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482 few rules, was given to each student, and it was repeated till it was known by heart. The students used to call it 'Hadley's Primer.'

As the results of this method, those who studied – for you know only about ten per cent of the students are really studying in earnest, the honor men – acquired such a facility in reading Homer that they could read the rest of the Iliad with comparative ease, while the moderate students had no difficulty in preparing the lesson assigned during the second term, which was fifty lines daily in another book of the Iliad, the eighteenth, if I mistake not. Then we took up Herodotus, at the rate of two pages a day, after an introduction about the author and his book. This was also accompanied on some days of the week by recitations from an excellent book on Greek History – Wheeler's if I mistake not.

Professor Hadley was the only one in the University to follow the method of the prelection of the Ratio, but he followed it most thoroughly. He was regarded in his time as one of the very best professors in the University, and he merited this reputation."

It remains for us to investigate how much is to be read. The first question which presents itself is: Should the reading of the classics be slow or quick, stationary or cursory? It has been said that in stationary reading the boys read little, in cursory they learn little or nothing. What, then, is to be done?

It all depends first, on the text, whether difficult or easy; secondly, on the character of the book. Epics and historical works, as a rule, should be read more rapidly, because they are in themselves slowly progressing, whereas lyrics and drama should be dwelled