Vol. VIII. No. 6. 
 
 The Kansas 
 State Normal School. 
 
 APRIL, 1910. 
 
 
 Wj'*^- 
 
 SUPPLEMENT. 
 
 Issued by the Latin Department. 
 
 PUBLISHED BIMONTHLY BY 
 
 THE KANSAS STATE NORMAL SCHOOL, 
 
 EMPORIA, KANSAS. 
 
 Entered at the Emporia post office as second-class matter. 
 
 TEO AT THE STATE "RINTINO OFFICE, TOPEK 
 
Supplementary 
 Bulletin. 
 
 Latin Department, 
 
 Kansas State Normal School, 
 
 Emporia, Kansas. 
 
 A Teachers' Training College. 
 
 Issued to Kansas High-School 
 
 Teachers of Latin, 
 
 1910. 
 
n. OF 0. 
 
 OCT 24 rt 
 
 
Aiiiiouiiceiueiit, 
 
 This pamphlet is being distributed among the high schools of 
 the state with the hope that it may contain a helpful message 
 to the men and women already in the classical field and prove 
 suggestive to those just entering upon its manifold duties. 
 
 No study in the high-school course should be uninteresting 
 to teacher or pupil. This is emphatically true of Latin. This 
 subject is a vital force in education, a fact which is now being 
 more fully realized in the practical, everyday life of the West 
 than ever before. A wide-awake, well prepared, hard working 
 teacher makes the Latin recitation fully as interesting and quite 
 as productive of thought power as a recitation in any other sub- 
 ject. 
 
 This booklet makes no claim as a remedy for all the ills in 
 the pedagogical world. It is intended primarily to help high- 
 school teachers with limited experience in the Latin classroom. 
 For many of the suggestions credit is due to Professor Johnson, 
 of Indiana University. In content and arrangement it closely 
 resembles the excellent manual by Professor Slaughter, of Wis- 
 consin University, and that by Prof. J. B. Game, of the Mis- 
 souri State Normal (Cape Girardeau) . But these are not avail- 
 able for Kansas teachers, hence the following pages. 
 
 We invite correspondence on any question relative to the 
 work, and stand ready to be of any service in our power. 
 
 Maud Hamilton. 
 
 W. L. HOLTZ. 
 
 The Latin Department, Kansas State Normal, 
 Emporia, Kan., April, 1910. 
 
The Classics and English Literature. 
 
 Extracts from Miss Maud Hamilton's paper read before the Science Club, 
 Kansas State Normal School. 
 
 Our first contribution from the classic tongues is the language in which 
 our literature finds a voice. The largest single element in our complex 
 English is Latin, scientific terminology almost exclusively, and a goodly 
 scattering of other words are Greek, with a literary value. Scholars vari- 
 ously estimate the Latin from 30 per cent of directly derived words, up to 
 60 or 75 per cent if one reckons also the accretions to the Anglo-Saxon 
 original from Romance tongues, such as Italian, French, Spanish and 
 Portuguese; all of Latin parentage. If one has time for it some vacation, 
 and his interest will sustain him in a careful perusal of Webster's Inter- 
 national, he will find about three words out of every four of classic 
 origin. In the common speech of the day the percentage is much smaller. 
 Subjected to chemical analysis, as of course this club would demand, a 
 page of Carlisle would yield probably 50 per cent Latin words; of Emer- 
 son and Hawthorne, 40 to 45 per cent; of a modern romance, such as the 
 "House of Mirth," from 25 to 30 per cent. In order that I might be very 
 scientific, I put an editorial fi'om to-day's paper under a microscope. It is 
 from the Topeka Capital, and is entitled "A Candidate Who Can be 
 Elected." Of the 175 words in the article, 4 are Greek, 50 are Latin or 
 Latin derived, the rest English. 
 
 Latin, and to a lesser degree Greek, has stood the test as an educa- 
 tional instrument successfully for several hundred years, and Latin is 
 steadily increasing in favor now after a temporary period of depression, 
 in spite of its detractors and their struggles. Classic study has absolutely 
 no quarrel with any legitimate branch of study — such as mathematics, 
 science, philosophy, pedagogy, history; there is room enough for all. 
 Each branch has its place, but the classicist does object to being pushed 
 way over to one side on the educational platform to make way for one fad 
 after another until it reaches the point where a Chicago high-school 
 principal, apparently sane, seriously proposes to make a place in his 
 curriculum for courses in love, courtship and marriage — things on which 
 good classic students would never need instruction. Classic study does 
 object to that utilitarian point of view which measures every educational 
 value in the scales of the money changers, and demands of every subject, 
 "How soon can we get you? How much will you pay?" 
 
 Classic studies are still regarded as indispensable to one who would 
 seek highest attainment in law, theology, medicine, or teaching, or who 
 would enter a literary life. Sterrit, a noted member of the Chicago bar, 
 recently said: "In the training of the faculties of judgment, i. e., the cor- 
 rect sense of common things and language, the power of adequate ex- 
 pression, studies in Latin and Greek are incomparably the best prepara- 
 tion for a lawyer's course, because they train the student as no other sub- 
 ject can do to measure, weigh, contrast and balance different elements, to 
 
 (5) 
 
6 Kansas State Normal School. 
 
 exercise discretion and make selections among them all." It is true that 
 classical studies, as usually pursued in our schools, are disciplinary 
 rather tham cultural, emphasizing the linguistic rather than the literary 
 side; it is true they seem oftentimes to be not so much inspirational as 
 perspirational ; it is true that we do not always, nor even often, wander 
 far enough afield in classic learning to reach "those happy lands where the 
 lexicon and dictionary cometh not," and those of you who know and em- 
 phasize these drawbacks perhaps wonder why I should make the claim 
 that as an educational instrument the classics have contributed so much 
 to English literature. It is because there is a direct and very evident 
 connection between the development of the student's minds in school years 
 and the literary output of later years. 
 
 I pause long enough in passing to wonder if the sterility of modern- 
 day literature, the dearth of high-class writers, may possibly have any 
 connection with the decrease of classical study in the last fifty years, and 
 pause once more to say that one cannot explain the witchery and charm 
 of the classics that give them such abiding power in literature; one only 
 knows that it exists. My class recently read Cicero's De Amicitia. There 
 have been many fine things said about this fine old subject of friendship, 
 but after the class had searched the library for everything under that 
 title, including Trumbull's Master Passion and Emerson's great essay, 
 the unsolicited testimony came back to me that the original was the best 
 of all. If one watches for a week or a month his undirected steps in 
 literary rambles, he will soon convince himself that classic myth and 
 story has seeped through all literature; he does not need to read with 
 that specific end in view. I found a finely told myth a day or so ago, 
 imbedded deep in Chancellor Day's new attack on the Rooseveltian policy, 
 "The Raid on Prosperity" — surely one of the last places one would expect 
 to find fancy's golden thread in the midst of all that matter-of-factness 
 and bitterness. • 
 
 Practical Subjects in the High School. 
 
 P'rom an address l)y Prof. H. L. Miller. 
 
 The vital test of any subject- is its educative power. All subjects are 
 practical when they can be used to educate the child. If comparisons are 
 urged, those courses are most practical which offer possibilities for the 
 maximal teaching efficiency as well as the maximal educative power. 
 
 In the midst of a rapid introduction of commercial and technical de- 
 partments, intricate problems are confronting us. We are in danger of 
 being swept from our moorings. Recent publications in magazines at- 
 tacking the high school show a woeful ignorance of actual conditions and 
 school problems. Without doubt the central aim and purpose of teaching 
 has been and shall continue to be the impartation of common knowledge, 
 and the creation of common sentiment whereby the interchange of ideas 
 and the reciprocal regard of each for others are made facile. Our stand- 
 ing to-day as a nation has not been achieved in spite of the public schools. 
 It has been our belief that the child should be brought up to the school. 
 To take the school down to the child, to make the course very practical, to 
 provide for vocational or occupational training are popular appeals and 
 
Kansas State Normal School. 7 
 
 sound well, but they are demands quite chaotic when analyzed. To offer 
 criticism is an" easy proposition always. The organization and pedagogic 
 arrangement of a body of knowledge are essential in the development of 
 the child. Such a body of knowledge cannot be arranged by a novice, to 
 make no mention of the preparation of a teacher in any well-organized 
 course of instruction. It is not an easy task to select a group of exercises 
 which shall include basal types extracted from the industrial world. 
 Such types when selected are subject to change. The iron age is about to 
 be succeeded by the age of cement. Another problem arising out of the 
 new cosmopolitan high school is the preparation of fit teachers for new 
 courses. As in all other departments, a liberal culture or the equivalent 
 should be insisted upon. The high school is in remote danger of suffering 
 at the hands of a thoroughly trained teacher who has been liberated from 
 textbook slavery in the mastery of courses which require years of hard 
 study. Knowledge within and around the subject and knowledge of the 
 difficulties of the subject enter into the mastery of the subject for the 
 teacher. Undergraduate specialization in short courses requiring only a 
 few months to gain proficiency for teaching is doubtless held expedient, 
 but is nevertheless an unsound policy. A course which can be so easily 
 acquired possesses doubtful value under the guidance of poorly trained 
 teachers. 
 
