complDte%
>n prati3*e, malgr6 la comple,it6 des
emplois de l4a+latif, l46lD!e est g6n6ralement
moins s*scepti+le de totalement s46garer
3*4a!ec le g6nitif o* l4acc*satif%
n point 3*e :e n4ai pas encore a+ord6 et 3*i
est de la pl*s grande importance : 3*and
l46lD!e rencontre *ne forme 3*i pe*t
correspondre 5 *n o* de*, cas, o* m8me 5
trois o* 3*atre, il ne doit pas se permettre de
d6cider a priori de 3*el cas il s4agit, m8me si
*ne sol*tion l*i para7t 6!idente d* premier
co*p% (ar e,emple, *n 6t*diant 3*i lit
Frgetorigis permoti constituerunt ea,
quae, etc%), ma" easil" s*ppose ea to +e the
o+:ect of constituerunt, instead of waiting
*ntil con!iction of some )ind is forced *pon
him +" the remainder of the sentence- which
con!iction will pro!e to +e that ea was the
o+:ect, not of constituerunt, +*t of an
infiniti!e which is not reached *ntil the
quae;cla*se is finished% The direction to the
st*dent sho*ld +e: <a"e your eyes open, but
>eep in doubt as long as possible- in a word,
THA0G, and WAAT%
?er+al constr*ctions sho*ld +e dealt with in
a similar wa"% The possi+ilities after
con:*nctions sho*ld, in partic*lar, +e entirel"
familiar% Gi!en a quamquam or a quamvis,
the st*dent sho*ld +e a+le to tell instantl"
what is coming% Gi!en an antequam, he
sho*ld )now precisel" what the two ideas
are, either one of which ma" possi+l" +e in
the spea)erLs mind, and +" what mode each
was e,pressed +" the Romans% Gi!en an ut,
he sho*ld )now the f*ll range of ideas
possi+le for the spea)er to ha!e when he so
+egins a cla*se, and +" what constr*ction
each of these ideas is e,pressed% And in
partic*lar it will +e fo*nd *sef*l to set +efore
the class the whole range of !er+al
constr*ctions that are capa+le of ser!ing as
the o+:ect or the s*+:ect or a !er+
(s*+stanti!e cla*ses), and to as) them which
and how man" of these a gi!en !er+ or
phrase ma" ta)e% These s*+stanti!e cla*ses
are as follows: M
The indirect statement of fact (infiniti!e)%
The indirect 3*estion of fact%
The indirect deli+erati!e 3*estion%
The final cla*se%
The consec*ti!e cla*se%
#%G%1%B, et 3*i tom+e s*r ea (his rebus
adducti et auctoritate Frgetorigis permoti
constituerunt ea, quae, etc%), pe*t
facilement s*pposer 3*e ea est l4o+:et de
constituerunt, a* lie* d4attendre 3*4*ne
pre*!e l*i en soit donn6e par la fin de la
phrase : finalement la pre*!e sera faite 3*e
ea est +ien l4o+:et, non pas de constituerunt,
mais d4*n infinitif 3*i n4arri!era 3*45 la fin de
la proposition introd*ite par quae% Cn doit
donner ce conseil 5 l46lD!e : Earde4 les yeux
ou"erts, mais reste4 dans le doute le plus
longtemps possible - a*trement dit
R^.L^CHA//>] et ATT>02>]%
Cn procDdera de la m8me fa<on po*r les
constr*ctions !er+ales% Cn !eillera en
partic*lier 5 ce 3*e l46lD!e soit complDtement
familiaris6 a!ec les diff6rentes str*ct*res 3*i
pe*!ent s*i!re *ne con:onction% 2e!ant *n
quamquam o* *n quamvis, l46lD!e doit 8tre
5 m8me de dire imm6diatement 3*elle !a
8tre la s*ite% 2e!ant *n antequam, il doit
conna7tre pr6cis6ment les de*, id6es 3*i
pe*!ent 8tre pr6sentes 5 l4esprit de l4a*te*r, et
le mode par le3*el les Romains e,primaient
chac*ne de ces id6es% 2e!ant *n ut, il fa*t
3*4il connaisse to*t la gamme des diff6rentes
id6es 3*4*n loc*te*r pe*t a!oir 3*and il
commence *ne proposition par ce mot, ainsi
3*e les diff6rentes str*ct*res grammaticales
par les3*elles chac*ne de ces id6es pe*t
s4e,primer% Al s4a!Drera sp6cialement *tile de
pr6senter 5 la classe l46!entail complet des
constr*ctions !er+ales s*scepti+les de ser!ir
d4o+:et o* de s*:et 5 *n !er+e (les
propositions s*+stanti!es ZQ[) et de demander
