If a boy is set to translate a sentence out of a Latin author, however easy, or out of a Delectus, he is puzzled by having to deal with several distinct constructions at once. Here he has to deal with only one construction at a time.
This construction is made clear to him by an accumulation of instances. Perhaps these may seem more numerous than is necessary; but I believe that we can hardly give too many instances, if we wish to impress a fact clearly on a boy's mind.
I couldn't have said it more concisely. I'm still somewhat shocked at the standard method used for teaching Latin. Even in textbooks I've been able to find where almost all sentences are made up by the Author, as in MacNaughton and McDougall's A New Approach to Latin (1973), they still use an appallingly small number of drills. (MN&MD typically use 10 drills in most lessons out of the ~65 there are, though some 4 or 5 of them have 20. A significant number doesn't have any.)Shenoute wrote:As if learning English or German should begin with Shakespeare and Goethe. Lessons having ten lines of "real Latin", which of course need to be followed by 50 vocabulary and grammar notes, simply do not give enough practice for the language to stick.
Markos wrote:Let me just say in passing that I totally endorse the type of pedagogy being proposed here. I have been proposing, promoting and producing similar materials for Ancient Greek, so I will be following with interest what you (vos) come up with here.
Scribo wrote:First, wow Wright's book looks amazingly useful. I had no idea it didn't exist.
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