TEACHING HIGH-SCHOOL LATIN 
 
THE UNIVERSITY OF CHICAGO PRESS 
 CHICAGO, ILLINOIS 
 
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 NEW YORK 
 
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 KARLW. HIERSEMANN 
 
 LEIPZIG 
 
TEACHING 
 HIGH-SCHOOL LATIN 
 
 A HANDBOOK 
 
 By 
 JOSIAH BETHEA GAME, PH.D. 
 
 Professor of Ancient Languages, Florida State College for Women 
 
 THE UNIVERSITY OF CHICAGO PRESS 
 CHICAGO, ILLINOIS 
 
COPYRIGHT 1916 BY 
 THE UNIVERSITY OF CHICAGO 
 
 All Rights Reserved 
 
 Published October 1916 
 
 Composed and Printed By 
 
 The University of Chicago Press 
 
 Chicago, Illinois, U.S.A. 
 
DEDICATED TO 
 
 PROFESSOR EDWARD PARMELEE MORRIS 
 OF YALE UNIVERSITY 
 
 349320 
 
PREFACE 
 
 This little book represents a revision and enlargement 
 of the Handbook for High-School Teachers of Latin which 
 was published as a bulletin of the Missouri State Normal 
 School, Cape Girardeau, in 1907, while the writer was 
 connected with that institution as professor of Latin and 
 Greek. That bulletin had a surprising popularity. An 
 edition of five thousand was distributed within a short 
 time, mainly in response to requests from all parts of the 
 country. Even after a lapse of more than eight years, calls 
 for copies are frequently received. 
 
 An earnest effort has been made to prepare a practical 
 manual that will meet some of the immediate needs of the 
 young teacher of Latin. The plans proposed represent 
 actual experience in the high school, the normal school y 
 and the college. They have been tested thoroughly and 
 found effective. They do not represent a final solution of 
 all the problems of the young teacher, but they do represent 
 the best contribution the writer can now make to the cause 
 of better teaching in our schools. 
 
 Some of the suggestions here given were made originally 
 by Professor C. U. Clark, director of the American Acad- 
 emy, Rome, Italy. My obligation to him is very great. 
 Professors G. J. Laing and F. J. Miller, of the University 
 of Chicago, did me the kindness to read the manuscript 
 and make suggestions which have added very much to the 
 value of the book. Their help is fully appreciated. 
 
 Professor Francis W. Kelsey, of the University of Michi- 
 gan, gave me permission to use quotations from his excellent 
 
viii PREFACE 
 
 volume, Latin and Greek in American Education. Those 
 who read this book will understand my high appreciation 
 of this favor. 
 
 Young Latin teachers are doing a large part in educating 
 the rising generation and in upholding scholarly ideals 
 among the people. May this little book serve to strengthen 
 their hands and hearts in their good work. 
 
 JOSIAH B. GAME 
 
 TALLAHASSEE, FLORIDA 
 August 14, 1916 
 
CONTENTS 
 
 CHAPTER PAGE 
 
 I. LATIN'S IMMEDIATE SERVICE IN EDUCATION ... i 
 
 II. LATIN'S LARGER SERVICE IN EDUCATION AND IN LIFE . 10 
 
 III. CLASSICAL STUDIES ON THE DEFENSIVE 19 
 
 IV. THE TEACHER AND His SUBJECT 35 
 
 V. THE TRAINING OF THE LATIN TEACHER .... 40 
 
 VI. ENGLISH IN LATIN STUDY 47 
 
 VII. PUBLIC TESTIMONY TO THE VALUE OF LATIN STUDY . . 52 
 
 VIII. THE TEXT: ITS AUTHOR AND PUBLISHER .... 54 
 
 IX. FIRST-YEAR LATIN 57 
 
 X. SECOND-YEAR LATIN 74 
 
 XI. THIRD-YEAR LATIN 87 
 
 XII. FOURTH- YEAR LATIN 91 
 
 XIII. LATIN PROSE COMPOSITION 96 
 
 XIV. THE LATIN BIBLE, LATIN HYMNS, AND SONGS ... 99 
 ^ XV. CLASSROOM EQUIPMENT FOR THE LATIN DEPARTMENT . 108 
 
 XVI. QUESTIONS, WITH ANSWERS AND SUGGESTIONS . . .114 
 
CHAPTER I 
 LATIN'S IMMEDIATE SERVICE IN EDUCATION 
 
 Latin one of several subjects. For many centuries 
 Latin has held an honored place in the schools of Europe 
 and America, and during much of that time it has been one 
 of three or four subjects whose material has been so 
 organized that they could be used as effective educational 
 instruments. Within the last half-century a number of 
 other subjects have been developed, that is, have been 
 found to possess a valuable content, and about that qontent 
 has been grouped a literature sufficient for successful use 
 in the schools. Of late there has been a rather unfortunate 
 tendency to force into this company of tested subjects an 
 almost indefinite number which have no certain content, no 
 organized literature, and no record of achievement. Some 
 of these proposed subjects may some day prove worthy of 
 acceptance, but they should not be urged unduly. If they 
 are to have a place, it should be a place of their own. 
 They should not crowd out other subjects which have 
 rendered effective service. 
 
 In the work of educating the people, every subject which 
 can do a definite work and secure definite results should 
 have its place. Where more than one are known to reach 
 the same result, that one should have the preference which 
 secures the immediate result sought and which has the 
 largest margin in other related results. 
 
 Why do we teach Latin in the schools? Latin and 
 mathematics have had more than a fair share of the criti- 
 cism of those who would find something wrong with our 
 
2 TEACHING HIGH-SCHOOL LATIN 
 
 educational system. This is especially true of Latin 
 because there seems to be a mistaken idea of what can 
 fairly be expected of Latin in the schools. Now and then 
 an extremist seems to blame Latin for not doing all those 
 things which are expected of all the high-school subjects 
 combined. In rare instances a warm defender of Latin 
 takes about the same point of view and claims credit for 
 all that is accomplished. Neither position is correct or 
 reasonable. 
 
 Many of those who from experience know the possi- 
 bilities of Latin are persuaded that a well-trained teacher 
 can reach more phases of a young man's education by using 
 Latin than by using any other single subject. This may 
 well be the attitude of every teacher toward his subject, 
 but he must be careful not to undervalue the work of other 
 teachers, or to claim as his own results which he is only a 
 sharer in securing. Latin has a certain rather definite 
 part in our educational scheme, and it behooves the faithful 
 teacher to know what he is expected to accomplish and to 
 see, first of all, that his energies are exerted in that direction. 
 
 In indicating the ends which we may reasonably expect 
 to attain in teaching Latin, it seems a satisfactory plan 
 to give the statements prepared by men who have 'all the 
 facts well in hand. 
 
 a) Professor Foster, New York City. The more imme- 
 diate purpose of the Latin teacher is well set out in this 
 quotation from Professor W. E. Foster, of the Stuyvesant 
 High School, New York City, in " Reorganization of Sec- 
 ondary Education/' a bulletin of the United States Bureau 
 of Education: 
 
 The following are some of the aims which seem worth while: to 
 enrich the English vocabulary, both in the addition of new words 
 
LATIN'S SERVICE IN EDUCATION 3 
 
 and particularly by a more perfect mastery and clear understanding 
 of many of the words already in use; to develop an appreciation of 
 word, phrase, and clause relations; to teach clearness and accuracy 
 of expression, both oral and written; to develop habits of industry 
 and application; to make the pupil an intelligent critic of his own 
 oral and written speech and that of others; to lay a good foundation 
 for the study of English and other modern languages; to read some 
 of the great Latin masterpieces; "to give a wider view of life through 
 familiarity with a great civilization remote from the present, both in 
 time and place, 'in the cool, calm air of noncontemporaneous events.' " 
 Many of the results of the successful teaching of Latin just men- 
 tioned are, so to speak, by-products. It is worthy of remark that 
 these so-called by-products of the study of Latin the illumination 
 of an English word, of a grammatical principle, or of a fundamental 
 law of language, the casual remark that throws a suggestive side- 
 light upon some vital fact of history, of law, of religious and social 
 custom, and upon civilization in general are the things which cling 
 in the memory long after one has lost the ability to translate a passage 
 from Cicero or to classify a subjunctive or an ablative. 
 
 b} Professor Kelsey, University of Michigan. The 
 following quotation from Latin and Greek in American 
 Education, p. 21, gives a very complete and comprehensive 
 summary of the purposes back of Latin teaching: 
 
 Specifically, Latin and Greek become effective as educational 
 
 instruments in at least seven different ways: 
 
 By training in the essentials of scientific method: observation, com- 
 parison, generalization; 
 
 By making our own language intelligible and developing the power of 
 expression; 
 
 By bringing the mind into contact with literature in elemental forms; 
 
 By giving insight into a basic civilization ; 
 
 By cultivating the constructive imagination; 
 
 By clarifying moral ideals, and stimulating to right conduct; 
 
 By furnishing means of recreation. 
 
 Of these, the sixth and seventh belong more particularly 
 to the discussion of the chapter which follows. 
 
4 TEACHING HIGH-SCHOOL LATIN 
 
 c) Professor Laurie, University of Edinburgh. In his 
 volume Lectures on Language and Linguistic Method, 
 chap, ix, Professor Laurie gives the following " reasons 
 for teaching Latin ": 
 
 We teach Latin 
 
 1. Because as a formal and grammatical study it has peculiar 
 advantages, and more than any other language (except Greek) gives 
 discipline to the intelligence, and the result of discipline, viz., intel- 
 lectual power. 
 
 2. The study of Latin gives (to an Englishman at least), more 
 than any other language can do, a training in words the relative 
 values and the functions of words and, consequently, training in the 
 thought-things which words denote. The shades of meaning in 
 vocables are brought into high relief. 
 
 3. The analysis and subsequent synthesis whereby we truly 
 comprehend an English sentence, and which is a direct training of 
 the processes of mind in knowing (in the scientific or any other field), 
 are most effective as training when it is a foreign tongue that we are 
 teaching; and, above all, when that tongue is Latin. This is because, 
 in order to produce an English translation, a pupil is forced, whether 
 he will or not, deliberately and of set purpose to consider the mutual 
 relations of the parts of a complex sentence; and, secondly, because 
 of the exactness and precision with which these logical relations are 
 brought into prominence in a highly synthetic language. In this 
 relation, Latin is better than Greek, because there is less deviation 
 in it from a normal type. There is breadth, strength, and simplicity 
 about its grammar. .... 
 
 4. The working out of a translation from a foreign tongue is 
 further a training of the imagination, which has to bring itself into 
 play in order to unite into a whole, in their true signification, the parts 
 of a sentence. Latin in a special sense gives this training because 
 of its remoteness. The imagination, moreover, is checked and kept 
 within the wholesome bounds of truthfulness by comparing the 
 results achieved with the original. 
 
 5. Latin is to a very large extent (to the extent of two-thirds 
 at least) our own tongue. In studying Latin, therefore, we are 
 studying our own tongue in its sources, and getting all the discipline 
 
LATIN'S SERVICE IN EDUCATION 5 
 
 and nutrition of mind which flows from the study of the origin and 
 history of words. Latin enables us to revivify our own tongue for 
 ourselves. Nay, we are studying our own language in much of its 
 syntactical mould also, as may be seen by reading our early prose 
 writers, and even those of the eighteenth century. 
 
 6. It follows from the preceding reason that in studying Latin 
 we are brought face to face with modern conceptions as to moral 
 duties, social relations, and legal obligations in their origins, and that 
 we thus undergo a kind of unconscious philosophical training suited 
 to the as yet immature mind, and moulding its conceptions from the 
 foundation. Dr. W. T. Harris, Education Commissioner for the 
 United States, says: "One may say that of a hundred boys, fifty 
 of whom had studied Latin for a period of six months, while the other 
 fifty had not studied Latin at all, the fifty with the smattering of 
 Latin would possess some slight impulse towards analyzing the legal 
 and political view of human life, and surpass the other fifty in that 
 direction. Placed on a distant frontier with a task of building a 
 new civilization, the fifty with a smattering of Latin would furnish 
 the law -makers and political rulers, legislators, and builders of state." 
 
 This may be an exaggeration, but there is an element of truth in 
 it. In any case, Latin is not a dead language. Its influence is still 
 living in our own tongue, our thought, our feeling, our institutions, 
 our law, our religion, our polity. A language does not cease to live 
 because it ceases to be spoken. 
 
 7. In studying Latin we are taking possession of the key of the 
 Romance languages, shortening the time needed for acquiring these 
 by at least one-half. 
 
 8. The study of Latin introduces the pupil in its later stages to a 
 conscious discernment of art in language the artistic and beautiful 
 in expression and this to a degree which no modern tongue can do, 
 because, first, of its chaste severity of form, and, secondly, because 
 being-aoJar removed from our own time, we can look at it as a fresh 
 and alien object. Thus by contrast our implicit feelings regarding 
 literary form in our own tongue are brought into explicit conscious- 
 ness raised, in short, from vague feeling into knowledge. 
 
 9. The study of Latin, especially in its later stages, when it is 
 accompanied by the study of the life, art, and literature of Rome, has 
 a remarkable influence on the tone of thought and character. It has 
 
6 TEACHING HIGH-SCHOOL LATIN 
 
 influence by connecting us in a living way with what seems, but truly 
 is not, a dead past, and thereby expanding our intellectual and moral 
 sympathies so as to embrace that past as part of our own life. It 
 makes us members of a larger human society. Modern contemporary 
 language and life are too near to our own to have this cultivating 
 influence to the same extent, and do not teach us to see things in a 
 true perspective; they may be said to broaden our lives, but they 
 do not lengthen them. Neither the Hindu nor the Chinese language 
 and life would serve, because they are not our past. The ancient 
 life, by thus stimulating the historical imagination and carrying it 
 out of the present, tends to give balance of mind, checks sciolism of 
 opinion and crudeness of judgment based on a narrow induction of 
 things which, as being close at hand, are apt to assume undue im- 
 portance. The true humanity of the growing boy is thus deepened 
 and strengthened. 
 
 Of these, the sixth and ninth belong more particularly 
 to the discussion of the following chapter. 
 
 d) Mr. Charles R. Williams, editor of the ''Indianapolis 
 News." In an address before the Michigan Schoolmasters' 
 Club, Editor Charles R. Williams, speaking on "The Study 
 of Latin and Greek as a Training for Practical Affairs/' 
 gave the following summary of the results which follow 
 classical study: 
 
 For a man that seeks to be a leader in the practical life of the 
 world the study of the humanities, of Greek and Latin, is to be recom- 
 mended and urged, therefore, because of the thorough understanding 
 and mastery of English that it gives; because of the discipline of the 
 intellectual powers it affords, in determining the precise meaning of 
 an author's discourse; because of the knowledge gained of the sources 
 ctf our own language, our institutions, and our culture; because of the 
 cultivation of taste that comes thereby for 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. 
 
LATIN'S SERVICE IN EDUCATION 7 
 
 Summary of results. These statements of the results 
 which should follow Latin study are about as complete as 
 any that can be found. A close examination of them seems 
 to lead up to the following groups : 
 
 GROUP I 
 
 1. Enrichment of the English vocabulary. New words are 
 added, and their exact values and meanings, together with those of 
 familiar words, are understood. 
 
 2. Accurate knowledge of the English sentence. Its analysis 
 and synthesis, with appreciation of word, phrase, and clause relations, 
 become fixed in mind. 
 
 3. The foundation is laid for modern-language study, in particular 
 the Romance languages. The Teutonic languages are made easier 
 by reason of training in foreign language. 
 
 GROUP II 
 
 1. An insight into the Roman civilization, its laws, customs, 
 religion, and ordinary life, with a consequent appreciation of our 
 indebtedness to the past. 
 
 2. Contact with the world's great past and with one of the world's 
 great literatures. 
 
 GROUP III 
 
 1. Habits of industry and intense application. 
 
 2. Clearness and accuracy of thought and expression and intel- 
 ligent criticism of oral and written speech. 
 
 3. Development of literary taste and of interest in art and litera- 
 ture. 
 
 4. Mental discipline and the consequent development of intellec- 
 tual power. 
 
 GROUP IV 
 
 Under this heading may be included that larger service rendered 
 by Latin in education and in life which is touched upon in these 
 statements but discussed more at length in the succeeding chapter. 
 
 u Who is equal to these things?" One who examines 
 this list wonders whether all of these things can be 
 
8 TEACHING HIGH-SCHOOL LATIN 
 
 accomplished by Latin, and, if so, whether anything 
 is left for the other subjects taught in the high schools. 
 
 Not all these results can be hoped for from the high- 
 school courses in Latin, as will be seen later on. Evidence 
 in unmeasured quantity is available to prove that Latin in 
 the hands of a well-educated man can do large things in 
 securing these results. There may be other means avail- 
 able, but the evidence is not so complete or irresistible. 
 One difference between the Latin teacher and his fellow- 
 teacher is that he is able to work with chart and compass 
 in hand, if he will, and may know what port he is making 
 for and what he is expected to declare when he enters the 
 harbor. 
 
 The Latin teacher may not succeed in doing all the 
 things enumerated; most probably he will not; but he is 
 limited only by the capacity of the class, measured by its 
 preparation and native strength, and by a just regard for 
 the other departments that have claim on the pupil's time. 
 Therefore to his great relief, he may have before him a 
 fairly dependable statement of his duties. 
 
 The teacher's task. i. Teach Latin, and teach Latin 
 for its own sake. By this is meant that you are to see to it 
 that the amount of work in Latin apportioned to each year 
 is taught as thoroughly and perfectly as your ability and 
 that of the class will permit. The exact work required in 
 each year is indicated in the discussions which are given 
 on another page. Your prime task is to see, to the best 
 of your ability, that the Latin assigned is learned as to 
 forms, constructions, vocabularies, reading, writing. 
 
 This task, if well done, will secure in a fair measure the 
 results shown in group I. These results will appear more 
 abundantly after further study in college Latin, but you 
 
LATIN'S SERVICE IN EDUCATION 9 
 
 may have group I to your credit, anyway. The other 
 groups, especially II and III, will be slightly affected also 
 by this first task. It may be that this is all that your class 
 can be held to. If so, your part is done. 
 
 2. Teach Latin for the pupil's sake. This is in fact our 
 only reason for teaching anything. By laying aside this 
 consideration for the moment, as is suggested above, 
 certain results can be obtained which are in themselves 
 desirable. When those smaller results have been obtained, 
 this larger task confronts you the task of so teaching 
 Latin that the pupil's mental horizon continually enlarges 
 and that he becomes more fully possessed of his own natural 
 resources. 
 
 Rules cannot be laid down for this part of the task as 
 they can for the teaching of syntax, and yet the real teacher 
 sees his opportunity and uses it in making the way for a 
 good habit or a noble resolution. 
 
 This second task, if well done, will secure the results 
 enumerated in groups II and III, and affect strongly those 
 referred to in group IV. The teacher may make more 
 sure of group II than of group III or IV, in the very nature 
 of the case, but all these results will be larger and more 
 pronounced if the pupil's study is continued in college. 
 The high school can only make a reasonable beginning in 
 the way of securing the larger results on which life and 
 destiny depend. 
 