les3*elles, et com+ien d4entre elles, pe*!ent
8tre associ6es 5 *n !er+e o* 5 *n gro*pe de
mots donn6% Ces propositions s*+stanti!es
ZQ[ sont les s*i!antes :
l4affirmation a* disco*rs indirect ( *ne
infiniti!e)
l4interrogation indirecte
l4interrogation d6li+6rati!e indirecte
la proposition de +*t
la proposition de cons63*ence%
11% 0ow gi!e the class a !er+, dicit, and as)
what possi+le completing !er+al ideas there
2onneU maintenant 5 la classe *n !er+e,
dicit, et demandeU 3*els sont les diff6rents
ma" +e, and what phase of meaning one and
another of these wo*ld indicate for the word
dicit itself% The answer sho*ld +e: the
infiniti"e, if dicit means that a statement is
made- the sub;uncti"e introduced by an
interrogati"e (incl*ding of co*rse ut), if
dicit means the gi!ing of an answer to a
3*estion of fact or a deli+erate 3*estion- the
sub;uncti"e with ut or ne, if dicit means the
gi!ing of a direction% The s*+stanti!e
consec*ti!e cla*se, it is, of co*rse,
impossi+le for dicit to ta)e% Cn the other
hand, the meaning of a word li)e effecit is
s*ch that it can ta)e the s*+stanti!e
consec*ti!e cla*se and can ta)e no other- so
that, *nless we find a clear acc*sati!e o+:ect,
we are s*re, *pon meeting an efficit, that a
!er+al o+:ect introd*ced +" ut or ut non is
sooner or later to come% A !er+ li)e peto can
ta)e onl" a s*+stanti!e final cla*se, a !er+
li)e quaero onl" an interrogati!e s*+stanti!e
cla*se (either a 3*estion of fact, or a
deli+erati!e 3*estion), etc% To loo) at these
matters in this partic*lar wa" is of great
*sef*lness% Af, for e,ample, the clas is
translating at hearing, in Cat# $ai# *,, the
anecdote +eginning quin etiam memoriae
proditum est, e!er"+od" sho*ld at this point
instantl" recogniUe that an infiniti!e of
statement is sooner or later ine!ita+le, and,
)nowing the Latin ha+it of arrangement,
sho*ld at once associate with that impending
infiniti!e statement all the inter!ening
matter, cum Athenis ludis quidam in
theatrum, etc% The same thing is seen, with
a m*ch +riefer s*spense, in CaesarLs id si
fieret, intellegebat magno periculo, etc%,
#%G% 1%1W%@%
compl6ments possi+les et 3*elle n*ance
chac*ne de ces constr*ctions !er+ales
a:o*tera a* sens de dicit% ?oici les r6ponses
attend*es : l4infiniti"e, dans le cas oP dicit
amDne *ne affirmation - le sub;onctif
introd*it par *n mot interrogatif (" compris
ut, +ien s9r), et alors dicit indi3*e *ne
r6ponse 5 *ne 3*estion, 3*4elle soit
d6li+6rati!e o* non - le s*+:onctif a!ec ut o*
ne, et dicit signifie alors 3*4*ne directi!e est
donn6e% 0at*rellement, dicit n4admet pas de
proposition compl6ti!e de cons63*ence% Le
s6mantisme d4*n mot comme efficit, par
contre, est tel 3*4on ne pe*t tro*!er aprDs ce
!er+e 3*4*ne proposition compl6ti!e de
cons63*ence, et n*lle a*tre, et donc, 5 moins
de l*i tro*!er *n o+:et 5 l4acc*satif 3*i soit
6!ident, on est s9r, a!ec *n efficit de !oir
arri!er tJt o* tard *ne s*+ordonn6e
compl6ti!e introd*ite par ut o* par ut non%
n !er+e comme peto admettra se*lement
*ne compl6ti!e de +*t, quaero, *ne
interrogati!e indirecte (d6li+6rati!e o* non),
etc% Al est de la pl*s grande *tilit6 d4en!isager
les choses de cette maniDre% n e,emple : la
classe est en train de trad*ire 5 l46co*te
l4anecdote 3*i commence par quin etiam
memoriae proditum est, dans Cat# $ai# *, -
to*s sont 5 m8me de d6celer instantan6ment
3*4*ne infiniti!e d4affirmation est in6!ita+le
5 pl*s o* moins +rD!e 6ch6ance - et comme
ils sa!ent parfaitement comment s4organise
*ne phrase latine, ils relient imm6diatement
5 cette affirmation retard6e to*t ce 3*i est
