Course of Study in Latin

J. R. Omahen based on Evan Millners Latinum coursework April 10, 2012

Contents
1 Overview 2 Course of Study 2.1 Introductory 2.2 Elementary . 2.3 Intermediate 2.4 Advanced . . 2.5 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 3 5 6 8 8 8 9 9 9 11 13 13 14 14 14 14 15 15 15 15 15 15

3 Syllabi by Semester 3.1 Term One . . . . 3.2 Term Two . . . . 3.3 Term Three . . . 3.4 Term Four . . . . 3.5 Term Five . . . . 3.6 Term Six . . . . 3.7 Term Seven . . . 3.8 Term Eight . . . 3.9 Term Nine . . . . 3.10 Term Ten . . . .

4 Immersion Tables 4.1 Immersive and Explicit Materials 4.2 Immersion by Terms . . . . . . . 4.2.1 Terms I and II . . . . . . 4.2.2 Terms II and III . . . . . 4.2.3 Terms IV - X . . . . . . .

5 Proposed Study and Completion Dates 15 5.1 Term Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 5.2 Intersession Length . . . . . . . . . . . . . . . . . . . . . . . . . . 17 5.3 Year Lengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1

Overview

The grand scheme of any course of study is prociency in the material being studied. As such, modern languages tend to get preferential treatment above and beyond that of ancient or dead languages. Latin being the focus of this study, it is relevant that only in the modern era have the Classical Languages (Latin, Greek) been relegated to the ancient/dead pile of languages. In other words, most students and professors alike have little or no interest in attaining a high level of prociency in Latin. They would much rather spend their time deciphering texts with grammars and dictionaries by their sides. Fortunately, there is precedent for a high level of Classical education in schooling, and examples abound in the last few hundred years. However, the most intense courses of study to be found are generally from the Renaissance period. While we can nd rigorous study in the Mediaeval period before it, the advent of widespread, available education enhanced the materials we can obtain. As such, a large section of the philosophy behind this document may be seen in the thinking of the Renaissance: to read the Classics, one must be uent in their languages. Not simply comfortable parsing the language, but truly, independently uent, so that you could pick up any piece of literature and simply read it. Classes could, of course, be conducted in these languages, and debates would likewise be held in these languages. Though we have lost this view of ancient languages, by and large, I have particular need for this level of linguistic intuition. I seek to understand the Church Fathers in their original writings, to see the trend of Christian and Catholic theology and thought, and to be able to better edify the body of Christ with such knowledge. With the nal intent of making clear orthodoxy and sharing the teachings of the early Church, I must have nearly the same degree of understanding and expression in their languages as I do my own.

Course of Study

The coursework contained here has been presented by dierent authors in different sequences and lengths. For interest, most of the information can be seen at: http://latinum.weebly.com. Since I will be working as closely as possible within the framework of semesteryear combinations, I will be necessarily modifying the order and presentation of the materials. Nevertheless, I am committed to the whole of it; I will not omit anything that is prescribed by the coursework if it furthers the acquisition of the language. In order to better understand the termbyterm schedule laid out, the entirety of materials and texts needs to be presented, along with the theory behind their usage. As a special note, Evan der Millner has provided a new resource, Cursum Latinum, a completely immersive Latin-only audio-visual course accessible through YouTube. Since it is a workinprogress, I cannot readily add it to the syllabi here presented. However, I will use it and log its usage for future reference. In 2

addition, there are vocabularybuilding audio les that will be utilised, though they are not prescribed. This revision of the coursework will feature the allocation of time and resources into two major categories: immersion and explicit. Immersion resources will be the preferred method of learning, whereby the student submerses themselves entirely within the target language, learning vocabulary and grammar in that language. The explicit category will exist only for my own acceleration of learning; by coupling the explicit teaching of grammar, reinforced by immersive techniques, I can accelerate my own understanding and subsequent internalisation of the language. Immersion can thus be divided into two categories: active, in which the student partakes in the production of language through writing and speaking, and passive, in which the student commits to absorbing the sounds and rhythms of the language through listening to passages and vocabulary lists in the target language. Passive immersion can be easily accomplished while performing other tasks, and as such does not require additional time. The schedule for this course will feature a rolling style of study, where the boundaries of the terms are thin. This option allows for great exibility: while covering the same amount of material throughout the year, but in longer terms, additional materials can be emphasized.

