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Finally, if you ask me whether this method which I have been describing does not take a great deal of time, I shall answer that the amount of Latin read in the first term is much smaller than in the ordinary way, but that the power to read increases rapidly, and that the total quantity read in the first year is somewhat greater than on the common system, considerably greater in the second year, and in the elective years absolutely greater; to say nothing of the much juster understanding of, and more intimate feeling for, his original, and the much keener delight in reading, gained by the student who pursues this method. But there is one thing more to be said about this kind of work, this training of the student to read Latin rapidly. It is not the work of the universities at all. In the universities, men should not learn how to read Latin, but should read it. It should be my office, for instance, to make them acquainted with the body of the literature, to make them know it, at any rate, and love it, if possible. But the office of preparing them to do this by training them to read ordinary Latin with ease and speed belongs to no college instructor, but to the schools of which you have charge. I wholly believe that the application, from the very first day of reading a Roman sentence of one word, of the method here described, would, without adding a day to the length of time given to preparation for college, make a young student able, at the beginning of his Freshman year, to read Latin with more ease and speed than are my students at the end of it, — to say nothing of the greater pleasure which they would have in their work. And I am not judging from my experience in university teaching alone; for this very method of teaching has been used by students of my own upon young pupils, of varying ability, in preparation for college, and with results that fully confirm my belief. Nor are the young pupils the only gainers. The teacher himself will be surprised to see how much more pleasure he feels in his work; and, if he keeps up his reading of the Latin literature, as all teachers of course endeavor to do, he will be surprised to find how his rate of speed will increase. And the method itself will give him no trouble to learn; for in the very act of preparing papers for examinations of this sort, or, at the worst, of conducting oral exercises without preparation, the teacher will very soon have taught himself the whole art.

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