A SCHOOL-GRAMMAR OF THE LATIN LANGUAGE. BY C. G. ZUMPT, PROFESSOR IN THE UNIVERSITY, AND MEMBER OF THE ROYAL ACADEMY TRANSLATED, AND ADAPTED TO THE USE OF BY LEONHARD SCHMITZ, PH.D., F.R.S.E., RECTOR OF THE HIGH SCHOOL OF EDINBURGH. PANA LONDON: PRINTED FOR LONGMAN, BROWN, GREEN, AND LONGMANS, PATERNOSTER-ROW. 1846. 1700. AUTHOR'S PREFACE. IN my larger Grammar I have endeavoured methodically to put together everything which relates to the Latin language in its best period, and serves to explain the language of the Roman classics. Although I have abstained from accumulating examples which only confirm the rules, and which the pupil, with much more pleasure and profit, may collect for himself, still the size of the work has become larger than is commonly thought desirable for schools. Youthful beginners are easily frightened by the sight of voluminous schoolbooks, although the intention may be that the pupils should go through only part of them the eye and mind of beginners are often attracted by those parts which, for the time, should not engage their attention, and fill them with unnecessary alarm. The price of a school-book, too, is a matter of some consideration; for only a small number of those who learn the elements of Latin continue the study of it with a view to acquire a perfect knowledge of it. For these reasons it was found necessary in Germany, after the publication of the third edition of the larger Grammar, to prepare an abridgment for the use of schools; and I have ever since been endeavouring to comprise in each of the two works, in agreement with each other, the matter which appeared to me necessary for the acquisition of the Latin language, in the different stages of the beginner and of the reader of classical authors. The sixth edition of this abridgment, corresponding with the ninth of the larger work, has recently appeared in Germany, and is now presented to the English public. I take this opportunity of making a few observations respecting the principles on which the abridgment is made, and the manner in which it should be used. Intelligent teachers have always been of opinion, that it is desirable for a beginner, in learning a language or a science, to adhere to one and the same book, that he may gradually become acquainted with the whole and all its parts, and thus make it, as it were, his own. In laying down such a rule, it is, of course, assumed that the book is based upon a profound and correct knowledge of the subject it treats of, and that it is methodically arranged; and if such is the case, the habit acquired by the learner, of referring for all the particulars he meets with to certain parts of his manual, is the best assistance for his memory, and insures an easy, regular, and continuous progress: the unavoidable difficulties connected with the subject itself or the terminology of the rules are removed, by frequent recurrence to and consideration of them; and the knowledge, once acquired, thus takes firm root and becomes easy in its application, Different books on the same science for each particular stage of the pupil, produce confusion. Setting aside the fact that different authors entertain different views on the same subject, the mere difference of expression is quite enough to puzzle the youthful mind; and no thing is worse than to compel a pupil to learn the same thing twice or three times in different ways. Knowledge is acquired step by step: in every science the elements must be set forth first, and be impressed upon the memory; and in Grammar in particular the pupil has first to learn the paradigms of the declensions and conjugations, the rules about gender and the irregular conjugation, next the formation of derivative and compound words; then the regular syntax; and lastly, the special peculiarities of syntax and their rhetorical application, or the syntaxis ornata. These different stages are distinguished in every grammar by different sections or chapters; and, in mine, in particular, the division is carried on further by the system of text and notes, printed in larger and smaller types, by which means the more important parts are separated from those of less importance. If, therefore, the study of a beginner is directed by an intelligent teacher, there can be no danger of a pupil being overwhelmed by the quantity of the materials contained in the grammar. But if, nevertheless, a smaller book is to be put into his hands, it is evident from the foregoing remarks, that the main difference between it and the larger work must consist in omissions. For this reason the division into chapters and the paragraphs are the same in the Grammar and in the present Abridgment; so that the two books may be used by the side of each other, and the pupil who has commenced his studies in the School Grammar, will at once find himself at home in the larger work; and by recognising that which he has already learned, he will be inspired with confidence that he can acquire the rest also, and without much difficulty. The parts omitted in the School Grammar |