mentionn6 a!ant elle, cum Athenis ludis
quidam in theatrum, etc% Le m8me
ph6nomDne, a!ec *n s*spense +ea*co*p pl*s
co*rt, se prod*it cheU C6sar, #%G% A, 1W, @, id
si fieret, intellegebat magno periculo, etc%
1@% =ost of the things th*s far mentioned
will +e familiar to the st*dent +efore he
lea!es his introd*ctor" +oo) and +egins
Caesar% At this point, he ta)es *p sentences
more comple,, and "et in the main
containing no new principles% His teacher
can now do him a great ser!ice +" reading
alo*d +oth familiar and new sentences, in
s*ch a wa" as to throw the parts into
masses- and +" teaching the st*dent to do
the same in what he has alread" read% >%g%,
L46lD!e a*ra ac3*is la pl*part des notions
mentionn6es :*s3*45 pr6sent a!ant d4a!oir
fini son li!re 6l6mentaire et de commencer
l46t*de de C6sar% C4est alors 3*4il a+orde des
phrases pl*s comple,es, et 3*i po*rtant, po*r
l4essentiel, ne comportent pas de no*!ea*t6s%
Le professe*r pe*t maintenant 8tre d4*n
grand seco*rs s4il lit 5 ha*te !oi, les phrases,
conn*es o* non, en reliant les diff6rentes
parties po*r former des gro*pes pl*s
6tend*s, et en apprenant 5 l46lD!e 5 faire de
in #%G% 1%&, the words ea legione quam
secum habebat form one idea and sho*ld +e
gi!en witho*t separation- the words
militibusque qui ex provincia convenerant
form another, connected, after a slight pa*se,
with the former gro*p- the sentence qui
fines #equanorum ab Helvetiis dividit
sho*ld +e deli!ered as a single mass, and in
s*ch a manner as to show that it is a piece of
parenthetical e,planation% An this wa", the
teacher can ma)e his hearers feel that this
longish sentence of fi!e lines, with its !er+
held *p to the last place, is reall" entirel"
simple% He sho*ld also call attention to the
!er" common pointings;forward to an
e,planator" sentence, which are effected +"
prono*ns and pronominal ad!er+s, as, e%g%,
in id in 1%B1%@ (non minus se id
contendere) which, as the meaning of
contendere tells *s, m*st +e e,plained to *s
later in a s*+stanti!e p*rpose cla*se- as in
hoc in 1%B@%K (respondit hoc esse
miseriorem et graviorem fortunam),
which m*st +e e,plained later either +" a
quo in a sentence containing another
comparati!e, or +" a quod;sentence
containing a statement of fact- as in haec in
1%KW%11 (haec sibi esse curae), which m*st
+e e,plained +" a s*+stanti!e final cla*se, or
+" an infiniti!e- as in an ita, loo)ing
forward to an ut; or si;cla*se, or an
infiniti!e- etc%, etc%
m8me a!ec les te,tes d6:5 6t*di6s% (ar e,%,
dans #%G%1%&, les mots ea legione quam
secum habebat forment *n to*t, et doi!ent
8tre 6nonc6s sans co*p*re - les mots
militibusque qui ex provincia convenerant
en forment *n a*tre, :oint a* premier aprDs
*ne l6gDre pa*se - la phrase qui fines
#equanorum ab Helvetiis dividit doit 8tre
l*e d4*n se*l tenant, et de maniDre 5 montrer
3*e c4est *ne e,plication mise en incise%
?oil5 comment le professe*r pe*t faire sentir
5 son a*ditoire 3*e cette phrase de cin3
lignes, pl*tJt long*e, a!ec son !er+e 3*i
n4arri!e 3*45 la fin, est en r6alit6 d4*ne
e,tr8me simplicit6% Al fa*t a*ssi attirer
l4attention des 6lD!es s*r ces mots trDs
co*rants, pronoms et ad!er+es pronomina*,,
3*i annoncent *ne e,plication - par e,% id de
1%B1%@ (non minus se id contendere), 3*i
de!ra +ien, comme no*s le laisse entendre le
sens de contendere, tro*!er son e,plication
dans *ne compl6ti!e de +*t - 6galement, hoc,
dans 1%B@%K (respondit hoc esse miseriorem
et graviorem fortunam), 3*i sera forc6ment
e,pli3*6 pl*s loin par *n quo s*i!i d4*n
a*tre comparatif, o* par quod introd*isant
*ne affirmation - haec de 1%KW%11 (haec sibi