2.1

Introductory Millners Steps I and II; Comenius Level One and Level Two

The overriding implication of Millners Step I is the need for rapid exposure to the sounds and feel of Latin1 . To accomplish this, he has provided audio recordings for many of the beginning and introductory texts classically used when a boy reached around six or seven years of age. This overlaps quite nicely with Comenius Level One 2 , which is embodied in the text Orbis Sensualim Pictus. Utilising these resources together would certainly provide butress and experience with the language, sounds and rhythm. Table 1: Texts of Millners Step I and Comenius Level One. Title Orbis Sensualim Pictus Vestibulum Vestibulum Majus Author Joannes Comenius Joannes Comenius Joannes Comenius

Likewise, Millners Step II explicates the movement towards grammatical internalisation through walking through a comprehensive grammar, in this case, George Adlers grammar. This is a logical next step, which nds its sister in
1 http://latinum.weebly.com/index.html 2 http://www.e.millner.btinternet.co.uk/languages/Comenius01.html

Comenius Level Two, contained in the texts Vestibulum, an expanded Vestibulum Majus, and the elementary grammar Rudimenta Grammaticae 3 . Millner relegates Comenius grammar to the later stages, as he prescribes reviewing Latin grammar in its entirety after completing a work such as Adler, but from a grammar written in Latin. I tend to agree with this prescription, however, in order to support the reinforcement of the rhythm and ow of the language, I would nd it helpful to give this a cursory glance at this stage, with a plan to revise it in detail in later stages. It is worth noting that in further revisions of this lesson plan, I may completely omit Adlers grammar in favour of Latin-only grammatical instruction and exercises. This would be necessary for treating Latin as a native tongue, and would further enhance the immersion experience. Table 2: Texts of Millners Step II and Comenius Level Two. Title A Practical Grammar of the Latin Language Vestibulum Vestibulum Majus Rudimenta Grammaticae a
a

Author George Adler Joannes Comenius Joannes Comenius Joannes Comenius

For exposure, not understanding

Each of these steps seems more than logical in the order presented, yet I feel it is far more benecial to combine the two steps in parallel. Exposing the student to vast amounts of sounds and vocabulary whilst methodicaly exploring the rudiments of grammar will provide a rapid movement from oundering to command of the language. It must be stressed that throughout the course, time will be given to audio les provided by Millner for vocabulary building4 . Refer to the Immersion Tables for how these resources will be utilised. For now, I will list those materials used for passive immersion as well. Table 3: Media for Passive Immersion. Title Swallowing the Dictonary Vestibulum a Vestibulum Majus ab Rudimenta Grammaticae b
a b

Author Evan Millner Joannes Comenius Joannes Comenius Joannes Comenius

Use the monolingual Latin version Only in Term II

Tables 1 and 2 list the texts that will be utilised in parallel. A proposed
3 http://www.uni-mannheim.de/mateo/camenaref/comenius/comenius1/p3/jpg/s081.html 4 http://latinum.weebly.com/i-first-step.html

sequence and timeframe can be seen in Term One and Term Two in Schedules 11 and 13.

2.2

Elementary Millners Steps II and III; Comenius Level Three and Level Four

Notice that this also contains Millners Step II, which essentially repeats the materials presented in Table 2. This is not in error, as there is always a recommendation to revise what you have learned, if even passively. Therefore, it is a recommendation to work through Adlers text yet again, even if it simply means listening through the Adler podcasts, and not revisiting the text. The hours invested will be nearly the same, at any rate, and will prot the student immensely. Thus we move to Millners Step III, which sets its sights now upon increas` ing the diculty of the material consumed. A la the initial material, the student needs to digest an inordinately large amount of Latin, progressing through graded materials including fables and dialogues. Table 4: Texts of Millners Step III. Title Dialogorum Sacrorum Colloquia Latina Praeceptor Colloquiorum centuria selecta Lament Porta Latina Ora Maritima First Latin Reader The Childs First Latin Book A New Gradatim A First Latin Reader Puer Romanus Latin Reader Author Sbastien Castellion e Benjamin DOoge Samuel Ogden Andrew Mathurin Cordier Mary, Queen of Scots Frank Gardner Moore, Jean de La Fontaine Edward Adolph Sonnenschein Edward C. Chickering William Fenton Melville Clarence Smart Herbert Chester Nutting Reginald Bainbridge Appleton Alphaeus Bruce Reynolds

