In § 54 the statement is made that the ending of the adjective shows to which noun it belongs. This is true, but be careful not to say that the adjective and noun must have the same ending. See § 84.
In connection with § 55. a, have the class give additional examples in English of predicate and attributive adjectives.
In § 56 we have the first of the dialogues. It is a good plan to have some of these memorized and spoken in parts on the review.
LESSON VII
In the written declension of the nouns (§ 59) insist on the correct marking of the quantities in terminations (see M. 5) and have the translation of each case written out as in § 57.
Effective drill on declension forms may be secured by placing on the board a blank declension scheme as follows:
| Nom. Sing. | |||
| Base | |||
| Declension | |||
| Singular | Plural | ||
| Nom. | |||
| Gen. | |||
| Dat. | |||
| Acc. | |||
| Abl. | |||
Using a variety of nouns, point to the blank spaces at random calling for immediate replies. The exercise may be varied by your giving the English and calling on the pupil for the equivalent Latin form and its location in the scheme. Urge the students to make blank schemes of their own and drill by themselves.
Pupils will take an interest in giving the Latin names for the persons and objects in the picture (p. 27). Doubtless the best in the class will want to know the Latin for other objects than those covered by the preceding vocabularies. It will do no harm to satisfy this encouraging curiosity, though the pupils should not be expected to remember the words. Among these are the door