 The argument often advanced that industrial training will hold our 
 boys in school has little weight except in that the field of interest is wid- 
 ened and thereby gives greater opportunity for the teacher's power. It 
 would be difficult to determine what the elements are which hold a boy, 
 and certainly the curriculum as such has little to do with the case in com- 
 parison with school spirit, social and economic forces, and teaching char- 
 acterized by virility, aggressiveness, sympathy and fairness. Frequently 
 children can see no use in education. Unguarded statements of teachers 
 and superintendents are readily caught up by the youth, and it is not un- 
 common to hear that almost every subject is now and again utterly im- 
 practical and useless. What 's the use of Latin? What 's the use of Eng- 
 lish? What's the use of geometry? What's the use of joinery? We 
 have heard all these and more, and the profession is largely responsible 
 for these doubting Thomases. Too many drop out of school because they 
 see no use in what the school offers. How far are we responsible for 
 the daily cry, "I don't think this and that course will do me any good in 
 my business"? The demand for withdrawing from the manual-training 
 subjects comes as frequently as the demand from other subjects, and the 
 reasons offered bear a striking resemblance in all cases. 
 
 Pupils of high-school age need advice and guidance. In this period of 
 freedom making there can be developed a profound respect for sound and 
 wholesome leadership. 
 
 Pandering to whimsical and changing desires, licensing in free electives 
 for the purpose of pleasing, or evading "hard" studies, failing to use 
 native interests as a basis for education, present distressing problems. 
 It is the business of the school to create interest in things worth while 
 even if they are hard and require great effort. The doctrines of total de- 
 pravity, innate goodness and inherited mental capacities lead respectively 
 to severity, lawlessness and despair. 
 
8 Kansas State Normal School. 
 
 During the past ten years, officials of the Santa Fe railway have been 
 warm in their praise of the graduates of the Topeka high school who have 
 found employment with them. They say our young people have been 
 trained to think. The ideals of work developed here are carried over. 
 There is no horrible inefficiency of the high-school graduates. They find 
 their work and their opportunities for advancement are increased by their 
 training. What the business man wants is not a classroom-trained book- 
 keeper merely, but a man who thinks and has a capacity for work and who 
 puts conscience into his work, and we shall not exclude bookkeeping, prop- 
 erly taught, from contributing its quota to this training; but we shall in- 
 clude just that essentially practical element which Marshall Field in- 
 cluded when he was solicitous that his head bookkeeper had studied Greek 
 for the ideal of work which the study of that subject developed and the 
 practice of weighing, considering and contrasting all possible situations in 
 one thing gave reasonable assurance of the same careful work in con- 
 ducting this department of the great enterprise of the merchant prince of 
 Chicago. The business man is calling for the man who can think, and he 
 will take care of the methods of his own business. It was a college-trained 
 man who never took a course in commercial lines who was recently em- 
 ployed in New York city to revise the system of accounting for some 
 large business firms there. 
 
 The colleges ought not to be penalized for accepting our Latin or any 
 other subjects which they see fit to accept. With humble apology and 
 pardonable pride, the writer states that in the Topeka high school 100 per 
 cent of all pupils are in English, 87 per cent in mathematics, 94 per cent 
 in foreign languages (72 per cent Latin), 42 per cent in history, 41 per 
 cent in science, 62 per cent in manual training (practically as an addi- 
 tional elective), and all girls are required to have one year of physical 
 training. These are all practical subjects. They are all instrumental in 
 holding boys and girls in school largely throRgh the personality of the 
 teacher. Personality is not something vague, intangible, indescribable, 
 mystical, but a definite conception characterized by (1) a rich, socialized 
 character, vitalized and energized and enriched in the making through 
 many-sided doing and varied contact with life; (2) a cultured man or 
 woman, sure-footed in the realm of modern scholarship; all this "assures 
 a rich and true content for the art of which trained youth is the expres- 
 sion." 
 
Kansas State Normal School. 
 
 The Study of the Classics as a Training for 
 Practical Life. 
 
 Extracts from Addresses by Protninent Men of Business, Law, Science 
 and Education. 
 [The following extracts are selected at random, chiefly from the re- 
 ports of the classical conferences held under the auspices of the Michigan 
 Schoolmasters' Club. Being only extracts they lose much of their real 
 value. Every Latin teacher in the state is strongly urged to procure these 
 four pamphlets, and to read and reread these inspiring articles from men 
 of prominence in nearly every walk of life. They may be secured by 
 sending four two-cent stamps for postage to Mr. L. P. Jocelyn, So. Divi- 
 sion street, Ann Arbor, Mich.] 
 
 From Charles R. Williams. 
 
 Editor of the Indianapolis News. 
 
 In my opinion there is no way by which students can come to so thor- 
 ough a knowledge of the powers and possibilities of the English language, 
 to a working familiarity with its ample vocabulary, to a comprehension of 
 slight distinctions of significance in its profusion of synonyms, to a pre- 
 cise discrimination among its wealth of epithets, and to ease of move- 
 ment in marshaling word and phrase in orderly formation, that is to be 
 compared with the study of Greek and Latin. Every hour with text and 
 lexicon and grammar, every exercise in classroom, becomes a practice in 
 experimenting, a successful engagement in what Mrs. Malaprop thought 
 she was saying when she boasted of her aptitude for "a nice derangement 
 of epitaphs." At a period of his development when a student has few 
 thoughts of his own to expi;ess, and scant power to express even what 
 thoughts he has, he has placed in his hand a masterpiece of the world's 
 literature couched in alien idiom and surcharged with allusions to cus- 
 toms and traditions and events remote from his cognition and experience. 
 For high thought and strange form and antiquated mode he must find 
 adequate interpretation and expression in his own language. Almost im- 
 perceptibly he finds his range of expression amplified; his appreciation of 
 delicate shades of thought quickened; his sense of the value of words in- 
 herited from the Greek and Latin deepened; his ability to think more 
 clearly and to give utterance to his thought with propriety and precision 
 vastly augmented. 
 
 In all his effoi'ts to translate the classical authors he has been sounding 
 the depths and exploring the heights of his own vernacular. He has been 
 away, for the time at any rate, from the flippancies and irrelevarlcies and 
 slang of the campus and the athletic field and drinking large draughts 
 from the well of English undefiled. He may have thought he was only 
 trying to learn Greek and Latin, but all the time he was perfecting him- 
 self in the mastery of English, perfecting himself in the power of precise 
 and accurate. statement, of adequate and appropriate expression. If any 
 
10 Kansas State Normal School. 
 
 man hopes to be a leader in the practical life of the time, he must have 
 the power to think straight and to give forceful utterance to his thought. 
 For the man who seeks to be a leader in the practical life of the 
 world, the study of the classics is to be recommended and urged, be- 
 cause of the thorough understanding and mastery of English that it gives; 
 because of the discipline of the intellectual powers it affords in determin- 
 ing the precise meaning of an author's discourse; because of the knowl- 
 edge gained of the sources of our own language, our institutions and our 
 culture; because of the cultivation of taste that comes thereby in all that 
 is high and fine in literature and art; because of the wider vision it gives 
 to the spirit of men, and because it deepens one's sense of the continuity 
 of culture, of the solidarity of the race, of our debt to the past, and so of 
 our obligation to the future. It makes a man more a man, the more he 
 knows of what men aforetime have borne and done and thought. The 
 most practical man, in the final survey of human life, is the one who puts 
 the emphasis on man and not on the practical; who is never too absorbed 
 in the cares and triumphs of life to ask himself soberly now and then: 
 "What shall it profit a man, if he shall gain the whole world, and lose his 
 own soul?" 
 
 From William Sloane. 
 
 President of W. & J. Sloane, New York. 
 
 An American man of affairs is hardly in the same category with the 
 old-world shopkeeper. He must be well prepared to serve his day and 
 generation in a great variety of ways. He may be called from the counter 
 to the cabinet. The only limitations to success in America are those of 
 capacity. But the great trouble with us is that we are forever looking for 
 the short cut. This characteristic has caused a lack of thoroughness in 
 our educational system which is unfortunate. If a man can skim over 
 history and economics, a modern language o9 two, and secure a college 
 degree, he is ill prepared to perform the drudgery of an apprenticeship in 
 business, which after all constitutes the only basis on which to build. I 
 believe that the slow processes of translation of the classics (which in my 
 opinion should be compulsory for a B. A. degree) make good training for 
 the boy who has chosen a business career. This is entirely aside from the 
 advantage, which he will never enjoy again, of communing with the gods. 
 The business man's day is prosaic; 'the men he meets are as a rule men of 
 little schooling. The business principles he finds are not always in 
 accord with his preconceived ideas of honesty; there isn't much art or 
 poetry in it all; and unless he has something to fall back upon, some back- 
 ground to his life and thought, some such continual source of quiet com- 
 fort and pleasure as a classical education will afford him, life will be a 
 very empty thing; while business cares and business successes will become 
 such paramount issues with him that the man will be lost in his pursuits. 
 
