Whatever controversies may be astir as to the precise objects of a classical training, it will hardly be disputed that if that teaching has been successful the pupils will sooner or later be able to make out an ordinary passage of ‘unseen’ Latin or Greek. It is a test to which the purely linguistic teacher must obviously defer: while the master, who aims at imparting knowledge of the subject-matter must acknowledge, if his boys flounder helplessly in unprepared extracts, that they could have learnt about ancient life better through translations.
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