way to learn an ancient language is to study it as written at the present day in connexion with a subject matter which is familiar or easily intelligible to the modern reader. This is, of course, only a means to an end; but there are many ends which are better attained indirectly than directly.
I have ventured on some novelties in the realm of grammar teaching, among which the use of the term ‘Injunctive,’ side by side with ‘Subjunctive,’ calls for a word of explanation. The new term expresses the fundamental idea of what is commonly called the ‘Subjunctive Mood’; it is the mood of desire, and should be introduced to the pupil in the first instance in connexion with sentences like “God save the King.”[1] For such meanings the term Subjunctive is quite inappropriate, and a fruitful source of error; it comes in, however, so soon as the mood appears in a subordinate clause. And if the pupil subsequently abandons the term Injunctive altogether, it will neverthelesshave served its purpose in introducing him to a right conception of the mood—a conception which will serve him in good stead afterwards.
My best thanks are due to Dr. J. E. Sandys, Public Orator in the University of Cambridge, for permission to quote some verses which originally appeared in his Latin speeches to the University,[2] and for his great kindness in reading my proof sheets of the text and making many valuable suggestions.
The University, Birmingham,
- July, 1903.
Note to the New Issue.—No changes have been made in the present issue, with the exception of the correction of a few misprints and the addition of a Summary of Grammatical Rules (pp. 182 ff.)