 From Lynden Evans. 
 
 Chicapro Bar. 
 
 Another important desideratum in the training of a lawyer is accuracy 
 of interpretation. While one is studying Latin he is being trained in a 
 method very like that which he must pursue in construing law. Pick up 
 
Kansas State Normal School. 11 
 
 a statute just enacted, and begin to study it carefully to find out what its 
 full meaning and effect is, and you are doing precisely the same thing as 
 when you take a passage of Livy or Tacitus and endeavor to find its 
 exact meaning. Every word must be weighed, and the point of its posi- 
 tion in the sentence determined. The eflFect of former laws in a case is 
 like the eff"ect of the preceding sentences on the context; and the meaning 
 of that sentence as related to the following sentences, as to whether it 
 makes a complete story, is like the consideration of full meaning of the 
 statute itself in connection with the rest of the substantive law on the 
 question involved. This determination of the meaning of statutes is one 
 of the most practical duties of a lawyer. It will hardly be maintained by 
 anyone that, as a preparation for this sort of work, the natural sciences 
 or mathematics will have a practical value in training equal to that of the 
 classics. 
 
 From Dean Hutchins. 
 
 University of Michipran. 
 
 And it is because the preparatory study of the law student should be of 
 the strenuous kind that the ancient classics may well take a prominent 
 place in the preliminary course. There can be no question, I think, as to 
 their disciplinary value. It is quite impossible to master the elements of 
 Latin and Greek, and to attain a reading familiarity with either of those 
 languages, without a painstaking and continuous mental effort. There 
 must be a persistent training of the memory and a constant exercise of 
 the judgment. For the prospective lawyer there can be no better dis- 
 cipline than that which comes from the discriminating effort involved in 
 careful translation. The lawyer's professional life must be largely de- 
 voted to the interpretation of the law, and to the preparation and inter- 
 pretation of legal instruments; and the greater his skill in the use of 
 language and in discovering shades of meaning, the greater his effective- 
 ness. But, putting all this a.side and conceding, for the moment, that the 
 study of the ancient classics is without practical value, and that whatever 
 we learn of them is soon forgotten, we still cannot escape the fact that 
 the mental power and effectiveness that are the results of that study re- 
 main with the man and become a part, and a very great part, of his 
 equipment for the activities of life. 
 
 The objection that the classics are uninteresting, hard and dry is put 
 forth by the boy himself. And from every point of view we give this 
 objection too much prominence. But I beg to say that this is an im- 
 poi'tant element in their value. A lawyer must needs study uninteresting 
 old statutes, dry and ancient blue books, stupid, antiquated ordinances, 
 early black-letter precedents, to find out what the law is and what his 
 client's rights are. For the average youth who ainis to become a lawyer 
 there is great need that he be given special training in the interpretation 
 of documents which are uninteresting, hard and dry. He will have no end 
 of it to do in his profession. He should conquer this preliminary difficulty 
 before he enters upon his work. 
 
12 Kansas State Normal School. 
 
 From James Loeb. 
 
 Kuhn, Loeb & Co., New York. 
 
 The degree of A. B. has been so far cheapened that the graduate of 
 twenty-five years ago reluctantly admits the graduate of to-day into his 
 intellectual companionship. The elective system has overshot its mark, 
 and a decided reaction must soon set in if we mean to uphold the respecta- 
 bility of a university degree. 
 
 The constant and growing abuse of free choice of subjects is slowly but 
 surely removing the props of solid intellectual achievement. "The dis- 
 tinction that can be gained only by conquest of mind" — to cite Pres. 
 Woodrow Wilson's well chosen words — is predicated on a much more 
 thorough general education than the American undergraduate brings to 
 college. Too much, and, above all, too early "specialization," is a great 
 obstacle to his acquiring that broader and fairer, culture belonging to two 
 or three generations ago. 
 
 From Professor Bessey. 
 
 Department of Botany, University of Nebraska. 
 
 In the management of the department of botany I require a knowledge 
 of Latin, at least, by those who take up the serious study of botany, and I 
 urge such persons to have some knowledge of Greek also. The botanist 
 must know something of Latin. One young man who came to me a number 
 of years ago with a preparation in modern languages only soon became 
 so convinced of the necessity of a knowledge of Latin and Greek that 
 after entering the University he went back to the beginning of Latin and 
 brought up his knowledge of this language so that he became a critical 
 Latin scholar. He did the same with Greek, and always defended his 
 action on the ground of its being necessary for him in his botanical work. 
 He is now one of the eminent botanists of the country. 
 
 From Prof. G. S. Williams. 
 
 Department of Engineering, University of Michigan. 
 
 In closing, it may be well to state what inclines me so strongly to Latin. 
 My father did not have an opportunity to study it, but he thought that it 
 was wise that his son should, and a portion of time in the high school was 
 devoted to that subject. With a retrospect of twenty years it seems to me 
 I am warranted in saying that I could have better spared any other course 
 that I took in high school than Latin. If something must have gone, if I 
 could have taken but three-fourths of the subjects that I took, the Latin 
 would be first and foremost — the one thing that would not have been 
 left out. 
 
 From Prof. J. B. Game, Ph. D. 
 
 Missouri State Normal, Cape Girardeau. 
 
 In this connection I may appropriately refer to an experience in the 
 history of education in Germany. In 1870 the German government asked 
 the University of Berlin to consider the admission of graduates of the 
 realschule to the University on equal terms with those of the gymnasium, 
 whose training is based largely on the classics, indicating in this request 
 
Kansas State Normal School. 13 
 
 that the realschule afforded an equivalent preparation for advanced study. 
 The philosophical faculty replied : "The nonclassical training is incapable 
 of furnishing a preparation for academic studies equal to that afforded by 
 classical training; that all efforts to find a substitute for the classical 
 languages, whether in mathematics, or in the modern languages, or in the 
 natural sciences, have hitherto been unsuccessful ; that after long and vain 
 search we must come back finally to the result of centuries of experience, 
 that the surest instrument that can be used in the training of the minds 
 of the youth is given to us in the languages, the literature, and the works 
 of art of classical antiquity." 
 
 From Prof. A. F. West. 
 
 Princeton University. 
 
 The position of those who advocate the classics as an essential part 
 of the best type of liberal education on the literary side is so often mis- 
 understood that perhaps a few words on that topic may not be out of 
 place. 
 
 1. We do not hold that everybody should study Greek and Latin, or 
 that anybody should study it who does not seek the best type of liberal 
 education. 
 
 2. We believe that other forms of education are better for those who 
 cannot get substantial profit out of the classics. Of course it is de- 
 sirable that a boy should do well in German rather than do poorly in 
 Greek. But why in the name of common sense should not a boy who 
 can do well in both be strongly encouraged to study both? 
 
 3. We do not advocate the study of the classics to the exclusion of 
 the modern languages. It is perfectly practicable for our schools to give 
 a boy Latin and one modern language, or Latin and two modern lan- 
 guages. And it is a fact which cannot be blinked that even if there 
 were not time to teach in the schools to any given pupil Latin and mod- 
 ern languages, nevertheless .the boy who has mastered his Latin is en- 
 abled thereby to master the modern languages much more easily than 
 he could master them without the classical training. 
 
 4. We do believe that the study of the classics is of supreme value 
 for the literary mastery of English. It is the best practical reliance we 
 have for this purpose. 
 
 5. We do not oppose, and never have opposed, full recognition of the 
 claims of science as a necessary part of liberal education. We believe 
 mathematics and physics (or chemistry) are indispensable to education 
 in science because they are radical to all the sciences. In the same way 
 we believe in teaching Greek and Latin because they are radical to mod- 
 ern literature. 
 
 6. We do not rest our argument for the classics on any other reason 
 than their high value for modern intellectual life. They furnish stand- 
 ards of judgment and good taste and train men in moderation of thought 
 and expression — things of the first value in a democratic society which 
 must rest on intelligence, if it is to last. 
 
 7. We do advocate the abandonment of all pedantic and lifeless 
 methods of teaching. There is nothing "dead" about the classical Ian- 
 
14 Kansas State Normal School. 
 
 guages and literatures in the hands of a live teacher. It is to this point 
 all our energy should be directed, namely, to see that all who teach the 
 classics are themselves living examples of what they teach; for if our 
 teachers are themselves fully alive and wide awake they will be sure to 
 waken their students to perceive the abiding truth, wisdom and beauty 
 of the two foundation literatures of our whole Western civilization. 
 
 Is Interest in Latin Decreasing? 
 
