the text if he would learn to write without faults. (p. 69)

     A fringe benefit of the need for reading and writing aloud 
is noted by Hajnal (pp. 75­6):

     Writing in the mode of dictation did not constitute a 
     copying exercise as simple as might at first appear. It is a 
     curious fact but it is precisely owing to this system that 
     studies had been able to revive and a new literature was 
     born in the heart of these Faculties. For every professor 
     strove to give to the matter taught a new form suited to 
     its own assumptions and inherent conceptions; and 
     mostly he dictated to his students the results of these 
     personal insights. That is how the university movement, 
     from its inception, appears to us now as really modern.