First Latin writer

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Rivingtons, 1879 - Latin language - 212 pages

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Page 197 - A Short History of the English People." ROME. By the Rev. M. CREIGHTON, MA, late Fellow and Tutor of Merton College, Oxford. With Eleven Maps. iSmo. is. "The author has been curiously successful in telling in an intelligent way the story of Rome from first to last"— SCHOOL BOARD CHRONICLE.
Page 107 - In doing this, he fell himself into the water, and would certainly have been drowned, had not the dog, as soon as he saw his master struggling in the stream, suffered the boat to float away, and held him above water till assistance...
Page 200 - First Latin Writer, comprising Accidence, the Easier Rules of Syntax illustrated by copious Examples, and Progressive Exercises in Elementary Latin Prose, with Vocabularies. By GL BENNETT, MA , Head-Master of the High School, Plymouth; formerly Assistant-Master at Ruby School.
Page 40 - V.—A pronoun representing words of different persona should agree with the first person rather than with the second, and with the second rather than with the third: thus— 1.
Page 38 - ... puerorum. 5. Vir bonus. 6. Bonam uxorem. 7. Cari parentes. 8. Cara patria. 9. Magnis deabus. 10. Docti pueri. 11. Dulcius carmen. 12. Rex amatus. 13. Levi opere. 14. Maximorum regum. 15. Atrocis proelii. 1. A-short letter. 2. Of-a-wise father. 3. To-a-fortified city. 4. Great gifts. 5. Of-a-good queen. 6. A-brave soldier. 7. Great cities. 8. Of the-black slave. 9. To-the-beautiful sister. 10. Ofthe-green grass. 11. Of-useful works. 12. By-the-sharp sword. 13. Sweet songs. 14. A-very-wise man....
Page 197 - It may be added that round the lives of individuals it will be possible to bring together facts of social life in a clearer way, and to reproduce a more vivid picture of particular times than is possible in a historical handbook. By reading Short Biographies a few clear ideas may be formed in the pupil's mind, which may stimulate to further reading. A vivid impression of one period, however short, wiJl carry the pupil onward and give more general histories an interest in their turn.
Page 132 - because he first taught (how) to measure (out) a camp, and no one could better choose ground, or place guards.' Again, when Scipio asked whom he placed third, he replied, ' Myself.' Then Scipio, smiling, said, ' What then would you say if you had conquered me ? ' 'I should have placed myself before Alexander and Pyrrhus and all others.
Page 146 - ... abstuli, ablatum, auferre,. to carry off. aureus, a, um, adj. golden. aurum, i, n. gold. aut, conj. or ; aut — aut, either — or. auxllium, i, n. help. avldus, a, um, adj. eager, greedy. avis, is, f. a bird. avus, i, m. a grandfather, ancestor. Babylon, onis, f. Babylon. Balbus, i, m. Balbus. barba, ae, f. a beard. barbarus, a, um, adj. barbarous, foreign. Belga, ae, m. a Belgian. bellum, i, n. war-. belua, ae, f. a beast, monster. bestia, ae, f. a beast.
Page 197 - The most important and the most difficult point in Historical Teaching is to awaken a real interest in the minds of Beginners. For this purpose concise handbooks are seldom useful. General sketches, however accurate in their outlines of political or constitutional development, and however well adapted to dispel false ideas, still do not make history a living thing to the young. They are most valuable as maps on which to trace the route beforehand and show its direction, but they will seldom allure...
Page 197 - Accusative. Place. Space. Time. Double Accusative. Prepositions — The Genitive (Subjective Genitive)— The Genitive continued {Objective Genitive). Miseret, pœnitet, etc.

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