CHAPTER II 
 LATIN'S LARGER SERVICE IN EDUCATION AND IN LIFE 
 
 Latin's hold upon public confidence. Latin has had a 
 place in the schools of Europe and America for many cen- 
 turies and is now being studied by more young men and 
 young women than at any other time in the world's his- 
 tory. Men like Herbert Spencer have tried to break this 
 hold that Latin has had upon the confidence of the public, 
 but they have not been wholly successful. Young people 
 continue to elect Latin, even against the opposition of 
 administrative officers, and their parents approve the 
 choice. The people of our country are so firmly con- 
 vinced of the effectiveness of Latin that we have very 
 few high schools which do not offer that subject. Those 
 which do not offer Latin are generally discredited, and 
 it is rather seldom that a young man who has aspira- 
 tions of real scholarship will voluntarily attend such a 
 school. 
 
 Why this clinging to Latin ? There is a reason for this 
 persistent holding to Latin. Other subjects are widely 
 heralded as substitutes, and Latin is decried by various 
 agencies, but all to little avail. Why do parents encourage 
 their sons and daughters to study Latin rather than one 
 of the proffered substitutes ? 
 
 There are several reasons for this, but probably the one 
 which more than all others grips people and gains friends 
 for the study of Latin is the emphatic indorsement given 
 it by many of our country's noblest and best men, who 
 have not hesitated to express their indebtedness to classical 
 
LATIN'S SERVICE IN EDUCATION AND IN LIFE n 
 
 study and to attribute to it much of their own success in 
 life. This is and has been a stone wall against which the 
 charges of anti-Latinists have fallen flat. Hundreds who 
 are recognized as the strong men of the nation have given 
 evidence as to the value derived in their own lives from the 
 study of Greek and Latin, but have said very little of other 
 subjects. 
 
 The evidence of great men is conclusive. It is the 
 merest folly to undertake to set aside the emphatic evidence 
 of statesmen, business men, bankers, lawyers, physicians, 
 ministers, engineers, scientists, and others in large numbers, 
 such as was given at the classical conferences held at the 
 University of Michigan. Among these witnesses were such 
 men as Drs. Vaughan, De Nancrede, and Hinsdale of the 
 university medical faculty; Professors Saddler, Patterson, 
 Williams, and Davis of the engineering faculty; Mr. 
 Merritt Starr and Mr. Lyndon Evans of the Chicago bar; 
 Dean Hutchens of the university law faculty; Hon. 
 Harlow P. Davock, Hon. Levi I. Barbour, and Hon. 
 Hinton E. Spalding of the Detroit bar; Hon. James Bryce, 
 then ambassador from Great Britain; Hon. John W. Foster, 
 Hon. James Brown Scott, and Dr. Harvey W. Wiley of 
 Washington; and Mr. Charles Williams of Indianapolis. 
 All these, and others in goodly numbers, were outspoken 
 in their support of the classics, and nearly every one of the 
 speakers recognized the service which had been rendered 
 to himself. 
 
 Recent testimony from President Wilson, Ex-President 
 Taft, Hon. John D. Long, Dr. Lyman Abbott, Mr. S. S. 
 McClure, Mr. C. P. Steinmetz, and others, is familiar to 
 those who regularly read the Classical Weekly and the 
 Classical Journal. 
 
12 TEACHING HIGH-SCHOOL LATIN 
 
 These men are as capable of giving competent evidence 
 as are any men who ever lived. If they recognize the 
 worth of classical study and favor its continuance as an 
 educational instrument, the mere faddist or the educa- 
 tional revolutionist may shout himself hoarse. Sensible 
 men who want to make the best possible citizens out of 
 their children will persist in holding to the studies which 
 have a record writ large in the lives of our best men and 
 women. 
 
 The classics in character-building. Most fathers 
 recognize the fact that their sons and daughters have a 
 limited period of time available for their education. They 
 are anxious that during this time the foundation be laid 
 on which strong character may be builded. Many of them 
 know from their own experience, others from evidence such 
 as has been referred to, that Latin has been credited with 
 doing large things in the way of character-building. They 
 do not wish to experiment with the destiny of their own 
 children, and in consequence they hold fast to "the old 
 ways." Very few men want their sons to grow up into the 
 type of citizen that is represented by the educational 
 agitator, but all would gladly have their sons follow in the 
 footsteps of such men as those who have been mentioned as 
 friendly to the classics. 
 
 Generally, and in the colleges in particular, Latin has 
 been taught by strong men of unquestioned integrity, and 
 their strength has been potent in doubling the value of the 
 subject which they have taught. Latin furnished them an 
 effective means of directing the development of the young 
 men who studied in their classes. Perhaps they could 
 have done good work in character-building with some other 
 subject, but the point is that they did accomplish what 
 
LATIN'S SERVICE IN EDUCATION AND IN LIFE 13 
 
 they did with Latin as their instrument. And Latin is 
 just as readily available today as it ever was. 
 
 It is submitted then that much of the firmness of the 
 public's hold upon the classics is due to a fixed belief that 
 in some way these subjects have a decided bearing upon 
 the developing of character in the young. The charge that 
 Latin is not a practical subject has been waived in favor of 
 the consideration that it does a larger service in enabling 
 the student to store up in mind and heart those permanent 
 resources which come forth as from a never-failing store- 
 house when their master has need. So long as Latin 
 study continues to contribute so largely to human society, 
 men and women will call for its help in making citizens and 
 noble characters. 
 
 The immediate and the larger service. In the state- 
 ments given in the previous chapter, which bore more 
 directly upon the immediate work of the Latin teacher, 
 it was noticed that the larger service loomed up high even 
 by the very side of the more immediate; that those whose 
 statements were quoted invariably led up to or pointed to 
 the larger service of Latin study as, after all, quite as 
 important as the smaller and more immediate. In other 
 words, the immediate was apparently regarded as a door- 
 way to the larger and more vital. The educator who recog- 
 nizes the fact that education amounts to nothing except 
 as it develops the larger phases of human character and 
 makes for the sum of human betterment has indeed found 
 the secret of real service. Very generally Latin is credited 
 with effectiveness in the hands of such educators. Perhaps 
 the best way to bring out this larger service, as coupled with 
 and following the more immediate, is to present the evidence 
 of men who are recognized as competent witnesses. 
 
14 TEACHING HIGH-SCHOOL LATIN 
 
 The evidence of Mr. James Loeb. The following state- 
 ment concludes an address made by Mr. James Loeb, of 
 Kuhn, Loeb & Co., bankers: 
 
 The great and legitimate aim of a business man is to make money, 
 to provide for himself and his family such luxuries and comforts as 
 his tastes and social standing demand. But when a man has reached 
 the goal of his desires, when he has made his pile and wants to enjoy 
 it, then comes the time for the making of the real and only balance 
 sheet. Then he must ask himself, " What are my resources, now that 
 I have everything that money can buy ? What are my spiritual and 
 intellectual assets ? How can I best spend what is left to me of life ? " 
 Lucky is the man whose early training fits him for something more 
 than the golf field, or the tennis court, and for something better than 
 the gaming-table when his days of business activity are over. He can 
 taste the gentler pleasures that await him in his study and by the 
 blazing hearth-fire. His Sophocles or his Homer or his Catullus will 
 make the winter of life seem like its early spring, when the greatest 
 struggle he knew was with the elusive rules of grammar and syntax. 
 
 As seen by Mr. William Sloane. The following state- 
 ment is taken from an address by Mr. William Sloane, 
 president of W. and J. Sloane, bankers : 
 
 A business man who has had a classical education cannot fail 
 to remember with reverence and affection those patient, consecrated 
 men who taught him Latin and Greek, and awoke in him a love for 
 the beautiful. Such men as these, with ideals, he perhaps no longer 
 meets in his daily vocation. With the passing years he may have 
 forgotten the very names of the classics he read at college; but the 
 memory of those days, of those men, of their enthusiasm in their 
 work, has had its effect on the man himself and he is better for it, and 
 I believe a better business man, too ; for unconsciously he has acquired 
 something which he values as a precious possession, a something which 
 distinguishes him from his fellows and makes him singularly happy 
 in his work. 
 
 We must look after the man himself. In this connec- 
 tion it is proper to call attention to the necessity of making 
 
LATIN'S SERVICE IN EDUCATION AND IN LIFE 15 
 
 the man himself the center of educational interest. We 
 have had a somewhat strenuous campaign in the interest 
 of highly specialized scientists, engineers, mechanics, and 
 operatives, and the end has been fairly well attained, but 
 there is ground for complaint in the type of men thus 
 obtained. It is being felt more and more that a sane 
 education must include primarily such development and 
 training as will render the man's nature refined and en- 
 nobled, will awake him to lofty endeavor, and will bring 
 him into sympathy with what is noblest and best in life 
 in his own life and in the world in which he moves. This 
 fuller training for a place in the world as a complete man 
 is wholly independent of the question of a training for any 
 trade or profession which it does not exclude, of course; 
 but the emphasis is changed from an apparently essential 
 one to one which the whole world will recognize as abso- 
 lutely real and fundamental. 
 
 A man may be a splendidly trained farmer, or mechanic, 
 or even professional man, and may be able to make money 
 in abundance; but if he is not more than these things, does 
 life really mean much to him ? Is he broadly sympathetic 
 toward what is best in the world of art and letters ? Does 
 he see anything in painting, or sculpture, or in music ? 
 Do these have any message for him ? Does he find a 
 friend in great books ? Do the spirits of great and good 
 men commune with his spirit as he goes about his daily 
 toil ? 
 
 Rather, is there not a danger that his life will be hollow; 
 that he will be lacking in a spirit of true humility and of 
 appreciation of the rights of others; that tie will become 
 hard, unfeeling, ungenerous, and self-centered; that he 
 will be dependent upon public amusements for his highest 
 
1 6 TEACHING HIGH-SCHOOL LATIN 
 
 pleasures ? Will not those finer qualities of nature forsake 
 the man who does not cultivate them, in whose mind a 
 permanent place has not been prepared for their in- 
 dwelling ? 
 
 After the living is made, then what? We all recognize 
 the importance of professional and vocational training, 
 and Latinists have done their part in promoting the interests 
 of the subjects which bear upon the problem of making a 
 living. After the living is made, then what ? 
 
 It is not enough that a man be a good mechanic, or 
 farmer, or even physician, lawyer, or teacher his educa- 
 tion must stand or fall by whether he is, in addition, a 
 man of catholic spirit, with an appreciation of the higher 
 and better things of life, or merely first, last, and all the 
 time, a servant of his trade or profession. Nature has 
 much to do with these qualities; but it is submitted that 
 an education which neglects the culture element, which 
 fails to take these native forces and to polish and refine 
 them for the happiness of the possessor, and for the service 
 of the common good, by reason of this neglect is a destroyer 
 of what heaven meant for a blessing to society. 
 
 Professional training is a necessity, but it should not 
 be so coldly professional, should not so severely stress the 
 making of a professional out of the man, that he will become 
 not more than a mechanical device, that he will fail to 
 become a full, open-minded, generous-hearted man. The 
 training of the man should have the first place, and the 
 training for a livelihood should be secondary. 
 
 The case of Darwin. This severe application to the 
 material, to the exclusion of higher things, is well repre- 
 sented in a statement of Charles Darwin, as found in his 
 autobiography: 
 
LATIN'S SERVICE IN EDUCATION AND IN LIFE 17 
 
 Up to the age of thirty and beyond it, poetry of many kinds, 
 such as the works of Milton, Gray, Byron, Wordsworth, Coleridge, 
 Shelley, gave me great delight, and even as a schoolboy I took intense 
 delight in Shakespeare. But now for many years I cannot read a 
 line of poetry; I have tried. to read Shakespeare, and found it so 
 intolerably dull that it nauseated me. I have lost my taste for pic- 
 tures, and for music. My mind seems to have become a kind of 
 machine for grinding general laws out of a large collection of facts, 
 but why this should have caused the atrophy of that part of the brain 
 
 on which the higher tastes depend, I cannot conceive The 
 
 loss of these tastes is a loss of happiness, and may possibly be injurious 
 to the intellect, and more probably to the moral character, by enfeeb- 
 ling the emotional part of our nature. 
 
 On this Professor Walter Miller says : 
 
 If Charles Darwin found the loss of his higher aesthetic tastes 
 so lamentable, how much more lamentable must be the paralysis 
 of the intellectual power when this exclusive devotion to the culti- 
 vation of one side of the intellectual nature begins before the mind 
 has fairly developed. But utilitarianism, with promises of material 
 wealth, is ready with her reply: "Seek ye first money; culture after 
 wealth," and technical education without the basis of broad culture 
 has grown and spread to an incredible extent. Said President 
 Butler: "Its essential narrowness and philistinism increase with its 
 success in establishing itself, and it promises for a long time to come 
 to assert its overwhelming ascendancy, until a race of men shall come 
 upon the stage with about as much religion as a threshing-machine, 
 and hardly more social charm than a storage battery." 1 
 
 Mr. Williams, in conclusion. This bearing of the 
 classics upon the larger and more vital phases of human 
 life can hardly be presented more convincingly than in 
 these words, taken from the address already referred to, 
 of Mr. Williams of the Indianapolis News: 
 
 It does make a difference, a very great and momentous difference, 
 to my notion, what a youth studies in his formative and impression- 
 
 1 Southern Educational Review, IV, 104. 
 
1 8 TEACHING HIGH-SCHOOL LATIN 
 
 able years. He is to gain discipline, he is to win mastery over him- 
 self, to learn to use his intellectual powers; but if he can attain these 
 necessary ends and at the same time be adding vastly to his spiritual 
 resources, to the comfort of his soul, to the joy of his true life in the 
 years to come, when the cares and responsibilities and distractions 
 of professional and business activity shall absorb his time and energy, 
 should not those subjects for study be preferred which shall enable 
 him most easily to bring about these most desirable results? Let 
 us never long leave out of our thought that life is not mere getting 
 and spending, mere sowing and reaping, mere material success, of 
 whatever form. That is only the basis for something better and 
 higher and more enduring. 
 
 And so, especially for the young man that hopes to be a leader 
 in the professional and business life of the time, in finance and affairs 
 of state in practical life, in a word those studies are to be preferred 
 which shall make him more a man, give him a wider outlook, a larger 
 prospect of life, quicken his power of vision, enlarge his range of 
 sympathy and appreciation, and bring him into the fullest conscious- 
 ness of the sources and development of the culture we enjoy. .... 
 It makes a man more a man, the more he knows of what men afore- 
 time have borne and done and thought. The most practical man, 
 in the final survey o*f human life, is the one who puts the emphasis on 
 man and not on 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?" 
 
CHAPTER III 
 CLASSICAL STUDIES ON THE DEFENSIVE 
 
 Searching criticism of the classics. At the very outset 
 the young Latin teacher must know something of the storm 
 of criticism through which classical studies have passed 
 within recent years. Many strong friends of the classics 
 have had their confidence shaken not a little by the bold 
 opposition on the one hand, and the rather timid reticence 
 of classical teachers on the other hand. However, there 
 have been strong defenders who have done splendid service 
 in the cause of sane education, and to them is due, in no 
 small measure, the forceful defense which eventually 
 resulted in a partial victory. In order that young teachers 
 may know something of the attacks made upon classical 
 studies in the schools, the main opponents and their argu- 
 ments are here noted, and, in turn, criticized: 
 
 i. Promoters of educational fads. The faddist has 
 always been the most uncompromising foe of Latin and 
 Greek. He has an idea which will revolutionize education, 
 but foolish people will not accept it immediately, because 
 they are busy with something else! If they would only 
 turn from these dead languages and take his fad instead, 
 the world would blossom as the rose ! 
 
 Regular attendants at public educational conventions 
 look for "some new thing." Just how these faddists and 
 promoters of educational piffle invariably manage to secure 
 the choice places on the programs is rather hard to under- 
 gtand. They are always on hand, and always they turn 
 their little guns on Latin and Greek. They say about the 
 
 19 
 
20 TEACHING HIGH-SCHOOL LATIN 
 
 worst that they know when they call these "dead lan- 
 guages' 7 and "the fetish of fogyism." These men are sel- 
 dom called to account. In fact, it is very rare that the 
 friends of classical learning are given a place on these 
 programs. 
 
 However, fads come and go, but Latin abides. Its 
 very presence in a high school compels good standards of 
 scholarship in other subjects and in this way possibly has 
 helped to bring disaster to the various fads. Something 
 has had this effect, for anyone who will count up the 
 "dead fads" of the past twenty-five years will find that 
 their name is legion. 
 
 The young Latin teacher may not hope to convince an 
 extremist of this kind. The best one can do is to counter- 
 act, in so far as is possible, the temporary effect of such 
 extremists. 
 
 2. Friends of the newer subjects. What is said above 
 may apply here with equal force, in many instances. Too 
 often those who would urge the newer subjects on our 
 schools seem to think that they can secure a place only by 
 removing Latin from the list of studies offered. This is 
 not a very wise or fair proceeding. Latin teachers and the 
 friends of the classics generally are as firm friends of the 
 newer subjects as are their most earnest promoters, in so 
 far as they have proved themselves worthy of a place in the 
 curriculum. Some, as for instance, in the domestic and 
 strictly technical arts, have done this excellently, while 
 others are still in the experimental stage and will never 
 get beyond it, regardless of the place of classical studies 
 or anything else. Latin has sought no quarrel even with 
 the most doubtful of the newer subjects. Latin teachers 
 know that not every pupil can succeed in Latin study. 
 
CLASSICAL STUDIES ON THE DEFENSIVE 21 
 
 Some minds are best adapted to strictly technical and 
 manual effort, and should be guided in that direction. 
 Such subjects should have fair treatment, but this does not 
 mean that Latin should quietly submit to unfair treatment. 
 
 3. Friends of the modern languages. Some years ago, 
 when the modern languages began to be taken seriously 
 as fit subjects for the high schools, some controversy 
 naturally arose between the defenders of the modern lan- 
 guages and those of the classics, which were in a measure 
 displaced in favor of the newer languages. This has prac- 
 tically disappeared, in so far as the teachers of these sub- 
 jects are concerned. Now and then, however, someone 
 brings to the front one of the long-discarded arguments 
 for displacing the classics with German and French, and 
 for this reason these arguments must be examined. 
 
 The one most commonly used, and the least understood, 
 is that of utility. " These young people should study 
 German and French, for they may have a chance to use 
 it in talking with the natives." To state an argument 
 in this way is to expose its futility. Perhaps they may, 
 but most likely they will not have any need to talk with 
 native Germans and Frenchmen. Suppose they do, then 
 what ? Must they study for four years or more in order 
 to be able to talk a little, and badly, with a native who gets 
 keen amusement out of the blunderers ? Invariably such 
 linguists must have recourse to their English to explain 
 just what they are trying to say. More than that, it is 
 fair to say that outside of the great cities not one high- 
 school student in ten ever thinks of trying to talk in a 
 foreign language, even if he has a chance. If he needs a 
 frankfurter, or a cheese, or something else from a store kept 
 by a foreigner, he calls for it just as he would if he had 
 
22 TEACHING HIGH-SCHOOL LATIN 
 
 never heard of any except his native tongue. Such 
 "sprechen Sie" German and " parlez- vous " French have 
 no established educational value. 
 
