148 



THE POPULAR EDUCATOR. 



Here, while the present terses are of the active voice, the 

 perfect tenses are in the passive voice. These verbs, then, are 

 active and passive in form, and in signification intransitive ; or, 

 verbs are 



TRANSITIVE and INTRANSITIVE. 



active passive neuter 



deponent neuter-passive 



transitive, intransitive. 



SYNTAX. 



Syntax teaches hew to put words together so as to form sen- 

 tences. Latin syntax teaches how to put words together so as 

 to form sentences after the model of the ancient Latin authors. 

 These have left us a model of writing in the works of Cicero, 

 Caesar, Tacitus, and others. Latin syntax, therefore, teaches the 

 art of combining words into sentences according to the manner 

 observed by the best Latin writers. 



Already has there been put before the student much that 

 relates to syntax. My duty is now to give a systematic view of 

 Latin syntax considered as a whole. The entire subject may be 

 comprised under these heads : 



1. AGREEMENT. 



2. QUALIFICATION. 



3. GOVEr.NMENT. 



4. IDIOM. 



1. Agreement is said to exist between two or more words when 

 they are in the same gender, number, and case ; or when they 

 are in the same person, as 



Erat Italia plena. 

 Lit. Trans. : Was Italy full. 

 Idiom. Trans. : Italy was full. 



Here there is an agreement between the noun Italia and tho 

 adjective plena, both being in the nominative case, singular 

 number, and feminine gender. There is also an agreement 

 between Italia and erat ; for Italia is in tho third person of the 

 singular number, and erat is in the third person singular 

 number. 



2. Qualification takes place when one word qualifies another 

 word, or when more words than one qualify another word. 

 Qualification differs from agreement in .this, that while agreement 

 takes place between adjectives and nouns, or between nouns and 

 eerbs, qualification takes place between verbs, adverbs, and con- 

 junctions, or between verbs and adverbial phrases, as 



Erat Italia hmc plena, 

 Italy was then full. 



In this instance of qualification, the adverb tune is tho qualify- 

 ing word, and the verb erat is the word qualified. 



3. Government arises between two or more words, when one 

 of the words depends on the other in sense, and is affected by 

 it in case, in tense, or in mood. In these preliminary explana- 

 tions I confine myself to the simplest instance, namely, that of 



case, as 



Erat Italia tune plena artium, 

 Italy was then full of arts. 



In plena and artium you see an instance of government. Artium 

 is said to be governed by plena, and, being governed by plena, 

 it is in the genitive case. If you look at the construction, you* 

 will see that artium depends in sense as well as form on plena, 

 as in the English full of arts. 



IV. Idiom denotes the peculiaritias of the Latin language, 

 and specially those peculiarities which appear when the Latin 

 is compared with the English. The differences between our 

 methods of expression and the old Roman method of expression, 

 when the facts or ideas are similar, constitute the Latin idiom. 

 Idiom is a Greek term, denoting thai which is one's oicn, that 

 which is peculiar. We find a case of idiom, if we compare 

 together the Latin and the English arrangement of the sentence 

 under consideration, as 



123 



Erat Italia plena, 

 213 



Italy u-as full. 



With this idiom the student has already some acquaintance 

 under the name of inversion. 



I proceed to give the sentence in full, marking the several 

 points by means of the initial letters, thus : A. stands for agree- 

 ment ; Q. for qualification ; G. for governmen t ; and I. for idiom. 



A. A. <J. A. G. A. 1. 



Erat Italia tune pleua" v ~Grecarum'^"artium. 



The instances stand separately thus : 



1. Agreement. (a) Italia plena ; (b) Graecarum artium j (c) erat 



Italia. 



2. Quali/ication. Erat tune. 



3. 6'ODcrnment. Plena Greecarum artium. 



4. Idiom. Erat Italia tune plena. 



I subjoin another sentence marked as before, and marked, alao, 

 in relation to its constituent parts : 



PREDICATE. SUBJECT. 



Ad fines Scytharum cito pervenit Alexander magnug; 



V v -V -V 



G. a. Q. A. A. 



To t,"i borders of the Scythians, quicldy came Alexander the Great. 

 The idiom is here again in the arrangement. This the student 

 will recognise as a simple sentence. Another simple sentence 

 follows - 



Unus ex Scytharum legatis multa verba ei fecit, 



One of the Scythians' ambassadors made (spoke) many words to him. 



If I arrange this sentence logically according to our English 

 order, it will stand thus : 



SUBJECT. 



PREDICATE. 

 Verb. 



Object. 



Unus ex legatis Scytharum fecit inulta verba ei, 



One of the ambassadors of the Scythians spoke many words to hint. 



Looking at the sentence in relation to syntax, I find no 

 instance of qualification. But if I insert statim, immediately, 

 before fecit, I obtain a qualifying word, as, unus ex legatis 

 Scytharum statim fecit multa verba ei. I may arrange the 

 several parts under the syntactical heads, thus : 



1. Agreement. (a) Unus fecit; (b) multa verba. 



2. Qualification. Statim fecit. 



3. Government. (a) Ex legatis; (b) Scytharum legatis; (c) fecit 

 inulta verba ; (d) fecit ei. 



4. Idiom. The idiom may here be said to consist in the use of the- 

 verb fecit, made, whereas we in English in such a case would employ 

 the term *aid or addressed. 



Let me now present the sentence exactly as it occurs in the 



Latin original : 



Ubi ad fines Scytharum pervenit Alexander, unus em 



When to tlie borders of the Scythians came jlle.i:ander, one of 



eorum legatis hrec inter alia multa dixit. 



their ambassadors these among other many things said. 



Tho union of the two simple sentences has formed a compound 

 sentence. This compound sentence is composed of two members. 

 Each of these members has its own subject and its own pre- 

 dicate. The student ought to have no difficulty in pointing out 

 these subjects and these predicates. Let him do so ; let him, 

 also, write down the several syntactical elements. 



THE THEORY AND PRACTICE OF 

 EDUCATION. III. 



WHAT TO TEACH. 



WE propose to devote the present paper to a consideration of 

 the important branch of our subject that we have set forth ae 

 its heading. 



Two considerations should be borne in mind whilo selecting 

 subjects to form a syllabus or programme for a complete course 

 of education. In the first place, it should be so framed as to 

 aid in developing and strengthening all the faculties and powers 

 of body and mind ; and in the second, it should prepare the 

 young student to fulfil all the duties and perform all the func- 

 tions which are likely to enter into the occupation of his mature 

 life. In a word, education should train the physical, mental, 

 and moral powers of the pupil, while at the same time it fits 

 him for his future duties. But the manner of teaching has 

 quite as much to do with the production of these results as 

 the matter which is taught, and hence the need of a skilful 

 teacher as well as a judiciously chosen programme. 



Again, an educational programme should bear a wise pro- 



