as peu—“little,” and faire—“make, do,” as fer—“iron,” and it makes no difference if the one is regular and the other irregular. Indeed, an irregular plural like geese is even easier for Danes than the regular bees (on account of the z-sound); likewise, it is easier for an Englishman to learn the German irregular forms of comparison besser best than regular forms like süsser süssest. Later when the time has come for a more systematic study of the grammar, it will be rather an advantage that a number of the “exceptions” already have occurred at so early a stage that they are not at all felt to be strange and unusual.[4]
On the other hand, the beginner ought to be spared such grammatical difficulties as are due to complicated sentence-structure. All sentences ought from the very beginning to be constructed as evenly, simply and clearly as possible; co-ordinate independent clauses ought to be, if not the only, at least the predominating type of sentence. Not even, for instance, in the second year of Latin instruction, although there are just as many hours devoted to Latin in a year as generally fall to the share of modern languages in the course of two or three years, is it justifiable to let the pupils read the long passages of indirect discourse in Cæsar; they ought not to occur until the pupils are so far advanced that they could easily understand the same matter when directly presented. This is also a point to be kept in mind for any one who undertakes to revise the selections for reading according to the suggestions given above.
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