 But suppose that the foreign languages, German and 
 French, for instance, are taught primarily with a view to 
 their fluent use. What is achieved then? Cannot the 
 waiters at the larger hotels speak several languages under- 
 standingly ? Are they to be counted as bright particular 
 stars on this account ? If we are making the conversational 
 factor of prime importance, we might secure more satis- 
 factory results by sending our young men and young women 
 to France or Germany for a few months, for this is practi- 
 tically the only way to get a conversational grasp of a 
 foreign language. 
 
 The fact is, our schools do not turn out graduates who 
 have a working knowledge of the languages which they 
 have studied. If modern languages are a utility only in so 
 far as they are spoken by those who study them, they are 
 a failure. For many years they have had a choice place in 
 the school curriculum, and, except for a few short sentences, 
 those who have studied German and French know no more 
 of them as conversational languages than Latin pupils 
 know of conversational Latin. Let the reader make a test 
 of the people who were in school with him and studied the 
 modern languages while he studied Latin. 
 
 However, modern-language teachers do not now stress 
 the conversational factor to any large extent. They are 
 gradually approaching the methods long used in teaching 
 ancient languages, that is, striving to train the language- 
 sense, to secure accuracy in expression and interpretation, 
 to awaken sympathy with what is best in the world's store 
 of learning, art, and literature, and to develop in the student 
 
CLASSICAL STUDIES ON THE DEFENSIVE 23 
 
 a feeling of " at-homeness " in the atmosphere of the best 
 thought and endeavor of all the ages. As these purposes 
 become established, the very question of conversational 
 language is lost from the reckoning. Whether these ends 
 can be secured better by using one of the two ancient 
 languages, or one of the main modern languages, may be 
 left for others to decide. The evidence in favor of the 
 classics seems overwhelming. 
 
 From this it is plain that modern-language teaching is 
 not very different from ancient-language teaching. If we 
 may believe the evidence furnished by Professor W. R. 
 Price, state inspector of modern languages in New York, 
 given in the School Review, XXII, 98-102, many of those 
 who teach modern languages in the high schools are poorly 
 prepared indeed. 
 
 The interests of the ancient and the modern languages 
 are very similar, in fact identical. If the philistine could 
 drive Latin out of the schools, German and French would 
 go out early the next day thereafter. Latin teachers should 
 recognize the value of modern languages and should 
 encourage those pupils with whom they have influence to 
 get all the German and French for which they can find time. 
 
 4. Friends of the sciences. The situation of the sciences 
 is much like that of the modern languages. Some few 
 friends of the sciences, especially teachers whose own 
 training has been narrow and has limited their vision, have 
 even advocated violent measures. They have urged that 
 the classics be cast out entirely, and that the work of 
 educating the young be handed over to them. To their 
 thinking, utility is the end of education, and their state- 
 ment of the case of the classics shows these subjects to be 
 worse than useless. Latin is not in the group of utility 
 
24 TEACHING HIGH-SCHOOL LATIN 
 
 subjects, nor is anything else which is not immediately 
 serviceable in making a living! 
 
 We were told that the sciences were utility subjects. 
 The public accepted the arguments, and, while Latin was 
 not removed from the schools, large room was made for 
 the sciences. Large sums of money were devoted to science 
 departments, fine laboratories were equipped, and every 
 demand made by the teachers had a very friendly hearing. 
 That science teaching has been of great service in the high 
 schools, within recent years, we are all glad to acknowledge. 
 That it has done all the wonderful things which were 
 promised, no one believes; that science in the high schools 
 has proved a utility the great service which was promised 
 is wholly without any foundation. 
 
 In the very nature of the case, the sciences are a utility 
 only to those who work along applied lines, and thus keep 
 step with the advances and changing theories of the author- 
 ities. As a test of this statement, let the man who studied 
 physics or chemistry thirty years ago compare his old text 
 with a recent text on that subject. His old text is out of 
 date, utterly absurd, and even dangerous. The science 
 of thirty years ago, or of twenty, or even of ten, is a "dead 
 science/ 7 and no language ever looked so dead as does 
 "dead science." 
 
 In actual school work, science has as many shortcomings 
 as Latin or anything else. High-school pupils are not 
 proving themselves active or efficient investigators. Gen- 
 erally they do the required work in just as dull and heavy 
 a way as they study their foreign language. In too many 
 cases, they work for credit toward graduation and think 
 very little about original investigation. The danger of 
 relying too largely upon the sciences as educational instru- 
 
CLASSICAL STUDIES ON THE DEFENSIVE 25 
 
 ments in the high schools is well set forth in the following 
 passage from an address by Professor E. A. Hayden: 
 
 Laboratory experiments multiplied beyond all reason; labora- 
 tory manuals so minute in their specifications that no place is left 
 to the student for that effort and rumination which is indispensable 
 to the growth of strong mental tissue; inadequate mathematical 
 preparation for physics that makes the subject largely a juggling 
 of apparatus and mechanical application of predigested formulae 
 to concrete data; geometry boiled down until its real essence and 
 spirit the intuitive apprehension of spatial magnitudes is com- 
 pletely volatilized these are a few of the results of this feverish 
 passion for obvious external results. Mere activity, mere busyness 
 that expends itself in tinkering with an infinitude of trifling details, 
 is a sheer waste of time and energy. 
 
 Reference may be made here, with great timeliness, 
 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 that the Realschule 
 afforded an equivalent preparation for advanced study. 
 The philosophical faculty replied 
 
 that the non-classical 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. 
 
 In spite of this, the government opened up the univer- 
 sities to" the graduates of these technical high schools. 
 
26 TEACHING HIGH-SCHOOL LATIN 
 
 After ten years of experimenting, the entire faculty, 
 professors of natural and physical sciences included, 
 declared that in spite of the start gained in scientific study 
 by the graduates of the technical schools, they were speedily 
 overtaken by the graduates of the classical institutions, 
 and left in the rear. The entire faculty petitioned the 
 government to repeal its decree and to admit to the uni- 
 versity only such students as had received the training of 
 the classics, as the only adequate training for university 
 study. On this petition were the names of Liebig, Helm- 
 holtz, Hoffmann, Rammelsberg, Mommsen, Curtius, and 
 others of equal fame. 1 
 
 From this discussion it must not be inferred that the 
 writer is opposed to the teaching of the sciences in our 
 schools. He believes most strongly in these subjects as 
 educational instruments. Notwithstanding all that has 
 been said about the possibilities of science instruction, the 
 results seem to fall very far short. The sciences should 
 hold a place in the high-school course, and our young 
 people should study science, utility or no utility. No one 
 can pretend to have an education who does not know 
 something of science, but he must be prepared to unlearn 
 it every few years, in the very nature of the case. 
 
 The teachers of Latin are as good friends of the sciences 
 as can be found, notwithstanding the effort to alienate 
 them. For a kind of training which is essential, that which 
 leads to habits of investigation and patient searching after 
 facts in a given case and of following them to their definite 
 conclusion, the sciences when properly taught have a 
 place that nothing else can fill. When it comes to training 
 in chaste and accurate expression of the facts ascertained, 
 
 1 Miller, Southern Educational Review, IV, 100. 
 
CLASSICAL STUDIES ON THE DEFENSIVE 27 
 
 the sciences can do very little, and must give this task 
 over to subjects which are known to secure this very result. 
 
 Both the sciences and the foreign languages have fields 
 ready at hand, with work rather definitely outlined. 
 Students in the classics should be encouraged to get all 
 the science courses possible, and teachers of the sciences 
 who are thinking of the interests of their pupils, rather than 
 of petty wrangles about the utility of science, will urge upon 
 their classes the claims of the languages, ancient and 
 modern. 
 
 5. Other objections. 
 
 a) "A waste of time": This is an objection which can 
 be made only by those who do not know what is done by 
 the various subjects taught in the schools, and it holds 
 about as well against one subject as another. Reducing the 
 matter to the last word, we all know that men have lived and 
 done well without knowing anything about Latin, as they 
 have done without a knowledge of grammar, arithmetic, 
 algebra, geometry, or even of reading and writing. This is, 
 however, very poor evidence to show that they would not 
 have done better if they had learned these things at the 
 right time. In fact, if we take out all the subjects which 
 may seem unnecessary, that is, which have no direct bearing 
 on making a living, and then take from the others the parts 
 which arp of no practical use, we shall have very little left. 
 Take mathematics, for instance. The average business man 
 has little use for anything beyond simple arithmetic, and no 
 use for much of that. If he buys, the seller furnishes the 
 figures by which he must pay, and even he uses a form book 
 in which the prices are all worked out. If he sells, he uses 
 the ready-made tables. If he goes to the bank, the cashier 
 turns to his form book and the transaction is completed. 
 
28 TEACHING HIGH-SCHOOL LATIN 
 
 His adding is done by a machine, and his dictaphone and 
 typewriter remove the necessity of his knowing anything 
 more than how and where to stamp his name with a rubber 
 stamp. What need then has the average business man 
 for difficult arithmetic, or algebra, or plane or solid geom- 
 etry, to say nothing of higher mathematics ? More than 
 this, one of the great civil engineers of the country recently 
 stated that he had gone over his old texts in mathematics 
 to find out just how much of the mathematics he studied 
 in school had been used in his actual experience as head of 
 the engineering department of one of the great railway 
 systems. He made the amazing statement that every- 
 thing he had used, of all the mathematics he had studied, 
 could be given in a booklet of about twenty-four pages. It 
 is doubtful whether he could have grasped and retained 
 this essential knowledge without the training he had 
 received in dealing with what he considers the nonessential 
 part. His feeling that he could have done so makes his 
 contribution all the more interesting. 
 
 This reasoning holds of other subjects, such as physics, 
 chemistry, history, English, geography, and the like. We 
 may as well understand that there is no intention, in any 
 sane educational system, of cramming into a pupil the few 
 data necessary for earning a livelihood. This is not the 
 great task of the schools. One needs a trained mind in 
 order to be able to make intelligent use of these rules, 
 tables, and similar data; and to give this trained mind, 
 we have found nothing better suited than mathematics, 
 physics, chemistry, and the like. 
 
 Latin does require time, but the time is not wasted. 
 Education is a growth, not a list of tables and schedules. 
 Time is necessary, and it is the task of the educator to 
 
CLASSICAL STUDIES ON THE DEFENSIVE 29 
 
 plan for the use of this time so as to secure the best results 
 in trained efficiency. The time element must have fair 
 consideration in any educational scheme. 
 
 Young America, they tell us, is in a hurry, and he wants 
 a short route to the educational goal. He does not object 
 especially to an education if he can get it on the run and 
 painlessly. Even good business men scold the schools for 
 holding young men so long, while electricity and flying- 
 machines are moving things in terms of miles in place of the 
 rods of other days. Sane education recognizes the fact 
 that while some things have surpassed the rate of progress 
 of a hundred years ago, still seedtime and harvest are now 
 just as far apart as they were in the leisurely days of old 
 Methuselah, the seasons are the same, and the period of 
 physical development is the same. Some processes cannot 
 be hastened without great loss. Mental processes, mental 
 development require time, time, time, and there is no 
 escape from the fact. It has been well said that when the 
 Almighty wants to make a gourd he needs but a few days 
 or weeks, but when he wants the giant oak of the forest 
 he needs years and even centuries. It takes more time to 
 educate the whole man than it does merely to train the hand 
 to move accurately through space and to do its mechanical 
 duty. But the whole man when educated is not dependent 
 for life's enjoyment upon any outside world ; he has a world, 
 he is a world of himself, and stands, of all creation, nearest 
 in kind to his Maker. 
 
 Dean Bagley, of the University of Illinois, has well said: 
 
 Another insidious notion is that what we call general or liberal 
 education is needed only by those who are going into the professions ; 
 that workers in the industrial, agricultural, and commercial fields 
 do not need the kind of culture that the general and liberal work of 
 
30 TEACHING HIGH-SCHOOL LATIN 
 
 the seventh and eighth grades and the high school is supposed to 
 represent that instruction in history, in geography, in literature, is 
 really vocational educational, preparing for the "white-collar" 
 occupations. And so we have the proposals for differentiated courses 
 in history, and we have proposals for even experiments in the teach- 
 ing of English which would relegate the great masterpieces to the 
 white-collar pupils, and feed those destined for other callings 
 on the inspiring contents of poultry bulletins and mail-order 
 catalogues 
 
 Most of those who advocate early vocational differentiation are 
 not thinking of their own children. Of course a broad and liberal 
 training is presupposed for them. These opportunities for early 
 vocational choices are for other people's children 
 
 In the last analysis, the efficiency of our educational system de- 
 pends upon the capacity of our boys and girls to do "hard, uncoaxed, 
 uncomplimented work willingly and heartily." .... 
 
 In our educational theory we have certainly gone too far, and 
 educational practice has gone about as far as it is safe to venture 
 without a counteracting movement. In my opinion, the time is 
 ripe for a little tincture of iron in our educational philosophy; for a 
 touch of a more virile idealism ; for a renaissance of thoroughness and 
 a reasonable measure of rigor; for something approaching a revival of 
 the ideals of duty and effort. 1 
 
 6) "The task and the returns are out of proportion": 
 That depends on the point of view and the general attitude 
 of the person interested. Latin does require good hard 
 work, but that is one of its strongest points in a schedule 
 of studies. A disposition to substitute easy, namby- 
 pamby subjects for those which require hard, persistent 
 effort is unfortunately gaining support, notwithstanding 
 the fact that this kind of school work will certainly turn 
 out a crude and namby-pamby product. Some pupils 
 clamor for the easy, predigested material, but the majority 
 
 1 From an address delivered at the Detroit meeting of the Department of 
 Superintendence of the National Education Association, 1916. 
 
CLASSICAL STUDIES ON THE DEFENSIVE 31 
 
 of those who complete the high-school course recognize the 
 importance of hard work and are willing to apply themselves 
 to it. 
 
 For real education there is no hope short of hard and 
 unremitting effort. The way to scholarship is rugged 
 and steep. Any promise of culture that is not based 
 upon hard work is a snare and a delusion. There is no 
 education that is worth while which does not demand 
 patient, determined, ceaseless endeavor, coupled with a 
 persistent concentration of all the mental powers upon 
 the task in hand. Few subjects so completely require 
 this sustained effort as does Latin, and few give in 
 return such generous rewards when the work is over. 
 An evidence of this is seen in the long-continued service 
 it has rendered to the cause of education in the centuries 
 past, and in the strong and abiding faith of the world's 
 great scholars in Latin as an effective agent in their own 
 education. 
 
 c) "One subject is as good as another, and Latin is no 
 exception": It has been boldly argued that one subject is 
 just as good as another; that no matter what one studies, 
 it all amounts to the same, just so that he is studying. 
 This is brother to the idea, equally sane and balanced, that 
 no matter what one eats, it is all the same, just so that he is 
 eating. Physical disaster in the one case is no more certain 
 and sure than is mental disaster in the other. 
 
 In addition to what we have said about unrestricted 
 election, it is in place to say that there are sane and sensible 
 means which are known to be capable of producing desirable 
 ends in education. As the prospective dentist has little 
 to hope for from a study of submarine navigation, and ought 
 not to feel that this study could serve his purpose, so one 
 
32 TEACHING HIGH-SCHOOL LATIN 
 
 who is seeking for a well-developed mind, a well-rounded 
 education ought not to hope that he can reach his end by 
 the use of means which common-sense wholly rejects. 
 What he needs is such subjects and in such combinations 
 as will in a given time evenly develop the mental powers 
 with which he is endowed; and he should strenuously avoid 
 such subjects and such combinations as will, in the light 
 of human reason, defeat his purpose. Common-sense and 
 common utility demand that his main dependence should 
 be upon subjects that have been tested, that have a litera- 
 ture of permanent value, and that are available in a suffi- 
 ciently organized and usable form for the purpose in hand. 
 There are some subjects which never can have any genuine 
 literature of their own, and consequently have no possi- 
 bility of taking a permanent place in education. Some 
 of these are valuable arts in themselves, and we cannot 
 get along without them; but they offer nothing in the way 
 of mental development, other than in the little of theory 
 which lies back of them, and in the concentration necessary 
 until reflex action has taken hold of the situation. Other- 
 wise our cotton mills, sweatshops, and bakeries would be 
 ranked as great universities and centers of human learning. 
 Skill is one thing and entirely different from culture and 
 real education. 
 
 d) "I studied Latin and have forgotten all about it": 
 Every now and then this man shows up. He studied Latin 
 of course, but of course he forgot it. He is ready to give 
 a good account of his other subjects, if we may follow out 
 his suggestion. His mathematics, chemistry, history, 
 physics all these and more he remembers ! Generally, the 
 man who talks in this fashion suffered from a poor teacher 
 or was himself a very indifferent student possibly both 
 
CLASSICAL STUDIES ON THE DEFENSIVE 
 
 explanations apply. His very complaint is in fact a lament, 
 as is well stated by Professor Shorey. 1 
 
 It has been said of the most polished writer in America 
 that his matchless style is "the product of forgotten toil. 7 ' 
 The man who would undertake to say that his Latin study 
 did not do him a large service, simply because he cannot 
 recall any of the lines of the texts he read, certainly has 
 small claim on our consideration. He is simply hunting 
 for an argument where there is none. 
 
 The situation less disturbed of late. In another place 
 it has been stated that less is now said against the classics 
 than formerly, but the foregoing still represent the stock 
 arguments which have been urged. There may be more 
 complete answers than those offered, but even these seem 
 fairly satisfactory. A reason for the comparative quiet 
 may be the fact that the monopoly which Latin was accused 
 of holding has been surrendered, or else broken up, so 
 that in all the high schools pupils may take a substitute 
 if they wish. 
 
 Controversy not desirable. Latin teachers of high- 
 school grade are generally timid about undertaking a 
 defense of the classics when they are assailed, and this is 
 natural, in view of the fact that they are not often in full 
 possession of the facts. However, some of the data given 
 in this book, such as the statistics, may serve a good 
 purpose and silence agitators when debate would be useless. 
 
 On the other hand, the high-school teachers naturally 
 look to the professors in the colleges and universities to 
 investigate the situation and to secure the facts which will 
 enable them to answer the educational " experts" and 
 others who now and then offer public objection to the 
 
 1 Latin and Greek in American Education, pp. 303 f . 
 
34 TEACHING HIGH-SCHOOL LATIN 
 
 classics. At least three of the great universities, through 
 their classical faculties, have done most valuable work of 
 this kind. It is hoped that others will become equally 
 active, for they cannot afford to be silent while educational 
 leadership is taken over by those who would carry out a 
 program which is both revolutionary and destructive. 
 
CHAPTER IV 
 THE TEACHER AND HIS SUBJECT 
 
 Select your subject. The high schools of this country 
 are commonly so organized that teachers are employed to 
 teach one or two of the subjects offered in the course of 
 study, rather than all the subjects of a grade or year. 
 This arrangement encourages special preparation on the 
 part of the teacher and should secure for the school a high 
 grade of service. It is therefore of the largest importance 
 that the prospective teacher decide as early as possible 
 on the subject or subjects which appeal to him most 
 strongly and which he thinks he can teach most effec- 
 tively. Frequently those who look forward to teaching 
 find it necessary to defer this decision until after they 
 have taught for awhile and have had time to make up 
 their minds definitely. In such cases, the delay cannot 
 be avoided, but the pupils taught by a hesitating teacher 
 and the subjects used in his experiments will necessarily 
 suffer. 
 