esse curae) doit a!oir *ne s*ite dans *ne
compl6ti!e de +*t, o* alors dans *ne
infiniti!e - ita est le pr6c*rse*r d4*ne
proposition introd*ite par ut o* par si, o*
+ien cel*i d4*ne infiniti!e, etc%, etc%
1B% The teacher will all the while )now !er"
well what things his class is familiar with,
and what it is not familiar with, and will
accordingl" drop 3*estions *pon the former
and contin*e them *pon the latter% #*t *p to
the !er" end, there sho*ld +e stated e,ercises
in translation at hearing, sa" once a wee),
with caref*l 3*estions *pon points critical
for the apprehension of the meaning- the
passages themsel!es to +e committed to
memor" later% This is the most effecti!e
engine of the method, M the s*rest wa" of
de!eloping and )eeping *p the ha+its of
watchf*lness and of willingness to wait%
Le professe*r, sachant 5 to*t moment 3*els
points sa classe ma7trise d6:5, et 3*els points
sont no*!ea*, po*r elle, concentrera ses
3*estions s*r ce*,;ci, en laissant de cJt6
ce*,;l5% =ais :*s3*45 la fin, il fa*t faire
r6g*liDrement, par e,% *ne fois par semaine,
des e,ercices de trad*ction aprDs 6co*te,
assortis de 3*estions soigne*sement pos6es
s*r les points essentiels po*r la
compr6hension d* sens - les passages ainsi
6t*di6s seront m6moris6s pl*s tard% C4est l5
le mote*r le pl*s efficace de la m6thode, le
mo"en le pl*s s9r de d6!elopper et
d4entretenir les ha+it*des de !igilance et de
patience attenti!e%
1K% And now a +rief s*mmar" of
s*ggestions, in which A will address m"self
>t maintenant 3*el3*es conseils, destin6s a*
professe*r% 2Ds le d6+*t, faites sentir 5
directl" to the teacher%At the o*tset, ma)e the
st*dent feel that the Latin lang*age was once
an e"ery2day tongue of men, women, and
children- a tong*e in which people not onl"
wrote +oo)s, +*t dined, and pla"ed tennis- a
lang*age spo)en, and *nderstood as spo)en%
2irect him, therefore, to aim to associate
meaning with the so*nd of the word, not
merel" with gro*ps of letters on a page% Tell
him, as he commits his !oca+*lar" to
memor", to lift his e"e from the printed
word, and repeat again and again, in
imagination, the spo)en word, so that when
he hears it from his teacher, he will feel its
force immediatel"%
l46lD!e 3*e le latin f*t a*trefois *ne lang*e
parl6e 3*otidiennement par des hommes, des
femmes et des enfants - *ne lang*e dans
la3*elle des gens non se*lement 6cri!aient
des li!res, mais prenaient le*rs repas, et
:o*aient a* tennis - *ne lang*e orale, et
comprise 5 l4oral% 2onc, conseilleU;l*i
d4essa"er d4associer le sens a* son d* mot, et
de ne pas se contenter de comprendre des
gro*pes de lettres imprim6es% 2ites;l*i de
m6moriser son !oca+*laire en le!ant les
"e*, de la page, et en r6p6tant dans son
imagination le son d* mot, encore et encore,
de telle sorte 3*4il p*isse sentir sa force dDs
3*4il l4entendra de la +o*che de son
professe*r%
1N% Thro*gho*t the introd*ctor" lesson;
+oo), cond*ct the translation of the re!iew
and of the ad!ance at hearing, and, in the
same wa", ha!e the st*dent, his +oo) +eing
closed, p*t the printed >nglish sentences into
Latin as "o* deli!er them to him% Af "o* do
this from the first, he will +e a+le, +" the
time the lesson;+oo) is finished, to e,press a
sentence of considera+le length in Latin,
grasping it as a whole, instead of t*rning one
word into Latin, and then another, and so on,
in piecemeal fashion%
To*t a* long de l46t*de d* man*el
6l6mentaire, meneU la trad*ction de la le<on
!*e pr6c6demment et celle de la no*!elle
le<on, 5 l4oral, et proc6deU de m8me po*r la
trad*ction d4anglais en latin des phrases d*