 Occasionally a man who assumes to know more than the combined 
 wisdom of the ages on the relative value of studies rises in his egotism 
 to remark that Latin is only a dry, hard and impractical subject, not 
 worthy of serious attention. Under the influence of twenty weeks in 
 such an atmosphere a young man, scarcely out of his teens, recently 
 went out from a well-known institution to take a position in a Kansas 
 high school. Here he learnedly informed the boys, who were making up 
 their program of studies, that other subjects were taking the place of 
 Latin and that in a few years it would be discarded altogether! 
 
 It is doubtful if anything more is gained by argument with this class 
 than is gained in an argument on politics or religion. To argue with the 
 unwise places one on the same plane as they themselves are, and the 
 unwise know it. Under no circumstances has the young teacher of 
 Latin any cause to act on the defensive or to speak of his subject in an 
 apologetic manner. But all who sincerely desire the facts can learn of 
 the steadily growing interest in high-school Latin by examining the re- 
 port of Commissioner Brown, of the United States Bureau of Educa- 
 tion, for 1907. Pages 1049 to 10-52 contain much food for thought. 
 
 Of all high-school students in the United States in 1905-'06 the re- 
 port shows 50.17 per cent in Latin, or an increase of 16. .5.5 per cent since 
 1889-'90. With the exception of three of the ftlder sta'tes of the Middle 
 West, where the percentage was already high, this group of states 
 shows 63 per cent of all high-school students in Latin. With the ex- 
 ception of Greek and the sciences, all other subjects also show an in- 
 crease, but with a lower per cent. 
 
 The decrease shown in the sciences may be traced, in a large measure, 
 to the science teachers themselves, who are now urging a more thorough 
 preparation in language, history and mathematics. Thus, less time is 
 wasted in "moving bottles and instruments around and in littering up 
 the laboratory." A mere pretense has given way to real science in the 
 advanced classes of the high school and in colleges and special schools. 
 
Kansas State Normal School. 15 
 
 Classical References in English Literature. 
 
 In the works of English and American authors are found very frequent 
 references to the classics in language, history, daily life and mythology. 
 The student of Latin and Greek can enter into an author's thought and 
 spirit through such allusions as one unacquainted with the original sources 
 can never do. Reference books on mythology are abundant but they give 
 the nonclassic student nothing except bare facts, and he continues a some- 
 what vague reading of the great English authors without once entering 
 the door of that larger world of thought which affords the student of 
 the classics so much genuine satisfaction. 
 
 The number of mythological references found in the poets alone, even 
 exclusive of Milton and Shakespeare, is surprisingly large. What will be 
 revealed when investigation is extended for all classical allusions to the 
 whole field of English literature? 
 
 Following is a partial list of mythological references selected from a 
 catalogue prepared by Prof. F. J. Miller, Ph. D., University of Chicago, 
 author of our state text in Vergil. The figures are given in round num- 
 bers: Spenser, 650; Byron, 450; Shelley, 325; Robt. Browning, 250; 
 Tennyson, 225; Pope, 200; Ben Johnson, 200; Hood, 200; Swinburne, 175; 
 Mrs. Browning, 100; Saxe, 100; Holmes, 80; Campbell, 75; Longfellow, 
 50; Cowper, 50; Lowell, 50; Whittier, 50; Poe, 40. 
 
 Supplementary Work in the Latin Bible, Hymns, 
 School Papers in Latin, etc. 
 
 Whatever can be done to bring Latin into touch with the students' 
 everyday life is worth trying. A copy of the Latin Bible and a book of 
 Latin hymns can be placed on the teacher's desk with profit. Read some 
 familiar passages, now and then, and see how quickly a new interest is 
 awakened in your classes. Write some well-known verses on the board, 
 or pass copies about the class on slips of paper for sight translation. 
 
 Psabn XXIII. 
 
 .Jehova pastor meus est, non possum egere. In caulis herbidis facit ut 
 recubem, secundum aquas lenes deducit me. 
 
 Animam meam quietam efficit; ducit me per orbitas justitiae, propter 
 nomen suum. 
 
 Etiam quum ambularem per vallem lethalis umbrae, non timerem 
 malum, quia tu mecum es; virga tua et pedum tuum, ipsa consolantur me. 
 Instruis coram me mensam e regione hostium meorum; delibutum reddis 
 unguento caput meum, poculum meum exuberans. 
 
 Nihil nisi bonum et benignitas prosequentur me omnibus diebus vitae 
 meae; et quietus ero in domo Jehovae, quamdiu longa erunt tempora. 
 
 Matthew V, 1-10. 
 Videns autem Jesus turbas, ascendit in montem, et cum sedisset, ac- 
 cesserunt ad eum discipuli ejus: 
 
 Et aperiens os suum docebat eos dicens: 
 
16 Kansas State Normal School. 
 
 Beati pauperes spiritu: quoniam ipsorum est regnum coelorum. 
 
 Beati mites : quoniam ipsi possidebunt terram. 
 
 Beati, qui lugent: quoniam ipsi consolabuntur. 
 
 Beati, qui esuriunt et sitiunt justitiam : quoniam ipsi saturnabuntur. 
 
 Beati misevicordes: quoniam ipsi misericordiam consequentur. 
 
 Beati*inundo corde; quoniam ipsi Deum videbunt. 
 
 Beati pacifici: quoniam filii Dei vocabuntur. 
 
 Beati, qui persecutionem patiuntur propter justitiam: quoniam est 
 regnum coelorum. 
 
 Copies of the Latin New Testament and Psalms are inexpensive and 
 may be secured from G. E. Stechert & Co., New York. The whole Bible, 
 Biblia Sacra, is published in a cheap edition by James Pott & Co., New 
 York. 
 
 Then there are some of the old Latin hymns that have moved the ages. 
 Volumes of these may be had from Sanborn & Co. or from the American 
 Book Company, both of Chicago. Any music dealer will gladly assist in 
 selecting such hymns set to simple music. Form a choir from your classes 
 and sing some of these sacred songs sung by the fathers of the church. 
 Even a reading of the stirring rhythm, followed by the teacher's transla- 
 tion, will often awaken a desire to memorize the stanzas. Of course the 
 great hymns in English are not to be neglected for these, but each will 
 supplement the other. A few stanzas are added : 
 
 A Christmas Hymn. 
 
 Adeste, fideles, Cantet nunc lo 
 
 Lffiti, trimphantes, Chorus Angelorum, 
 
 Venite, venite in Bethlehem : Cantet nunc aula caelestium : 
 
 Natum videte Gloria in 
 
 Reg-em Angelorum : Excelsis Deo : 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus Dominum. Venite adoremus Dominum. 
 
 Maria, Scotiae Regina. 
 
 Domine Deus! 
 Speravi in te; 
 O care mi Jesu! 
 Nunc libera me; 
 In dura catena, 
 In misera poena 
 Desidero te; 
 Languendo, gemenendo, 
 Et genuflectendo 
 Adoro, imploro 
 Ut liberes me! 
 
Kansas State Normal School. 17 
 
 An Easter Hymn. 
 
 Mundi renovatio Ignis volat mobilis, 
 
 Nova parit gaudia Et aer volubilis, 
 
 Resurgenti Domino Fluit aqua labilis, 
 
 Conresurgunt omnia. Terra manet stabilis, 
 
 Elementa serviunt, Alta petunt levia, 
 
 Et auctoris sentiunt Centrum tenent gravia, 
 
 Quanta sint solemnia. Renovantur omnia. 
 
 School Papers, Plays and Latin Clubs. 
 
 For two j^ears the students of this department have conducted a 
 school paper called the Quid Nunc, which contains in Latin the usual run 
 of school news, jokes on the faculty and students, short stories, edi- 
 torials on school policy, verses and accounts of school sports. Aside from 
 the editorial staff, all the students in the department are constituted as 
 reporters and given regular assignments. Though this means much work 
 on the part of both students and teachers, no one has been heard to say 
 that it is not worth the effort. 
 
 An excellent high-school paper of this kind, called Latine, is pub- 
 lished by Oak Park High School, Chicago, 111. Miss Sabin, the Latin 
 teacher, would probably grant a few requests for sample copies. 
 
 If you cannot run an independent paper, make arrangements for a 
 few pages in the regular high-school paper, or, as others have done, use 
 a large roll of paper ruled into spaces and columns in which articles are 
 written or printed or typewritten pages are pasted. Arrange on a frame 
 so that it may be rolled together like an ancient book and placed in a 
 corridor. Even a large bulletin board with proper headings, placed on 
 the wall, on which "the paper" could be placed in sections by thumb 
 tacks,, would be better than none at all. 
 
 In many schools Prof. F. J. Miller's plays (in English) based on 
 Vergil can be presented with great interest and profit. Latin clubs are 
 being formed more and more in high schools. Papers of special interest 
 are read and discussed, classic scenes are acted, travel stories about 
 Rome are told "by those who have been there," pictures shown by lantern 
 or reflectoscope (the latter is inexpensive), and an hour of profitable de- 
 light soon passes. In short, because you teach a "dead" language is all 
 the greater reason that you should be alive. 
 
