Page:Jesuit Education.djvu/482

462 is careful to keep at first, as far as possible, the order of the Latin words, to accustom the ear to the numerus of that language. If this cannot be done, then he first translates nearly word for word, almost regardless of vernacular excellence, then afterwards returns and gives a version, with all attention to the elegancies of diction. This last translation must be a model of the vernacular, the very best the professor can do. Jouvancy says that all translations and dictations in the vernacular must be in strict accord with the most exact rules of the language, and free from any defect. The Ratio of 1832, in the eighteenth rule for the teachers, insists on the same.

By all odds the better way for the teacher, as Jouvancy has said, is to elaborate his version for himself. It is a risky thing to rely on printed translations; many of them, especially the "Handy Library Translations" and the like, are frequently done in awkward and slovenly English. Further, as now-a-days the pupils have easy access to libraries, they will soon detect what sort of translation the teacher uses. In consequence the professor will lose a great part of his authority, the first element of which is esteem for the teacher's learning. Besides, as soon as the students have discovered the source of the teacher's translation, the careless and lazy ones will no longer pay any attention in class. Of course, the most conscientious and painstaking teacher has sometimes to have recourse to translations. But he should procure the most scholarly translations, and use them with discretion.

There can be no objection to the teacher's reading