li!re - l46lD!e gardera cel*i;ci ferm6 et il
trad*ira en !o*s 6co*tant% /i !o*s agisseU
ainsi dDs le d6+*t, il po*rra, 3*and il arri!era
5 la fin d* man*el, 6noncer des phrases trDs
long*es en latin, en les consid6rant comme
*n to*t, a* lie* de trad*ire *n mot aprDs
l4a*tre, de fa<on d6co*s*e%
1H% Af "o* can get time for preparation, aim
at repetition, ma)ing for "o*r own *se, in
connection with each lesson in the +oo), a
gro*p of sentences which, emplo"ing the
!oca+*lar" alread" ac3*ired, shall proceed
from change to change with +*t a slight
difference each time% A simple e,ample of
what A mean ma" +e recalled from pp% @N;
@H%
1K
An this matter, M the insisting *pon the
!al*e of repetition, M the /a*!e*r method is
3*ite right% As the st*dent learns one new *se
after another, sa" of the acc*sati!e, help him
to get a clear and practicall" ser!icea+le idea
of the possi+ilities of range of one and
another )ind of word, as 5aesarem, mille
passuum, annum, multum%
?iseU la r6p6tition : si !o*s a!eU le temps,
pr6pareU po*r !otre *sage personnel, et en
rapport a!ec cha3*e le<on d* li!re, *ne liste
de phrases 3*i, to*t en *tilisant le
!oca+*laire d6:5 ac3*is, pr6senteront 5
cha3*e fois *ne petite diff6rence% E4ai donn6
*n e,emple simple de ce 3*e :4entends par l5
a*, pages @N;@H
1K
% /*r ce point T la !ale*r
ind6nia+le de la r6p6tition T la m6thode
/a*!e*r est parfaitement :*stifi6e%
A* f*r et 5 mes*re 3*e l46lD!e apprend *n
emploi aprDs l4a*tre de l4acc*satif (c4est *n
e,emple), aideU;le 5 se former des id6es
claires et faciles 5 mettre en prati3*e s*r
l46!entail de possi+ilit6s 3*i e,istent po*r
differentes cat6gories de mots, comme
5aesarem, mille passuum, annum,
multum%
1'% An a similar wa", help him to classif"
ideas that are e,pressed +" !er+al
constr*ctions, especiall" in s*+ordinate
cla*ses% Let him, for e,ample, )now with
perfect familiarit" what two )inds of
ad!ersati!e ideas e,ist in the nat*re of
things, and +" what mode these are
respecti!el" e,pressed in Latin (of the period
which he is dealing with), and with what
introd*ctor" particles% Let him )now
familiarl" what two ideas one ma" ha!e in
mind in *sing an antequam;constr*ction, a
dum;constr*ction, and so on, and how these
ideas are e,pressed%
#" the time he has finished the introd*ctor"
+oo), he will in this wa" ha!e made the
intelligent ac3*aintance of !er" nearl" all the
constr*ctions of the lang*age, and sho*ld
ha!e them all in wor)ing order, li)e familiar
tools%
2e m8me, aideU;le 5 classer les id6es 3*i
s4e,priment par des constr*ctions !er+ales,
s*rto*t dans les propositions s*+ordonn6es%
I*4il sache parfaitement, par e,emple,
3*elles sont les de*, sortes de notions
ad!ersati!es 3*i e,istent nat*rellement, et
par 3*el mode chac*ne d4elles se rend en
latin (cel*i de la p6riode 6t*di6e 5 ce
moment;l5), et par 3*elles partic*les elles
sont introd*ites% I*4il connaisse 5 fond les
de*, id6es possi+les a!ec *ne constr*ction
en antequam, en dum, et ainsi de s*ite, et la
maniDre dont ces id6es s4e,priment%
I*and il a*ra atteint la fin de son man*el
6l6mentaire, il a*ra fait connaissance,
intelligemment, de pres3*e to*tes les
constr*ctions, et il sa*ra comment les
organiser et les *tiliser, comme a*tant
d4instr*ments de la !ie 3*otidienne%
1&% When "o* come to Caesar, do not let
"o*r class ma)e the first pl*nge alone, +*t
for a n*m+er of da"s carr" them thro*gh the
ad!ance "o*rself, a!oiding translation on
"o*r own part as far as possi+le, reading the
Latin to them in "o*r !er" +est and most
helpf*l manner, and pointing o*t order and
constr*ction% Thro*gho*t the Caesar and
