whose work has not been regarded as of the best, have been called in aid merely because they have thrown light on translations.

The fullest possible use of all available aids has been made, and due credit has been given in the notes for the source of many comments. In addition, the plan and proof-sheets have been submitted to a goodly number of the best teachers, both in school and college, and for many valuable suggestions and criticisms the editor here acknowledges his indebtedness and expresses his sincere thanks.

E. T. TOMLINSON.

RUTGERS COLLEGE GRAMMAR SCHOOL, NEW BRUNSWICK, NEW JERSEY, March 1, 1886.

t

DIRECTIONS FOR SIGHT-READING.

|IGHT-READING does not imply a full understanding

SIGH

of the Latin vocabulary. It does, however, demand some knowledge of the common words, and a familiarity with the declensions, conjugations, etc., and some knowledge of the Latin sentence. "Sight-reading," in the words of Prof. White, "does not mean the ability to take up the text of a work which we have never seen, and read it off understandingly at once as we might so much English. It means rather the power to read without a lexicon, to read depending on one's self, the rate not being a matter of essential importance, and necessarily varying with different persons and with the same person at different stages of his study." When one remembers that many passages of English require a careful re-reading before their full meaning is grasped, there is small wonder that a complex Latin sentence requires from the student time, patience, and skill before its meaning becomes open and plain.

In general, the following directions will aid the student: 1. Read the sentence carefully through in Latin, noting the endings and important words, but not of necessity with

an effort to translate. A repetition of the reading, if the first reading does not aid, may impart some slight or vague sense of the general idea intended to be conveyed.

2. Look carefully for the leading verb, which is usually to be found in the Indicative Mood. When the leading verb is determined, find its subject. If the verb is transitive, look for its object. The translation of the subject, predicate, and object will usually furnish the key to the sentence. The introductory words will often show whether the clause is dependent or independent, and so whether it contains the dependent or independent verb. Words like the relative pronoun, ut and similar words, are usually to be found in the dependent clauses.

3. Find the words, phrases, or clauses that enlarge or limit the meaning of the subject. Remember such modifiers may be any one of the following: adjective, participle, noun in apposition, noun in genitive case, a relative clause, or a participial phrase.

4. Find the words, phrases, or clauses that enlarge or limit the meaning of the predicate. These may be any one of the following adverb, ablative case, a preposition with its noun, or an adverbial phrase.

5. The object may be enlarged or limited in the same manner as the subject.

6. In all this work, there is always need to carefully

DIRECTIONS FOR SIGHT-READING.

ix

observe the endings of the words, their position, connection, and relation.

7. In determining the meanings of the words, start with the leading or common meaning if possible. Its derived meanings, if required, will become plain with the unfolding of the sentence. With new words, or words seemingly new, try to find their meaning by analysis, taking the stem or root, the prefix and suffix, and the force of each. Leave the words whose meaning cannot be ascertained in this manner until the last, when the context may reveal it.

8. When a sentence consists of a portion within the grasp of the student and of a portion beyond his power, go back to the beginning of the sentence and re-read. Do not fail to connect every sentence with those which have preceded it. This will often throw light upon dark passages. Finally, in sight-reading, polish, especially at first, cannot enter in as an element of translation, as in carefully prepared work, nor ought this to be expected; and yet in a little time the crude and uncouth transferrings of idioms ought to give way to translations, ready and reasonably accurate; and a progress at once inspiring and helpful.