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 can not 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
practiced.
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. Cæsar's Gallic War, Books I-IV, Grammar, Composition:—
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 Romæ, 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. Cicero's Orations against Catiline, and Two Others, Grammar,
Composition:—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. Vergil's Æneid, Books I-VI, Grammar, Composition:—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 Æneid 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.)
