**Lesson Plans available** The present volume is a sequel to “FIRST YEAR LATIN” and is intended to be accompanied by “LATIN GRAMMAR.” The backbone of this second-year course consists in intensive linguistic study, both in the Latin text and in English exercises based on the text. Excursions into backgrounds are reduced to a minimum; training, not information, is the aim and object.
Teachers will find that, despite the varying backgrounds and abilities of students and the forgetfulness consequent upon a summer’s vacation, “SECOND YEAR LATIN” can be used effectively with all types of students who used “FIRST YEAR LATIN” in freshman year. In organizing the textbook the author had in mind procedures that would meet the needs of all.
It will be noted that the Latin text in Part II (pages 17-265) is graded in difficulty to suit the students’ gradual advancement in the learning of the language. The first book, The Helvetian Drive to the West, has been somewhat simplified and is printed in sentence units.
Classes of superior students who completed all the units in “FIRST YEAR LATIN” can begin at once to read the Caesar in “SECOND YEAR LATIN.” It may be desirable to review the material found in the first sixteen lessons of Part IV, Exercises Based on Caesar, but this can ordinarily be done rapidly.
The first sixteen lessons of Part IV (pages 305-394) are designed to meet the needs of classes that did not complete all the units in “FIRST YEAR LATIN” (many classes are satisfied to have completed seven) or for whom an intensive review of forms and of elementary syntax is necessary. One method of proceeding with such classes is to read no Caesar whatsoever until the first sixteen lessons have been studied. The reading of the text of Caesar begins with Lesson 17, page 395. Even if the first sixteen lessons are studied very thoroughly, this point should ordinarily have been reached by the close of the first quarter of the school year.
Many teachers, however, prefer to start the reading of Caesar at the beginning of second year and to conduct at the same time the reviews necessary for the understanding of the text. It is suggested that the material of the first sixteen lessons, which contain fundamental vocabularies and grammar, be taken while proceeding very slowly with the text.
Since vocabulary is of such importance in the study of a language, the author has provided in “SECOND YEAR LATIN” a recognition review of “words to remember” (pages 546-550) and a classified word list of the vocabularies presented in first and second years (pages 551-584). A workbook entitled “LATIN PROGRESS TESTS, SECOND YEAR,” is designed to help discover the strong and weak points of individual students and to provide additional review. Each lesson of the workbook is divided into sections that check the student’s reading ability and his knowledge of syntax, forms, and vocabulary.
Softcover, 640 pages.