in which it stands. The confidence engendered by such practice is bound to stand the pupil in good stead, whatever reading he next takes up.
The short selections of verse interspersed through the text are chosen for their aptness and without regard to their difficulty. In a volume that aims to give some idea of the extent and character of Latin literature, the appropriateness of including brief specimens of verse is obvious. To forestall a possible difficulty in handling these, and to help to an appreciation of the spirit of the lines, a metrical version or paraphrase has in many cases been provided in the Appendix.
For the most effective use of the book, the class should have access to the works of reference naturally found in a high-school library, such as a history of Rome, a Dictionary of Classical Antiquities, and Johnston’s Private Life of the Romans.
At this time, when the point is being pressed home that, if Latin is to continue to hold an honored place in secondary education, the cultural element in its study must be emphasized, there should be an abundant welcome for a book like the present in the third year of the course; especially as the matriculation requirements are now being so liberalized as to give the teacher a very wide range of choice in reading matter.
If not adopted as a regular text, the book may be used for sight reading, from the third year onward. For this purpose the notes at the foot of the page will be found convenient. The difficulty of the Latin is about the same throughout, making it possible to select such parts of the story as individual taste may dictate.
It is no new idea, of course, to enrich the reading program of the third year by including material lying outside the six orations of Cicero conventionally read. For example, considerable use of the letters has been made in this connection, a plan that has not always worked well, because the
