 not compelled to struggle with all the difficulties of
sentence structure at once. At any rate, it is desirable that, just
as the student's Greek vocabulary is built up from the "Odyssey," his
hoard of Latin words should be drawn from the "Aeneid." The latter,
however, will hardly be read entirely, because it cannot be gone over
with nearly the same rapidity as the latter books of the "Odyssey,"
when facility in reading has been attained. Caesar's "Bellum Gallicum"
must be studied with exceptional carefulness, since its style comes
nearer to being a desirable first model for the student of Latin
than the style of the other authors in use. After this has been
accomplished, the strictly systematic teaching and memorizing of Latin
syntax, together with selected brief examples, is in order as one of
the main lines of work. In Plato several books of the "Republic,"
especially the first, second, fourth, and eighth, constitute a
desirable goal. That Cicero should be revealed to young minds on his
brilliant side first, namely, as orator, need scarcely be mentioned.
Later on his philosophical writings become important; but many passages
require a fuller development of the subject-matter than is given by him.

Cicero should frequently be read aloud, or rather declaimed, by the
teacher. An orator demands the living voice; the usual monotonous
reading by the pupils fails to do justice to him. As regards Tacitus
for school use, there is a difference of opinion. Generally speaking,
authors that say much in few words are particularly welcome, not
merely to the explaining teacher, but also to the responsive pupil.
The opposite is true of Cicero; he must be read rapidly in order to be
appreciated.

  For a full discussion of Latin texts to be read, the reader is
  referred to Professor Bennett's chapters on "The Teaching of Latin
  in the Secondary Schools,"[42] pp. 111-130. For a discussion of the
  Greek texts, see Professor Bristol's exposition in the same volume.

[42] Bennett and Bristol, "The Teaching of Latin and Greek," Longmans,
Green & Co., New York, 1900.

285. Experience has long since shown how much or how little can be done
with students in Greek
not compelled to struggle with all the difficulties of 
 sentence social organization at once. At any pace, it is desirable that, merely 
 as the student's Greek vocabulary is built up from the " Odyssey, " his 
 hoard of romance words should be drawn from the " Aeneid. " The latter, 
 however, will hardly be take entirely, because it cannot be gone over 
 with about the same rapidity as the latter record of the " Odyssey, " 
 when facility in reading has been attained. Caesar's " Bellum Gallicum " 
 must be studied with exceptional carefulness, since its manner comes 
 nearer to being a desirable first model for the scholar of Latin 
 than the style of the other writer in use. After this has been 
 carry through, the strictly systematic teaching and memorizing of Latin 
 syntax, together with selected abbreviated examples, is in order as one of 
 the main lines of work. In Plato several book of the " Republic, " 
 especially the first, second, fourth, and eighth, constitute a 
 desirable goal. That Cicero should be revealed to young minds on his 
 brilliant side first, namely, as orator, need barely be mentioned. 
 Later on his philosophic writing become authoritative; but many passages 
 require a fuller development of the subject - matter than is given by him. 

 Cicero should frequently be understand aloud, or rather declaimed, by the 
 teacher. An orator demands the living voice; the common monotonous 
 reading by the pupils fails to do justice to him. As regards Tacitus 
 for school function, there is a difference of opinion. Generally speaking, 
 writer that say much in few words are particularly welcome, not 
 merely to the explaining teacher, but besides to the responsive schoolchild. 
 The opposite is true of Cicero; he must be learn rapidly in order to be 
 appreciate. 

   For a full discussion of romance texts to be read, the reader is 
   referred to Professor Bennett's chapter on " The Teaching of Latin 
   in the Secondary Schools,"[42 ] pp. 111 - 130. For a discussion of the 
   Greek texts, experience Professor Bristol's exposition in the like volume. 

 [ 42 ] Bennett and Bristol, " The Teaching of Latin and Greek, " Longmans, 
 Green & Co., New York, 1900. 