18 
 
 Kansas State Normal School. 
 
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 Equipment of the Latin Department. 
 
 Good classical scholars have unquestionably been produced in times 
 past with no equipment save a well-thumbed textbook and a grammar. 
 This very fact has perhaps increased the diffi(;ulties of interesting school 
 boards in spending money for Latin equipment. Nevertheless it is un- 
 doubtedly true that the teacher's effectiveness is much increased and the 
 pupils' interest in the subject greatly augmented by the use of a classical 
 laboratory. The following lists are meant to be suggestive, not ex- 
 haustive: 
 
 1. The library. 
 
 o. For the Caesar year. 
 
 1. Biographies. 
 Fowler. 
 Froude. 
 Napoleon. 
 Plutarch. 
 
 Ferrero — Greatness and Decline of Rome. 
 
 2. General. 
 
 T. Rice Holmes's Conquest of Gaul. 
 Dodge's Great Captains. 
 Judson's Caesar's Army. 
 Davis's A Friend to Caesar. 
 
Kansas State Normal School. 19 
 
 b. For the work in Cicero. 
 1. Biographies. 
 
 Forsythe. 
 
 Middleton. 
 
 Strachan-Davidson. 
 Huelsen's Roman Forum. 
 Boissier's Cicero and his Friends. 
 Church's Roman Life in the Days of Cicero. 
 Church's Two Thousand Years Ago. 
 
 c. For the study of Vergil. 
 Biographies. 
 
 Sellar. 
 Nettleship. 
 
 Ancient Lives of Vergil, Clarendon Press, Oxford. 
 Master Vergil — J. S. Tunison. 
 General. 
 
 Mythologies. 
 
 Guerber. 
 
 Gayley. 
 
 Fairbanks. 
 
 Bullfinch's Age of Fable. 
 Addison's Essay — Comparative Study of Homer, Vergil and 
 
 Ovid. 
 Bryant's Translation of the Hiad and Odyssey. 
 Tennyson — Tribute to Vergil. 
 Palmer's Translation of the Odyssey. 
 Schliemann's Excavations of Troy. 
 Essays, Classical — F. W. H. Meyers, Macmillan & Co. 
 
 d. Some books for general classical study. 
 
 Harper's Latin Dictionary. 
 Harper's Dictionary of Classical Antiquity. 
 Burn's Ancient Rome. 
 
 Johnson's Private Life of the Greeks and Romans. 
 Rome and Pompeii — Boissier. 
 Roman Constitutional History — Granrud. 
 Duruy's History. 
 Mommsen's History. 
 Fowler's Social Life at Rome. 
 
 Latin Poetry, R. Y. Tywell— Houghton, Mifflin & Co. 
 Mackails's Latin Literature — Scribriers, New York. 
 The Decline of the Roman Republic — Long. 
 Wilkins's Primer of Roman Antiquities. 
 Becker's Gallus. 
 Lanciani's Books on Rome. 
 Mau-Kelsey Pompeii. 
 Gow's Companion to the Classics. 
 Koch's Outlines of Roman History. 
 Vergil — The ^neid for Boys and Girls. 
 Teuffel and Schwabe's Literature. 
 
 Various editions of classical texts, and various texts for Latin 
 prose. 
 
20 Kansas State Normal School. 
 
 MAPS AND CHARTS. 
 
 Large wall maps of Italy, Gaul, Greece, Roman empire and the city of 
 Rome. The maps published by Rand, McNally & Co., Chicago, are sat- 
 isfactory and easily obtained. 
 
 Ginn, Lord & Kiepert's Classical Atlases. 
 
 Scribner's Atlas of Classical Antiquities. 
 
 STATUARY. 
 
 Good casts of almost all prominent classical subjects can be obtained 
 from Caproni Bros., Boston. They are not very expensive and they help 
 more than almost anything else in creating a classical atmosphere in the 
 classroom. Busts of Cagsar, Cicero and Vergil, statues of Minerva, Jupitei", 
 Diana, Mercury and Apollo, vi?ith such reliefs as the Parthenon frieze, are 
 a few among the many desirable subjects to be obtained from this firm. 
 
 SLIDES. 
 
 An excellent series of classical slides can be obtained from Geo. Swain, 
 Bay City, Mich. Another set to illustrate the Saalburg camp may be se- 
 cured by writing to the Latin department of Washington University, St. 
 Louis. The "Records of the Past Exploration Society" furnish many ad- 
 mirable slides on classical subjects, and the Earl Thompson Company, of 
 S'yi-acuse, also has some good views. Prof. G. U. Clark, of Yale, has a 
 large collection of negatives. Mr. Geo. R. Bradley, 64 Nash street, New 
 Haven, furnishes both photo prints and lantern slides. If the high school 
 does not own a stereoptican it will find it a profitable investment for sev- 
 eral departments. Williams, Brown & Earle, of Philadelphia, are reliable 
 dealers in these instruments. A small additional cost will also secure a 
 projectoscope which makes it possible to use the countless picture post 
 cards, illustrations and pictures obtainable for a very small sum. 
 PICTURES. 
 
 In connection with the statuary, of course, pictures of classical sub- 
 jects lend help, beauty and inspiration in the L"ktin room or in the general 
 assembly room, if they cannot be secured for both places. Local dealers 
 can usually supply some standard pictures such as The Roman Forum, 
 the Pantheon and the Colisseum, but if they must be purchased by mail 
 order, Dunton & Gardner, of Boston, furnish excellent large photographs. 
 The Soule Art Publishing Company, also of Boston, will on order make 
 enlargements of photographs that are good, and those from "Records of 
 the Past Exploration Society" are equally satisfactory. Photogi-aphs of 
 every important site in Italy can be obtained from G. Sommers, Naples, 
 and Alinari, Rome. Educational supplies are duty free and are very in- 
 expensive when purchased from some of those foreign firms, considering 
 their quality. 
 
 For Vergil and mythology work most satisfactory illustrations for 
 classroom and notebook use can be secured from The Perry Picture Com- 
 pany, Boston; Earl Thompson, Syracuse, N. Y.; Bureau of University 
 Travel, Boston; Cosmos Company, Boston; Brown, Beverly, Mass., and 
 the "Records of the Past Exploration Society," Washington, D. C. One 
 prospective teacher, who is a student at the Noi*mal School, has collected 
 from various sources over 200 of these views. They are an invaluable 
 help. 
 
Kansas State Normal School. 21 
 
 HOME-MADE MATERIALS. 
 
 In schools where there are manual-training and domestic art depart- 
 ments a little cooperative work done by the students would easily furnish 
 the Latin room with pilum, scutum, hasta, gladius, sicca, tormentum, 
 Scorpio, Caesar's bridge, the aries, turris, vinea, a diminutive agger, a toga, 
 a stola, etc. Dimensions may be worked out from the descriptions and 
 illustrations in most any of the good texts. 
 
 DEPARTMENT JOURNALS. 
 
 The Classical Journal, $1.50, the Classical Philology, $2.50, published 
 under the auspices of the Classical Association of the Middle West and 
 South and the Classical Weekly, published by Gonzalez Lodge, of Colum- 
 bia are current publications that no Latin teacher can afford to do without. 
 A single copy of the Classical Jonrnal is worth a year's subscription It 
 it also imperative that every Latin teacher in Kansas be a member of the 
 Classical Association of the Middle West and South and that of Kansas 
 and western Missouri. The total cost is $2.50, which secures you the first 
 two periodicals. Send $2 for membership in the large association to Pro±. 
 T. C. Burgess, Peoria, 111., and 50 cents for membership in the home asso- 
 ciation to Professor Cordis, Ottawa, Kan. 
 
 A Note to School Boards and Superintendents. 
 
 THE teacher's PREPARATION. 
 
 The first requisite for successful work in any subject in the high school 
 is a good teacher. Vain and empty is all material equipment without a 
 presiding genius in the classroom who knows his business and knows how 
 to make skillful use of equipment. In the making of a good teacher out of 
 average human material the most important element is thoroughness of 
 preparation. Enthusiasm, brilliancy, energy and native power are all de- 
 simble qualities in a prospective candidate, but unless these be reinforced 
 by long and deep study of subject matter the highest success is hardly to 
 be expected. One hears now and then, it is true, of the brilliant start of 
 some self-made teacher, who substitutes a startling combination of nerve 
 and native wit for long training, but such a career is usually meteoric 
 and Ts soon lost in the obscurity it deserves. The teacher must be pre- 
 pared before he begins to teach, or he must be willing v-T soon to sacrifi 
 money for the sake of completing his preparation, or, faihng eithei of 
 these he must surrender his place to those fitted to survive, 
 'in a somewhat special sense this is true of the teacher o Latin. n 
 the Latin classroom there is absolutely no place for ' bl iff . The veiy 
 word "c las ical," with its high traditions of the past, implies a thorough- 
 ness of scholarship and an ability that can only be acquired by years o 
 ?a?thful hard, conscientious work as a student. There are no short 
 cuts 'Correspondence courses and Chautauqua reading circles have a 
 vpvv hie-h and useful place in the world, but they will not make a Latm 
 ;:rh ' An auempt'to teach Latin without a well-grounded knowledge 
 of Its principles and minuti^ inevitably results in the subject soon falling 
 intf disrepute. As the result of such teaching the pupil soon votes Latin 
 ^'Wy hard, uninteresting" for him, then he persuades those m au- 
 
22 Kansas State Normal School. 
 
 thority that his mind has a "practical" bent ^nd that "Latin is no use" 
 anyway, and at the end of a term or a year he drops the subject. Or per- 
 haps, under the influence of parental pressure, he creeps on his weary 
 way through two or three years of high-school work only to join, later, 
 the ranks of those glib brethren who go up and down the land asserting 
 "Latin never did me any good," and he almost surely discontinues the 
 subject at the very time he should begin to find its greatest literary de- 
 light. Few are the pupils from such a teacher who persevere into the 
 college or university course. 
 
