The Reading Process in Latin

Abstract

The monograph of Judd and Buswell on silent reading, com bining as it did an unimpeachable scientific technique with an ex treme denunciation of Latin as now taught, came as a distinct shock to the classical teachers of America. The authors spoke with the prestige of long and careful research into educational psychology, and most of the teachers of Latin, while they were not convinced that all the conclusions were fair and valid, were in no position to offer material criticisms that would appeal to anyone not already committed to the value of the classics. On the other hand, edu cators who set little value upon Latin found in the document a store of ammunition which they were beginning to need, because of the present reaction of psychologists from the extreme anti disciplinary view of a generation ago, and especially in the light of the soundly scientific and fair-minded attempt of the classical world, as represented by the American Classical League, to set its own house in order. Hence, it seems proper to examine the Judd Buswell monograph,2 both for the sake of its real contribution to our knowledge of the facts underlying the teaching of Latin, and for the purpose of setting against its extreme criticisms of Latin certain historical aspects of the reading process which may serve to mitigate the judgment of the investigators, and to admit the possibility that reconstruction rather than extirpation is the real remedy for the alleged incubus of Latin upon the schools.