 Who should teach a foreign language ? In making his 
 selection from the number of subjects taught in the high 
 schools, several considerations must have due weight. 
 A slow, hesitating young man, if he teaches at all, should 
 not undertake foreign-language teaching, in which quick- 
 ness of thought and expression are absolutely necessary. 
 Also, one who has found foreign languages a difficult study 
 and has made unsatisfactory progress in this kind of work 
 should not feel called upon to teach a foreign language , 
 Latin in particular, in later years. 
 
 35 
 
36 TEACHING HIGH-SCHOOL LATIN 
 
 Many young people are blessed with what teachers 
 like to call "the language sense/' "a feeling for language/' 
 which may mean that they naturally think quickly and 
 connectedly and have a memory which retains readily and 
 permanently. Young teachers who have this advantage, 
 and with it a " genius for hard work/' have the natural quali- 
 fications which make the successful teacher of Latin. 
 Many who are only moderately endowed in these particulars 
 achieve great things as teachers, by vigorous effort and 
 close application a fact which offers encouragement to 
 those who are willing to pay the price in persistent 
 endeavor. 
 
 The study of Latin and other foreign languages will 
 prove helpful to those who are slow in language work, but 
 if such students ever turn to teaching they should seek 
 subjects which more readily adapt themselves to their own 
 mental aptitude. They may have some strength in close 
 and careful reasoning, in industrious pursuit of details, in 
 manual dexterity, and these qualities may possibly be 
 turned to good account in teaching one or more of the 
 sciences. However, it is safe to say that a slow student 
 should not be encouraged to think that the world needs his 
 services in the capacity of a teacher. 
 
 Hard work will achieve wonders, especially if there is a 
 strong personality back of the effort. To achieve the best 
 results, the teacher must be happy in his work. To be 
 happy, he must have the subject which suits him best, 
 which fits in best with his natural inclination and thus calls 
 out the best that is in him. For one who likes Latin as a 
 subject, and likes to teach it, likes to use it as an educational 
 instrument, nothing else can quite take its place or so com- 
 pletely occupy his "mind, soul, and strength." 
 
THE TEACHER AND HIS SUBJECT 37 
 
 Believe in your subject. No matter what his natural 
 bent, or his training, the Latin teacher cannot do his best 
 work unless he has a fixed faith in the efficiency of his sub- 
 ject as a means to an end. One who tries to teach any 
 subject in a half-hearted way is doing a positive wrong to 
 those who are unfortunate enough to be forced to suffer 
 at his hands. The young Latin teacher should make an 
 investigation into the facts of the case and know what has 
 been accomplished by Latin in the centuries past and what 
 is now being done. In addition to this, he should watch 
 the work of his own classes with a view to building up his 
 faith in the effectiveness of Latin in his own hands. A 
 Latin teacher who knows what he is expected to do with 
 Latin, and knows that he can do that very thing, is bound 
 to secure the best results possible. 
 
 School officers careless. Occasionally conditions are 
 met with in which the preferences and special fitness of the 
 teachers do not determine assignments, as when school 
 officers allow family connection and political alignments 
 to influence, to some extent, their choice of teachers. In a 
 group of teachers elected thus and turned over to the prin- 
 cipal for assignments, there may be no one who is prepared 
 to do good work in Latin. Teachers who depend upon 
 local influence for appointments are not the kind who make 
 preparation for teaching anything in particular, Latin 
 least of all. The teacher who has Latin thus thrust upon 
 him, despite his utter unpreparedness for teaching it, is 
 likely to become rebellious, and his attitude will add greatly 
 to the burdens of Latin. Parents and pupils naturally con- 
 nect the subject and the teacher, every weakness of the 
 teacher being placed to the account of the subject which he 
 teaches. 
 
38 TEACHING HIGH-SCHOOL LATIN 
 
 Under such circumstances Latin is helpless. Some 
 subjects are self-protecting and warn off intruders. Chem- 
 istry, for instance, if tampered, with, may explode and 
 blow embodied ignorance through the roof. Latin has 
 no such protection, and its only hope is that when it is 
 thus burdened some bright pupils will take hold of the 
 situation and hold the class together. Otherwise the time 
 of the class is wasted. 
 
 This is an extreme condition and ought not to be possible 
 anywhere, but those who know the weaker high schools 
 know to what extent nepotism and politics have operated 
 in keeping them weak. 
 
 Teachers sometimes at fault. It happens all too 
 frequently that teachers accept positions in the high schools 
 for which they are not properly prepared. Latin has 
 suffered in this particular. No one should undertake to 
 teach the usual four years of Latin who has not done at 
 least that amount of work under a competent teacher. No 
 high school should employ for this work any teacher who 
 has not had some college Latin, in addition to the four years 
 in the high school. This reasonable minimum is not always 
 adhered to. Other subjects suffer as well, possibly to an 
 even greater extent than Latin does, and there should be 
 some protection against mistakes of this kind. 
 
 Latin teachers needed. Now and then schools which 
 offer Latin cannot get well-trained teachers and are forced 
 to make way for incompetent teachers, or else to leave out 
 Latin for the time being. The latter course is decidedly 
 preferable to using a teacher who does not know the subject 
 and consequently cannot teach it. There is always a 
 strong demand for high-school teachers who are able to 
 teach Latin in such a way as to get results, and those who 
 
THE TEACHER AND HIS SUBJECT 39 
 
 are looking toward teaching as a life-work may safely 
 prepare themselves for teaching this subject, provided they 
 have the qualifications which have been mentioned as 
 furnishing a basis for Latin teaching. The young teacher 
 who takes Latin as his main subject should also prepare 
 himself to teach one other subject that may readily be 
 related to Latin, such as German, or French, or history 
 or possibly English, according to his preferences. As 
 stated above, many high schools require a teacher to take 
 more than one branch of learning, and such a combination 
 will prove a safe investment of money and of strength. 
 
 Push the Latin, but be fair. Circumstances of late 
 years have made it almost necessary for the young Latin 
 teacher to push his work rather vigorously, in order to 
 prevent unfair discrimination. This is not true of all high 
 schools, but of those in some sections only. The Latin 
 teacher must see that the work for which he is responsible 
 does not suffer, but there is danger that in his efforts he 
 may become rather intolerant toward other subjects, 
 especially toward those whose supporters frequently 
 declaim against Latin study. He must be on his guard 
 against this narrowness, for he might prove little better than 
 the faddist, of whom nothing but intolerance and narrow- 
 ness need be expected. The Latin teacher must do high- 
 grade work in his own department and see to it that his 
 pupils get the best that is in him; but he must be fair to 
 all other subjects and to the teachers of these, and must 
 show just appreciation of the work done in all the other 
 departments. Latin cannot do the whole work of educa- 
 tion; it must stand shoulder to shoulder with every other 
 subject which can be used in the task of educating young 
 men and young women. 
 
CHAPTER V 
 THE TRAINING OF THE LATIN TEACHER 
 
 Prepare to teach the subject you have selected. 
 
 After the young teacher has selected his subject, it becomes 
 his duty to prepare himself as thoroughly as he can for the 
 work he is to do. He is especially fortunate if he can make 
 his decision early in his college course. 
 
 Latin teachers must know Latin. In some subjects a 
 teacher may be able to keep up appearances without 
 knowing very much about his work, but Latin is not one 
 of these. The teacher either knows Latin or does not, and 
 the weakest pupil in his class will not be long in finding out 
 the truth. A knowledge of the language and literature is 
 an absolute necessity, and there is no way of dodging this 
 demand. Efforts at teaching Latin without a sufficient 
 knowledge invariably bring confusion and disaster, as 
 many a teacher can testify. While yet in college, the young 
 teacher should take every course in Latin that he can, and 
 should get as much Greek as he can find time for, as Greek 
 is an essential factor in good Latin teaching. 
 
 Latin teachers must know how to teach Latin. In 
 addition to an accurate knowledge of the subject-matter, 
 it is important to be able to teach it in an effective manner. 
 Very few are "born teachers"; most of those who imagine 
 that they are have little evidence to back their claims. 
 The great majority may do fairly well at first, if they know 
 the subject, but their teaching is largely experimental, 
 until, after much experience, they find the best ways and 
 means of teaching. There is no good reason, however, 
 
 40 
 
TRAINING OF THE LATIN TEACHER 41 
 
 why the right training beforehand should not shorten the 
 period of experimenting and fit them for satisfactory work 
 from the start. 
 
 Professor Bennett's caution. The following caution 
 against emphasizing " method" is offered by Professor 
 Bennett: 
 
 I have elsewhere called attention to what seems to me a dangerous 
 inference, likely to be drawn, and certainly not infrequently drawn, 
 in connection with modern pedagogy; and I may perhaps not be 
 departing too far from my theme if I say again that teaching is not 
 the application of a method, but that, as Quintilian reminds us, it is 
 a constant adaptation to the problem momentarily in hand. It is 
 the very reverse of anything and everything mechanical. It there- 
 fore does not submit to the definite formulation of a method capable 
 of general application. The two essentials of the teacher are a knowl- 
 edge of his subject and skill in momentary adaptation. Accordingly, 
 when I note the prodigious emphasis placed on "method" in prepara- 
 tion for the profession of teaching, I feel warranted in saying that such 
 emphasis is of doubtful wisdom, since it involves the assumption 
 that knowledge is of less account than method, that method either 
 necessarily carries with it capacity for the skilful adaptation requisite 
 in teaching, or is even superior to it. 1 
 
 This caution of Professor Bennett against over stress- 
 ing " method" is very timely. There is a disposition, 
 particularly strong in teacher-training institutions, to 
 make " method" the center of interest, the natural con- 
 sequence being a subordination of real scholarship. Where 
 " method" becomes a substitute for scholarship, or for a 
 knowledge of the subject to be taught, it is a dangerous and 
 reprehensible thing. In this connection, we are advocating 
 an entirely different kind of method. The prospective 
 teacher who knows his subject should have some training 
 in the art of presenting it, so that from the very beginning 
 
 1 Classical Journal, IV, 162. 
 
42 TEACHING HIGH-SCHOOL LATIN 
 
 of his work with his classes he may be able to do reasonable 
 justice to his pupils and to his subject. He may acquire 
 this skill as a result of practicing upon his classes until he 
 has his resources well in hand. A much better way would 
 be for him to make a study of the problems connected with 
 teaching Latin in this case, under the direction of one 
 who is both a successful teacher and an accomplished 
 scholar. The young teacher who has "a knowledge of the 
 subject'' and " skill in momentary adaptation/' along with 
 others not half so fortunate, will profit greatly by such 
 training. There is no -reason for fearing that this plan 
 will prove anything but helpful. If the young teacher is 
 naturally conservative, he will at least have good models 
 to. follow instead of the poor ones of his own high-school 
 years; if he is naturally progressive, what he learns will 
 not hamper him nor prevent his improving on what his 
 instructor has taught him. 
 
 Better teaching a necessity. The stronger private 
 schools and the high schools of the larger cities are fortunate 
 in being able generally to secure good teachers for all their 
 subjects. The problem is to find strong, well-equipped 
 teachers for Latin in the weaker high schools, many of 
 which pay reasonable salaries but of course salaries not 
 equal to those paid in the cities. These schools, however, 
 have more than half the pupils who are studying high-school 
 branches, and other subjects besides Latin are poorly 
 taught. It is probable that Latin is as well taught as any 
 thing else in the majority of these institutions; but when 
 Latin is poorly taught, or is in the hands of an incom- 
 petent teacher, its burden is increased, and faults appear 
 which in fact do not belong to Latin, as has been said 
 elsewhere. 
 
TRAINING OF THE LATIN TEACHER 43 
 
 It is an evidence of the " final perseverance" of Latin, 
 if we may so call it, that, notwithstanding the poor results 
 too often secured in such schools, and the general suscep- 
 tibility of the average school board to the demand for the 
 practical, fathers and mothers still believe in Latin and 
 insist that their sons and daughters shall have an opportu- 
 nity to study it during their high-school course. This faith 
 should be honored by an earnest effort on the part of colleges 
 and universities to prepare a sufficient supply of teachers 
 to meet the demand. It certainly behooves those who are 
 high-priests in the classical temple to stir their young 
 novices to a fuller preparation, and themselves to furnish 
 the best possible models for the hundreds who in devoted 
 allegiance crowd about their altars. Some of the best 
 Latin teaching done in this country is done in the larger 
 colleges and universities and also some of the poorest. 
 That Latin has survived the deadening effect of poor teach- 
 ing in such surroundings is abundant evidence of its "final 
 perseverance." 
 
 We must have trained teachers. Our colleges and 
 universities can readily do a large service by pushing 
 vigorously this preparation of teachers for the high schools. 
 There are no reasons for the training of a teacher for any 
 kind of work that do not apply quite as well to those who 
 are to do the work in Latin. The cause of Latin, as has 
 been indicated elsewhere, is to a large extent bound up 
 with the question of better Latin teaching. If we can get 
 good teachers, or, rather, a larger supply of the kind who 
 make Latin interesting and profitable, we shall cease to 
 hear anything said about leaving Latin out of our schools. 
 
 Suggestions for a course for teachers. Several col- 
 leges and universities are now offering courses designed to 
 
44 TEACHING HIGH-SCHOOL LATIN 
 
 give Latin teachers some training such as has been indi- 
 cated. These courses naturally vary, some of them being 
 of more practical value than others. Without trying to 
 mark out a complete program, emphasis may be placed 
 upon the following features: 
 
 1. The place and value of Latin in an educational sys- 
 tem. A teacher cannot succeed with a subject of the value 
 of which he is uninformed. Latin can do its part in educa- 
 tion and nothing more. The evidence of experience, as 
 given in Professor Kelsey's Latin and Greek in American 
 Education, is very essential. Other volumes of a somewhat 
 similar character will contribute largely, such as Ashmore's 
 The Classics and Modern Training, Babbitt's Literature 
 and the American College, and Harrington's Live Issues in 
 Classical Study. 
 
 2. The exact work which the teacher is to undertake. 
 The teacher of Latin has a narrower task which may be 
 laid out within very exact lines, that is, teaching the subject 
 so that his pupils will thoroughly understand the language 
 and the literature in so far as the high-school course extends. 
 There is also a larger service which Latin can accomplish 
 in the making of men and women. In the hands of a skil- 
 ful teacher no other subject can be made to contribute 
 so largely to the real education of young people. This 
 larger field of service which Latin has always held should be 
 well understood by the young teacher, in order that he may 
 measure up to his opportunities. 
 
 3. Familiarity with the high-school authors. The class 
 should re-read rapidly the three authors commonly studied 
 in the high schools, or equivalents for these. In this work 
 the instructor should show by actual demonstration the 
 best methods of presenting the subject. The various books 
 
TRAINING OF THE LATIN TEACHER 45 
 
 which bear on each author should be examined carefully, 
 and there should be a fair degree of familiarity with the 
 bibliography of the authors read. 
 
 4. Training in the collection and use of collateral material. 
 When the teacher has listened to the reading of a chapter 
 from Caesar and criticized the reader, only a small part of 
 the hour's work has been done. That is not Latin teaching. 
 Even after the translation is over, after all forms have been 
 reviewed and the constructions reported on, the work is 
 not over. The teacher who knows what collateral material 
 is available for awakening the interest of his class, and then 
 collects that material for actual use, will never fail to get 
 good results in his drills on forms and constructions, or 
 in other hard work. A careless teacher objects to this as 
 unnecessary, but herein lies the real teacher's oppor- 
 tunity to make his teaching touch ordinary life. Pupils 
 may forget the sentences read, but they will not forget 
 the story of old Appius Claudius, or the picture of the 
 Pantheon, or the little song sung in Latin. These things 
 are worth while. This part of the course should include 
 a working familiarity with Sandys' Companion to Latin 
 Studies, which is the best of the volumes of this kind 
 available. 
 
 5. Practice teaching during the year. -Not much can 
 be said in favor of this from the viewpoint of those prac- 
 ticed on, but if the college is so organized that prospective 
 teachers of Latin can teach under competent supervision 
 for awhile, this practice will prove very helpful. Probably 
 the pupils who are thus taught will be so protected by the 
 critic teacher in charge that they will not be injured more 
 than they would be at the hands of the ordinary untrained 
 teacher. 
 
46 TEACHING HIGH-SCHOOL LATIN 
 
 These are merely suggestions as to some things which 
 may be made the basis of investigation during the course 
 and have the advantage of a successful test. 
 
 Self-trained teachers. A large majority of our Latin 
 teachers decided upon Latin teaching after they finished 
 their college course, or else did their work in a college which 
 offered no opportunity to take a course preparatory to 
 Latin teaching. Such teachers can do much to supplement 
 their own efforts and experience by summer courses in the 
 universities, and by closely studying the various books and 
 bulletins available on the subject of better Latin teaching. 
 A list of some of the best books of this character is given 
 elsewhere. 
 
CHAPTER VI 
 ENGLISH IN LATIN STUDY 
 
 English largely Latin. The English language has 
 drawn so largely upon Latin as a source of words and of 
 ideas that no sane person can fail to see the large possibilities 
 in the study of Latin for those who speak English. In 
 fact, this is generally accepted as one of the strongest 
 reasons for retaining Latin in our schools. English 
 teachers have found that pupils who have had Latin are not 
 only more satisfactory pupils than those who have not 
 had it, but that year in and year out they make decidedly 
 higher grades in English. 1 
 
 A fairly comprehensive statement of this dependence of 
 English upon Latin may be given as follows : 
 
 English derived from Latin. 
 
 i. The vocabulary. It is estimated that half of the 
 words in our largest dictionaries are of Latin origin. Even 
 our ordinary words are largely from the Latin, as is estab- 
 lished by the following quotations from the Literary Digest 
 of January 25, 1913 (" Lexicographer's Column")- 
 
 An examination of the origin of nearly 20,000 words in common 
 use in different parts of the English-speaking world gives the following 
 results: 
 
 Anglo-Saxon and English 3;68i 
 
 Low German 126 
 
 Dutch 207 
 
 Scandinavian 693 
 
 German 333 
 
 1 See Classical Journal, X, 94 f. 
 
 47 
 
48 TEACHING HIGH-SCHOOL LATIN 
 
 French from Low German 54 
 
 " Dutch or Middle Dutch 45 
 
 " Scandinavian 63 
 
 (i) German 85 
 
 " (2) Middle High German 27 
 
 (3) Old High German 154 
 
 " (4) Teutonic 225 
 
 (Romance languages) 297 
 
 from Latin 4,842 
 
 " Late Latin 828 
 
 " Italian 162 
 
 Celtic 170 
 
 Latin (direct) 2,880 
 
 Provencal from Latin 25 
 
 Italian 99 
 
 Spanish 108 
 
 Portuguese 21 
 
 Greek, direct or through Latin, Late Latin, 
 
 French, or other sources 2,493 
 
 Slavonic 31 
 
 Lithuanian i 
 
 Asiatic, Aryan languages 163 
 
 European, non-Aryan languages 20 
 
 SemitiJHebrew gg 
 
 [Arabic 272 
 
 Asiatic, non- Aryan languages 136 
 
 African languages 32 
 
 American 102 
 
 Hybrid 675 
 
 Unknown. . 12 
 
 19,160 
 
 These are words of common use. The more technical 
 and " high-sounding" words are mainly of classical origin. 
 