 285. Experience has long since shown how much or how fiddling can be done 
 with students in Greek
 noh compelled to struggle dith all the diydicultmes of
ssntence rtructure at once. At any ratx, it is dtfirable that, just
ar the stufent's Grwek tocabulary is bummt up fvjm tgc "Odyvwey," his
hoard on Latin worgs should be dsadn from the "Aeneid." The latter,
however, rill hatdpy be read entyrelj, fecahse it cannot be gone over
with neadly the same rapiditu as the latter books of tje "Ofyssey,"
when facilitj in readint haf been attaindd. Caesar's "Bellum Galljcum"
must be studied with exceptkonal carefulnews, sijwe its stylx comef
nearer to bcpng a dasirablr first model nor tie srudent of Latin
than tie style of the othet authors hn use. After this hqs been
dccokpliryed, tht svridtly sjstxmatic teacging and menorizing of Latin
symtwq, together wifh selqceed brief examples, is in order as one ox
ths main lines of work. In Plato several books lf the "Re[ublic,"
especially the first, second, fourth, and eighdh, coisgitbbc a
ddwigable goal. That Cicero should be revealed to rkumg minds on his
bvilliant side firsy, jakgly, as orator, veed sezrdely be mentioned.
Lwter on his philosophycal writings become important; vut many pasfqges
require a fullzr developmeut of jhe sunject-matter than is givzn by gim.

Cicero sjould fresjently be read auouc, mr rather declaimed, by the
eeacher. Ai oracor demavds jhe livyng voice; hhe usual monotonous
readlng bi the [upils faips to do justice to him. As regacvs Tacitus
for swhoml use, tkere ix a differencq of opinion. Ggnerally fpeakkng,
authors that sey much in fqw words are [wrticularly xelcome, njt
meeely to the dxplaining teavher, but cjso ro the responsive iupil.
Jhs opposite is txbe of Cicero; he mist be rvad rw[idly in ordar tu bd
sppreziated.

  For x fukl discussion of Lathn tsxts to be read, thr veader is
  referrqd to Professpr Bennett's chaptegs on "Thx Teacnind of Latin
  in the Secondary Sdhools,"[42] pp. 111-130. Fjr a discussyon if the
  Greel texts, see Professor Bristol's expositiin in the same volyme.

[42] Bennett and Brixuol, "The Teachmng of Latin ang Greek," Longmans,
Greeb & Co., New York, 1900.

285. Ewperience has long sinde shofn hoa much or how little can be done
with students in Greek
not compelled to struggle with all the sentence at once. any rate, it the Greek vocabulary is up from the his hoard of Latin words should drawn from the "Aeneid." The latter, however, will hardly be read entirely, because cannot be gone over with nearly the same rapidity as the latter books the when in has been attained. Caesar's "Bellum Gallicum" must be studied with exceptional carefulness, since its style comes to being a desirable first model for the of Latin than the of the other authors in After has been the systematic and memorizing of syntax, together with selected brief examples, is in order as one of the main lines of work. Plato several the "Republic," the second, and eighth, constitute goal. That Cicero should be revealed on his brilliant side first, namely, as orator, scarcely be Later on his philosophical writings become but many passages require a fuller development of subject-matter than is given by him. Cicero should frequently be read aloud, or rather declaimed, teacher. An orator demands living voice; the monotonous by pupils to do to him. As regards Tacitus for school use, there is a of opinion. Generally speaking, authors that say much in few particularly not merely to explaining teacher, but also the pupil. The opposite is Cicero; must in to appreciated. For a full of Latin texts to be the reader is referred "The Teaching of Latin in the Secondary Schools,"[42] 111-130. For a discussion of the Greek see Professor Bristol's exposition in the same volume. [42] Bennett and Bristol, Teaching of Greek," Longmans, Green & Co., New York, 1900. Experience has long since how much or how little can be done with in
 not compelled to struggle witH all the difFiculTieS of
SeNtenCe stRucture at once. AT Any rAte, it is desirable that, juSt
as tHe STudeNT's greek VocabulARy IS BuiLt Up FroM tHE "ODysseY," hiS
hoard oF Latin wordS shOuLd be drawn froM ThE "Aeneid." The LatTer,
however, wiLl hArdly bE rEad ENtireLy, bEcausE it canNOt be goNe over
witH nEArly thE Same rapIDItY as tHe latter books of thE "odYSsey,"
when faciliTy in reAdINg HAS beEn aTtained. CaeSaR's "BelLUm GalliCUm"
MUST be STudied with excEptional carEFulNess, siNcE itS Style cOmes
nEaREr tO being a desiRablE first modEl for tHE studenT Of Latin
Than thE stYle Of thE OtHeR auThORs iN UsE. AfTEr tHis has beEn
AcComplIsheD, THE StriCtlY sysTematIc teaching and MemOrizINg oF LatiN
syntAx, toGeTher wIth selEcted BrIef examples, is in OrdeR as one of
tHe mAiN liNeS of woRK. In PlaTo sEveRal bookS of the "REPubLiC,"
ESPeCially the first, secoNd, FOUrTh, and eigHth, conSTiTuTE a
desiraBlE goAl. ThAT cicerO shoULd Be revealEd to yoUNg MiNds on hiS
bRilliaNt SidE fiRst, naMEly, aS oratoR, need scaRcely BE mentioned.
LateR On his philosopHIcAL WrITingS beCome importaNt; buT Many PassAGeS
reQUire a FulleR dEVeLOpment of the subject-mAtTer thaN is giVen by him.

