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New Steps in Latin

| About the Authors | Table of Contents | Ancillaries | Preface |

New First Steps in Latin

Lee Pearcy, Mary Allen, Thomas Kent, Michael Klaassen,
Mary Van Dyke Konopka, and Alexander Pearson

Episcopal Academy

2005 • 1-58510-008-0 • paper • 104 pages • 8 ½ x 11 • $19.95

New Second Steps in Latin

Michael Klaassen, Mary Allen, Thomas Kent, Elizabeth Kennedy Klaasen,
Mary Van Dyke Konopka, and Lee Pearcy

Episcopal Academy

2005 • 1-58510-045-5 • paper • 104 pages • 8 ½ x 11 • $19.95

New Third Steps in Latin

Mary Van Dyke Konopka,Michael Klaassen, Mary Allen,
Lee Pearcy, Michelle Domondon, William McArdle, and Thomas Kent

Episcopal Academy

2005 • 1-58510-095-1 • paper • 138 pages • 8 ½ x 11 • $19.95

 Description                                             

New Steps in Latin is a three book series designed specifically for middle school students (grades 6-9). The texts employ a minimum of explanation of grammatical principles, but focus on learning through numerous examples.  The series offers students a complete graded introduction to Latin and grammar.  Each book consists of 30 lessons intended for a year-long course in Latin.  Taken together, the three books form a complete course for grades 7-9 or 6-8.  Vocabulary in the series is based on Cicero, Vergil, Ovid, and Pliny.  After completing New Steps in Latin, students will be ready to read these or other unaltered Latin authors.

• New First Steps (grade 6 or 7): 
  conjugations 1-4, active and passive voice; declensions 1-5; simple sentences

• New Second Steps (grade 7 or 8): 
  participles, infinitives, relative clauses, indirect statement; complex sentences; connected reading

• New Third Steps (grade 8 or 9): 
  uses of the subjunctive, gerund and gerundive; excerpts from Caesar, Bellum Gallicum

New Steps in Latin concentrates on essential grammar and morphology, and on the syntax of simple, compound, and complex sentences.  It combines a minimum of explanation with a maximum of exercises (at least 40 sentences per lesson).  It can be used alone, as a main text supplemented by readings and cultural material, or as a supplementary grammatical worktext for a reading-oriented course. The three books together can also function as a quick Latin review.

 Authors                                                   

This series has been the result of a group effort of instructors in Classics at The Episcopal Academy in Merion, Pennsylvania. The project was initiated by Lee Pearcy who has taught Latin and Greek for more that 30 years at all levels from middle school to graduate school and is the author of numerous articles, book reviews, textbooks, and scholarly studies.

Mary Allen, Thomas Kent, Michael Klaassen, Mary Van Dyke Konopka, and Alexander Pearson of the Department of Classics at The Episcopal Academy in Merion, Pennsylvania, make up the team of experienced, effective Latin teachers who have worked together for years to prepare this successor to Francis Ritchie’s classic 19th-century texts, First, Second and Third Steps in Latin.

Table of Contents                                      

New First Steps In Latin

Lessons
I. Verbs; First Conjugation: Present Tense, Active Voice
II. First Conjugation: Imperfect and Future Tenses, Active Voice
III. First Conjugation: Perfect/Aorist Tenses, Active Voice
IV. First Conjugation: Pluperfect and Future Perfect Tenses, Active Voice; The Sentence
V. Nouns; First Declension; The Nominative Case; Subject Agreement with Verb
VI. Second Conjugation: Present System, Active Voice; Direct Objects of Transitive Verbs.
VII. Second Conjugation: Perfect System, Active Voice; Gapping.
VIII. Second Declension Nouns: Masculine
IX. Second Declension Nouns: Neuter; Puer.
X. Third Conjugation: Consonant Verbs: Present System.
XI. Third Conjugation: Consonant Verbs: Perfect System; Compound Subjects.
XII. Adjectives: First and Second Declension; Adjective Agreement.
XIII. Adjectives: First and Second Declension with -er.
XIV. Fourth Conjugation: Present System, Active Voice
XV. Fourth Conjugation: Perfect System, Active Voice; Genitive of Possession
XVI. Third Conjugation: I-Stem Verbs: Present System, Active Voice
XVII. Third Conjugation: I-Stem Verbs: Perfect System, Active Voice; Prepositions with Acc.
XVIII. Irregular Verb: Sum; Predicate Noun; Predicate Adjective
XIX. Third Declension Nouns: Masculine and Feminine
XX. Third Declension Nouns: Neuter
XXI. Third Declension Nouns: I-Stems
XXII. First Conjugation: Present System, Passive Voice; Ablatives of Agent and Means
XXIII. First Conjugation: Perfect System, Passive Voice; Participle Agreement
XXIV. Prepositions: with Ablative, with Accusative; Intransitive Verbs
XXV. Adjectives: Third Declension; Attributive, Predicative, Substantive
XXVI. Adjectives: Two Termination, One Termination; Irregular Third Declension Nouns
XXVII. Second Conjugation: Present System, Passive Voice; Apposition
XXVIII. Second Conjugation: Perfect System, Passive Voice; Ablative of Time When
XXIX. Fourth Declension Nouns: Masculine, Feminine, and Neuter
XXX. Third Conjugation: Present System, Passive Voice; Accusative of Duration of Time
XXXI. Third Conjugation: Perfect System, Passive Voice; The Dative Case
XXXII. Fifth Declension Nouns: Masculine and Feminine; Review of Noun Endings
XXXIII. Fourth Conjugation: Present System, Passive Voice
XXXIV. Fourth Conjugation: Perfect System, Passive Voice

