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Rh from the tenor of the whole Ratio, and is sufficiently proved by our former statement that branches of study are merely the means to attain the one object of all instruction, the cultivation of the mind. A language – so our modern educators say – is learned much more quickly, if spoken; it becomes easy and familiar and, in a way, natural. That the speaking of Latin is, after all, not so absurd, may be seen from the fact that some of the ablest scholars of the nineteenth century have advocated it. Thus the great Latinist, Dr. Seyffert, says: "Without speaking, the writing of Latin will always remain a half-measure and patchwork." Also Dr. Dettweiler, one of the best modern authorities on the study of Latin, recommends the speaking of this language. However, the attitude of the Society in this point has changed. The Society adapts itself in this respect, as in many others, to the tendency of the times. This may be inferred from a comparison between the Ratio of 1599 and that of 1832. The old Ratio enjoins the teacher to insist rigorously that the boys speak Latin in all matters pertaining to school work, except in the lowest class, where they do not know Latin. The corresponding rule in the revised Ratio reads as follows: "The teacher should take great care that the pupils acquire practice in speaking Latin. For this reason he should speak Latin from the highest grammar class on, and should insist on the use of Latin, especially in explaining the precepts, in correcting Latin compositions, in the concertationes (contests between the boys), and in their