the scholar stops, and his adversary has the opportunity of pointing out any mistake that he may have perceived. Then other scholars in the division, and after them the whole class, may make criticisms on the rendering, and finally the teacher supplies any point that has been omitted. While this is going on, the others correct the mistakes in their own exercises. The adversary, however, should not do so, but should keep his own unaltered that he may submit it to the criticism of his companions. As soon as the first sentence has been properly corrected, the next is taken, and so on until the exercise is finished. Then the adversary should read out his in the same way, while the original challenger takes care that he really reads his original translation and does not insert the corrections that have been made. The individual words and phrases are then criticised as before. After this, a second pair of adversaries is chosen, and the same procedure is repeated for as long as the time permits.
26. In this connection the leaders have two duties to perform. Before the corrections begin they should see that all the scholars have their exercises ready, and while it is going on they should take care that each of them corrects his exercise when it contains the mistake that is under consideration.
27. The result of this will be
(iv)(i) That the work of the teacher will be lightened.
(iv)(ii) That no scholar will be neglected.
(iv)(iii) That the scholars will attend better than formerly.
(iv) That what is said to one will be of equal advantage to all.
(iv)(v) The differences in the mode of expression, that are certain to occur in so many different translations, will not only improve and strengthen the scholar’s acquaintance with the subject-matter, but will also give him facility in using the language.
(vi) Finally, as soon as the first, second, and third pair have finished, it will frequently happen that the
