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"Now," I go on to say to my students, "you are to commit this sentence to memory, and be ready to give it fluently in the Latin when we meet next. And in the same way you will commit to memory every passage we so use in the year; and at each term examination you will find yourselves called upon to write one of these passages, still from memory. Further, and still more important than this, never again pick out your subject, your predicate, etc.; but, in preparing your daily lessons, do just what we have been doing this morning, except that you are not to translate any sentence, or any part of any sentence, until you have gone through the whole lesson in the Latin, and got all the meaning in your power out of it. I give you a short lesson, and I shall call upon one man and another to take up a sentence and go rapidly through it as Latin, word after word, as we have just now done, telling us precisely how it should be thought out. In preparing your lesson, in order to be sure that your eye does not stray and run ahead, cut out a piece of flexible pasteboard, or, until you can get pasteboard, a piece of stiff writing-paper, as long as twice the width of your printed text, and two or three inches wide. Cut a strip from the top, running along half the length, and deep enough to correspond to precisely one line of your text, including the space that belongs with it.1 Use this piece of paper in such a way as to expose just one word at a time, together with which, of course, will also be seen all the words preceding; that is to say, as you think about one word after another, pushing your paper on, you will constantly see all of the sentence thus far traversed, without being able to look ahead."

At the next meeting, the class, thus prepared, recites as described, a number of students attempting to show precisely what mental processes one should go through in taking up the sentences of the lesson. At the next but one, and thereafter throughout the Freshman year, all books being closed, the instructor reads the review lesson aloud, with all the effectiveness possible to him, one sentence at a time, calling for a translation of it from one and another student.2 As a preparation for this exercise, each student is urged to read the review aloud a number of times in his own room, doing his author as much justice as possible.

At every exercise during the year, except the special weekly exercise, a number of sentences, prepared by the instructor, and based upon the text under reading at the time, are given out to students, to be written upon the board, in the English and in Latin, while the rest of the class are engaged upon translating the review as the instructor reads it; and when the work upon the review is over, these Latin sentences upon the board are criticised by the class. I touch upon a very serious defect in most of our preparatory schools when I say that from beginning to end there should never be a recitation in a foreign language without written or oral translation into that language.

1 At the meeting of the Philological Association at Ithaca last summer, Professor Gildersleeve, in the course of some remarks upon the reading of Greek and Latin, expressed himself with great severity in regard to the habitual way of doing the thing, and suggested that it would be desirable, in order to force students to accept the order of the original, to require them to read through a hole in a piece of paper, or with a notched card.  The method urged in the present pamphlet is practically so identical with the results that would flow from Professor Gildersleeve's suggestion, that nothing but the fact that this method was already substantially in print in the Cornell University Register for 1885-6, and in the special announcement of courses in the classics, could save this pamphlet from the suspicion of being merely an expansion of Professor Gildersleeve's hint.  The same thing holds in regard to the admirable injunction in the preface to the new edition of the Allen and Greenough Cicero, published in May, 1886.  As it is, however, it appears that the essential aim of the method of this pamphlet (not necessarily, of course, its details) has strong and express confirmation.

2 For this very helpful feature of the work under description, I owe my thanks to my assistant, Dr. A. C. White.  I know of no piece of work more charming and cheering to listen to, excepting the translation of a new piece of Latin in the same way.

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