Comenius Level Three is not truly by Comenius design, but rather interpolated by Millner5 . However, I will be diverging once again from Millners plan, and so my version of a Comenius Level Three is my own interpolation of both Millner and Comenius. As we have deferred the full and proper study of Comenius Rudimenta Grammaticae, this is now the opportunity to pull it o the shelf for understanding. Since the contents of the grammar itself will
5 http://www.e.millner.btinternet.co.uk/languages/Comenius01.html

bep quite well-established with the student, it can be read to assimilate style, vocabulary and uency in reading and discussing matters of grammar in Latin. From this point on, it would benet the pupil to do further grammar studies in Latin alone, which is reected in my programme of study. Students of Comenius, graduating from the Orbis Pictus and the Vestibulum (in conjunction with the Rudimenta Grammaticae), would set their sights on the Janua. Since I have skipped the proper study of the Rudimenta Grammaticae until now, this is the most important step to catch up with Comenius students at this point. In addition, a German author has provided a text that follows the layout of the Orbis Pictus, while incorporating materials from the Janua, and will thus ease the transition to the next step. Table 5: Texts of Comenius Level Three. Title Rudimenta Grammaticae Der Kleiner Lateiner Author Joannes Comenius Johann Georg Lederer

Comenius Level Four is, in reality, his Level Three, which a Comenius pupil would graduate to after working through the Orbis Pictus and Vestibulum. The central text for this stage is called Janua Aurea Linguarum, and contains the same chapter outlines as the Orbus Pictus yet in greater detail. It is also accompanied by a further grammar which should be digested at this stage, as well as a Latin-Latin dicitonary, Lexicon Januale, to aid in understanding the texts. All three of these will be used in conjunction, much in the same way as prescribed by Comenius himself. Table 6: Texts of Comenius Level Four. Title Grammatica Janualis Janua Aurea Linguarum Lexicon Januale Author Joannes Comenius Joannes Comenius Joannes Comenius

Tables 4 and 5 list the texts that will be utilised in parallel. Table 6 will be treated exclusively. A proposed sequence and timeframe can be seen in Term Three and Term Four in Schedules 14 and 15.

2.3

Intermediate Millners Step IV; Comenius Level Five and Level Six

Millners Step IV is the pinnacle of his program, advancing the student to the most advanced grammars and native Latin authors. In order to this, he simply 6

pushes the pupil through Comenius three Latin grammars, two of which I will have gone through at least once. As such, I will take the opportunity to review the Grammatica Janualis as I did the Rudimenta Grammaticae. He nishes o with an additional Latina grammar, and we will follow the prescription. Table 7: Texts of Millners Step IV. Title Grammatica Janualis Grammaticae Elegantis Latinae Grammatices Syntaxis
a

Author Joannes Comenius Joannes Comeniusa Simon Verrepaeus

For a brief read, not understanding. See Table 10.

Comenius Level Five shows the desire to internalise the material thus presented, and further enhance the pupils knowledge. This is another steppingstone to the pinnacle of his grammars, which is deered for a few Steps. The presentation of this level is in the form of a text called the Schola Ludus, where the material of the Janua is expanded upon using dialogues and expositions, and educational themes are developed. Since this reviews the material from the Janua, there is great value in reviewing the grammar, and continuing to use the Lexicon Januale. Table 8: Texts of Comenius Level Five. Title Grammatica Janualis Schola Ludus Lexicon Januale Author Joannes Comenius Joannes Comenius Joannes Comenius

Moving on to Level Six presents the pupil with the traditional instruction method from the Classical Era: memorisation. A text of seven hundred alliterative sentencecs is presented to the student to commit to memory. This could be conceivably combined with the previous Level if time constraints are rather tight. Table 9: Texts of Comenius Level Six. Title Vestibuli Lat. Lingvae Auctarium Author Joannes Comenius

Table 7 should be taken separately from Tables 8 and 9, which may be combined to save time. A proposed sequence and timeframe can be seen in 7

Term Five and Term Six in Schedules 16 and 17.

