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The glory, the jest, and the riddle of the Academy." Such words can easily come to mind when one ponders the current struggles in Latin pedagogy as expressed in the Spring 1996 issue of The Modern Language Journal. Two pieces there illustrate a methodological rift that is well worth our attention. [ 1 ] Robert J. Ball and J. D. Ellsworth argue passionately that Latin as a dead language must not be taught with methods that are appropriate for modern languages.