IV. General Erudition. Could not a short description of the cunning fox be given? Or could not a little story be told? Or the adage: cum vulpe vidpinandum, be explained?
Tragicam. A short easy explanation of tragedy might be given. – Cerebrum. The Latin words for other parts of the head should be added.
V. Latinity. Show the order of words and let the pupils imitate it in other sentences, e. g. Fratrem tuum nuper videram, which is better than Fratrem tuum videram nuper.
A short theme may be written in Latin: Fratrem tuum nuper videram. O quanta eruditio, dixi, mercedem non habet.
VI. Morals. The teacher may show that prudence and common sense are preferable to other natural possessions. A short story illustrating this may be told, which could be translated into Latin and repeated by one of the better pupils.
For the sake of comparison we add a schema drawn mostly from the writings of Nägelsbach and Willmann. A careful examination will prove that it is not so different from that of Jouvancy , as might appear at first sight.
I. Preparation. – 1. The passage which is to be prepared by the pupils for the following day, is assigned in class. The teacher gives extensive hints on difficult points, on which the pupils otherwise might lose too much time. (In the lower and middle classes the whole text should be translated. See p. 478.)
there? Who is subject. Whom did you see? Whom is object. – He is there. I saw him. It would be bad English to say: Who did you see, or I saw he. So it is bad Latin to say: Vulpes viderat persona." These examples of whom and him are especially fitted, as they show an ending similar to the Latin.