 2. The grammar. Practically all of our grammar has 
 been borrowed from the Latin. It therefore seems neces- 
 sary to understand the Latin sentence in order to appre- 
 ciate our own sentence structure. The teacher of English 
 who does not know Latin is seriously handicapped, but 
 unfortunately he may not know wherein he fails to measure 
 up to his position. 
 
ENGLISH IN LATIN STUDY 49 
 
 3. The literature. Classical literature has largely 
 furnished the models on which our own literature has been 
 built. Not only the general plans have come into our own 
 use, but we have taken very largely from the ideas of classi- 
 cal writers and shaped them to our needs. Roman and 
 Greek characters are constant material for simile and meta- 
 phor and other comparison, and we read our own history 
 largely in terms of Greece and Rome. 
 
 This classical current, welcome and refreshing, runs 
 through all of our literature that is of value; but in no 
 particular is it more easily traced than in the very large use 
 of mythological references by our standard authors. 
 
 Mythology in English literature. A careful investiga- 
 tion into the mythological element in a number of the 
 English poets has been made under the direction of Pro- 
 fessor F. J. Miller, and a numerical count of these references 
 has given the following results: Spenser, 650; Byron, 450; 
 Shelley, 325; Robert Browning, 250; Tennyson, 225; 
 Pope, 175; Mrs. Browning, 175; Matthew Arnold, 100; 
 J. G. Saxe, 100. 
 
 More critical studies of these references have been made 
 for a few of these writers: e.g., Randall, Sources of Spenser's 
 Classical Mythology; Osgood, Classical Mythology in Milton; 
 Root, Classical Mythology in Shakespeare; and Mustard, 
 Classical Echoes in Tennyson. The last volume goes beyond 
 the mythological element, as the title indicates. Gayley's 
 Classic Myths in English Literature gives a general view of 
 this element in our literature. 
 
 Mythology at first hand. It may be objected that a 
 knowledge of mythology can be had without a study of 
 the classics. This is partly true, but it is proper to reply 
 that unfortunately very few who do not study the classics 
 
50 TEACHING HIGH-SCHOOL LATIN 
 
 give the time and effort necessary for obtaining a knowledge 
 of mythology. Even when time and effort are expended, 
 the results obtained from such a study of mythology out 
 of its natural setting are rudimentary and of comparatively 
 little service. Dictionaries, encyclopedias, and handbooks 
 of mythology are of easy access, but generally they are not 
 used by those who are reading an English author for the 
 pleasure of the reading. Suppose, however, that such a 
 reader should find a reference to some character in mythol- 
 ogy and should open his encyclopedia. Take a reference 
 to Juno, for instance. He would see her described as "one 
 of the goddesses of the Romans, identical with Hera of the 
 Greeks, wife and sister of Jupiter," with possibly something 
 more in the same strain. The reader returns to his book 
 and takes up the thread of his narrative with this vague 
 idea of Juno in mind. But one who has followed Juno 
 through the Iliad of Homer and the Aeneid of Vergil has 
 another kind of idea of what Juno represents, and he reads 
 with this knowledge and gets vastly more out of his reading 
 than the one who knows nothing more than what he gets 
 from his book of reference. The student of the classics 
 is able to enter into the full thought of the writer, and he 
 thus really enjoys the larger world which the other reader 
 never enters. 
 
 What has been said of mythological references in 
 particular holds of classical references in general throughout 
 English literature. No writer who knows the history, life, 
 and literature of the ancients can fail to make use, now and 
 then at least, of the rich illustrative materials so abundantly 
 at hand. 
 
 The value of such a knowledge of classical matters is 
 readily seen by reverting to the two readers referred to 
 
ENGLISH IN LATIN STUDY 51 
 
 above. Both read of a " Trojan horse," "some wily Sinon," 
 a real "Sabine farm/' or something of the kind, and from 
 the reference book one gets an unsatisfactory explanation 
 if indeed his search for information is rewarded for he 
 may not know where to look; while the other, without 
 interruption, finds real delight in the familiar visions which 
 are thus brought before him. 
 
CHAPTER VII 
 PUBLIC TESTIMONY TO THE VALUE OF LATIN STUDY 
 
 The following statistics taken from the reports of the 
 United States Commissioner of Education furnish con- 
 clusive evidence that Latin is doing a large service in our 
 high schools and academies: 
 
 Subject 
 
 Pupils 
 1889-90 
 
 Pupils 
 1899-1900 
 
 Pupils 
 1909-10 
 
 Pupils 
 1914-15 
 
 Latin 
 
 100 152 
 
 314. 8^6 
 
 4.0^ ^O2 
 
 CJQ3 o8< 
 
 Greek 
 
 12 869 
 
 24 869 
 
 IO.73O 
 
 10 671 
 
 French 
 
 2Q.O4.3 
 
 65,684 
 
 95,671 
 
 136,131 
 
 German 
 Algebra 
 
 34,208 
 127,307 
 
 94,875 
 34.7,013 
 
 192,933 
 
 4.6^,37^ 
 
 312,258 
 
 436,016 
 
 Geometry 
 
 =;8 781 
 
 168 518 
 
 2 tr 2 .4.04. 
 
 34.6 064. 
 
 Physics 
 
 63 ,64.4. 
 
 118,036 
 
 120,910 
 
 184,426 
 
 Chemistry. 
 
 28 665 
 
 t\O 4.31 
 
 <?8 20O 
 
 08,^l6 
 
 Rhetoric 
 
 
 237. CO2 
 
 462,711 
 
 7l8,O75 
 
 English Literature 
 
 
 2<Q,4Q3 
 
 466,477 
 
 728,018 
 
 History 
 
 82 QOO 
 
 238,134 
 
 4^,2OO 
 
 664,478 
 
 
 
 
 
 
 In the report for 1889-90, statistics are given on nine 
 subjects; for 1899-1900, on eighteen; for 1909-10, on 
 twenty-five; for 1914-15, on thirty. These subjects are 
 given in the high schools alone, and the statistics are strictly 
 for public and private high schools. The list for 1914-15 
 is as follows: Latin, Greek, French, German, Spanish, 
 algebra, geometry, trigonometry, astronomy, physics, 
 chemistry, physical geography, zoology, botany, general 
 biology, geology, physiology, psychology, rhetoric, English 
 literature, history, civil government, civics, agriculture, 
 domestic economy, industrial training, manual training, 
 drawing, vocal music, bookkeeping. 
 
 52 
 
VALUE OF LATIN STUDY 53 
 
 A number of these subjects are offered in schools where 
 no Latin is taught, as in technical schools. Generally, 
 algebra, geometry, rhetoric, English literature, history, 
 and some of the sciences are required. Percentages based 
 on shifting data are necessarily meaningless. The actual 
 numbers more nearly represent the facts in the case. 
 Numbers are not the only consideration, however, as school 
 officers know that Latin attracts the very best talent in a 
 body of students and offers no attraction to weaklings and 
 triflers. 
 
 Latin has made its showing without a favored place in 
 the curriculum, so far as most high schools are concerned, 
 and frequently against the opposition of administrative 
 officers. It has, at the most, had a place in a so-called 
 " classical course" which is paralleled by a number of other 
 courses which lead to the same diploma and which are 
 declared to be " equal in value to the classical course." 
 
 The people of this country believe in Latin. Those who 
 seek the best possible training for their children want 
 Latin included in the list of subjects which they study. 
 
CHAPTER VIII 
 THE TEXT: ITS AUTHOR AND PUBLISHER 
 
 Who should write the text ? Discussion of this ques- 
 tion is not infrequent, the point at issue being whether this 
 task can be done better by a college professor or by a high- 
 school teacher who is actually teaching the class. 
 
 It is useless to try to fix any rule in this matter. The 
 worth of a text depends upon the man and his adaptability 
 to the task in hand rather than upon the mere place which 
 he holds. Some college professors have prepared good 
 high-school texts and others have prepared very poor ones. 
 High-school teachers likewise have records of failure and 
 of success. 
 
 The actual working success of a text, apart from success 
 due to the activity of its publishers, must depend upon the 
 training and experience of the editor and his ability to 
 adapt his work to the needs of the classes which use the 
 book. Naturally we look to the men who have taught 
 Latin successfully as the makers of Latin texts, but we are 
 just as likely to be disappointed here as elsewhere. Even 
 when the plan is good and is well worked out, the question 
 of scholarship may prove a book's undoing. 
 
 In view of the large number of Latin texts available 
 especially for first-year classes the great majority of 
 which have had no success of consequence, the teacher who 
 must decide on a text for his use faces a very serious 
 problem. A rather general suggestion as to the editor of a 
 satisfactory text is made in this form: In order to secure 
 a text that can be depended upon for both scholarship and 
 
 54 
 
THE TEXT: ITS AUTHOR 55 
 
 service, it is safe to use one in which a successful college or 
 university professor of Latin has co-operated with a suc- 
 cessful teacher of high-school Latin. That is about as 
 far as we can go, where all parties to a book venture are 
 unknown to the teacher who must find his text. 
 
 It is fair to say that some of the first-year Latin texts 
 which have had the smallest sales are really good texts and 
 that some of the poorest texts have had large sales, in the 
 face of the breakdown of the classes which have been 
 dragged along through their pages. 
 
 What about the publisher? It does not matter greatly. 
 Each house presenting one or more books will set forth the 
 strong features in strong terms. If pressed, they can also 
 set forth the weak places of the other publisher's books. 
 Teachers may well hear all arguments, but it is not safe 
 to take a book simply because the representative of a 
 given house is a better -advocate than his competitor. 
 For instance, it is told of one representative that he secured 
 the adoption of his first-year textbook by a committee 
 of business men on the argument that his book actually 
 had one hundred words more in its vocabulary than the 
 other book under consideration! Another, by loosening a 
 few threads, actually shook a competing book until it fell 
 to pieces. 
 
 A good test of a book's value is the kind of schools that 
 use it. However, the best schools are continually changing, 
 in the hope of finding something better than they are using. 
 Use quickly reveals to the trained teacher the weakness 
 of any textbook. So the report that a publisher shows you 
 of the large adoption and of the high schools using his 
 books may be good evidence of the value of the books, or it 
 may be merely evidence of a perfect business organization 
 
56 TEACHING HIGH-SCHOOL LATIN 
 
 backing the book and placing it in every possible 
 opening. 
 
 It must be stated, however, that the publishers do not 
 often force the sale of a book beyond its worth. If for a 
 short time they make glowing reports, facts eventually 
 force them to a more sober view of the case and the book 
 gradually finds its proper place. 
 
 Latin teaching, especially in the first year, has suffered 
 severely from the mistakes of publishers who, as a business 
 proposition, have pushed into the schools books which 
 have not rendered good service. 
 
 Who should select the text? It is generally best for 
 the man who is to use an instrument or machine to select 
 the particular one with which he feels sure of getting results. 
 So it is with the teacher and his text. Circumstances some- 
 times prevent this, as when the text is selected by a state 
 or city board, or by the head of a department in a large 
 system of schools. In this way some advantages are 
 secured, as in prices and exchange rates. If possible, 
 however, large deference should be shown the teacher who 
 is to use the book. 
 
 If the text selected does not suit the teacher exactly, 
 it is all the more necessary for him to exert himself and 
 from his own knowledge to supplement the adopted text 
 so as to secure results in spite of the challenge of an unsatis- 
 factory book. His ability to do good work, in face of the 
 limitation placed upon him, is a good test of his worth as 
 a teacher. 
 
CHAPTER IX 
 FIRST- YEAR LATIN 
 
 Selecting the text. The very best text available should 
 be placed in the hands of those who are beginning Latin. 
 This is the year in which large numbers who start Latin 
 fail so utterly to do anything with it that they do not even 
 see how it can be of value to others who may succeed with 
 it. Facing this serious task, young teachers may prefer 
 to use the text which they themselves studied in high 
 school. While this may do as a beginning, they should 
 search for better texts and better methods of teaching the 
 subject. 
 
 Whoever selects the text, whether teacher or school 
 board, the following considerations should largely deter- 
 mine the choice: 
 
 1. The text should be thoroughly systematic. There 
 should be a definite plan in the text, and it should be devel- 
 oped consistently. A large number of the texts now avail- 
 able have not impressed teachers as having any very 
 strong purpose or as being logically planned out. Several 
 have good single features, and are good at some points 
 while unsatisfactory at others. They all represent a 
 sincere effort to improve Latin teaching in the schools, 
 but unfortunately many of them cannot be used with any 
 degree of success. 
 
 2. A full year's work should be definitely' planned out. 
 The texts prepared by Collar and Daniell, some years ago, 
 held to about 75 lessons, and apparently fixed for others 
 which came after them the number of lessons for first-year 
 
 57 
 
5 8 TEACHING HIGH-SCHOOL LATIN 
 
 Latin texts. Just why this number was decided upon, or 
 why it has been so generally followed, is difficult to ex- 
 plain, and even more difficult to establish as pedagogically 
 sound. 
 
 The texts are understood to contain a year's work, 
 divided into 75 " lessons." By most teachers, a "lesson" 
 is understood to be a day's task. Calling the divisions 
 "chapters," as a few texts do, does not change the fact that 
 the "lesson" idea is conveyed to the young teacher. 
 
 It is highly improbable that any class of pupils of 
 secondary grade (jould, day in and day out, master these 
 "lessons" as they are given. The editors do not expect 
 it, as is seen in the titles, First-Year Latin, First Latin 
 Book, Latin for Beginners, and so on. Now inasmuch as 
 pupils confessedly cannot do the "lessons" as given, and 
 the editors do not expect anything of the kind, the question 
 of the wisdom and the pedagogical soundness of the plan 
 is not a very difficult one to dispose of. 
 
 An experienced teacher might be able to divide the 
 material given in the ordinary first Latin text of 75 lessons 
 so as to keep well in hand the year's task, and finally 
 complete his work satisfactorily. A large number are 
 forced to guess their whereabouts the first year they use a 
 text. If they come out well, they watch for the dates which 
 they were careful to make against certain stopping-places, 
 as charts for succeeding years. But an inexperienced 
 teacher, seeing the word "lesson," may try to force a lesson 
 on his class, from the first. If not, he is entirely at sea as 
 to where he is going and when he is expected to arrive. 
 Scores of young teachers have told the writer that this divi- 
 sion of the text into impossible lessons had been the bane 
 of their lives while they were trying to teach Latin. Why 
 
FIRST-YEAR LATIN 59 
 
 should this strain be placed upon them, or even upon the 
 experienced teacher ? What is the good of it ? 
 
 As this material is given, each lesson usually has a few 
 declensions, or parts of a conjugation, then a vocabulary, 
 then a few rules of syntax, with explanations; after this, 
 from ten to twenty-five Latin-into-English sentences, 
 followed by ten to fifteen English-in to-Latin sentences. 
 Suppose that a teacher gives one-half of this material 
 one day, and the other part the day following. The bulk 
 of the work will be in the second half, unless there is expert 
 division. Also, some of these lessons will be sufficient for 
 two days, some for three days, or possibly more, where the 
 subject is very difficult. 
 
 Most high schools have a session of nine months, or 
 thirty-six weeks. In this time, certain days must be 
 counted out for holidays. Thirty-six weeks, of five reci- 
 tations a week, would require 180 lessons. If sufficient 
 provision is made for reviews and written examinations, 
 there is no objection to providing for the full 180 lessons, 
 as the holidays could take the place of reviews now and 
 then. A text of 160 lessons, well worked out, would have 
 its strong appeal, inasmuch as this would leave some little 
 time at the disposal of the experienced teacher and would 
 still help the inexperienced one in reaching the conclusion 
 of a year's work with some peace of mind. Plain common- 
 sense would advise a readjustment of first-year Latin texts 
 in this particular. 
 
 An editor, knowing these things, would do much more for 
 those who use his text if he would make the divisions before- 
 hand, and save the loss and confusion which must follow 
 mere guesswork in dividing. He can place in one " lesson" 
 just what the average high-school pupil can do in one 
 
60 TEACHING HIGH-SCHOOL LATIN 
 
 assignment, and distribute his material so as to cover a 
 year's actual work. 
 
 If school officers and Latin teachers are unable to find 
 such a text as is here recommended, that is, one which 
 definitely provides the work for a year, with reasonable 
 divisions, they should not hesitate to urge their wishes 
 upon publishers. The principle is correct, without a 
 question, and if teachers call for such a book, publishers 
 are always wise enough to see that reasonable demands are 
 met. 
 
 3. There should be abundant provision for reviews and 
 written tests. This does not require any discussion. 
 
 4. There should be provision to enable the brighter students 
 to do more than the minimum requirement. In other words, 
 there should be a required part and an optional part to every 
 lesson. The main part of the lesson, the required part, 
 should comprise just what an average boy or girl can pre- 
 pare each day, with fair regard for other lessons. In addi- 
 tion to this, there should be an optional part to each lesson, 
 made up of interesting material from various sources, such 
 as will invite pupils to a little extra, pleasurable effort. 
 Here should be Latin verses, famous sayings in Latin, 
 proverbs, Bible verses, riddles, songs, colloquia, short 
 poems; brief descriptions and illustrations of great Roman 
 monuments, the temples, arches, roads, amphitheaters; 
 discussions of Roman customs, society, and daily life, and 
 of the great Romans, as statesmen, generals, writers these 
 should be short and yet complete enough to open the eyes 
 of the pupils to the new world which they are entering. 
 
 These things cause no loss of time and give not only the 
 bright pupils but the dull ones also something that will hold 
 their interest and make sure that the required part will be 
 
FIRST- YEAR LATIN 61 
 
 ready at the right time. Good experience is back of this 
 statement. A little extra " dessert," if you please, comes 
 in well after the rougher course. This optional part, 
 properly handled, can be made to take off the burden and 
 make even the hard drudgery seem less trying. 
 
 5. The text should be interesting. Most of the texts are 
 dull and heavy from the first to the last page. Many start 
 with Caesar, stay with Caesar, and end with. Caesar. 
 Pupils are "Caesared" day in and out, for a whole year. 
 Not a bright or amusing thing appears from cover to cover. 
 In order to learn Latin, pupils simply must study; but 
 they will work joyfully and gladly over something that is 
 of human interest, whereas they grow weary of persistent 
 drudgery. They are, in other words, much like grown 
 folks. The teacher must see that the forms and simple 
 constructions are learned thoroughly. He can do this more 
 easily if he now and then works in a riddle, or a proverb, 
 or a song, or the story of a student prank, as a feature 
 of his class work. It will help to carry the onus of the hard 
 labor and to brighten the day for him. The text should 
 provide material of this kind, either with each lesson, or 
 as part of an appendix. 
 
 6. The vocabulary should contain as many English 
 source words as possible. It is usual to insist that the words 
 be from Caesar. If he used them a few hundred times, they 
 are counted royal. A fair part of the vocabulary may well 
 come from Caesar, but there are other factors which deserve 
 consideration. 
 