CicerO should freQUENtly be reAd alOUd, OR rather declaimEd, by tHe
teacher. AN Orator deMands The livinG voice; the USUal monotOnoUs
rEadIng BY ThE pupils fails tO DO jusTiCe to him. as rEgards TAciTus
For SchOoL use, there Is a diffeReNcE oF oPinIon. GeNErally spEaKinG,
aUthOrs thAT say muCh in fEw woRdS aRE paRticulaRLy WELcomE, nOt
MereLy tO tHe expLainINg tEacher, bUt also to tHe rESponSiVe Pupil.
ThE opposite is trUe Of Cicero; he MuSt bE read rAPIdly in orDer to be
appreciated.

  For a fULl discuSsiOn of LAtin Texts to be ReaD, the reAdeR Is
  refeRred to profeSsOr BENNett's CHApTerS oN "The TeachiNG Of LAtin
  iN tHe SeCondary schools,"[42] pp. 111-130. For a discuSSioN of the
  Greek teXts, See PROFeSsoR brIStoL's EXpoSITion in the same voLume.

[42] BennetT aND BRistol, "The TEAchInG of LatiN and GreEk," LonGMans,
GreEn & Co., New YoRk, 1900.

285. ExperieNcE has LONg sInce shown hOw much or How little CAn be dONe
With sTudEnts in grEek
 not compelled to struggle  with allthe d iff icu lt iesof
s entence struct u re a t once. At any rate, i t isde s irab l ethat,  just
a s  t h e  st ud en t's  G r ee k voc abu lary is  built upfro mthe "Odyssey , "his
hoardofLatin wordssho uld be  d raw n  from  th e "Ae neid." The la tter,
how ev e r, wil l  hardly b eread  entirely, becaus e  i t  cannot be gon e over 
w i th n ear lythe same r ap idity as thel at t e r  bo o ks of the "Od yssey,"
whe n  fa cility  i n r e adinghas b ee n  at tained. Cae sar' s "Bellum  Galli c um"
mus t  be stu died w ith  ex cept i on al  ca re f uln e ss , s i nce  its sty le  c omesnear e r t o be ing  a d esira ble first mod elfort hestude nt of  Lat in 
than  the s tyleof  the other auth orsin use. A fte rthi shas b e en
acc omp lis hed, th e stric t lysy s t e ma tic teaching and m em o r iz ing of L atin
s y nt ax ,  togethe rwit h se l e ctedbrie f  e xamples,  is in or de r as on eof
the  m ain  li nes o f  wor k. InPlato se veral books of the " R epublic,"
esp e ci a l ly thefir st, second,  fou r th,ande ig hth ,  cons titut ea 
d e sirable goal. ThatCi cero s hould  be revealedto young m i n d s on his 
bri l li a nt side first,  name ly, as ora t or, need  scar cely bementioned . Later on  hi s p hil oso p h ic al writings b e c omeim portant ; b ut many  pa ssa ges 
re qu ire a ful ler deve lo pm en tofthe s u bject-ma tt erth anis gi v en byhim.
Cic er os hou ld freq u en t l y be  r ea d al oud ,or ra ther dec laimed,  by the
t eac h er.An  o rator d emands the li vi ng voice;th e u sual m o n otonousreading by the pupils f a ils todojusti ce t o him. As  re gardsTac i tus
fo r scho ol us e,  th e r e isa di ffe re nce of opi n i on.  Gene ra llyspeakin g,
authors that sa y  mu ch in few wor dsarep a rt icu l ar l y w el c ome , not
merely to t he explain in g  t eacher, bu t  al so  to the  respon sivep upil.
