Page:The Great Didactic of John Amos Comenius (1896).pdf/36

 Sec. 36. Of Gardening gives a good idea of the nature of these sentences.

379. Hortus, vel pomarium est vel viridarium vel vivarium.

380. Sepitur vel aggere, vel macerie, vel plancis, vel sepe palis [sudibus] longuriis aliisque vitilibus plexa.

381. Hortulanus [olitor] ligone, et rutro, bipalioque fodit, et per pulvinos semina spargit.

382. Arborator seminario vel taleis vel viviradicibus consisto [concinnitas est et elegantia si per quincuncem digerantur] surculos inserit et rigat, scalproque germi germina putat, stolones amputat.

383. Oleum ex olivis exprimitur; subtus amurca fidit, fraces abjiciuntur.

384. Aviarius alvearia curat, ceramque liquat.

The sec. Of Constancy shows how abstract subjects are treated.

897. In honesto instituto immoti persistere, constantiæ est, non perseverare levitatis.

898. Sed heus tu, aliud est constantem, aliud pervicacem esse.

899. Si quis ergo meliora suadet aut dissuadet, adhortatur vel dehortatur, ne sis contumax, ne præfracte repugna, nec obstinate contradic, sed obsequere.

900. Verum si quis te in bono labefactat, obfirma animum et obstina, usque dum perrumpas obstacula: rata enim irrata reddere dedecet.

The reader will at once ask himself if it could be possible to teach a boy Latin from a book constructed on such a plan. The first of the illustrations given above contains a number of words by no means easy to remember, and each of these is only used once. If the student found that a word or a construction did not stick in his memory his only resource was to go over the sentence again; and