 It is possible to select a vocabulary from Caesar that 
 will contain English source words; but a glance at the usual 
 first-year vocabulary shows that it is not done. This is a 
 weakness. Latin words which show kinship to English 
 
62 TEACHING HIGH-SCHOOL LATIN 
 
 words are easily remembered and are not a burden, on the 
 memory, even though there has been a shift in meaning. 
 When such words are used, the size of the vocabulary is 
 of small moment. If the pupil sees porto, scribo, laudo, 
 hora, indignitas, iniuria, labor, legio, and the like, he catches 
 instantly the relationship between them and the English 
 words he knows, and the impression abides. Any little shifts 
 in meaning may be adjusted at leisure. Pupils take very 
 kindly to a vocabulary that is in ordinary touch with what 
 they already know. Latin can be learned quite as well 
 with these words as with any other list. 
 
 The number of words is not important. The outcry 
 about limiting the vocabulary to 500, or 600, or 700 words 
 is quite unnecessary. If the words show kinship to common 
 English words, a vocabulary of 2,000 words is no more 
 burdensome to a pupil than one of 400 studiously selected 
 from Caesar's Commentaries. A combination of about 500 
 simple words from Caesar and 500 of apparent kinship 
 to English derivatives would make a vocabulary that 
 ought to satisfy everybody, unless indeed some teacher has 
 little enough of wisdom to try to have the entire vocabulary 
 committed to memory. The general vocabulary is for 
 reference purposes, and may well contain quite a number of 
 words which are not given in the smaller vocabularies 
 intended as parts of recitations. 
 
 7. There should be suggestions for teachers, footnotes, etc. 
 Many Latin teachers have had no experience, and the 
 editor should have had the training and experience which 
 enable him to make suggestions that will strengthen the 
 teacher's hands and help in presenting the material effect- 
 ively. Such suggestions add largely to the value of the 
 text, not only for the inexperienced teacher, but even for 
 
FIRST- YEAR LATIN 63 
 
 those of long experience, who may now and then get an 
 idea that will help them. 
 
 A general suggestion. In the first place, it is necessary 
 to call attention to the fact that in your beginning Latin 
 classes you are giving many students their first taste of real, 
 hard study. It will require much patience and common- 
 sense to keep them really interested and disposed to stick 
 to their task. When they complain, some students who 
 are taking other subjects which require little application 
 or study will give glowing reports of their easy times and 
 thus unsettle the minds of your young Romans. Stay 
 close to them individually and try to set right any who 
 are being disquieted by the sight of others disporting 
 themselves under less irksome conditions. You have the 
 hard task of teaching a dozen things in one class. Few of 
 your beginning students know anything whatever about 
 English grammar. Many do not know a subject from a 
 predicate. Teachers of English are very busy nowadays 
 with the beauties of literature and you must with patience 
 do a part of their work in your Latin class. Some students 
 will know nothing about concentration, nothing about 
 doing a neat, careful, painstaking piece of work of any 
 kind, and you must teach them these things. Hold them 
 to every form with the utmost exactness. Explain to 
 them meantime just wherein they are weak and let them 
 know that much of their difficulty is due to the fact that 
 they must learn a number of other things along with their 
 Latin. Tell them of the benefits which have come to the 
 countless thousands who have learned Latin, and do not 
 hesitate to let them feel that the boy who chooses Latin 
 and makes good in it is a superior student in your estimation 
 and one whom lazier and duller boys might profitably 
 
64 TEACHING HIGH-SCHOOL LATIN 
 
 emulate. There is no good reason for being timid on this 
 matter, for the facts are with you. If parents become 
 somewhat unfavorably disposed toward your subject, go 
 to them and talk over the question with them. Do not 
 let a boy's education become queered, or be wrecked, if it 
 is in your power to prevent it. 
 
 Organizing the class. Get your class organized the 
 very first day of school, if possible. Because of the troubles 
 which former Latin pupils have had, and the too common 
 noise made against Latin study by irresponsibles, you will 
 find some of your pupils in fear and trembling as they 
 face what they regard as a hopeless task. Be prepared to 
 reassure them. Let them understand that your require- 
 ments are not unreasonable, and that good faithful work 
 will succeed. 
 
 Just as soon as books are secured, and before making 
 any assignment for the next day, have all pupils open their 
 books, talk with them about the editors and publishers, 
 show and explain some few of the illustrations, and promise 
 to tell them more about Roman life and customs during the 
 year. Go over the introductory chapter with them. 
 Explain what the Latin language is and why we study 
 it today. 
 
 Then have the class turn to the first lesson. Let the 
 first assignment be simple and short, and go over the main 
 parts with the pupils. Explain what you want done and 
 how. If your text has a little verse or a few metrical lines, 
 read them over and over and have the members of the class 
 repeat, line by line, until they can read them without your 
 help. If your book has no such passage, use one of 
 these: 
 
FIRST- YEAR LATIN 65 
 
 Florus to Hadrian: Ego nolo Caesar esse, 
 
 Ambulare per Britannos, 
 Scythicas pati pruinas. 
 
 Hadrian to Florus: Ego nolo Florus esse, 
 
 Ambulare per tabernas, 
 Latitare per tabernas. 
 
 The blockhead pupil. You will be fortunate if you 
 do not find some pupils in your class who simply cannot 
 learn Latin, or anything else. Go slow in deciding this 
 question, but after you make sure that a pupil is too dull for 
 your work, or for other sufficient reason unable to grasp 
 the subject, state the case to your principal and secure for 
 the pupil a transfer to work which he can do. Many 
 high schools are now offering work in manual training and 
 similar subjects which requires mainly manual dexterity, 
 and pupils who are unable to do Latin may possibly do that 
 work. A pupil might succeed in concrete work who simply 
 can do nothing with the more abstract foreign- language 
 work. Such pupils should not load up a class to the hurt 
 of those who can and will do satisfactory work. 
 
 For succeeding days. The first few minutes in a 
 classroom largely determine the temper of both teacher and 
 pupils for the hour. One of the best ways for getting both 
 into condition for good hard work is to have the teacher 
 now and then assign a stanza of some poem, and to have 
 the pupils recite the poem, as far as learned, just as the 
 class is being seated. Pupils like this, and if the amount 
 given is not too much, and the demand is not too exacting, 
 it will serve a good purpose. After they learn "Ego nolo 
 Caesar esse/' give "Mica, mica, parva stella," and so on. 
 Then let them learn a Latin hymn, or a song, to be used in a 
 similar way. The first-year class might learn one song as 
 
66 TEACHING HIGH-SCHOOL LATIN 
 
 its own; the second year, another, and so on. This will 
 cost little effort, and will save you many a trying hour. 
 
 Be reasonable. Do not try to do too much. Make 
 assignments as fair as possible, if your book does not 
 provide for each day of the year. Even if it does, and gives 
 too much, leave out some things that you think can be 
 omitted without harm. It is better to break up the book 
 than to discourage the pupils. If a pupil does not do all he 
 should, do not be too severe -a tendency too commonly 
 attributed to Latin teachers. The world will not come 
 to an end even if little Johnny knows only half of his 
 lesson. 
 
 Work fast. This injunction holds for the other years 
 as well. If you do all that is planned out for you in this 
 book, you will have to move with good speed. A Latin 
 teacher has no business dawdling, anyway. Hold the atten- 
 tion of your class very closely, and from start to finish 
 keep things going at high speed. When the required work 
 is done, then you may have time to relax somewhat and 
 to take up something extra with your class. 
 
 Drills, drills, drills. After your class is seated, and 
 before you begin the day's assignment, take a minute or two 
 for review drills on the forms, when you have reached the 
 declensions. For instance, the entire class should recite 
 in concert one or two nouns of the first declension: as, 
 tuba, tubae, tubae, etc., the teacher indicating the word to 
 be declined. The verbs are treated in the same way, the 
 teacher indicating the mood, tense, voice, etc. In this 
 way you can drill the forms into the minds of the pupils 
 so that they will never forget them. Keep this up indefi- 
 nitely, leaving off gradually those that have been mastered, 
 only to call them up now and then. Pupils appreciate the 
 
FIRST-YEAR LATIN 67 
 
 value of these review drills and enter into them heartily. 
 Now and then it is well to call on a particular pupil, but in 
 the main have all recite in concert. Even the slowest will 
 get the forms after awhile. 
 
 Assigning the next lesson. Always use the last few 
 minutes of the period in going over the next day's assign- 
 ment and making plain just what is to be done. If there 
 are new words, pronounce them and have the class repeat 
 them after you. If the sentences seem involved or difficult, 
 translate one or two and give the class a start. 
 
 The Latin-English exercise. Usually each lesson has 
 a Latin exercise for translation into English. As directed 
 above, always go over this exercise the day before you 
 expect the recitation. If any of the sentences are unusually 
 difficult, try to clear up any part that may seem puzzling. 
 At recitation, call on some pupils to read the Latin sentence, 
 then let all the pupils read it together. Do not accept a 
 slow pronouncing of the words, but require a rapid reading 
 this certainly after the class has worked a month or so. 
 The same pupil who first read, or some other, may now be 
 called on to translate. If his translation is correct, have all 
 the members translate together. If the first recitation 
 is not quite accurate, the teacher should give an accurate 
 translation, after which all the pupils might translate in 
 concert. Never let a pupil translate word for word, as, 
 "Caesar, Caesar, dixit, said," but require a straightforward 
 rendering into good English. If an exercise is found dif- 
 ficult, call it up again the next day for a rapid re-reading. 
 
 This plan may be varied now and then by reading the 
 sentences slowly and accurately to the class, and by having 
 pupils give the translation without looking at the book. 
 This training by hearing is decidedly valuable. 
 
68 TEACHING HIGH-SCHOOL LATIN 
 
 The English-Latin exercise. There are several ways 
 in which good results may be secured: 
 
 V i. Students may be required to study and write out these 
 sentences before coming to class. In class, the student should 
 read each sentence carefully and give the exact Latin, 
 without referring to his written paper, of course. After 
 the exercise has been done in this way, all the pupils should 
 go to the blackboard and copy on the board the exercise as 
 they prepared it, leaving sufficient space between the lines 
 for corrections. Exchanges can be secured by moving all 
 students one exercise to the right or left, care being taken 
 that permanent places are so assigned that weak students 
 and strong students may alternate in order, for obvious 
 reasons. The teacher should then go over the exercise, 
 sentence by sentence, giving the correct Latin, and dis- 
 cussing fully every question of form or syntax which may 
 arise. Each student should make the necessary correc- 
 tions in the work which falls to his charge. Time should 
 be taken for any who are not convinced of the correctness 
 of the statements of the teacher, and the text should 
 settle any appeals to authority. Have some Latin gram- 
 mars at hand, in case fuller evidence is necessary. Where 
 blackboard facilities are insufficient, a part of the class can 
 be sent to the board each day. Another plan of grading is 
 to seat the class in two, or any other even number of rows, 
 and to let the two rows of seats exchange papers for cor- 
 rection. The teacher can give the correct sentence and 
 the students can correct the mistakes found, if there are 
 any. For this plan, it is necessary that students write 
 on alternate lines, in order to avoid confusion. After 
 papers are returned, protests should be invited, and any 
 questions raised should have attention. 
 
FIRST- YEAR LATIN 69 
 
 2. Most of the texts give exercises based mainly on the 
 rules of syntax found in the current lesson. It would be 
 much better if the exercise were always based on con- 
 structions which have been thoroughly explained in class 
 in the lesson of the previous day. In spite of all admoni- 
 tions, pupils will persist in doing their written work before 
 they prepare the rules and vocabulary for the day. 
 
 Therefore the second plan suggested is that y^u assign 
 the English-Latin exercise for the day for sight trarSfc^ion 
 only. Go over each sentence carefully, and let it be under- 
 stood that you do not hold the class responsible for previou 
 preparation. Do not use this work in determining 
 grades. Then, after every point has been cleared up, 
 assign the exercise for writing as part of the next recitation. 
 For instance: The lesson is on the ablative absolute. Let 
 the class prepare the Latin-English sentences as usual, 
 but tell them not to try the English-Latin part. In class, 
 after the principle of the absolute construction has been 
 fully explained and the first part of the day's task has been 
 done, have the pupils go over the English-Latin sentences 
 at sight, calling on individuals as usual. After the sentence 
 has been given correctly, have all repeat it in concert. 
 Direct them to bring in this exercise properly written out 
 the next day. 
 
 When the exercise is ready next day, you may proceed 
 according to the first plan above described. Begin with 
 an oral report on each sentence, if time permits; otherwise 
 send pupils to the blackboard and have them copy off their 
 report, as suggested above. With all this effort, your 
 pupils ought to get the lesson well in mind. 
 
 If papers show a decided weakness, return them for 
 rewriting. 
 
70 TEACHING HIGH-SCHOOL LATIN 
 
 Very much written work in the first year has often 
 proved a nuisance rather than a help. If your text has 
 more than four short sentences, do not assign more than 
 o four to be reported in writing. After the first half-year, 
 you will get good results by omitting all written work. 
 In this case, you had best have the class report orally on 
 the part which you did at sight the previous day. 
 
 Watch your weaker pupils'. They need this extra 
 interest and will repay it. The stronger ones can help 
 themselves. Invite those who need help to come to you 
 at your open periods and help them get hold of the topics 
 on which they are failing. A little encouragement and 
 help judiciously given will work wonders. By this kind 
 of effort you will do much more than by constant checking 
 and pulling at pupils who may be doing their level best. 
 
 Pronunciation. Most of the texts use the Roman 
 method of pronunciation. In using it, do not make a great 
 bugbear of pronunciation. Unless you mention it, pupils 
 will probably not know that teachers ever used English 
 sounds in pronouncing Latin. Opposition to Roman 
 method has practically ceased, and what there is, is aca- 
 demic strictly. It would be merely amusing to pronounce 
 German and French with English sounds, and arguments 
 for doing so would be of equal value with those in favor of 
 pronouncing Latin as we do English. .Scholars are agreed 
 that the Roman method closely approximates the speech 
 of the Romans, and pupils will be willing to make the little 
 extra effort to catch the few uncommon sounds. This is 
 a good exercise in itself, and this knowledge will serve the 
 pupils well when they take up a modern language. 
 
 However, do not be too rigid in this matter. Be sure 
 that you pronounce correctly yourself, and the pupils will 
 
FIRST-YEAR LATIN 71 
 
 catch your usage quite as well as they will if you say much 
 about it. By this indirection you will accomplish your pur- 
 pose in time. Reciting in concert, paradigms, verses, songs, 
 and the like will work out your problems in pronunciation. 
 
 Accent. A satisfactory text should not present the 
 tasks too rapidly. The reasons for accent might well be 
 held back for some weeks, but the early lessons should show 
 every new word properly accented. Later, when the rules 
 for accent are given, you have the basis already laid for 
 fixing the rules definitely in the pupils' minds. As sug- 
 gested in the matter of pronunciation, accent your own 
 words correctly and be patient with the class. Things will 
 come out all right in good time. 
 
 Quantity. The value of vowels must be explained, and, 
 since nearly all the texts have the long vowels marked, 
 it is easy to present this topic. The bearing of the vowels 
 on pronunciation and accent is easily understood. 
 
 The question of requiring all the long vowels to be 
 marked in all written exercises is one that requires attention. 
 For some years a majority of the best schools in this country 
 have greatly stressed the marking of long vowels, requiring 
 this to be done in all written paradigms, exercises, etc. 
 This has not proved to be a paying task, its value falling 
 decidedly short of the outlay in time, effort, and nervous 
 strain. If the choice is between so much of it and none 
 at all, take the latter. Latin teaching has become so 
 cluttered up with extra work that has little to do with 
 learning the language that it is necessary to choose some 
 vital parts and let the rest go. Pupils do not need a knowl- 
 edge of quantities until they reach Vergil; certainly it is 
 not a serious need, and when they do need this information 
 they can get it in a very short time. 
 
72 TEACHING HIGH-SCHOOL LATIN 
 
 However, it is suggested as a result of successful experi- 
 ence that it is well to require the class to mark the long 
 vowels in written exercises for the first two or three months. 
 Then the marking may be omitted altogether, as pupils 
 will have found out by this time the service which the vowel 
 marks render. 
 
 How much should a class do in a year ? If you have 
 a text of the Collar type, say of 75 lessons with a little extra 
 reading, your best course will be to finish the text as far 
 as the reading appendix by the end of the seventh month, 
 or thereabouts. The reading-matter in most of these 
 books is poorly graded, much of it being too difficult for 
 your purpose. You are advised to use for the last two 
 months or so some easy reading like the Gradatim, Via 
 Latina, or Ora Maritima, taking care to assign only easy 
 selections. Together with the reading from these books, 
 assign a review lesson in forms from the usual text. 
 
 The spare moments. Try to systematize your work 
 and to push it along fast enough to have a few moments 
 left, after each day's work is done, for relaxation before 
 dismissing the class. Try not to send the pupils out in the 
 very midst of the strain. A good Latin text should supply 
 you with optional material for use at this time, some Latin 
 proverbs, songs, a photogravure with its explanation, or 
 something of the kind. If it has nothing, try to provide 
 it from other sources something from mythology, Roman 
 history, a state seal, etc. Get your class to read Bulwer- 
 Lytton's Last Days of Pompeii, and then discuss it in class, 
 chapter by chapter. If not all can read it, get some one 
 or two to do so and to tell the class a little of the story 
 each day. While there are limits beyond which a class 
 cannot go, nevertheless it is best to bring some of this 
 
FIRST-YEAR LATIN 73 
 
 interesting material down to pupils even of this grade. 
 It adds to their interest and helps them to bear up under the 
 burden and drudgery of forms and constructions. Do not 
 overstress this feature, but give it some time. This subject 
 is treated more fully elsewhere. 
 
 Your main task. You are expected to teach your class 
 the forms and simpler constructions during this year. 
 If you fail in this, your work is defective. Make your 
 hours and classroom pleasant and attractive, plan out some 
 relaxation, but use this as a means to an end good hard, 
 honest work by the class. Let it be understood that the 
 task must be done, that the forms and constructions must 
 be learned above all else. Keep this to the front and 
 results will come. 
 
 Who should be promoted? After you have done your 
 best to do the work expected of you, you may at the year's 
 close find some who simply cannot go on to the next year's 
 work. You will have to decide promotions on the merits 
 of individual cases, of course. If a pupil knows the forms 
 and constructions well, even though he may be weak in 
 his translations, it is generally safe to move him up. Some 
 will prefer to go over the book again. It is not wise to 
 hold a pupil to the first-year text until he is thoroughly 
 tired and sick of it. Sometimes a trial of second-year 
 work will convince him of his weakness and send him back 
 to more earnest effort in first-year work. On the whole, 
 the question of promotion is simply that of whether the boy 
 or girl can do the next year's work. This depends on the 
 second year's task. If you go directly to Caesar, the num- 
 ber promoted must be carefully guarded. If you use the 
 more sensible, easy Latin for awhile, you can promote with 
 less hesitation those who are fairly well able to do the work. 
 
. -f-^-UJvv, , 
 
 CHAPTER X 
 SECOND-YEAR LATIN 
 
 Selecting the text. In selecting the text for this year, 
 the first question to decide is whether the class shall go 
 directly to Caesar or spend some time on simpler Latin 
 and then go to Caesar. Some good schools take up Caesar 
 immediately, as they seem able to prepare for Caesar in 
 one year. An increasingly large number of schools are 
 inclining toward giving the first part of this year to reading 
 simple Latin as a preparation for Caesar during the 
 remainder of the year. 
 
 i. If the class is ready for Caesar, a whole year can be 
 spent on his Gallic Wars with profit, as there is nothing 
 better for training pupils in the forms and simpler con- 
 structions. The narrative may also be made interesting 
 by a good teacher, although some pupils may not enjoy 
 so much of battle and strife. 
 