2.4

Advanced Comenius Level Seven

This is the last stop before Comenius would allow his pupils to even touch an original Latin author. It took many years of sweat and struggle to get to the level of Latin uency he felt was necessary to address Latin texts in the original. In an eort to recreate this experience, I will also be following this track, and am deerring all original texts to the next section. Comenius prepared his pupils through what he called the Atrium, consisting of his high-level grammar and philosophical discussions of material previously presented. There is an additional dictionary presented to the pupil to better digest the materials. Table 10: Texts of Comenius Level Seven. Title Atrium Grammaticae Elegantis Lexicon Atriale Author Joannes Comenius Joannes Comenius Joannes Comenius

Table 9 will be split over two Terms, seen in the Schedules 18 and 19

2.5

Research Comenius Level Eight

Original authors and texts are dominating this section, with any number of original pieces of literature read, at a minimum of four per term. This level is to cover two full terms, with a minimum of eight complete works at the end of this level. It is likely that I will esh out this section to contain all of the classical Philosophical and Religious works of Latin authors, to highlight the sense of argumentation, sentiment of the time and usage of the language. It is after this point that I will be begin Patristic studies, and address the Early Church Fathers in the original.

Syllabi by Semester

There are two major modes to follow in this course: traditional and rolling. The traditional approach allows ten to twelve week terms, with one to two week intersessions. The rolling plan allows for fourteen to sixteen week terms, with no break in between. If the work for a term is completed early, the next term can begin in earnest. 8

3.1

Term One

The main key in laying out this beginning material is to steadily work through Adler, while gaining comfort in Comenius texts through repetition. Thus, the idea will be to cover the Orbus Pictus and Vestibulum at least twice each, possibly more. The Vestibulum contains nine total chapters (seven chapters, plus an introit and conclusion). The Orbis Pictus contains 154 chapters total, spread over nearly two hundred pages. The Rudimenta Grammaticae is twelve total chapters, and would bear two repetitions over two terms. Table 11: Schedule for Term One. Adler Lessons 1-49 should be covered at an even rate, over the full length of the term. For a ten-week term, this would amount to four-ve lessons per week, and at twelve-week terms, about four per week. OP This should be covered twice over the course of the Term, allowing for the information assimilated through Adlers grammar to be put to use through the text. In a ten-week term, this would be a pace of about thirty sections per week, and in a twelve-week term, about twenty-six. V Repeat two-four times throughout the term, each repetition of OP marked by twice through V. It should thus be: all of OP, then twice through V. Repeat. VM After OP has been worked through once, this should begin in parallel, reviewing OP and working through VM at the same time. RG Should be worked through steadily throughout the term, with very little importance placed upon it. Mostly for exposure. This puts the pace at about one-two chapters per week.

3.2

Term Two

See the descriptions in Term One, as they are mostly repeated here. You will see a continuation of Adlers text (and a completion of it), as well as a repetition of the Vestibulum and Vestibulum Majus, though the Orbis Pictus has now completed its course. It may be optionally repeated at the end of the term, for posterity. The Rudimenta Grammaticae is repeated, but it must be stressed that it is merely for the purposes of familiarity, not understanding.

3.3

Term Three

Adler should be repeated for reinforcement and uency, with the exercises not necessarily worked out. Since that was already accomplished previously, it is merely necessary to reinforce the material. Each of the Latin texts should be 9

Table 12: Rolling Schedule for Term One. Adler Lessons 1-49 should be covered at about two per week. Whenever Lesson 49 is nished, the term is complete. OP This should be covered twice over the course of the Term, allowing for the information assimilated through Adlers grammar to be put to use through the text. V Repeat two-four times throughout the term, so that going through the text in Latin only is comfortable. VM After V has been worked through once, this should begin, working through OP at the same time. RG Should be worked through steadily throughout the term, with very little importance placed upon it. Mostly for exposure. This puts the pace at about one chapter per week. Alternatively, this can be done all at once after V, OP and VM have been gone through at least once.

