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490 before the recent reforms, namely, to make the authors the means of studying, repeating, or "drilling" the rules of grammar, etymology, and syntax. This makes the reading unpleasant, as every now and then a grammatical rule is asked, paradigms are repeated, etc., so that the author merely becomes subservient to the grammar, whereas the very contrary ought to be the case, especially in the higher classes. This faulty practice is altogether opposed to the Ratio, which assigns a special time every day for repeating, studying, and drilling grammar or the precepts of rhetoric and poetry. The 27th rule of the teachers, which lays down the method of explaining authors, does not even mention among the various suggestions the asking of grammatical rules. Nor is this grammatical drill contained in the schemata of Jouvancy for the higher classes among the five or six points to be observed in the prelection of authors. There is one called Latinitas, but an examination of what is said there shows that it is not a repetition of grammar, but, as Professor Willmann says, it deals with the technique of language, phraseology, etc. Jouvancy remarks that in the lower classes more attention is to be paid to grammar, which at this stage is not yet mastered by the pupils. This is in perfect accordance with the Ratio. The teacher of the lowest class is told when repeating the lesson of the previous day, "often to have words declined, or conjugated, and to ask questions about grammar in various directions." The teacher of the next following class should sometimes do the same. This is a wise prescription, as in the low-