 The teacher or committee selecting the text should 
 require good mechanical work, clean, clear type, and liberal 
 illustration. Beyond this, Caesar texts are generally 
 much alike, especially in notes and vocabulary sometimes 
 amazingly alike. The arrangement of the material may 
 be better in some than in others, as some editions have the 
 notes and current vocabulary on the same page with the 
 text. Some few editions give the text, notes, vocabulary, 
 grammar and prose composition all in one volume. This is 
 by no means a bad plan, and is likely to become general, 
 as it should. There are weak places in the editions of this 
 
 74 
 
SECOND-YEAR LATIN 75 
 
 kind now available, but they will no doubt be improved 
 in later editions. 
 
 It is unfortunate that several of the most scholarly 
 editions available are so very large and contain so very 
 much material that their very size arouses prejudice. 
 This apparent padding is valuable for reference purposes 
 in schools which have no library facilities. Large volumes 
 will necessarily go out of use as others serving the same 
 purpose but of convenient size become available. 
 
 A popular text in the schools of England contains only 
 one book of Caesar per volume. It is of convenient size, 
 and the four books required for the year's work do not cost 
 any more than the one volume commonly used in this coun- 
 try. It is hoped that we shall have a similar series available 
 before very long. 
 
 The book selected should also give the story of the 
 books which your class cannot read. Too many pupils 
 spend a year on Caesar, doing the required work faithfully, 
 but do not know the full story of the campaigns in Gaul. 
 If the entire story of the eight books is given, this plan 
 will prove very acceptable. 
 
 It is not at all necessary that all the pupils use the 
 same text, unless you are using one of the editions which 
 contain the text, notes, grammar, etc., in one volume. 
 You can get good results by allowing pupils to use any 
 text they may have while preparing the lesson, provided 
 you have a sufficient number of some one text edition 
 for class use. Different books will naturally take differ- 
 ent views of constructions now and then. Let the pupils 
 defend their authors. A boy will fight to the last ditch 
 for a book which he has been doing his best to lose or give 
 away. 
 
76 TEACHING HIGH-SCHOOL LATIN 
 
 2. Classes are not often ready for Caesar at the opening 
 of the second year. Few of the usual books prepare for 
 Caesar, and it is doubtful if the average pupil can get 
 ready for Caesar in one school year of nine months, with- 
 out neglecting some of his other studies. Caesar is more 
 difficult Latin than its place in the course of study would 
 indicate. It is quite as difficult as the German and French 
 used in the fourth year of the high school, in every par- 
 ticular syntax, vocabulary, etc. It really ought to be 
 given in the third year, for it is the rock on which unnum- 
 bered thousands of faithful pupils have gone to pieces 
 utterly. 
 
 For nine out of every ten classes, it is best to begin with 
 some simple Latin and review the forms and simple con- 
 structions of the first year. This can be done by using the 
 Gradatim, Fabulae Faciles, Via Latina, etc., or one of the 
 second-year volumes specially prepared to take the place 
 of a full year of Caesar. They generally give about the 
 second half of the year to Caesar. 
 
 Selections from modern Latin, as suggested above, or 
 from Eutropius, Nepos, and others, can be adapted to this 
 purpose. Probably the best material available is in Late 
 Latin, which is particularly rich in human interest. The 
 book should follow the plans suggested for the first year, 
 that is, should give attention to optional material along 
 with the required, to verses, notes on Roman life, society, 
 government, and the like, and should simply continue the 
 interest there aroused. If the book contains the necessary 
 grammar, notes, and prose composition, it will be all the 
 better. 
 
 Circumstances will have to determine your course. 
 If you work under a course of study which absolutely 
 
SECOND-YEAR LATIN 77 
 
 fixes the work in Caesar, you will of course be forced to do 
 the best you can. Let the assignment of the first month 
 or so be very short, and give all the help and encourage- 
 ment necessary. Where you can control the situation, 
 you will find strong reasons in favor of using the substitute 
 Latin, especially in the public high schools. 
 
 The average second-year pupil does not learn much 
 about the civilization of Rome from his Caesar. Also, 
 many high schools give only two years of Latin, and quite 
 a number of colleges and universities require two years 
 of Latin for admission to certain courses, but require no 
 further work in Latin. In such cases, unless they touch 
 some other Latin than Caesar, the pupils may leave the 
 subject with a feeling that Latin is of very limited value. 
 The selections if properly made should bring such pupils 
 into touch with the real life and literature of the Romans. 
 
 Organizing the class. The first day should be spent 
 much as was directed in connection with the work for the 
 first year. If the text is Caesar, talk about him and his 
 great achievements, and his service to the world. If a 
 book of selections is used, talk about the writers from whom 
 selections are taken, and explain that the Gradatim y 
 Fabulae Faciles, and similar Latin, are by modern writers 
 of Latin who prepared these stories for the use of boys 
 and girls in school. 
 
 For the second day the class should study the introduc- 
 tory pages, if all have the same book; if not, simply ask 
 all to study the life of Caesar, in their books or in the refer- 
 ence books. If the class is using the Gradatim go at once 
 to a regular lesson. 
 
 Assigning the lesson. For the first month the teacher 
 every day should look over the next day's task with the 
 
7 8 TEACHING HIGH-SCHOOL LATIN 
 
 class. Any unusually difficult words or constructions 
 should be explained beforehand. If the class is very 
 weak, translate a few sentences of the next day's assign- 
 ment, for a month or so, but discontinue this practice as 
 soon as possible. If the pupils have a very hard time, 
 you will have to stand by them and help them until 
 they can go alone. Perhaps they are not responsible 
 for being unprepared. Do not overwork nor discourage 
 them. 
 
 Where to begin in Caesar. The beginning should not 
 be made with the first book. This is about as difficult 
 Latin as is found in the high-school course. It is better 
 to begin with the second or third book. If you do this, 
 give the story of the books which you pass over temporarily, 
 so that the class will have the connection. After you 
 read the fourth book, you can go back and read the book 
 or books which you passed over. It may be objected that 
 this plan breaks into the narrative too seriously, but the 
 narrative can stand the injury better than your class will 
 if you overburden the pupils with difficult constructions 
 at the very first. 
 
 The daily assignment. This depends on the class. 
 The teacher must use his good sense and try to get a fair 
 amount of reading done, without injustice to the pupils 
 or to other subjects which they are carrying. 
 
 High-school pupils are expected to read four books 
 of Caesar during this year and that is not too much if the 
 class is well prepared. But if it is impossible to do so 
 much, it is infinitely better to read three books carefully 
 and intelligently than to skim over four, five, or six. Study 
 your class and have it do just what it can do well and no 
 more. 
 
SECOND-YEAR LATIN 79 
 
 Sometimes strong classes will complete the four books 
 a month or six weeks before the close of the year, although 
 this seldom happens. Such classes will enjoy some light 
 reading, as the parts of Fabulae Faciles and similar Latin 
 with which they are not familiar. 
 
 A good plan is to give short lessons for the first two 
 quarters or two-thirds of the school year, to get the forms 
 and sentences carefully, then to read rapidly, mainly at 
 sight, the part of the four books not already covered. 
 Chapters read thus at sight should be re-read next day. 
 
 The class at recitation. 
 
 1. As the class assembles, it is not a bad plan to have 
 some Latin song or hymn or memory verse with which 
 to take up the first minute or so. If the pupils are weak 
 in forms, they might repeat together the declension of 
 some noun or the conjugation of some verb. 
 
 2. Questions on the previous day's work should be 
 called for. Pupils sometimes find difficulties after leaving 
 class, on which they need help. 
 
 3. Read the review lesson, that is, the lesson of the 
 previous day. If the pupil called on hesitates, pass on to 
 someone else, as this last reading ought to be done 
 accurately and freely. 
 
 4. Read the day's lesson. Call on some one or two to 
 read the lesson through rapidly read, not pronounce. 
 Ask for criticisms. After all questions are cleared up, 
 you might read and then have all the members of the class 
 read together. For a week or so you should lead the read- 
 ing, but gradually leave this altogether to the class. You 
 will be surprised to see how readily all the pupils will 
 learn to read through without a single mistake in pro- 
 nunciation. 
 
8o TEACHING HIGH-SCHOOL LATIN 
 
 5. Call on the members of the class, one by one, after 
 some system, for the translation. If the passage assigned 
 to one pupil is long, direct a second pupil to be ready to 
 relieve the reader at a certain point. Have the new reader 
 go back and bring up what the former reader went over and 
 complete the passage. Constant repetition of a translation 
 will do no harm. 
 
 After the lesson has been read in this way, allowing 
 objections, criticisms, and questions after each reader 
 finishes, have one or two pupils read the entire lesson 
 through rapidly. It is then your turn to read it through, 
 giving the clearest English you know. Following this, 
 have all the members of the class give the translation in 
 concert. By this time all ought to know it thoroughly. 
 
 6. A few minutes should now be given to forms and 
 constructions, (a) Go over the lesson line by line, looking 
 for forms which may not be understood by all. Call for 
 the declension of a word, the principal parts of a verb, or a 
 tense, now and then, generally using the whole class. 
 (b) Constructions should be handled carefully and syste- 
 matically. For pupils of this grade, it is best to begin with 
 simple and very definite assignments. For instance, 
 assign only the nominatives for the first week; then the 
 accusatives for two or three weeks ; the datives for the next 
 two weeks; then the ablatives for two or three months. 
 This is easily done. Ask the pupils to find the ablatives 
 in the next day's lesson, for instance, with the reason for 
 each one. Suppose a case: p. 24, 1. 12, legibus usi sunt. 
 Legibus is ablative with utor; Grammar, 264. Then 
 have the class turn to the reference and read it together. 
 
 Only the forms and the cases should be taken up for 
 the first five or six months. Then, if this part is well 
 
SECOND- YEAR LATIN 81 
 
 understood, you can assign the subjunctives. Before 
 this you will necessarily do something with subjunctives 
 in class, but do not assign them until the cases are well in 
 hand. The subjunctives are difficult, and it may be better 
 to work out this part in class without assignments. Go into 
 these constructions one by one and have the references 
 read and explained fully. By the end of the year the 
 simpler subjunctives will be understood. This work can 
 be completed during the third year. 
 
 Do not expect too much syntax work out of class. A 
 few minutes of fast work will be worth more to all concerned 
 if done under your direction. The danger of copying 
 syntax reports is obviated in this way. 
 
 Old-fashioned parsing. In making sure that your 
 classes are thoroughly familiar with the forms and simpler 
 constructions, you cannot do better than to assign old- 
 fashioned parsing as a part of the day's task for a month 
 or so, preferably during the latter part of the year. If you 
 have nothing better, the following scheme will answer: 
 
 a) For nouns: Give 
 
 1. The declension to which it belongs 
 
 2. The declension of the noun through all the cases 
 
 3. Gender and number 
 
 4. The case of the noun, and the rule or reason for its use in that 
 case 
 
 b) For pronouns and adjectives: Same as for nouns 
 
 c) For verbs: Give 
 
 1. The conjugation to which it belongs 
 
 2. The principal parts 
 
 3. The voice 
 
 4. The person and number 
 
 5. The tense, and the entire conjugation of the verb in that tense 
 
 6. The mood, and the rule or reason for using that mood 
 
82 TEACHING HIGH-SCHOOL LATIN 
 
 It will not do to press this exercise too far, as usually a 
 month or so will secure the end sought. Remember to 
 put this plan into operation now and then during the third 
 and fourth years, if you see a need for it. 
 
 The geography of Gaul. While working in Caesar 
 try to have a map of Gaul in constant use. See that the 
 new states and towns are located. If your school has no 
 chart, get a large sheet of manila paper and make one. 
 Have the pupils refer constantly to the charts in their books. 
 Now and then have them draw from memory a chart of 
 Gaul, showing some of the prominent peoples and places. 
 
 The narrative. Keep the narrative before the class. 
 Now and then have one of the pupils go back and bring 
 up the story. The various lives of Caesar and the Roman 
 histories will furnish summaries, if there is need for them. 
 From your own reading, keep the class posted as to events 
 in Rome meantime. Encourage questions by pupils. 
 Keep a classical dictionary at hand and refer to it when 
 you are not able to answer questions correctly otherwise. 
 
 A written translation. Many pupils, especially pro- 
 spective teachers, will write out their day's translation and 
 keep it for future use. This should be encouraged. The 
 benefits are obvious. Sometimes it is wise to accept a 
 completed piece of work of this kind in place of part of the 
 term examination. The objection that others .might use 
 this translation is of no force, for anybody with fifty cents, 
 or less, can get a translation if he wants it. 
 
 Illustrative materials made by pupils. When you 
 begin Caesar, call attention to the various implements of 
 war used by the Romans and Gauls, and invite pupils to 
 make models of some of these for the department. The 
 response will be immediate. Get one to make a hasta, 
 
SECOND-YEAR LATIN 83 
 
 full size, another a pilum, then a gladius, and so on. A 
 little paint or wood stain will give the color needed. The 
 vinea, scorpio, aries, and Caesar's bridge will appeal to boys. 
 Girls can make a vexillum, or dress a doll like a legatus, or a 
 miles, an imperator, etc. The illustrations in the texts 
 usually will guide such efforts. 
 
 If business moves slowly, offer to accept a good piece 
 of work of this kind in place of all or part of the term's 
 examination, and a scene of unrivaled activity will delight 
 you. It is really worth more to a boy to get into direct 
 touch with the Roman army by making models of some of 
 the weapons used by the soldiery than it is to go through 
 an examination. Have the names of the makers attached 
 to the articles and preserve these as a nucleus for a depart- 
 ment equipment. 
 
 Books that will help. 
 
 Froude's Caesar 
 
 Fowler's Caesar 
 
 W. S. Davis' A Friend of Caesar (a story) 
 
 Holmes's Conquest of Gaul 
 
 Dodge's Caesar 
 
 Mommsen's History of Rome (translation) 
 
 Sihler's Annals of Caesar 
 
 Judson's Caesar's Army 
 
 Napoleon's Caesar (translation) 
 
 Abbott's Caesar 
 
 Plutarch's Lives: Caesar, Cicero, and Anthony (translation) 
 
 WaddelPs Caesar's Character 
 
 Ferrero's G. Julius Caesar 
 
 C. A. Harris' Idioms and Phrases of Caesar 
 
 These should be in the library or on your desk, at the 
 service of your pupils. If you cannot get all the list, you 
 will not be far from right if you take the books in the order 
 
84 TEACHING HIGH-SCHOOL LATIN 
 
 given above. At the close of each campaign, get the class 
 to read the summary given by Froude, for instance. It 
 will do good to have parts read by a member of the class 
 now and then, in the hearing of the whole number. If time 
 permits, get each pupil to read one of the books, and more 
 if possible. Sometimes this can be arranged for as collat- 
 eral reading by co-operation with the English department. 
 A yearly theme. If you are free to do so, require each 
 pupil to prepare a theme on some topic, to be read the last 
 of the year. Offer a list of themes and let choice be made. 
 Some of these may be of service: 
 
 Caesar's Early Years 
 
 Caesar and the Civil War 
 
 Caesar as a Dictator 
 
 The Civilization of the Gauls 
 
 The Civilization of the Germans 
 
 The Druids 
 
 Caesar and Pompey's Conflict 
 
 Was Caesar a Tyrant ? 
 
 Caesar as an Engineer 
 
 Caesar as a Lawgiver 
 
 Caesar and Cicero 
 
 Caesar, the World's Greatest General 
 
 The World's Debt to Caesar 
 
 Was Caesar a Patriot ? 
 
 Caesar's Treatment of His Enemies, Public and Private 
 
 Caesar's Family Connections 
 
 Caesar's Assassination 
 
 The material can be found in the various books given 
 above, and in the histories, encyclopedias, and classical 
 dictionaries. Show the pupils how to look for their 
 material. 
 
 These assignments should be made early in the spring, 
 or even earlier. By co-operating with the English and 
 
SECOND-YEAR LATIN 85 
 
 history departments you may secure the reading of books 
 which will be in line with the work on these papers. The 
 English department might accept the theme as one of the 
 required compositions. 
 
 Now and then you may find pupils who will take 
 opposite sides and arouse very vigorous interest, as in the 
 discussion of Caesar as a tyrant, of his fight with Pompey, 
 or of his patriotism. The class will become intensely 
 partisan, especially if you have Froude, Mommsen, and 
 Middleton's Cicero in reach. 
 
 Have the papers read in class at the closing meetings 
 of the year. The very best should be read by the pupil 
 at the public exercises of the school, and printed in the 
 school paper or some other local periodical. 
 
 Prose composition. This question is fully discussed 
 elsewhere. It is generally expected now that a fair amount 
 of Latin writing shall be done during this year, and the 
 colleges expect the material to be drawn from the authors 
 read. The usual plan is to give one of the five weekly 
 recitations wholly to prose writing. 
 
 You will find the plan outlined for the English-Latin 
 exercise, in the work of the first year, as good as any, with 
 modifications. That is, go over the lesson as a sight- 
 reading task and have it brought in written at the next 
 meeting. After the class meets and before papers are 
 opened, have the books opened and the sentences given in 
 Latin orally. Require all the pupils to give each sentence 
 in concert, after it has been given correctly by a single 
 pupil. Then, if blackboard space permits, send all or 
 part of the pupils to the board and have them proceed as 
 directed in the first-year plan. You may find it necessary 
 to collect the papers and go over them carefully yourself, 
 
86 TEACHING HIGH-SCHOOL LATIN 
 
 but the labor required in this is so great that it cannot be 
 advised or urged, except in cases where common-sense 
 judges it necessary. 
 
 As to marking the vowels, use your own judgment. 
 The writer's opinion was given under "Quantity." If 
 you require long vowels marked, give very, very short 
 lessons. 
 
 If you are free to try another plan, in place of giving 
 one day a week to prose writing, follow that given under 
 the general discussion. Good experience has proved the 
 value of the plan by which at the close of the day's transla- 
 tion two or three sentences are given out by the teacher, 
 preferably only two. Put these on the board, or use the 
 sentences in the text. Go over them at sight and call for 
 these written out as part of the next day's work. Take 
 these up, or, better, grade them as suggested before, 
 allowing pupils to exchange. Send some or all of the pupils 
 to the board. This will take only five minutes each day, 
 and will save you a full recitation each week for reading 
 purposes. 
 
 This plan is better than the full-day arrangement. 
 Pupils watch for similar constructions and expressions in 
 their reading. Ask pupils to offer sentences for the next 
 day, based on the lesson, if you prefer. You can modify 
 those offered so that they will do. Stick fast to two sen- 
 tences, and short ones at that. A really workable text 
 could give one or two sentences after each chapter. 
 
 Break away from the reading now and then and give 
 other sentences, as a relief from the monotony. Use a 
 newspaper paragraph, or a story now and then, as a source 
 for the sentences. 
 
CHAPTER XI 
 THIRD-YEAR LATIN 
 
 The text. What was said under " Second- Year Latin" 
 about selecting the text, organizing the class, assigning 
 the lesson, and the general plan of procedure holds equally 
 well for this year. 
 