 But given a live teacher, well equipped and with enthusiasm for his 
 work, and the pupils in the Latin classes almost invariably respond with 
 interest and zeal for the subject. Complaints about its hardness die out. 
 Unless he be incurably lazy and indifferent the pupil is easily induced to 
 do the hard and hence valuable work necessary for the mastery of the 
 subject and thus reaps the unquestioned benefits of the high-school Latin 
 course. 
 
 There are of course possible individual exceptions to all general laws, 
 but as a fundamental principle it certainly does not seem too much for 
 the superintendent and school board of a four-year high school to require 
 the A. B. degree from some reputable institution of every Latin candidate. 
 If for special occasions it sometimes seems advisable to waive this re- 
 quirement, certainly those in authority should satisfy themselves before 
 hiring a teacher that in maturity, in experience, in general knowledge 
 and in special training in Latin he offers a little more than the equivalent 
 for the A. B. degree. And even then the investigating work of the super- 
 intendent and school board is not done. They should make the most com- 
 plete inquiries of those who have had in charge the training of a given 
 candidate, and these inquiries should be answered in the frankest and 
 fullest way. Such letters of investigation between school authorities and 
 teachers in charge of the Latin department of higher institutions should 
 result in bringing to light all the essential facts as to the candidate's 
 student career: Did he really study, or merely "pass through" a certain 
 course? Did he show in school the true scholar's spirit? Was his work 
 careless, slipshod and indifferent, or was it careful, painstaking and exact? 
 These things are essential in a Latin teacher, for a single recitation even 
 in a beginners' class will suffice to pierce the weak places in his armor of 
 scholarship. If in the classroom he is bound fast to the grammar and 
 the dictionary he will most certainly lack that flexibility and readiness 
 of mind so necessary to the management of an hour's work. How can a 
 teacher, for example, throw any fascinating side lights on the stories in 
 the present Beginner's state text, if he has to be searching frantically 
 through the hiding places of his mind for the present passive infinitive of 
 duco or the neuter ablative of duo. 
 
 But there is another almost equally serious consideration which it is 
 the business of principals, superintendents and school boards to keep in 
 mind. The teacher may make the mistake of supposing that academic 
 preparation is all that is necessary, and that after school days are over 
 he need never study again. Latin has had to suffer from the assertion 
 that it is the hardest of subjects to learn but the easiest to teach. This is 
 not true, if the teaching is of the right sort. It is true that the previous 
 
Kansas State Normal School. 23 
 
 preparation will serve temporarily, and in case of special pressure of 
 work or some unexpected emergency the Latin teacher can "get along" 
 without review and preparation of the lesson for the day. But no man 
 can run his engine on last year's steam. Thomas Arnold, of Rugby, one of 
 the greatest of teachers, explained his daily study concisely when he said, 
 "I want my pupils to drink from a running stream, not from a stagnant 
 pool." A vivid contrast came to the writer's notice once upon a time: 
 She found two Tiigh-school teachers of somewhat similar preparation 
 teaching Latin in two neighboring towns. One was spending from two to 
 three hours daily getting ready to teach three Latin classes — beginner's 
 Caesar and Cicero; the other was somewhat boastfully asserting that she 
 locked all school work in her desk when school closed and saw it no more 
 until the next morning, when it is fair to suppose she went blundering 
 through another day depending on last year's knowledge. The results, of 
 course, were what might have been expected. In school No. 1 Latin was 
 in favor, more and more were electing it, and the members of the class 
 were enthusiastic devotees both of the subject and of the faithful teacher. 
 In school No. 2 Latin suffered a rapid decline. If the teacher cannot or 
 will not make it the daily practice of his life to study and be able to pre- 
 sent the new lesson with vigor, accuracy, enthusiasm and spontaneity, 
 then the school authorities should demand a reform. If the reform is not 
 forthcoming, then these same authorities should "kindly but firmly" pro- 
 mote the incumbent of the Latin teacher's chair either into real estate or 
 matrimony, where failure to do one's duty does not react upon so many 
 innocent parties. There is no place for a "dead" teacher in the classical 
 room. There are live ones to be obtained. Be satisfied with nothing short 
 of the best. 
 
 A Few Suggestions to High-school Teachers. 
 
 No method of presenting 'a subject will be very successful if it is not 
 first worked out in the teacher's own experience. Nor will any one method 
 prove successful with every class. But perhaps a few thoughts on the 
 subject of teaching Latin may prove suggestive to those of limited ex- 
 perience in conducting recitations in that subject. And it is to this class 
 of teachers that these pages are especially addressed. 
 
 It is well at the outset to explain to beginners that for the first time 
 they are entering upon an entirely new phase of the school course and one 
 that will give them their first experience in real hard and continuous 
 study; that in no other subject is it more important to secure a good 
 understanding of every point in each lesson ; that while the work is difficult 
 thousands . of other high-school boys and girls have mastered it before 
 them, and still other thousands are now doing the same work in other 
 high schools; that those who wish to do things really worth while in school 
 and out take the Latin course, regardless of the fact that those who select 
 what to them may seem "snap" courses, often tell of how much time they 
 have for hunting, loafing, shows and parties; that it is the general opinion 
 among the students themselves and in the community that those who com- 
 plete the Latin course represent the be-st scholarship of the .school. 
 
24 Kansas State Normal School. 
 
 As the work progresses, make no effort to popularize your subject by- 
 sugar-coating any of its bitter doses. Hold every one to pronunciation, 
 form and long vowel with the utmost exactness. But be at your best in 
 every recitation and use every legitimate device to awaken and maintain 
 interest. Make a special effort to hold the boys — nobody needs the drill 
 and development afforded only by Latin more than the average American 
 boy. And in this connection can the conclusion not be drawn that the 
 reason so many high-school girls are called to business positions of trust 
 is because not enough boys have secured the proper drill in school to fit 
 them for those positions. A business man is suspicious of a boy who has 
 not taken advantage of the training offered by disciplinary studies because 
 they make him work hard all the time. Therefore it is due the boy, his 
 parents and the community to see that his days in school really give him 
 training for service. While there may be exceptions, yet it is safe to say 
 that the number of high-school boys that would not develop more power 
 for any walk in life by taking such a course is very few. And in spite of 
 theoretical experts and various busybodies, the boys themselves are be- 
 ginning to realize this fact. On several occasions Prof. W. H. Johnson, 
 state high-school visitor, has remarked that he finds the boys, even those 
 who come from the smallest towns and the country, pursuing the Latin 
 course in increasing numbers. 
 
 BEGINNING LATIN. 
 
 In this state, fortunately or unfortunately, our high-school texts are 
 selected for us, and hence we do not have to worry over what book to use. 
 A more important question is, How can we best use what is at our dis- 
 posal? 
 
 After locating the city of ancient Rome on a large map, talk in a gen- 
 eral way of its environment, of its people and their habits, not forgetting 
 the boys and girls who played over its seven hills or trudged along its 
 winding streets on their way to school. Speak of the inheritance of re- 
 ligion, law and language handed down to us bV Rome and comment upon 
 the reasons for our study of that language in school to-day. Close with 
 the first drill in pronunciation. You have already observed that the 
 Kansas text is arranged in an inductive' order, and it will be necessary to 
 lead pupils to see the forms for themselves before assigning inflections by 
 groups. Hence the necessity of going over the advanced lesson at the time 
 of assignment and by skillful questions leading the students to discover 
 for themselves the principles to be mastered for their next recitation. Of 
 course care must be observed hot to do the student's thinking for him. 
 This preliminary survey of the lesson also affords the opportunity to teach 
 correct habits of study. Very often you will find that the student's actual 
 knowledge of English grammar is very meager and your patience will' be 
 tried to the utmost under the hard necessity of teaching a dozen things to 
 the same class. But the effort is well worth while, and in after-years all 
 of your former pupils will rise up and call you blessed. 
 
 There are six essentials that claim the teacher's attention in the first 
 year's work, though it is doubtful if all should receive the same emphasis. 
 
