may be used indiscriminately to express past time. The distinctive force of the imperfect should be made clear from the outset.
§ 136. Insist on the correct pronunciation of proper names. Here, for example, Ni'o-be has three syllables with the accent on the first.
At this point instruct the class in the use of the Latin-English vocabulary.
LESSON XXI
Conduct the written work as in the preceding Lesson. Students should now be asked to write the first three tenses of the verbs in § 129.
The accent of the future will give no trouble if pupils are shown that it rests throughout on the final vowel of the present stem.
§ 140. Note the emphatic order of Duōs līberōs habet Lātōna; quattuordecim habeō ego, and the emphatic position of mea.
After completing § 140 the whole story should be read through from the beginning.
LESSON XXII
Before taking up this Lesson read to the class, sentence by sentence, the story of Niobe, and have them translate it with books closed.
§ 141. Put on the board a blank scheme of these three tenses and use it for drill.
§ 145. 1. 9. Ask why ad silvam could not be expressed by the dative.
Vocabulary, p. 288. Gā-i-us is a word of three syllables. So also an-tī´quus. See § 7 for sound of qu.
§ 146. Let the class try to translate this selection at sight. Call attention to the difference between the Latin and English pronunciation of the name Cornelia. Note the emphatic position of magnō.