Appendix
Readings
Grammatical Catechism
Sentence Diagramming
Synopsis of amo
Table of the Four Verb Conjugations, Active Voice
Table of the Four Verb Conjugations, Passive Voice
Table of the Five Noun Declensions
Table of Adjective Declensions

 

New Second Steps in Latin

Lessons Pages
I. Demonstratives: Is, Ea, Id and Idem, Eadem, Idem
II. Personal Pronouns; Cum as Enclitic
III. Participles
IV. Infinitives; Complementary Infinitive
V. Review I-IV; FYI: Compounds of Ago
VI. Hic, Haec, Hoc; Formation of Adverbs
VII. Reading: Connected Prose; Perseus 1 and 2
VIII. Regular Comparison of Adjectives; Quam; Ablative of Comparison
IX. Irregular Comparison of Adjectives; Ablative of Degree of Difference
X. Review VI-IX; FYI: Prefixes: dis-, ante-, post-
XI. Ille, Illa, Illud and Iste,Ista, Istud; Cause: Ob or Propter with Accusative and Ablative of Cause
XII. Reading: Connecting Ideas; Perseus 3 and 4
XIII. Possum; Uses of Infinitives: Accusative and Infinitive with iubeo and veto, Subject, Object
XIV. Reflexive Pronouns and Adjectives; Cum as Enclitic; Eius, Eorum, Earum
XV. Review XI-XIV; FYI: The Compounds Possum and Nemo
XVI. Relative Pronoun: Qui, Quae, Quod; Antecedent and Third Rule of Concord; Cum as Enclitic
XVII. Reading: One Thing at a Time; Perseus 5 and 6
XVIII. Deponent Verbs
XIX. Fero; Ablative of Manner
XX. Review XVI-XIX; FYI: Compounds of Fero and Sequor
XXI. Volo, Nolo, Malo; List of Verbs with Complementary Infinitives
XXII. Reading: Dividing the Sentence (1); Perseus 7 and 8
XXIII. Indirect Statement: Accusative and Infinitive with Introductory Verb in the Present Tense
XXIV. Indirect Statement with Introductory Verb in Various Tenses; Pronoun Subjects
XXV. Review XXI-XXIV; List of Introductory Verbs for Indirect Statement; FYI: Compounds of Sum and Volo
XXVI. Eo; Ipse, Ipsa, Ipsum
XXVII. Reading: Dividing the Sentence (2); Perseus 9 and 10
XXVIII.Comparison of Adverbs; Comparison with Magis and Maxime; Quam with the Superlative
XXIX. Adjectives with Genitive in –ius and Dative in –i; Cardinal Numbers 1-10, 100; Ordinal Numbers 
XXX. Review Lessons XXVI-XXIX; FYI: Compounds of Eo; Perseus 11
APPENDIX
Rules of Syntax
Regular Verb Conjugations: Indicative, Participles and Infinitives
Irregular Verb Conjugations: Indicative, Participles and Infinitives
Deponent Verbs: Indicative, Participles and Infinitives
Noun Declensions
Adjective Declensions
Comparison: Adjectives and Adverbs
Pronoun Declensions
Demonstratives and Intensive
Numbers
Classified Vocabulary
Latin - English Vocabulary
English - Latin Vocabulary
Index

 

