**Lesson Plans available** 2 year course. Humanistic insight and linguistic training are the goals of this integrated four-year Latin course. Time-tested and teacher endorsed, this comprehensive program is designed to lead the student systematically through the fundamentals of the language itself and on to an appreceiation of selected classic texts. The book of exercises and readings here presented under the title “FIRST-YEAR LATIN” is part of a complete and integrated four-year high-school Latin course and is to be used in conjunction with a companion volume, “LATIN GRAMMAR,” of the same series. In addition, workbooks to accompany “FIRST YEAR LATIN” and “SECOND YEAR LATIN” are available.
General intellectual values–not factual nor utilitarian–constiture the ultimate aim of this four-year course. The goals of linguistic training and humanistic insight are to be attained through mastery of the language itself and through the study of selected classics. The dominating objective of “FIRST YEAR LATIN” is a thorough mastery of forms, basic syntax, and vocabulary, as well as ability to read and translate simple sentences.
A few points of variance with many Latin series now in use might be noted. The author does not accept the principle that mastery should be subordinated to the presentation, especially in first year, of material interesting in itself and possessed of some utilitarian value. For a complete discussion of teaching for mastery the instructor should refer to the manual for the Henle Latin Series (first and second years). Such mastery implies habitual knowledge, lasting abilities, accuracy, sureness, and facility in use.
It is rather common practice in Latin textbooks to set down a limited vocabulary for mastery, but to employ many more words in the reading material. “FIRST YEAR LATIN” limits its vocabulary for use largely to its vocabulary for mastery, and this vocabulary, incidentally, is drawn largely from the Ceasar readings that will be taken in second year.
The formal rather than the functional or direct method is favored in the learning of forms; that is, the paradigms are to be thoroughly memorized and then worked into active mastery by immediate and abundant exercise. The textbook provides generous exercises for private study and for class work, and the matter of one section is repeated in subsequent sections so that there is constant review. It is the teacher’s responsibility to assign exercises that fit the needs of his particular class. Only those exercises marked “Essential” are required of all pupils.
It is common knowledge that first-year classes vary considerably in ability. Sufficient material to challenge the abilities of superior pupils is therefore included. Not every class, however, can be expected to complete the forty-two lessons in “FIRST YEAR LATIN”. Since this textbook is part of a four-year series, adequate provision has been made for classes that cover fewer lessons.
In all cases it is essential that pupils learn to the point of mastery the matter contained in Units One-Seven, or the first twenty-six lessons, in “FIRST YEAR LATIN.” The textbook for second year has been so constructed that, in addition to reviewing the essentials of first year, “SECOND YEAR LATIN” explains both new matter and topics that were introduced in Units Eight-Fourteen of “FIRST YEAR LATIN.” It is believed that all classes, no matter what their rate of learning may be, will find in this textbook a sufficient amount of matter to challenge their abilities and to prepare them adequately for the second year of Latin.
The “LATIN PROGRESS TESTS” (for first and second year) may be used either as workbooks or for testing the mastery of pupils. They are objective, require little time, and are excellent for diagnosis and motivation.