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BULLETIN OF DENISON UNIVERSITY. 
rules which govern other words of the same origin. Here is the point 
where many teachers using the Roman method are open to sever- 
est criticism. They do not impress upon their students the necessity 
of using the English method in all the four cases above mentioned. It 
is to be feared that the teacher himself does not always understand 
that this is the rule. Certainly, in examining men who have been pre- 
pared for college in the public schools of this state, I find that almost 
invariably those who have used the Roman or the Continental method 
make, when translating into English, numerous and gross mistakes in 
pronouncing classical proper names, except a very few of the most 
common. Ccesar and Cicero are not mispronounced ; but Cains is in- 
variably Ki-us.; the g in Orgeiorix, Gyas, Geryon, is hard; the faithful 
Achates is Akah'-tas or Akah'-tez ; Lahienus is Lah'-bi-a'-noos or La-bi- 
a-nus; the Sequani and Haedui appear as Sa'-qua-ne, Sek'-wa-ne, 
Se-quah'^-ne, Hl-doo-e, Hl-doo-I, and in various other disguises. 
Questioning usually elicits the fact that in translating into English the 
boy has been allowed to pronounce proper names entirely at random, 
or that he has even been instructed to pronounce the names in both 
English and Latin according to what was fondly supposed to be the 
Roman method, — being in fact the oddest imaginable jumble of differ- 
ent methods. 
When we say, then, that the ancient pronunciation is approx- 
imately known, we must qualify by adding this statement, that, while 
we do know how the Romans uttered the long vowels and how they 
uttered the corresponding short, yet in very many syllables it is quite 
impossible to say whether the vowel is long or short. Of course these 
doubtful syllables, though so numerous, are still few when compared 
with those whose quantity is certain ; but in case of even this last 
mentioned class, a huge difficulty arises for the faithful learner — the 
difficulty of remembering. In all the recent beginner’s manuals, some 
of them very admirable and to a considerable extent truly inductive, 
it is assumed or expressly stated that the learner is to master the nat- 
ural quantities of all the syllables in every new word and form as he 
