The scene is Florence, Italy in 1493. The scholar and teacher Guarino of Favera is holding a series of classes for beginners in the Greek language. Few people know Greek since materials for learning it are few. We have an account of his method by Girolamo Amaseo, one of his pupils. Amaseo is one of 16 students whose ages range from youths to a 50-year old poet, and Guarino is teaching them some Iliad, Odyssey and Aristophanes each day. Primo sententiam lectionis paucis et dilucide eleganterque colligit; post interpretationem primam, verborum et nominum inflexionem, si duriuscula est, reperit; etimologiam non tacet et figuras reliquas. Secundo eam ipsam lectionem percurrit et, ne quae prius dixerat obliviscamur confirmat, examinatque nos omnes et, post ipsam statim lectionem, aliquis e numero nostro eam exponit. Cogimur declinare, nec displicet: omnia enim studia suam habet infanciam. First, he elegantly and lucidly expresses the meaning of the text in a few words. After the first translation, if the case of the verbs and nouns is a little difficult, he clarifies it. He does not neglect etymology or the other figures of speech. Second, he goes on through the same text and, so that we do not forget what he has just said, he reinforces it, examines us all and immediately after the reading of the text, one of us expounds it. We are required to decline the nouns, and this is not a chore: every study has its infancy. (Botley, 2010)

中文翻译：

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希腊语教学：从学校到大学，途经十五世纪的佛罗伦萨

场景是1493年的意大利佛罗伦萨，法维拉的学者兼教师瓜里诺正在为希腊语初学者举办一系列课程。由于学习希腊语的材料很少，很少有人懂希腊语。我们有他的学生之一吉罗拉莫·阿马塞奥 (Girolamo Amaseo) 对他的方法的描述。阿马塞奥是 16 名学生之一，他们的年龄从青年到 50 岁的诗人不等，瓜里诺每天都会教他们一些《伊利亚特》、《奥德赛》和《阿里斯托芬》。 Primo Sententiam lectionis paucis et dilucide beautifulerque colligit；解释后 primam、verborum et nominum inflexionem、si duriuscula est、reperit；etimologiam non tacet et Figuras reliquas。第二个是 ipsam 的词汇，不能先确认，检查所有的内容，后 ipsam 的词汇，以及 numero nostro eam 指数。Cogimur declinare，nec displicet：omnia enim Studia suam habet infanciam。 首先，他用几句话优雅而清晰地表达了课文的意思。第一次翻译后，如果动词和名词的大小写有点困难，他会澄清。他并没有忽视词源学或其他修辞手法。其次，他继续阅读同一篇文章，为了让我们不会忘记他刚才所说的内容，他强化了它，审视了我们所有人，并在阅读完文本后立即由我们中的一个人对其进行了阐述。我们被要求拒绝使用名词，这并不是一件苦差事：每项研究都有其婴儿期。（波特利，2010）