Suggestions Concerning Preparation.
Exercises in translation at sight should begin in school with
the first lessons in which Latin sentences of any length occur, and
should continue throughout the course with sufficient frequency to
insure correct methods of work on the part of the student. From
the outset particular attention should be given to developing the
ability to take in the meaning of each word—and so, gradually, of
the whole sentence—just as it stands; the sentence should be read
and understood in the order of the original, with full appreciation
of the force of each word as it comes, so far as this can be known
or inferred from that which has preceded and from the form and
the position of the word itself. The habit of reading in this way
should be encouraged and cultivated as the best preparation for all
the translating that the student has to do. No translation, however,
should be a mechanical metaphrase. Nor should it be a mere
loose paraphrase. The full meaning of the passage to be translated,
gathered in the way described above, should finally be expressed
in clear and natural English.
A written examination cannot test the ear or tongue, but proper
instruction in any language will necessarily include the training of
both. The school work in Latin, therefore, should include much
reading aloud, writing from dictation, and translation from the
teacher's reading. Learning suitable passages by heart is also very
useful, and should be more practised.
The work in composition should give the student a better understanding
of the Latin he is reading at the time, if it is prose, and
greater facility in reading. It is desirable, however, that there
should be systematic and regular work in composition during the
time in which poetry is read as well; for this work the prose authors
already studied should be used as models.
In accordance with the above report, the following detailed description
of the four units of Latin is given:
Latin A. Grammar, Composition, and Translation:—The Roman
pronunciation; habitual observance of accent and quantity; thorough
mastery of the regular forms; the simple rules of word-formation
and derivation; syntax of the cases, tenses, and modes; accusative
and infinitive, relative and conditional sentences, indirect discourse,
and the subjunctive. Translation into Latin of easy detached sentences
illustrating grammatical principles, and of very easy continuous
prose based upon the vocabulary of Cæsar and Cicero. (One
unit).
Latin B. Grammar, Composition, and Cæsar's Gallic War,
Books I-IV:—A reasonable acquaintance with the time and purpose
of the author; intelligent grasp of the thought; ability to summarize
the narrative as a whole; ready comprehension of the normal forms
and constructions; a reasonable facility in reading at sight passages
of like vocabulary and construction. As much as one book of Cæsar
may be substituted by an equivalent amount of Viri Romae, or other
Latin prose. In connection with all of the reading there must be
constant practice in prose composition, as well as in sight translation.
(One unit).
Latin C. Grammar, Composition, Cicero's Orations against
Catiline, and Two Others:—A reasonable acquaintance with the
time and circumstances of the Catilinarian conspiracy; intelligent
appreciation of the orator's thought and purpose; ability to summarize
the oration as a whole; readiness in explaining normal forms
and constructions; reasonable facility in reading at sight passages
of like vocabulary and structure. As much as two orations may be
substituted by an equivalent amount of Nepos, or other Latin prose.
In connection with all of the reading there must be constant practice
in prose composition, as well as in sight translation. (One unit).
Latin D. Grammar, Composition, and Vergil's Aeneid, Books
I-VI:—A reasonable acquaintance with the time and purpose of the
poet; intelligent appreciation of the poet's thought and art; ability
to summarize the story as a whole; acquaintance with the typical
forms and constructions of poetry; practical mastery of the heroic
hexameter; reasonable facility in reading at sight passages of like
vocabulary and difficulty. The third and fifth book of the Aeneid
may be substituted by an equivalent amount of Ovid, or other Latin
epic poetry. In connection with all reading there should be constant
practice in prose composition, as well as in sight translation.
(One unit).
