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40 § 360.II. After these sentences have been correctly written assign them again, changing the tenses of the verbs from secondary to primary.

LESSON LXIV

§§ 361–364. Pronounce and have the class repeat these paradigms. In the perfect and pluperfect passive subjunctive call attention to the similarity in formation between the subjunctive and indicative.

§ 366. Require the class to memorize these examples, and make clear, by reference to § 348, the reason for the use of the subjunctive mood.

§ 368. 1. 7. Explain that with petō, postulō, and quaerō the person from whom something is asked is expressed by the ablative with a preposition. The usual preposition with petō and postulō is ā or ab, with quaerō it may be ā or ab, dē, or ex. When a subjunctive clause follows these verbs the person asked may be omitted after the verb of asking and expressed merely as the subject of the subjunctive verb. See § 366, example 3.

§ 368.II.3. They will ask him, etc., cf. note on I.7 above. 5. Cf. § 366, example 5.

LESSON LXV

§ 369. Pronounce and have the class repeat the paradigms of the subjunctive of possum. For the formation of the imperfect subjunctive, cf. § 354.

§§ 370, 371. Dwell on the point that the reason for translating ut by that not and nē by that or lest is due to the difference between the English and Latin idioms, and that in the Latin itself ut and nē have the same meaning after verbs of fearing as after other verbs.

LESSON LXVI

§ 374. Write on the board the participles, active and passive, of the English verb to love, and emphasize the point that Latin has no present passive participle (being loved) nor any perfect active participle (having loved).