In the vocabulary, the derivation or composition and the original meaning
of words have been indicated wherever these seemed likely to prove
helpful. Principal parts and genitives have been given in such a way as
to prevent misunderstanding, and at the same time emphasize the
composition of the verb or the suffix of the noun: for example, _abscido,
-cidere, -cidi, -cisus; aetas, -tatis_.

The lists of works of English literature and of art in which the myths
are treated are only suggestive. Occasional readings from the one and
exhibitions of representations of the other, either in the form of
photographs or by the stereopticon, will not only stimulate interest in
the Latin text but aid also in creating in the student a taste for
literature and for art.

I planned at first to add some exercises for retranslation, but after
careful consideration it has seemed not worth while. Most teachers will
prefer not to base composition upon the Latin read at this stage, and
those who wish to do so will find it an easy matter to prepare their own
exercises, or can draw upon the copious exercises prepared by Mr. Ritchie
and published separately under the title _Imitative Exercises in Easy
Latin Prose_.

In the reading of proof I have had generous help from Dr. F.K. Ball of
The Phillips Exeter Academy, Mr. J.C. Flood of St. Mark's School, and Mr.
A.T. Dudley of Noble and Greenough's School, Boston. The proof-sheets
have been used with the beginner's class in this Academy, and I have thus
been able to profit by the criticism of my associate Mr. G.B. Rogers, and
to test the work myself. The assistance of my wife has greatly lightened
the labor of verifying the vocabulary.