the first part can be read here<\/a>.]<\/span><\/strong><\/p>\n![\"\"](\"https:\/\/scholalatina.it\/wp-content\/uploads\/2022\/11\/Magister-cum-discipulis-1.png\")
<\/span><\/p>\nThe purpose of such a study is not\u2014and I say this again so as not to be misunderstood\u2014to go shopping in Latin or to use Latin as a living language, as one might English (which many people learn in order to take a plane or book a hotel, and not to read Shakespeare), but to reclaim for Latin its nature as a language, as described above, which has been denied to it for so long in favour of a written approach to language study, which is ultimately understood as the study of grammar at the expense of vocabulary, pronunciation and, in general, of the organic nature of the language (we will discuss shortly the so-called traditional method, as well as the inherent pitfalls in an active method that is not approached with care).<\/span>
\nNow that we have clarified that, in teaching, use of the target language is neither a hindrance nor a game, but is very serious and also quite demanding\u2014not only for the students but also for teachers who aren\u2019t used to it, especially at the beginning\u2014, it seems to me that the purpose is to employ a rigorous and efficacious method that will guide us to where we want to go. Personally, I do not believe in shortcuts; in other words, I do not believe that use alone will enable us to learn any language well\u2014that is to say at such a level as to understand a classic work of literature\u2014without studying it in a focused and disciplined manner; nor do I believe that an excessively analytical approach, that is almost mechanical and a bit abstract despite its being methodical, can lead us toward a deep knowledge of a language, without engaging an oral or written aspect.<\/span><\/p>\n