University of Virginia Library

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 simpler rules of word-formation and
derivation; syntax of the cases, tenses, and moods; 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 Caesar and Cicero. (One unit).

Latin B. Grammar, Composition, and Caesar'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 Caesar 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).