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Rh part of the next lesson will be merely repetitions of what the teacher has told and done."

The statement that this is the practice of the German schools, needs considerable modification. It may be partly so at present, but it certainly was not common before 1890. On the contrary, in German higher schools, throughout the greater part of the nineteenth century, it was generally insisted on that the students should prepare the translations without any or much help from the teacher. In fact, most professors assigned some chapters in the author which were to be prepared for the next lesson without giving as much as a hint about a difficult passage. The next day a fairly good translation was expected, and by many teachers exacted rather rigorously. It was said that this system stimulated self-activity and independent thought; and more than once the opposite system, as followed by the Jesuits, was condemned, because, as it was asserted, it did not develop independence and the spirit of research. But did the results of the German system come up to expectations? The less diligent pupils had recourse to all sorts of "ponies", – in fact, the less talented were often practically forced to use other helps, as it was impossible for them to give a translation of many passages. In this way a spirit of dishonesty was fostered. The more scrupulous and eager students lost much time on difficult passages, often without finding a satisfactory translation. All this time might have been spared by