Cicero (A sho*ld sa" precisel" the same thing
of the Anabasis) ha!e the re!iew of each da"
prepared to +e translated at hearing%
>nco*rage "o*r st*dents to learn to deli!er
the Latin well +" appointing a promising
reader, from time to time, to prepare himself
in ad!ance to read the re!iew to the class in
"o*r stead% Let him stand at "o*r side with
his e"e *pon his fellow;st*dents- and as he
finishes a sentence, or s*ch part of a
sentence as shall +e +est to gi!e in a l*mp,
do "o* "o*rself name the st*dent who shall
translate%
I*and !o*s a+ordeU C6sar, ne laisseU pas
!os 6lD!es faire to*s se*ls le premier
plongeon, mais g*ideU;les dans l46t*de d*
te,te inconn* pendant *n certain nom+re de
s6ances, en 6!itant le pl*s possi+le de le*r
donner !otre trad*ction, en le*r lisant le
te,te en latin d* mie*, 3*e !o*s po*rreU,
afin de faciliter le*r compr6hension, et en
le*r faisant remar3*er l4ordre des mots et les
constr*ctions% (o*r C6sar et Cic6ron (et ce
conseil !a*drait a*ssi po*r l4Ana+ase), faites
to*s les :o*rs en sorte 3*e le passage d6:5
6t*di6 soit trad*it aprDs 6co*te% AppreneU 5
!os 6lD!es 5 +ien prononcer le latin, et
enco*rageU;les dans cette !oie en d6signant
de temps 5 a*tre *n lecte*r 3*i promette, et
en l*i confiant la pr6paration de la lect*re d*
te,te conn*, 3*4il fera 5 !otre place% Al se
tiendra 5 !os cJt6s, l4oeil s*r ses condisciples
- dDs 3*4il a*ra fini *ne phrase, o* *ne partie
de phrase 3*i forme *n to*t coh6rent, !o*s
d6signereU !o*s;m8me l46lD!e 3*i trad*ira%
1V% #e s*re that "o* constantl" treat
constr*ctions as means of expressing certain
ideas, not as mere e,emplifications of r*les%
And, to enforce this !iew, as well as for
man" other reasons, watch constantl" the
Ass*reU;!o*s de to*:o*rs consid6rer 3*e les
constr*ctions sont des mo"ens d4e,primer
des id6es, et non pas simplement des
e,emples de rDgles grammaticales% >t po*r
+ien faire comprendre ce point de !*e, ainsi
de!elopment of ideas in dealing with
sentences which "o*r st*dents ha!e not seen
+efore, and, in "o*r 3*estioning for written
answers, or for "i"a "oce answers, call
attention to point after point in the grad*al
*nfolding of the meaning, demanding all the
time what A ha!e elsewhere called
anticipatory parsing% And ha!e a good deal
of memoriUing and reciting of these selected
passages%
3*e po*r de nom+re*ses a*tres raisons,
porteU *n soin partic*lier et constant 5 la
maniDre dont se d6!eloppent les id6es dans
les phrases 3*i sont no*!elles po*r !os
6lD!es - par !os 3*estions, 3*e !o*s
demandieU des r6ponses 5 l46crit o* 5 l4oral,
attireU le*r attention s*r la maniDre dont le
sens se r6!Dle pe* 5 pe*, en e,igeant to*t le
temps ce 3*e :4ai appel6 aille*rs l'analyse
grammaticale pr!"isionnelle% >t faites;le*r
m6moriser et r6citer de +onnes portions de
ces passages choisis%
@W% Aim to go a little +e"ond the lesson
e!er" da", ha!ing "o*r class read on, not at
sight, +*t at hearing, this additional gro*nd
+eing *nderstood to form a part of the
re!iew at the ne,t meeting%
I*e !otre +*t 5 cha3*e s6ance soit de
prendre *n pe* d4a!ance s*r la le<on
s*i!ante, en contin*ant la lect*re non par
6crit mais par oral, 6tant entend* 3*e le
terrain ainsi gagn6 sera 5 consid6rer comme
5 r6!iser po*r co*rs s*i!ant%
@1% The disad!antage of reading on at sight
is twofold% The st*dent is too apt to loo)
ahead while some one else is *p, preparing
himself to ma)e a good showing if he is
called *pon% And e!en if he does not do this,
he is too read" to r*n his e"e to and fro in
the sentence, not reall" accepting the Latin
order, +*t doing a more or less cle!er piece