 1. Inflection. Every teacher will agree that inflection is all-important, 
 if not the most important. If any one thing is to be learned absolutely 
 
Kansas State Normal School. 25 
 
 and completely it is this phase of the work. Pupils must be able to tell 
 at sight the gender and case of the regular nouns and the mode and tense 
 of the common verbs. The only sane way is to use a few minutes for 
 drill each day. Prepare board assignments before the recitation, sending 
 half the class to work at the board while the other half gives oral work 
 individually and in concert at their seats. As fast as pupils are seated 
 correct the board work, at the time keeping everyone busy by rapid-fire 
 questions before you indicate the errors. If the particular drill is the 
 declension of nouns, require the stem, nominative, genitive and ablative 
 singular, the nominative, genitive and accusative plural, and number of 
 declension to be given without hesitation. Since "writing maketh the 
 exact man," less oral and more written work should be the order of the 
 day. Keep everyone busy with some part of the lesson or review every 
 precious minute of the recitation. The class can be divided into sections, 
 the number of mistakes made by each section recorded and the results 
 announced at the close of each week, thus arousing as much interest as 
 the old spelling school in the days of our fathers. Thei'e is some con- 
 fusion as pupils pass eagerly to and from the blackboard, but it is the 
 necessary noise of industry. Your charges are marking time in a pre- 
 paratory drill for a long march over a new and unexplored country with 
 Caesar as commander. 
 
 2. Vocabulary. Mr. Whittemore's text is arranged as to vocabulary 
 with the idea that words mean little except as they are found in connec- 
 tion with other words in the sentence. If due attention has been given to 
 forms, the meaning of the words will be acquired as the student advances 
 without having memorized word lists with their cut and dried English 
 equivalents. One thing in this connection is important: Insist that the 
 pupil associate the material thing, the act or the abstract idea repre- 
 sented in the Latin word with the word itself. In learning gladius he 
 should see in his mind the short double-edged weapon that the Romans 
 fought with rather than the general English word "sword." 
 
 3. Translation. In the first place do not allow students to read transla- 
 tions that they have brought to class on paper. They must stand or fall 
 alone with the printed page. Avoid giving corrections until the pupil has 
 reached the end of the sentence. Do not accept mere jargon as transla- 
 tion. Insist upon nothing but such vigorous English words and sentences 
 as the pupil would use in daily work or play, or hand to his English 
 teacher in a theme. Keep as far as possible- from the stereotyped ex- 
 pressions. Vir does not always mean "man" nor does gero always mean 
 "wage." Then with books closed read the sentences slowly, i-equiring the 
 pupils to translate in their minds the woi'ds as you proceed, and at the 
 close name some one to give the sentence in good English. Insert numer- 
 ous sentence's of your own and ask questions in Latin, calling for answers 
 in the same language. 
 
 Be careful never to omit the English-Latin exercises. They should be 
 prepared by independent study, brought to class on paper, and handled in 
 the recitation with a view to test the pupil's knowledge of form, syntax 
 and arrangement. These should be read or placed on the board, carefully 
 corrected by the teacher with the aid of the class,- and duly revised on the 
 papers. In the next lesson these sentences, and others if necessary,. 
 
26 Kansas State Normal School. 
 
 should be written by the entire class at the teacher's dictation and with 
 few mistakes. It is also well to require the corrected exercises to be 
 transferred to notebooks. However, if there is any danger that these will 
 be willed to the next class, it would be advisable to collect them for a 
 bonfire to celebrate the close of the term. 
 
 4. Syntax. In beginning Latin syntax should be chiefly a help in ar- 
 riving at the meaning. The minimum amount should be required but that 
 should be thoroughly learned. And it can best be understood in connec- 
 
 *tion with the English-Latin exercises. Anticipate every new principle 
 with short English sentences written on the board. Write these same 
 sentences in Latin, explaining the steps until they are clearly understood 
 even by the girl at the end of the last row with her little head full of the 
 coming party. 
 
 5. Pronunciation. After the first elementary drills the matter of 
 Roman pronunciation will take care of itself. Read the Latin clearly to 
 your class and see that the pupils can give the correct sound of the letters, 
 distinguish between long and short syllables, and accent the words prop- 
 erly. Concert reading as well as individual drills will add to the interest. 
 Then if you can understand the pupils when they recite paradigms and 
 read Latin sentences, and they can understand you when you read for 
 translation from hearing and pronounce Latin words in making correc- 
 tions, you need not worry about anything else in the way of pronuncia- 
 tion until your class is ready to read Vergil. 
 
 6. The arrangernent of the toords in the Latin sentence. The me- 
 chanical order of a simple sentence may be given something like this: 
 Subject; its modifiers; expressions of time, place, cause, means, etc.; 
 indirect object; direct object; adverb; verb. After this pupils should be 
 led to see, for example, that emphasis is secured by placing words and 
 ideas to be emphasized first in the sentence, g.nd occasionally last. Ex- 
 ample: Romanos ah hostibns flumen Tiberis dividit. The grammars will 
 supply the teacher with other deviations from the natural order, which 
 may be introduced at his discretion as the student grows more familiar 
 with the arrangement of more complex sentences. 
 
 Remember that the first year's work is the most important of all. If 
 your pupils thoroughly know the simple constructions of the beginner's 
 book and the common forms of declension and conjugation, if they can 
 read the Latin stories with a fair degree of readiness and express them 
 in accurate English, then and only then should they receive promotion. 
 The time usually allotted to the text is one year, but many classes can 
 also read such Latin as Fabulas Faciles, Viri Romae or some of the easier 
 chapters of Caesar before the close of school. Secure as much connected 
 reading as possible after the mastery of forms. As relief work it is 
 profitable to introduce pictures of ruins, noted buildings, and excavations 
 at Rome and Pompeii. It will surprise you to see how much interest is 
 manifested even in a few well selected post cards and Perry pictures 
 bearing upon the subject. And it probably would not require much urg- 
 ing to stimulate the entire class to read "Two Thousand Years Ago," or 
 "The Last Days of Pompeii." 
 
Kansas State Normal School. 27 
 
 THE C^SAR CLASS. 
 
 Now comes the real test of the first year's woi'k. But if the student is 
 prepared for promotion, under the teacher's helpful guidance he will make 
 the transition from the broken sentences and specific directions of the 
 beginner's book to the more difficult narrative of the Gallic Wars and 
 relish the change. 
 
 Though it has never been the writer's experience, many teachers find 
 it more profitable to begin with Book 2, thus avoiding at the outset the 
 lengthy passages of indirect discourse. The first book should be read 
 later, however, and the thread of the narrative should be kept unbroken. 
 
 The first month's lessons should be conducted much in the same style 
 as the last part of Beginning Latin. Constant review of forms and an 
 introduction to the work of the next recitation should, for that time at 
 least, be a part of each day's work. At first it is advisable to confine 
 syntax to a few specific cases along with the subjunctive mode, returning 
 for the neglected forms in a later review. The student should not be be- 
 wildered by facing the entire Latin grammar in the beginning. However, 
 said grammar should be his constant guide and friend in the preparation 
 of the lesson. You can well spend some time in giving out exact refer- 
 ences for particular words not covered in the notes of the text in sugges- 
 tions on the next lesson. 
 
 Make a detailed study of each campaign. (No teacher of Caesar should 
 be without Holmes's Conquest of Gaul.) Let the pupils explain from a 
 large wall map and clinch their knowledge by making campaign maps 
 such as those suggested in Walker's Caesar. Servile copying can be 
 avoided by inventing a color scheme of your own and by giving the direc- 
 tions yourself as to what should be represented. The McKinley outline 
 maps of Gaul will furnish about what you need in this line. Make talks 
 from time to time upon Roman military life and illustrate by pictures and 
 drawings. Further suggestions are given elsewhere. 
 
 It is doubtful if too much time can be given to prose composition — not 
 less than one day per week should be devoted to this "proof of the pud- 
 ding." A better method is to give the prose continuously at two or three 
 different intervals during the year. In this way students keep constantly 
 before them the principles they are striving to master. Another good 
 plan is the use of a limited number of sentences each day in connection 
 with the regular lesson in the Caesar text. Select the plan best adapted 
 to your needs and put all of your energy into making it a success. 
 
 During the first part of the year you will find it a good plan to correct 
 the students' papers by symbols such as English teachers use in cor- 
 recting themes. Require the sentences to be rewritten for the next day 
 and brought to class for final correction by themselves after the entire 
 exercise has been written on the board without book or notes from the 
 teacher's dictation of the English sentences. If the prose lesson does not 
 contain enough sentences to fix given principles in mind, introduce others 
 at will until you are satisfied the student has grasped them. From time 
 to time give out portions of the Caesar text in English for the class to 
 express in Latin, both orally and in writing. 
 
28 Kansas State Normal School. 
 
 THE CICERO CLASS. 
 
