Thanks for the vote of confidence! We'll work hard so that we don't let you down!

Beth, Okie, et al., First of all, my profuse apologies to those of you who have not been able to get through to me. I honestly do not recall receiving your emails regarding an errata sheet. I do have a junk filter set on high and may have lost your emails there. I can remember only one such email sent this Spring. I replied to that email saying that I could not get an errata sheet together until the summer. As I am sure many of you ladies understand, it is sometimes very challenging to juggle writing, editing, and teaching along with motherhood. The Spring semester was particularly difficult due to reasons I will not discuss here. I do not see emails sent to the press unless they choose to forward them to me. I have answered every email I have received. I do not ignore anyone. The forum board was truly a great tool for answering such questions and I am sad they had to dismantle it. The press was having terrible problems with spam postings, some of which were really really bad. It had to be shut down until a better solution could be found. I think I have found something that can stand in the gap until they do. Recently, one of my seminar attendees created a yahoo group for Latin Alive. I have become a member and will visit the site often. I think it will be a great place to share ideas and answer questions. http://groups.yahoo.com/group/latinalive/ I will have an errata sheet for LA1 posted both on the yahoo group and at www.latinaliveonline by July 10. As for LA2 we have two editors bearing down on that text now with the utmost scrutiny. I am really impressed with their expert eyes and helpful insight. We are also proofing the TE in tandem which will also eliminate a great many errors in both. LA2 should be available within the month. I will have a TOC posted on the blog site in another couple weeks. I can commit to having an errata sheet for Book 2 posted by the end of September. For some of you I know this information comes too late, and I do wish you all the best with your future Latin studies. For those of you who are considering/committed to using the LA series for your families, I would encourage you to write me with any questions or concerns you may have. I welcome your questions and comments whether by yahoo group, blog site, or email. I believe that such communication helps us to create a better series and makes me a better teacher. Blessings, Karen Moore co-author of Latin Alive

The two are very similar. The key to telling the difference is in the verb. If you have a verb of giving, showing, or telling, then you can expect an indirect object. Otherwise, it is a dative of reference. For example: Puella puero donum dat. The girl gives a gift to the boy. verb shows "giving" so puero is an I.O. Puella puero donum habet. The girl has a gift for the boy. verb does not show "giving" so puero is a dat. of ref. Vir agricolae agrum monstrat. The man shows a field to the farmer. verb of "showing" so agricolae is an I.O. Vir agricolae agrum arat. The man plows a field for the farmer. verb does not show "showing" so agricolae is a dat. of ref. This is a pretty simple explanation and it can become more complex. You will find that many uses of the dative overlap somewhat. However, I think this is really all they need to know for now. They won't see anything more complex than this with respect to dative of ref. in LA1. Further explanation will be given in later books. I've had a few questions on this, so I'll certainly make the next edition more clear.

I'm back - as promised. You are correct about the phrases mentioned. They were in the reading, but not in the reading glossary. Having a Latin-English dictionary at hand will remedy this for now. I know, however, that it would be helpful to have each and every word glossed with the reading. I will make a note of this for the next printing. I do appreciate you letting me know. We are interested in anything we can do to make this text series as helpful as possible for parent/teachers and students. Thank you also for your kind encouragement. It is greatly appreciated! K.Moore

I just saw your post and I am happy to help as much as I can. I am actually waiting on my copy of the TE. I haven't seen it yet. First, if the cover is already falling off, I would encourage you to call customer service at CAP. The number is on the website. Their main office is in Pennsylvania and I'm in Texas. So I don't have much to do with production, just the writing end of things. I am sure they'll be happy to help you. I know they would want to know right away if there was a problem. cano and canto are synonyms. So I can see how this typo easily escaped all the editing eyes. As for the words in italics and other vocabulary, I'll have to get back to you tomorrow evening after I've had a chance to look at the student text. I would encourage you and anyone else to keep a good Latin-English dictionary on hand no matter which text you use. It has often been my experience with numerous other texts, including Wheelock and Introduction to Latin, that occassionally words in the chapter reading are nowhere to be found in that book's glossaries. I have much more patience for this than I used to now that the shoe is on the other foot. We really tried to gloss them all, but it is difficult to catch and gloss every single word used in the larger readings. We will certainly keep expanding the master glossary as we become aware of these things. In the meantime, use a good dictionary, and if that fails please post on the CAP forum board. I'm happy to help. If it has been a while since you applied for membership, I would suggest calling the customer service line and letting them know. I'll be in touch - K. Moore

That is a very nice description of the overall picture. To reduce it down to a nutshell: the clearest and easiest way to help students distinguish between the indirect object and dative of reference is to explain that indirect objects usually accompany verbs of giving, showing, or telling. This use often translates well with the preposition "to." We teach the dative of reference here because it is a very common use of the dative in Latin literature, and because it explains further the English translation of the dative using the preposition "for." There are many varying uses of the dative case and some of them do blend together in a sense. I really appreciate you posting this question. It helps me to see where more clarity may be needed in future versions. Please also feel free to post any questions you may have in LA on the CAP forum board. I monitor my tutoring forum there daily. http://www.classicalsubjects.com/capbb/index.php Karen Moore

ABSOLUTELY! :) It is written for the novice Latin teacher/parent/student. All instruction is included in the text. The TE (now available) includes all answers and some additional teaching tips. I also have an online tutoring forum at www.classicalacademicpress.com where I provide support. -Karen

Latin Alive! is designed as a 3 book series that will cover ALL Latin grammar. Book 2 will be out in Summer 2009. You would not need to move on to another grammar series when finished. I like to think of it as a kinder, gentler Wheelock, more appropriate for younger students. It is a comprehensive grammar based program that will teach students to read original Latin Literature. The recommended age is 7th grade. I use it with 6th graders myself. I would hesitate to recommend this text for the average 5th grader. I do have colleauges, however, who are teaching LA Book 1 over 5th and 6th grades, taking two years to complete one book. This seems to be working well for them. Karen Moore author

T - You had asked earlier about a schedule for Latin Alive. I wanted to let you know that a generic chapter-by-chapter schedule is now posted on the CAP website. I hope this will be of help to you. http://www.classicalacademicpress.com/latinalive.html -Karen

Janice, Okie, et al. A generic chapter-by-chapter lesson plan for Latin Alive is now posted on the CAP website. http://www.classicalacademicpress.com/latinalive.html Hope this helps!

I put together a generic chapter-by-chapter plan this weekend for LA 1. It should be posted on the Classical Academic Press website sometime next week.

I put together a generic chapter-by-chapter plan this weekend for LA 1. It should be posted on the Classical Academic Press website sometime next week.

Christine, I am told the TM goes to print this week. That means it will be available for shipping in approx. 2 weeks. The first unit is online temporarily until the printed version is available. Yes, I am planning (and praying) for Book 2 to be out Summer 2009. It is a little more than half finished, so I do think it will be ready. I am teaching through Book 2 in my own class this year. We are planning on creating DVD's for each of the 3 books in the LA series. Thanks for the encouragement! Blessings, Karen Moore

My personal opinion - If your ds is learning Greek and Spanish, I think that is enough. You accomplish most of the same purposes in studying Greek as in studying Latin. If Greek is his interest - go there, and don't drive yourself insane. If he wants to take Latin later on, he can always pick it up then. It is a fairly smooth transition from one to the other. You get great applause for including a classical language in the c.v.! Karen Moore

It might work well. I've known several who have taught/learned two languages simultaneously, and done so successfully. I think it depends on the student. Be warned, however, that lessons might proceed a little slower since she is taking in two at once. That isn't a bad thing, and she/you shouldn't get frustrated by it.