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 and Latin composition; and no method will ever be devised which would induce earlier than at present that degree of mental maturity which reveals itself in a good Latin style. So long as gymnasium pupils are no more select than they now are, the majority, so far as writing Latin is concerned, will begin something that will never lead to successful performance. It would be better, instead, to practise diligently that which can be achieved, namely, composition during the recitation hour, with the assistance of the teacher, and, afterward coöperative consideration of the appointed task, by the pupils. This plan secures the advantage of set essays without the disadvantage of innumerable mistakes, the correction of which the pupil rarely remembers. Joint labor is interesting, and can be adapted to every age. As a substitute for essays, abstracts in Latin of texts previously interpreted are to be recommended, these abstracts to be made at first with the help and afterward without the help of the book in question. To abstract does not mean to imitate, and ought not to mean that. To imitate Cicero requires Cicero’s talent, and unless this exists, the attempt to imitate, it is to be feared, will result in cold artificiality. Even Cæsar is not so simple that his style could be taught and learned. But many passages of Cæsar may be memorized; at first short sentences, then longer periods, finally whole chapters. The usefulness of this practice is attested by experience. CHAPTER VII =Further Specification of Didactics= 286. The more precise determination of the theory of instruction depends on the nature of particular subjects of instruction, on the individuality of the pupil, and on the external conditions of ethical life.