Goals - oral and aural appreciation.
One thing strikes me - so much of the very substance of a Classical Roman text - for example, Cicero, is determined by technical metrical effects - his very choice of words is driven by the metrical requirements of his prose, especially at the ends of sentences and clauses. I do not believe one can properly appreciate what Cicero, or any Classical author, or poet was doing with language, unless one appreciates the auditory effects of quantity, both in prose, and in poetry , certainly, much of his brilliance and the sparkling nature of Cicero's prose is lost if it is just words on a page, dissected, as someone once remarked, 'like a dead frog'.
I know this aesthetic tradition of literature appreciation is very pre-19th century, after which time in the universities philological analysis, and then in the 20th century political analysis of text took over....largely ignoring what was seen as the mere sentimental aspect of the work.
Even here, however, one needs to be aware of the driving forces behind word choices made by authors....which are often driven by the requirements of eloquence, striving for rhetorical effect, not only in meaning, but in the very sound of the words. Without an appreciation for quantity, all of this just flies by, unheeded. One is , effectively, reading as though partially blinded.
So, before one reaches for the scalpel, a student, to my mind, needs to be able to appreciate to some degree the beauty of the text, and certainly be listening to it,( at least once!) if not actually being able to recite it.
There is a beauty in language and in poetry that is lost if the work is not vitalised, and listened to or read aloud. I read English poetry aloud to appreciate it, as I do French. I read Latin aloud too, for the same reasons.