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Rh does not say legat, nor recitet, but pronunciet; legat or recitet would be satisfied by any reading, monotonous or not; pronunciet necessarily implies delivery, the attempt at elocutionary finish.

The delivery of the passage well done – and, when possible, exacted immediately, – the professor proceeds to sketch the argumentum, or gist of the passage. This he does briefly. Father Jouvancy, in his Odes of Horace, gives us examples of argumenta which are all that could be desired; other instances, found in the Ratio Docendi, will be given below. Of course, the professor gives the argument mostly from his notes, and he usually, or often, dictates it, – a reason for his writing it out at home. It should be brief, pithy, striking, and clear, and given in Latin in the higher classes, in the vernacular in the lower classes.

Then, when the passage is connected with the preceding, the professor has to set forth the nature of the connection; this refers especially to points of history, and, in general, to such references as come under the head of eruditio. It will seldom be necessary when, as often occurs in the lower grades, the passage for prelection is the whole of a short story. In Freshman class and Sophomore, on the contrary, it may require some time to explain this connection.

The professor next passes on to consider each sentence by itself. He explains each one, shows the grammatical or rhetorical connection or dependence of its successive members and phrases, and, in general, clears up any obscurities or difficulties which the words contain. If the explanation is in the vernacular, he