Table 13: Schedule for Term Two. Adler Lessons 50-97 round out the completion of Adlers grammar, with similar pacing to the previous Term, but with slightly more breathing room for more complicated sections. V Repeat two-four times throughout the term. VM This should be spread out over the course of the Term, to emphasize its absorption. RG Should be worked through steadily throughout the term, with very little importance placed upon it. Mostly for exposure. This puts the pace at about one-two chapters per week.

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read in its entirety, separate from each other, in sequence. While it looks like quite a lot of material, the overriding goals are comfort with dealing with Latin text, and acquisition of vocabulary and bolstering of grammar. The Rudimenta Grammaticae should be paced throughout the Term, in parallel with Adler, while digesting the Latin texts. In addition, Der Keline Lateiner should be paced with the Rudimenta and Adler, but treating it as a primary textbook. Thus, the two primary texts should be the Rudimenta Grammaticae and Der Kleine Lateiner.

Table 14: Schedule for Term Three. Adler Lessons 1-97 should be breezed through as a high-level review. Only spend time on sections that remain unclear and confusing. No need to work through every exercise as was rst done. The Childs First Latin Book This text contains 55 readings. First Latin Reader Edward Chickerings reader, contains 78 readings. Latin Reader Reynolds reader, containing 91 texts. Puer Romanus 70 total pages of reading, followed by exercises. A First Latin Reader This text contains 140 entries. This and the next item, Colloquia Latina should be combined to pace out similarly to the other reading items. Colloquia Latina This text contains 30 dialogues. To be read alongside A First Latin Reader. Rudimenta Grammaticae 12 total chapters, very slowly paced. Der Kleiner Lateiner 76 Chapters of short texts with Latin-German gloss on vocabulary items.

3.4

Term Four

There is a continuation of indundation with latin texts, while at the same time stepping up to the next diculty in Comenius. Thus the main text is Janua Aurea Linguarum and secondarily Grammatica Janualis with the auxiliary Lexicon Januale to assist in reading the main text. The Comenius texts should be paced throughout the term, whilst the Latin texts should be read one after another, over the course of the term. 11

Table 15: Schedule for Term Four. Dialogorum Sacrorum This set of argumentation and dialogue is set in four books, over 213 pages (I: 1-51 II: 52-109 III: 111-144 IV: 149-213). Praeceptor Eleven chapters, intendeed primarily as a method book for school teachers/schoolmasters. Colloquiorum centuria selecta 100 Dialogues. Lament Unable to nd the text, but available as an audio recording on Latinum. Porta Latina Fables of Jean de la Fontaine, in Latin. 50 Complete texts. Ora Maritima 16 complete readings. A New Gradatim 60 total readings, with accompanying exercises, in graded order. Grammatica Janualis 15 Chapters total. Janua Aurea Linguarum Presented in 100 sections. Lexicon Januale Used in conjuction with the above text, arranged alphabetically.

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3.5

Term Five

This Term follows a slightly convoluted schedule, in that a few Latin grammars are presented for strengthening not only grammatical precision, but also for uency. At the same time, Comenius texts are presented and worked through as the main texts. As such, the Grammaticae Elegantis and Latinae Grammatices Syntaxis should be seen as more cursory reads, than hard studies. The Grammaticae Elegnatis will be studied in depth later, and the Latinae Grammatices Syntaxis is for reinforcement. While working through the main text of the Schola Ludus, it is vital that the pupil work diligently through Grammatica Janualis, having once read it through and now revisiting it in detail.

Table 16: Schedule for Term Five. Grammaticae Elegantis This and the next text should be read one after the other, quickly and without pondering too much over diculties and confusions. Much of this grammar will be learned and assimilated later. This grammar is presented in 12 chapters. Latinae Grammatices Syntaxis Seems to be presented in about 10 chapters. Schola Ludus This, combined with the next two texts are the core teaching of the Term, and should retain the focus. Grammatica Janualis Same as previous terms. Lexicon Januale Used in conjunction with the texts.

3.6

Term Six

The core focus is internalisation of text, style and grammar, through memorisation of a 700-line text in alliteration. It is worthwhile, therefore, to further revist Grammatica Janualis before stepping up in Comenius grammar levels after this term. Table 17: Schedule for Term Six. Grammatica Janualis Refresher course. Vestibuli Lat. Lingvae Auctarium 700 lines, separated by letter of the alphabet, with each line starting with the same letter in each section.