of patchwor)% At often happens to me, in
dealing with st*dents who ha!e +een well
practised in sight;reading +efore coming to
the ni!ersit", to read alo*d a sentence
containing onl" familiar words, e!er" one of
which the" catch as it is deli!ered, "et fail to
get an" meaning from the sentence as a
whole- and A commonl" find that, if A will at
once p*t the sentence in the !er" same
words, +*t in the >nglish order, the" will
comprehend it instantl" and witho*t
diffic*lt"% That e,perience pro!es that one
ma" do a deal of sight;reading, "et ne!er
come to )now the Latin order in an"
practical wa"%
1N

La lect*re 5 !*e pr6sente *n do*+le
incon!6nient% L46lD!e a d* mal 5 s4emp8cher,
pendant 3*4*n de ses camarades se fait
interroger, de :eter *n co*p d4oeil 5 ce 3*i
s*it, se pr6parant ainsi 5 +riller si :amais
!ient son to*r% >t m8me lors3*e ce n4est pas
le cas, il n4a 3*e trop tendance 5 laisser son
regard !aga+onder de;ci, de;l5, ref*sant
d4accepter l4ordre des mots en latin, mais se
li!rant 5 *n tra!ail de patchwor) pl*s o*
moins ha+ile% Al m4arri!e so*!ent, 3*and :4ai
affaire 5 des 6t*diants 3*i ont 6t6 +ien
entra7n6s 5 la lect*re 5 !*e a!ant le*r entr6e
5 l4*ni!ersit6, de lire 5 ha*te !oi, *ne phrase
3*i ne contienne 3*e des mots +ien conn*s -
ils comprennent chac*n de ces mots dDs 3*4il
est prononc6, et cependant ils n4arri!ent pas 5
saisir le sens de la phrase - et :e constate
fr63*emment 3*4il me s*ffit de lire
e,actement les m8mes mots, mais en
organisant la phrase 5 la maniDre de l4anglais,
po*r 3*4ils la comprennent instantan6ment et
sans a*c*ne diffic*lt6% Cette e,p6rience
pro*!e 3*4il est possi+le po*r *n 6lD!e
d4a!oir fait +ea*co*p de lect*re 5 !*e, et de
ne :amais par!enir 5 comprendre, en
prati3*e, l4ordre des mots en latin%
1N
@@% .inall", no da" sho*ld pass witho*t
composition% The writing of Latin is one of
the most drear" of intellect*al occ*pations,
>nfin, il ne de!rait " a!oir a*c*ne :o*rn6e
sans r6daction% ^crire d* latin : l4*ne des
tOches intellect*elles 3*i proc*rent le pl*s
or one of the most delightf*l% (rett"
*niforml" it is the former for a +o" who has
not written a Latin sentence from the time he
finished his elementar" +oo) and +egan his
Caesar till, onl" a few months +efore going
to college, he too) *p his special +oo) in
composition for the +are p*rpose of
preparing for the e,amination in that
s*+:ect% The ob;ect of writing .atin in the
preparator" schools is not to get oneLs self
read" to pass an e,amination, +*t to get
oneAs self ready to read .atin- and if that
aim +e intelligentl" p*rs*ed, the e,amination
in writing Latin will ta)e care of itself% The
p*rs*it, howe!er, sho*ld +e incessant% >!er"
da" a n*m+er of sentences +ased *pon the
a*thor in *se at the time sho*ld +e written +"
!ario*s mem+ers of the class, sent to the
+oard for the p*rpose% Time can easil" +e
o+tained +" ha!ing the writing going on
while the class is reciting *pon the re!iew-
after which, corrections sho*ld +e called for
from the class in general%
grand enn*i, o* les pl*s grandes d6lices%
C4est l4enn*i 3*i domine le pl*s so*!ent cheU
le gar<on 3*i n4a pas 6crit *ne se*le phrase
en latin dep*is la fin de son man*el
6l6mentaire et ses d6+*ts dans C6sar, et 3*i,
3*el3*es mois a!ant d4entrer 5 l4*ni!ersit6,
o*!re son li!re de r6daction dans l4*ni3*e
+*t de pr6parer son e,amen d4admission% La
finalit6 de la r6daction latine a* l"c6e n4est
pas de se pr6parer 5 *n e,amen, mais de se
pr6parer 5 lire d* latin - et si ce +*t est
po*rs*i!i intelligemment, l46pre*!e de
r6daction latine ne sera 3*4*ne formalit6% La
