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Common terms and phrasesa-good a-great Abraham adhùc aequis amat animalia annos Antisthenes Antonius ätum ävi bellum Benjaminum boni bonos Caesar caput Cassius cœlum Crœsus cùm dedit Deum Deus Deus fecit discipulus dixit docet Dominus drachmas duos Egypt ejus enim eorum erant erat erunt esset etiam exercïtu factum fecit eum felix filii filio fratrem fuerunt fuisse fuit gestum gressi habuit He-died He-was Hebraeos hominem homines homo Igitur ignavi illi inter ità Josephus jussit locum Lucius Antonius magno mali Marcus Antonius mortuus multas mundum natus Nihil Noster number omnes omnia omnis Orcades pass pater patrem perfect Plato plural Postquàm posuit prep Princeps profecti puella puer pueri quae quam quod reddit regnum Romani rupit Samson Sapientia servus sine solem solum sumus sunt super suum filium Tandem tergum the-kingdom the-Lord the-Roman the-sun the-world Titus Livius to-him to-them tristis urbem urbis urbs Popular passagesPage 17 - ego unus Deus, et non est alius praeter me. Non usurpabitis nomen Dei vestri temere et sine causa. Sabbato nullum opus facietis. Colite patrem vestrum et matrem vestram : non occidetis: non adulterabitis : non facietis furtum: non dicetis Page 17 - Sabbato nullum opus facietis. Colite patrem vestrum et matrem vestram : non occidetis: non adulterabitis : non facietis furtum: non dicetis Page v - translations. As to the views of these eminent men, on minor points, though they were taken at different periods, and therefore might scarcely be expected to embrace the same objects,—nevertheless, they generally coincide, and may always be easily reconciled. But with regard to the efficacy of literal Page vi - class, each may bestow just so much time as is necessary for a perfect understanding of the lesson. Besides, the book is always in good humour with its reader, and is never tired of answering Page vi - must either be insufficient for one part of the class, or more than sufficient for another. There must be either a loss of learning or a loss of time. Whereas, when the English Page vii - come with far more effect, when the lesson is in some degree familiar to all: and he will gain a vast deal of time for the communication of useful knowledge, by Page iii - beating of the air." The great desideratum now seems to be the introduction and adoption of some system which may be the means of obviating that disgust so universally experienced by those who are compelled to the drudgery of learning languages as they are at present taught, and of Page iv - schools, which would expose the " nakedness of the land," or interfere with their worldly ease; and thus a tyrannous bondage is entailed upon generation after generation, which is a disgrace and a curse to a civilized country. But we trust the time is fast approaching when the abominations of those "time-hallowed institutions Page vi - but when Grammars and Dictionaries were introduced, the onus was thrown upon the shoulders of the pupil, and to this day he is compelled to learn, by his own solitary application, what his master is paid for teaching him. Oral instruction, on this plan, is absolutely necessary", but without literal Page iii - THAT the present system of Classical Instruction is radically bad, no one, it is presumed, in this age of intelligence, will deny. The Grammar and Dictionary method of the old school has so long been denounced as " irrational in principle, and inefficient in operation, Bibliographic information
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