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3.7

Term Seven

This is the beginning of the last set of formal education, according to Comenius. After this level, we focus solely on original texts and research. The last text, Atrium is the focus, along with a detailed working of the grammar, Grammaticae Elegantis. The dictionary, Lexicon Atriale will be indispensible in working through the text. Table 18: Schedule for Term Seven. Atrium Chapters 1-50. Grammaticae Elegantis Go through in detail. Cover Chapters 1-6. Lexicon Atriale Use in conjunction with the other two texts.

3.8

Term Eight

This concludes the formal program of education. After this Term, further study is research-oriented and is completely independent. Table 19: Schedule for Term Eight. Atrium Chapters 51-100. Grammaticae Elegantis Go through in detail. Cover Chapters 7-12. Lexicon Atriale Use in conjunction with the other two texts.

3.9

Term Nine

This will be research, taking original authors and their texts. To be determined when this point is reached. Table 20: Schedule for Term Nine.

3.10

Term Ten

This will be research, taking original authors and their texts. To be determined when this point is reached. 14

Table 21: Schedule for Term Ten.

Immersion Tables

The revision of this syllabus requires a more attentive separation between materials that are for immersion, from materials that are for explicit instruction. This dichotomy will alleviate some scheduling complexities as well as allowing for greater freedom. The previous terms were allocated based on a static division of the materials; a greater uidity can be achived by simply setting goals, and the target times spent for each type of material each session. In this way, getting behind one week does not throw o an entire schedule.

4.1

Immersive and Explicit Materials

Materials can be separated into two major categories: immersion and explicit. Any material produced entirely in the target language is said to be immersive. Material that is consumed attentively, while actively trying to understand and engage with the material is said to be active. Material that is intended to be consumed in the background, or while performing other tasks is said to be passive. Explicit materials are those intended to intentionally instruct the student towards understanding the target language, whilst being written in a dierent language. These should be among the least consumed, particularly early on.

4.2

Immersion by Terms

The above schedules can be understood to break down into daybyday allotments of study time. Each study day will be divided in the following tables, and can be adjusted according to need. Full time study is about three hours of active study per day, for ve days a week. Part time study is precisely half that. Use the material divisions in the previous section with these timetables to execute a study term. 4.2.1 4.2.2 4.2.3 Terms I and II Terms II and III Terms IV - X

Proposed Study and Completion Dates

I am fully intent on recreating, as closely as possible, the fulltime study habits a traditional student would have been expected to commit to his Latin study. 15

Table 22: Immersion Schedule - Term I/II Material Active Immersion Passive Immersion Explicit Commitment 2 hr. 2.5 hr. 1 hr. 4 hr. 30 min. 40 min.

Table 23: Immersion Schedule - Term II/III Material Active Immersion Passive Immersion Explicit Commitment 2 hr. 2.5 hr. 1 hr. 4 hr. 40 min. 60 min.

Table 24: Immersion Schedule - Terms IV - X Material Active Immersion Passive Immersion Explicit Commitment 2 hr. 2.5 hr. 1 hr. 4 hr. 60 min. 90 min.

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As such, I will plan to complete the material within a three-year timeframe, though it can be extended if needed. It seems unlikely that I will be able to work through the material any faster than that, so it will not be attempted.

5.1

Term Lengths

The modern notion seems to suggest either ten- or fourteen-week terms, which would allow three-four terms per year, if little time is spent on break. Four terms a year, with a one-week intersession would amount to twelve-week terms, which would be a fairly decent amount of time. That would prescribe two-anda-half years to work through the material presented, which would be slightly fast. If the rst year were four terms, then three terms in subsequent years, that would match the layout of the material more thoroughly. Thus, the rst year would have 12-week terms, and the following two have around 16-week terms.

5.2

Intersession Length

A length of one week in-between terms would suit eciency, but may prove to be too little time to recouperate. If this is necessary, the intersession can be increased to up to two-three weeks, with a subsequent drop in term length (down to 10 weeks).

5.3

Year Lengths

The rst year should cover around four terms, and three terms the following two years. Part time study will be two terms per year, culminating in about ve to six years of study.

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