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of such connected pieces as had no relation to the authors studied at the time. Of late years this practice is condemned more and more, and we think rightly so. The new "Prussian School Order" prescribes the former system.^[1] And recently an American writer could state that "the grammatical training is now brought into more vital connection with the study of classic literature. The writing of Latin verse is generally discarded. Prose composition is receiving increased attention, and is now more imitative in its character than formerly, being commonly based on the Latin and Greek masterpiece which the class is studying at the same time."^[2] Is this a new invention? It is exactly the method prescribed by the Ratio. Thus the 30th of the Common Rules reads: "The theme should be dictated not off-hand but after careful consideration and generally from a written copy. It ought to be directed, as far as possible, to the imitation of Cicero." Two things are contained in this rule: First, the teacher is to write out the dictation himself, not to take it from an exercise book; secondly, the dictation is to be based on the author studied at the time. Cicero is mentioned because he was formerly the author read with preference. Besides, other rules say that the dictation may follow other authors, especially historians.^[3] The rules for the teachers of the different classes enjoin that the same method be followed.^[4] Thus the professor of Humanities is told that "it is often advantageous so to compose the

1. Lehrpläne und Lehraufgaben, 1901, pp. 23, 25, 29, etc.
2. Education in the United States, (1900), vol. I, p. 185.
3. Reg. Prof. Rhet. 1. – Reg. Prof. Hum. 6.
4. Reg. Prof. Rhet. 9. – Prof. Hum. 6. – Prof. Supr. Gram. 6.