po*rs*ite d* +*t, cependant, doit 8tre
incessante% To*s les :o*rs, on fera !enir a*
ta+lea* des 6lD!es de la classe, et on le*r fera
6crire *n certain nom+re de phrases inspir6es
de l4a*te*r 6t*di6 5 ce moment;l5% Cn pe*t
facilement tro*!er d* temps po*r cet
e,ercice en le faisant e,6c*ter pendant 3*4on
interroge les a*tres 6lD!es s*r la le<on, et en
le faisant ens*ite corriger par to*te la classe%
@B% Thro*gho*t the wor) of the preparator"
school, the teacher sho*ld insist *pon it that
what the p*pil is primaril" aiming at is to
learn to read in a great literat*re, with as
slight a +arrier as possi+le +etween him and
his a*thor- and he sho*ld ma)e himself
regard cases, modes, and tenses, and ma)e
his st*dents regard them, as >eys to the
literature, as direct con"eyors of thought
from mind to mind% How the last ma" most
effecti!el" and rapidl" +e done, A ha!e tried
to show% This is all that strictl" falls within
the scope of the present pamphlet% #*t A
cannot for+ear to add that the teacher who is
cond*cting a class thro*gh Caesar, or Cicero,
or ?irgil, sho*ld ne!er lose sight of the fact
that his wor) is not wholl" preparator", M
that he is already dealing with a great
literature% The more he can ma)e his
st*dents see that it is a great literat*re,
thro*gh the !irt*e of his own en:o"ment of
it, and, in partic*lar, thro*gh the power with
which he can read it to them in the Latin, and
the power with which he can train them to
read it themsel!es, the easier will +e his tas),
and the richer its palpa+le rewards- and the
greater will +e his contri+*tion to the s*m
(endant to*te la d*r6e des 6t*des a* l"c6e, le
professe*r doit +ien faire saisir 5 l46lD!e 3*e
le +*t premier est d4apprendre 5 lire de
grandes oe*!res litt6raires, a!ec a*ssi pe*
d4o+stacles 3*e possi+le entre l*i et les
a*te*rs% Al doit s4entra7ner, et entra7ner
l46lD!e, 5 consid6rer les cas, les modes, les
temps, comme des cl6s po*r la litt6rat*re,
comme des o*tils de transmission de pens6e%
La maniDre la pl*s efficace et la pl*s rapide
de par!enir 5 ce dernier point, !oil5 ce 3*e
:4ai tent6 de montrer% C4est l5 le s*:et a*3*el
:e me s*is strictement limit6 dans cette
+roch*re% =ais :e ne pe*, me retenir
d4a:o*ter 3*e le professe*r 3*i fait 6t*dier
C6sar, Cic6ron o* ?irgile 5 sa classe ne doit
:amais perdre de !*e 3*e son tra!ail n4est pas
*ni3*ement pr6liminaire, 3*4il s4occ*pe d6:5
de grande litt6rat*re% /4il par!ient 5 faire
comprendre cela 5 ses 6lD!es, grOce a*
plaisir 3*4il " 6pro*!e l*i;m8me, et pl*s
partic*liDrement grOce 5 l46nergie a!ec
la3*elle il le*r lira les te,tes latins, cette
m8me 6nergie 3*4il le*r apprendra 5 mettre
dans le*r propre lect*re, alors d4a*tant pl*s
facile sera sa tOche, et d4a*tant pl*s grandes
seront les satisfactions tangi+les 3*e celle;ci
total of the classical ed*cation% proc*re, et d4a*tant pl*s !aste sera sa
contri+*tion 5 la somme totale des 6t*des
classi3*es%
@K% This +rings *s to the *ni!ersit", with its
manifold aims, M the st*d" of the literat*re
and of the histor" of its de!elopment, the
comparati!e st*d" of the forms and the
s"nta,, the st*d" of ancient histor" from the
so*rces, the st*d" of ancient life, of ancient
art, etc% All these !ario*s p*rs*its, howe!er,
rest *ltimatel" mainl" *pon the power to
read Latin with ease and speed%
Ce 3*i no*s amDne 5 l4*ni!ersit6, et 5 la
!ari6t6 de ses o+:ectifs : l46t*de de la
litt6rat*re et de son d6!eloppement
histori3*e, l46t*de compar6e des formes et de
la s"nta,e, l46t*de de l4histoire ancienne
d4aprDs les so*rces, l46t*de de la !ie dans le
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