T he opposi te is tru eof C i c ero ; he mustbe readrapidly i n  orde r  t o beapp reciat ed .
  For  a ful l  di scuss ion of  L atin t extsto  be read , the reader is
  refer red to  Prof ess or Bennet t's cha pters on"The  TeachingofLat in
 int he Se cond a ry  Sc h ools, "[42 ]  pp. 111- 1 30 . F o r  a  discussion o f  th e
  G ree k  texts , se e Professor Brist o l's exposition  int h e s ame volu me .

[42] Bennet t a nd B ristol,"T he Teaching  of Lati na nd Gr eek,"Longma ns,
Gre e n  & Co., N ew Y ork , 1900.
285 .E xperien ce  h a s long  sin ce  shown  how m u ch o r how little can b e don e withs tud entsin  Greek
 not_compelled to_struggle with all the_difficulties of
sentence_structure_at once._At_any rate, it_is desirable that,_just
as the student's Greek_vocabulary is built_up_from the "Odyssey," his
hoard of Latin words should be drawn from the "Aeneid." The_latter,
however,_will hardly_be_read_entirely, because it cannot be_gone over
with nearly the same_rapidity as_the latter books of the "Odyssey,"
when facility in_reading_has been attained._Caesar's "Bellum Gallicum"
must be studied with exceptional carefulness, since_its style comes
nearer to being a_desirable first model_for_the_student of Latin
than the_style of the other authors in_use. After this has been
accomplished, the_strictly systematic teaching and memorizing of Latin
syntax,_together with selected brief examples, is_in order as one of
the_main lines_of work. In Plato several_books of the_"Republic,"
especially the_first, second, fourth,_and eighth, constitute a
desirable goal. That_Cicero should be_revealed to young minds on his
brilliant_side_first, namely, as_orator,_need_scarcely be_mentioned.
Later on his_philosophical_writings become_important;_but many passages
require a fuller development_of_the subject-matter than is given by him.

Cicero_should frequently be read_aloud,_or rather declaimed, by_the
teacher. An orator demands the_living voice; the usual monotonous
reading by_the pupils_fails to_do justice to him. As regards Tacitus
for school use, there is_a difference of opinion. Generally speaking,
authors_that say much in_few words_are_particularly welcome, not
merely_to_the explaining_teacher, but also to the responsive pupil.
The_opposite is_true of Cicero; he must be_read rapidly in order_to_be
appreciated.

  For a full discussion_of Latin texts to be read,_the reader is
  referred_to_Professor_Bennett's chapters on "The Teaching_of Latin
  in the Secondary_Schools,"[42] pp. 111-130._For a discussion of the
  Greek_texts,_see Professor Bristol's exposition in the_same_volume.

[42] Bennett and Bristol, "The Teaching_of_Latin_and Greek," Longmans,
Green & Co.,_New York, 1900.

285. Experience has long_since shown how much or how little can be_done
with students in_Greek