 The third year will be devoted to Cicero's orations and to composition. 
 The Catilinarian speeches together with the Archias and Manilian Law 
 comprise the reading matter. Explain at the beginning the essential dif- 
 ferences between Cicero's style and that of Caesar, and develop transla- 
 tions that reveal his more extended use of words and greater fluency in 
 expression. The methods employed in the Caesar class are applicable 
 here. A review of each day's lesson, drills in reading the Latin, analysis 
 of the orations, the historical background, a detailed study of the Roman 
 Forum in the day of the Republic, the daily lives, dress and habits of the 
 people and the duties of their officials comprise a part of the work in 
 every well-conducted class in Cicero. Each student should be required to 
 read a good life of the author. Strachan and Davidson's work is per- 
 haps best adapted to your needs. At the close of the four orations against 
 Catiline a spirited debate can be held on the justice of executing the con- 
 spirators. The following references will supply all necessary material : 
 Warde Fowler's Csesar; Kelsey's Text on Cicero, p. 256; D'Ooge's Text 
 on Cicero, pp. 294 and 296; Scudder's Catiline, pp. 108 and 112; Momm- 
 ser's Rome, vol. 4, Nos. 127 and 128; Strachan and Davidson's Life of 
 Cicero. 
 
 Pollard's Catiline and Jugurtha (Macmillan) contains the speeches of 
 Cato and Cassar in English and much else in connection with the great 
 conspiracy that neither teacher nor pupil can afford to miss. Many scenes 
 from the trial can readily be acted by the class, to the added interest and 
 clearer understanding of all. 
 
 In the Latin writing the same painstaking care that characterizes the 
 second year's work should be continued with sentences of a little more ad- 
 vanced grade and more frequent connected passages. A short story, 
 adapted from the Youth's Companion, "The Last Football Game," an ac- 
 count of a debate or oratorical contest, written by the class in Latin, will 
 add zest and furnish valuable training. 
 
 The climax of the year's work may well be the reading of the Archias, 
 and ample time should be reserved for that inspiring classic. This is the 
 Latin teacher's opportunity. 
 
 THE VERGIL CLASS. 
 
 In the fourth year's work the teacher has the pleasure as well as the 
 responsibility of introducing his class to Latin poetry. To secure literary 
 appreciation as well as discipline is the task. Generally speaking, the 
 syntax of Vergil affords no real difficulties, but the differences between 
 the constructions of poetry and prose must, of course, be carefully brought 
 out. The free uses of cases and infinitives constitute the chief departures 
 from the well-known constructions of Cassar or Cicero. The daily syn- 
 tactical drill should be dispensed with. To the student the vocabulary is 
 hard. At first he will not realize why the author is using so many differ- 
 ent words for sea. In the first book probably 450 words are entirely new 
 and many of the old words are used in a strictly poetic sense. But a pa- 
 tient, helpful spirit on the part of the teacher will soon inspire the class 
 to take pride in using the right word in the right place. 
 
 The translation is the important thing. A simple, accurate and idio- 
 
Kansas State Normal School. 29 
 
 matic translation should constantly be sought. Portions of the review les- 
 son should frequently be assigned for careful written translation. These 
 should be read and criticized next day in the recitation, much in the man- 
 ner of an English theme in the rhetoric class. It is this rigorous exercise 
 that challenges all the powers of the mind and affords an invaluable drill 
 in English diction and composition. No time will be lost if now and then 
 the class spends the entire period in thus working over a dozen lines. 
 Have no hesitation in suggesting a translation yourself for various pas- 
 sages and occasionally read the lines of some great translator. Of course, 
 in this connection all stories from history and mythology should be related 
 in the proper spirit by the teacher and members of the class, and, if time 
 affords, an outline should be made of one of the well-known books of my- 
 thology. 
 
 The scansion should go hand in hand with translation. Some may 
 doubt the advisability of teaching the metrical construction to ordinary 
 boys and girls, but, on the other hand, have not these same everyday boys 
 and girls the greater need to feel in Vergil's verse "the ocean-roll of 
 rhythm" that sounds "forever of imperial Rome?" Granted that mis- 
 takes will be constantly made in marking, and the lines be read in a more 
 or less halting manner, is it not better to have scanned, even ever so 
 j)Oorly, than to close the text "with the impression that Vergil means only 
 six books of printed lines?" The entire first book may well be scanned by 
 writing only, and oral scansion be introduced in the second book, but some 
 scansion should be a part of each day's recitation. After a few weeks of 
 individual practice, let the class scan in concert as an aid in realizing the 
 tread of this stately measure. Mr. Bennett's Reading of Latin Poetry and 
 similar suggestions by other authors should be familiar to the teacher. 
 
 A student's notebook should be kept in connection with the study of 
 each book, with something like the following contents: (1) The condensed 
 story told in idiomatic English by natural divisions; (2) the proper names, 
 with a brief description showing the setting of each; (3) the scansion of 
 passages assigned at the teacher's discretion; (4) the scansion and ex- 
 planation of all lines contaii)ing peculiarities of metrical construction; (5) 
 all quotable passages set aside for memorizing; (6) parallel passages from 
 English literature. Let the book be illustrated as fully as possible' with 
 penny pictures, water colors, original drawings or kodak pictures, each 
 labeled with a fitting line from the text. A large size loose-leaf notebook 
 is best adapted to this purpose. 
 
 Read a few well-chosen selections from the Iliad and the Odyssey and 
 assign others to be read by the class. Encourage the students to read the 
 remainder of the .lEneid in Connington's or Williams's metrical transla- 
 tion. 
 
 "It is a noble and refreshing thing to remember that this poet, whom 
 we do well to teach, never wrote an impure line; that he was a strong and 
 manly poet;- that he loved Rome with an ardent and single-hearted patriot- 
 ism. And whoever or wherever the teacher may be who leaves impressed 
 upon the minds of his class that Vergil in his poetry and in his patriotism 
 stood for excellence, he may have done far more than he realizes to have 
 trained his boys and girls not only in Latin but in those qualities which 
 make for the best American citizenship." — Professor Sills, in Classical 
 Journal for January, 1910. 
 
Kansas State Normal School. 
 
 The Summer School. 
 
 For the Summer term of 1910 the Latin department offers all its 
 classes in double-term work; i.e., each course is good for a four-hour or 
 twenty-weeks credit. The courses as scheduled are as follows : Begin- 
 ner's Latin 1 and 2; Cassar 3 and 4, Cicero 5 and 6, Vergil 7, College Latin 
 13, Latin satire, Juvenal and Horace. 
 
 In the classes in beginning Latin the Whittemore text now in state use 
 will be the basis of study. If any difficulties have arisen in the manage- 
 ment of classes using this text during the year such difficulties will, when 
 they are presented, be made the subject of helpful discussion in the class. 
 
 The reading in Cassar will be supplemented by the use of the Gilder- 
 sleeve and Lodge notebook drill in syntax, by the McKinley outline maps 
 to emphasize the geography of the Gallic campaigns, by Judson's Caesar's 
 Army for a study of the military organization, and by the use of T. Rice 
 Holmes's The Conquest of Gaul for general reference. The department 
 has recently secured a complete set of slides illustrating the first four 
 books of Caesar and also a set of slides illustrating the Saalburg Camp. 
 These will be presented in supplementary lectures. 
 
 The work in Cicero will be accompanied by a study of the Roman 
 Forum as it was in Cicero's day, and by an analytic and outline study of 
 the various orations read. Such supplementary reading will be required 
 as time permits. The usual amount of Latin writing will be required in 
 the first and second year's work. 
 
 Vergil 7 completes the first three books. A mastery of the dactylic 
 hexameter is a part of the course. The department has some sixty lantern 
 slides illustrating the work, and will use- some 200 illustrative views ob- 
 tained from various sources. Various works on mythology and collateral 
 literature will be introduced. 
 
 The college work in Latin satire is offered to meet the wants of those 
 advanced students who want to carry one course in higher Latin, counting 
 on the A. B. degree. 
 
 If thei'e should be any ex-students of the Normal School who find that 
 their specific wants are not met by the courses offered above, their wants 
 will be considered if they write soon to the head of the Latin department. 
 
 There is a growing demand for well trained Latin teachers from the 
 Normal School, and these summer courses are arranged very specifically 
 to meet some of the needs of those who are unable to take time for winter 
 work. There is a special demand for well trained men for the Latin 
 classroom and for others to teach Latin in connection with supervising 
 work. Graduates are now entered with advanced standing, admitting to 
 master's work in Columbia and Ch'icago. So the question as to how the 
 work done at the Normal may be applied elsewhere need no longer perplex 
 anyone. Opportunity is also offered for those who so desire to make high 
 school or college credit that will be accepted in any school of the state. 
 Those who wish may even find profitable employment for all their time in 
 the various review and advanced courses. The classical library has been 
 materially increased during the last year. It is greatly to be hoped that 
 teachers over the state will not disregard these excellent opportunities for 
 work. 
 
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