New Third Steps in Latin

I. Subjunctive Mood; Present Subjunctive; Hortatory/ Jussive Subjunctive
II. Present Subjunctive of Irregular Verbs; Purpose Clauses; Relative Clauses of Purpose
III. Imperfect Subjunctive; Sequence of Tenses; Purpose Clauses in Secondary Sequence
IV. Perfect Subjunctive; Result Clauses
V. Pluperfect Subjunctive; Cum Clauses
VI. Review: Lessons I-V
VII. Correlatives; Domus, Rus; the Locative Case; Vīs
VIII. Direct Questions, Interrogative Particles
IX. The Imperative Mood; the Vocative Case
X. Irregular Verb - Fiō, fīerī, factus sum; Certiōrem facere
XI. Review: Lessons VI – X
XII. Indirect Questions
XIII. The Ablative Case; Separation, Specification, Description; Ablative Uses
XIV. Ablative Absolute
XV. The Dative Case; Dative with Special Verbs; Dative of Possession, Purpose, Reference; Double Dative
XVI. Review: Lessons XII – XV
XVII. Conditions
XVIII. Gerunds
XIX. Gerundives
XX. Passive Periphrastic
XXI. Review: Lessons XVII – XX
XXII. Indirect Commands
XXIII. Subjunctive Relative Clauses; Relative Clause of Purpose, Characteristic, and Result
XXIV. Supines and Purpose Review
XXV. Subordinate Clauses in Indirect Discourse
XXVI. Review: Lessons XXII – XXV
XXVII. Impersonal Constructions
XXVIII. Clauses of Fearing
XXIX. The Genitive Case; Partitive; Genitive of Description; Objective Genitive;
Meminī and oblīviscor
XXX. Review: Lessons XXVII – XXIX
Readings and Notes
Rules of Syntax
Regular Verb Conjugations
Irregular Verb Conjugations
Deponent Verb Conjugations
Noun Declensions
Adjective Declensions
Comparative Adjectives and Adverbs
Pronouns
Demonstratives
Numerals
Classified Vocabulary
Latin - English Vocabulary
English - Latin Vocabulary
Index

 Ancillaries                                               

Instructor's Manual    

2005 • 1-58510-026-9 • paper • 28 pages • 8 ½ x 11 • $19.95                      

Answer Key    

2007 • 978-1-58510-250-1 • paper • 139 pages • 8 ½ x 11 • $24.95              

 Preface                                                    

     New Steps in Latin is grounded in pedagogical practice. It is based on an old idea, that learning Latin plays an important role in the cognitive development of all young adolescents. It is based on a new idea, that learning Latin by the grammar-translation method can help students who process language in non-standard ways to become aware of language and their own use of it.
     In 1995-96, two members of The Episcopal Academy’s Classics Department team-taught an eighth-grade Latin class. Several students in the class were finding it hard to learn Latin, and the two teachers worked with them individually and in small groups, all the time trying to identify the sources of their difficulties. All six members of the department became drawn into this in­triguing pedagogical problem.
     Working together and with our students, we discovered that many of the students had identifiable learning differences. They experienced great difficulty with the layout and presenta­tion of their textbook, an in-house reprint of Francis Ritchie’s Second Steps in Latin, which was first published in 1898 and issued in revised editions until 1978. The textbook’s age was not the problem. Ritchie’s venerable text, along with his First Steps in Latin, was still the best textbook that we could find for our middle schoolers. We had tried or evaluated the others, and they did not work in our classrooms.
     From this experience, and from dozens of conversations and classroom experiments, has come New First Steps in Latin. In the summer of 1998, with the support of Episcopal’s Class of 1944 Fund and Parents’ Association, we spent six weeks working full-time on Phase I of this project. We prepared a draft of New First Steps in Latin, began work on the Internet-based ver­sion of this text and its teachers’ manual, and began investigations that will ground our pedagogi­cal intuitions in modern work on cognitive processes and learning styles. During the 1998-99 school year a draft was tested with one section of middle-school beginners, and work continued, again with support from Episcopal’s Class of 1944, during the summer of 1999. We hope to follow New First Steps with New Second Steps, a teachers’ manual, Internet-based instructional material, and other instructional tools.
     It is a pleasure for us to thank here some of those who have made this book possible. Episcopal Academy’s Class of 1944, and in particular H. Alan Hume, Bruce Mainwaring, and Newbold Smith, led the way in supporting our work on this book. Jay Crawford, Randy Woods, Jon Kulp, and other members of Episcopal’s administration encouraged us to turn our ideas into print and practice and gave us the freedom to do so. Ron Pullins and his staff at Focus Publishing encouraged us along the way and turned our computer files into a book. Finally, through their energy, enthusiasm, and eagerness to learn, our students in Episcopal Academy’s Middle and Up­per Schools have contributed more to this book than they may know.

The Episcopal Academy Classics Department
Lee Pearcy, Mary Allen,
Tim Kent, Michael Klaassen,
Molly Konopka, Alex Pearson