 The year's work. This class is generally expected to 
 read six or seven orations of Cicero, including those against 
 Catiline, for Archias, and that on Manilian law. You may 
 find it well worth while to use the Fourteenth Philippic 
 in place of the Manilian law oration, for these reasons: 
 (i) It opens up a most interesting period of Roman history, 
 as compared with the rather tame laudation of Pompey. 
 Caesar and Pompey have recently fallen, Cicero is making 
 his last stand, and Augustus and Antony are taking over 
 the rule of the world. (2) It is the last of his orations we 
 have and one of his greatest. As the Verres orations repre- 
 sent his youthful oratory, the Catiline and Archias his 
 mature manhood, so the Philippics represent the last 
 great effort of his life, equaling the best, if it is not itself 
 the very best of his oratory. (3) The Manilian law oration 
 is long and tedious, and pupils do not find it as interesting 
 as the Philippics. 
 
 Some teachers prefer to read Cicero for two terms, if the 
 year has three, and to read the Metamorphoses of Ovid 
 for the last term. Both plans are good and one is no better 
 than the other. A term of Ovid is a good preparation for 
 Vergil, but this does not more than balance the good 
 
 87 
 
TEACHING HIGH-SCHOOL LATIN 
 
 results which come from a close study of the Archias oration 
 and the Fourteenth Philippic. 
 
 Syntax and thought. By this time your pupils ought 
 to know their forms well. If not, put them to work on a 
 review of forms. In syntax, following the plan of the 
 second year, it will be well to give a week or two to the cases, 
 after which you may deal mainly with the moods and tenses. 
 If your class gives evidence of understanding the moods 
 and tenses by the first of the new year, or by March, it 
 will be well to work less on syntax and stress more and more 
 the oratorical and logical features of the orations. Keep 
 the arguments well in hand and frequently ask someone 
 to summarize these up to date. 
 
 Do not allow your class to take too seriously what 
 Cicero says against those whom he is opposing. Explain 
 that Cicero is a public orator, much like our attorneys for 
 the state who make out just as bad a case as possible against 
 the one prosecuted. If they were employed to defend him, 
 they would likewise make him out a great and good man. 
 The Roman audiences, like our juries, knew how to take 
 all these charges and sift them for the truth. Politicians 
 in Rome could see no good in their opponents and they 
 said so, much as our stump speakers do today. Cicero's 
 methods of speaking were those generally used by Roman 
 orators of his time. 
 
 A study of the oration for its thought ought to arouse I 
 in your class some appreciation of Latin as a literature. 
 
 Latin at sight and by hearing. During this year the 
 class should do some reading at sight and by hearing. 
 There are many small volumes available for this purpose, 
 but it is necessary to select the reading-matter carefully, 
 in order to avoid discouraging the pupils. A fable, or a 
 
THIRD-YEAR LATtN 89 
 
 short story, chapters from the Bible, as, for instance, the 
 Twenty-third Psalm, the Pater Noster, the Beatitudes, 
 are always interesting. These can be written on the black- 
 board, or they can be used for hearing exercises. As good 
 a plan as any is to re-read now and then some of the 
 chapters from Caesar which were read the previous year. 
 Go slowly in giving any new material, from Caesar or any- 
 where else, unless you are sure that it is simple enough for 
 your class. 
 
 In the hearing exercise, read some simple story, as that 
 of " Sir Walter Raleigh " in the Gradatim. Read a sentence 
 and call for translation, then read over the entire story and 
 see whether all can follow the thought. This exercise is 
 well worth while. 
 
 Prose composition, and else. What was said under 
 " Second- Year Latin" about written exercises, the narra- 
 tive, and a written translation is equally of importance 
 during this year. In the oral and the written exercises, 
 settle all questions on the authority of the grammar, which 
 should be kept always at hand. 
 
 The yearly theme. For this essay, topics should be 
 assigned several months before the close of the year, such as : 
 
 Cicero, the Defender of the Republic 
 
 Cicero as an Orator 
 
 A Defense of Catiline 
 
 A Prosecution of Catiline 
 
 For Cicero and against Caesar 
 
 For Caesar and against Cicero 
 
 Catiline, the Friend of the Common People 
 
 Political Parties in Rome 
 
 A Defense of the Conspirators 
 
 By co-operation with the English and history depart- 
 ments, these papers and investigations may be made doubly 
 effective. 
 
go TEACHING HIGH-SCHOOL LATIN 
 
 Books you should have. 
 
 Forsyth's Life of Cicero 
 
 Strachan-Davidson's Cicero 
 
 Trollope's Cicero 
 
 Middleton's Life of Cicero 
 
 Boissier's Cicero and His Friends (translation) 
 
 Beesley's Catiline, Clodius and Tiberius 
 
 Mommsen's History of Rome 
 
 DeQuincey's Essays on Cicero and the Caesars 
 
 Plutarch's Lives: Cicero, Caesar, Antony, Augustus (translation) 
 
 Johnston's Private Life of the Romans 
 
 Church's Roman Life in the Days of Cicero 
 
 Platner's Ancient Rome 
 
 Huelsen's Roman Forum (translation) 
 
 Becker's Gallus (a story) 
 
 Sihler's Cicero of Arpinum 
 
 If you buy in the order given, you will not be far wrong. 
 
 The spare moments. The history of Rome must 
 furnish the background for this year's work. You will be 
 fortunate if your pupils have had a year of ancient or general 
 history before reaching Cicero. Heavy stress must be laid 
 on the life and customs of the people. The city itself, its 
 topography and monuments, should be studied as time 
 allows. The wall pictures, lantern slides, and other 
 illustrative material referred to elsewhere, with those in 
 the textbook, will help greatly in making Cicero's orations 
 interesting. Try to get each pupil to read one of the lives 
 of Cicero and the volume by Church or by Johnston. The 
 parallel between the political parties in Rome and in our 
 country is worth presenting. 
 
CHAPTER XII 
 FOURTH- YEAR LATIN 
 
 The text and the lesson. What has been said elsewhere 
 about selecting the text, organizing the class, reading at 
 sight and by hearing, etc., applies also the fourth year. 
 
 The year's work. For many years the work of the 
 fourth year in Latin has been six books of VergiPs Aeneid, 
 or their equivalent. This amount of reading is generally 
 considered excessive, and there is strong probability that 
 it will be considerably reduced within a short time. Your 
 classes should read as much as can be done comfortably, 
 and no more. They should read at least four books of the 
 Aeneid, preferably i, ii, iii, and vi. In addition, they 
 should read from the other books, or from similar Latin, 
 such an amount as will profitably occupy the time of the 
 class. 
 
 Unless you are required to do so by some fixed course 
 of study, you will do your part by your class if you spend the 
 year with Vergil. Classes which have used selections from 
 Livy, Cicero's essays, and similar Latin in place of Vergil 
 have lost heavily. Vergil has influenced the world's 
 literature so largely that no pupil who can read his poems 
 should be denied this privilege and pleasure. 
 
 The daily assignment. To begin with, your class 
 should not take more than 15 or 20 lines a day, which will 
 be enough until your pupils become accustomed to Latin 
 poetry. If they have already read some selections from 
 Ovid, this limit may be removed shortly. By the end of 
 the second month, 30 lines will be reasonable, and the year's 
 
 91 
 
92 TEACHING HIGH-SCHOOL LATIN 
 
 daily maximum of 40 lines ought to be within the reach 
 of the class by the end of the fourth month. These are 
 merely estimates. Some classes are better prepared than 
 others, or are naturally stronger. Common-sense will 
 necessarily determine your exact assignments. 
 
 Dactylic hexameter. Your class must become familiar 
 with the dactylic hexameter during this year. During the 
 earlier lessons it is best for you to scan the lessons and not 
 expect this of the pupils, as they are beginning a new kind 
 of Latin and have all they can master. Let the class repeat 
 the scansion of a few lines after you. Do this for a week or 
 two. Then call for two lines written out each day, with the 
 feet properly divided. By the end of the second month, 
 require each pupil to scan the lines to be read. Gradually 
 require the class to scan the day's lesson in concert, scan- 
 ning line by line yourself and letting the pupils repeat after 
 you. They will become so very proficient that they will 
 scan any of Vergil's hexameters without effort and with very 
 great pleasure. 
 
 Prose composition. If the course adopted requires it, 
 continue the written work during this year, following the 
 plans already outlined, and using a text somewhat more 
 advanced than that of the previous year. If you can, sub- 
 stitute for the written a great deal of oral work in class, 
 based on the lesson read. Now and then, when time allows, 
 send the class to the board and have the pupils write out 
 the sentences given. This will make it possible for you 
 to have five recitations a week, and the assignments may be 
 made shorter. 
 
 Outside reading. During the year, each pupil should 
 read some one of the handbooks on mythology, such as 
 Guerber's, or Gayley's, and Church's Story of the Cartha- 
 
FOURTH- YEAR LATIN 93 
 
 ginians. If possible, Benjamin's Troy should be read also. 
 Try to make arrangements with the English department by 
 which your pupils may read translations of Homer's Iliad 
 and Odyssey and Dante's Divina Commedia as part of the 
 required reading. If you can find time for fiction, let your 
 class read some of the following: Flaubert's Salammbo, 
 the Maid of Carthage, Henry's A Young Carthaginian, 
 Gallazier's Sorceress of Rome, Sienkiewicz' Quo Vadis, and 
 some of Crawford's stories, as Cecilia, Heart of Rome, 
 Saracinesca, Lady of Rome. 
 
 A class play. If the class is large enough, or if material 
 from other sources is available, you will get good results 
 from a play based on the reading of Vergil. Miller's 
 Two Dramatizations from Vergil is good, but it will be 
 necessary to cut out a great deal that is given, as there is 
 entirely too much for one person to commit to memory 
 without neglecting other work. Good results may be 
 obtained by reading this play to the class as time permits. 
 
 The yearly theme. Follow the plan of the other years 
 and require a yearly essay based on some phase of the study 
 of the Aeneid. Themes on subjects like these will be 
 helpful: 
 
 Nature in the Aeneid 
 
 Vergil's Similes and Metaphors 
 
 The Women of Vergil 
 
 Excavations at Troy 
 
 Excavations at Mycenae and Tiryns 
 
 Omens and Oracles in the Aeneid 
 
 The Geography of the Aeneid 
 
 Birds and Animals in the Aeneid 
 
 Visions and Dreams in the Aeneid 
 
 Milton's Debt to Vergil 
 
 Dante's Debt to Vergil 
 
94 TEACHING HIGH-SCHOOL LATIN 
 
 Vergil's Religion as seen in the Aeneid 
 Vergil's Debt to Homer 
 Vergil's Versification 
 
 See also an article in the Classical Journal, III, 4, "The 
 Topical Method in the Study of Vergil/' by Professor F. J. 
 Miller. 
 
 The spare moments. During this year, careful atten- 
 tion must be given to the study of mythology, and to this 
 much of your spare time will be given. Pupils should study 
 VergiPs Aeneid as literature and not for purposes of syn- 
 tactical analysis. The amount of extra syntax necessary 
 to understand Vergil is very small, if the work of the other 
 years has been well done. You should therefore plan for 
 a part of each hour to be used in bringing your class into 
 touch with the fine arts of the Greeks and Romans, par- 
 ticularly sculpture. The photographs, prints, and lantern 
 slides referred to elsewhere will do good service. Look 
 ahead and have the appropriate photographs or prints 
 ready at the right time. Now and then read for the class 
 a verse translation of a selection from the Iliad or the 
 Odyssey. Also, read often from a translation of the 
 Eclogues and Georgics of Vergil, and from the Metamorphoses 
 of Ovid. The volumes of the "Loeb Classical Library" 
 are splendidly adapted to this purpose. By all means read 
 to the class Tennyson's "Oenone," "Tithonus," and 
 "Vergil," Shelley's "Arethusa," and Longfellow's "Encela- 
 dus," even if something else must be neglected. Also, try 
 to get some of the more beautiful passages committed to 
 memory by the pupils, as, for instance, Book VI, 883-86, 
 "manibus date lilia plenis"; i. 607-10, "In freta dum fluvii 
 current," etc. 
 
FOURTH-YEAR LATIN 95 
 
 Books you should have. 
 
 Sellar's Roman Poets of the Augustan Age: Vergil 
 
 Benjamin's Troy 
 
 Smith's Rome and Carthage 
 
 Church's Story of the Carthaginians 
 
 Moore's Carthage of the Carthaginians 
 
 Schliemann's Ilios and Troja (rare) 
 
 Schuchardt's Schliemann's Excavations (rare) 
 
 Glover's Studies in Virgil 
 
 Geikie's Love of Nature among the Romans 
 
 Boissier's Roman Africa 
 
 Boissier's Country of Vergil and Horace 
 
 Wetmore's Index Verborum Virgilianus 
 
 The order in which these books appear may answer 
 your purposes. Get all if you can. 
 
CHAPTER XIII 
 LATIN PROSE COMPOSITION 
 
 Latin writing generally required. The value of writ- 
 ing Latin as a means to an accurate knowledge of the forms 
 and sentence structure of the language is generally recog- 
 nized. Most of the high schools give one hour of recitation 
 each week to this exercise, in addition to the time required 
 for preparation out of class. The common plan is to assign 
 a lesson from a prose composition text and to require the 
 written work to be brought in for the teacher's inspection. 
 
 Results unsatisfactory. The results which have come 
 from Latin writing are generally poor and out of keeping 
 with the time and energy expended. Few pupils can write 
 simple Latin correctly at the time of their graduation, and 
 it is doubtful whether we should expect them to do so. 
 Men who have done work in advanced Latin are not neces- 
 sarily accurate in this exercise. Certainly the results are 
 very unsatisfactory. We are at fault somewhere in our 
 purpose, or in the plan followed. 
 
 Trouble "based on Caesar," in part. For one thing, 
 the books commonly used are partly responsible for pur 
 failure. In those " based on Caesar" and "based on 
 Cicero," there is generally a lack of gradation. The first 
 sentences may be quite as difficult as those farther on, or 
 even in the last part of the book. These books lack a simple 
 starting-point for the beginner. They take entirely too 
 much for granted and overburden the student from the first. 
 
 Some relief for this trouble would come from selecting 
 a text which takes up one simple principle of syntax and 
 
 96 
 
LATIN PROSE COMPOSITION 97 
 
 stays with it until it is thoroughly mastered. Not more 
 than one main principle should appear in any lesson as a 
 new part. Gradually, additions can be made, but it is 
 best to take up new questions of syntax very slowly. 
 There are a few texts of this kind available and teachers 
 should insist on using them, in preference to the " based 
 on something" kind. 
 
 Change the sentences to ordinary topics. The kind 
 of sentence presented in the text is another burden on the 
 teaching of Latin writing. Just why a boy should have 
 Caesar and Cicero served up to him hot and cold, early and 
 late, is more than one can explain. If he must read these 
 altogether, why may he not vary his writing a little from 
 the themes of such worthies ? Why may he not write a 
 story of something which touches his own life? Why 
 not write a joke on a companion ? A current story of 
 local interest, a story taken from the day's papers, or 
 some other source, is just as good a basis for accurate 
 writing as a string of stilted sentences about Ariovistus 
 and Dumnorix. Teachers are advised to throw their prose 
 texts to the winds now and then, and to offer the pupils 
 an opportunity to bring in a story or joke of, say, forty or 
 fifty words, according to grade. You will be surprised as 
 well as amused, and even Latin teachers should smile now 
 and then. It may require several exercises of this kind to 
 enable pupils to find themselves and to get the knack of 
 using words other than those of Caesar, but the experi- 
 ment is well worth trying. If you will get a bulletin 
 board and place these jokes and stories on exhibition, with 
 an invitation to try others, your Latin prose class may 
 become the center of a very enthusiastic interest. You 
 may find it wise to censor these productions and to keep 
 
98 TEACHING HIGH-SCHOOL LATIN 
 
 back everything rude or otherwise contraband, also to see 
 that the Latin is fairly accurate. Cartoons with Latin 
 wording will do no harm. Anything to get pupils to learn 
 forms and sentences is in place. 
 
 Oral Latin as a substitute. In view of the poor results, 
 teachers would be justified in discontinuing the written 
 exercise. The time can be used to better advantage in 
 other work. For one thing, it is suggested that teachers 
 use oral exercises more largely in place of written. If you 
 have texts convenient, let pupils read the English sentence 
 aloud and turn it into Latin. Other pupils may then be 
 required to repeat the sentence in concert, as a means of 
 holding the closest attention. Now and then give original 
 sentences yourself, and call for the Latin equivalents. 
 Invite your pupils to bring original sentences to the class. 
 You can read these aloud and assign each to some particular 
 pupil for an immediate report. If all others fail, require 
 the one who presents a sentence to turn it into Latin. 
 
 This plan does away with several evils : that of copying 
 from a brighter pupil's paper, or from an old exercise book 
 that has come down almost from father to son; that of 
 laboriously digging out the sentence, setting it down on a 
 sheet of paper, and forgetting all about it forever afterward; 
 and that of the teacher's simply calling for the exercise, 
 taking it home, and grading it in accordance with the keys 
 furnished by the kind-hearted publishers. There may be 
 other advantages, but this plan certainly does a good part 
 toward keeping up the interest of a prose-composition class. 
 
 See elsewhere. The teaching of prose composition 
 is treated more definitely in the discussion of the work of 
 the second year, under the heading " Prose Composition/ ' 
 pp.8 S f. 
 
CHAPTER XIV 
 THE LATIN BIBLE, LATIN HYMNS, AND SONGS 
 
 A. The Latin Bible. Students are always pleased 
 when some part of the day's lesson touches upon things 
 in which they are ordinarily interested. You can make use 
 of this characteristic by keeping a copy of the Latin New 
 Testament on your desk, as it will be a means of awakening 
 many a boy and turning to good account an hour that 
 started off without promise. The Twenty- third Psalm, 
 the Beatitudes, the Lord's Prayer, and other familiar 
 selections offer themselves, and you will be delighted 
 with the reception which will greet your reading of these 
 passages. 
 
 You can add to the interest by reading the Latin 
 sentence and calling for someone to repeat it. Then let 
 some pupil give an English passage and call on the class 
 to turn it into Latin. An English concordance at hand 
 will help in finding these passages. Sometimes pupils 
 will wish to commit passages to memory. In this case, 
 place these passages on the blackboard. 
 
 The Beza edition of the New Testament and Psalms 
 in Latin and the Latin Vulgate Bible may be ordered from 
 any general bookstore. The Vulgate Bible is now under- 
 going revision and the new edition will doubtless be 
 available shortly. 
 
 Some selections. That you may be able to test this 
 use 'of Bible selections, a few passages are given which 
 you may use in your classes at some favorable oppor- 
 tunity. 
 
 99 
 
ioo TEACHING HIGH SCHOOL LATIN 
 
 1. a) Matt. 6:9-13, The Lord's Prayer, Beza edition: 
 Pater noster, qui es in coelis, sanctificetur nomen tuum. Ad- 
 
 veniat regnum tuum; fiat voluntas tua, ut in coelo, ita etiam in 
 terra. Panem nostrum quotidianum da nobis hodie. Et remitte 
 nobis debit a nostra, sicut et nos remit timus debitoribus nostris. 
 Et ne nos inducas in tentationem, sed libera nos ab illo improbo. 
 Quia tuum est regnum, et potentia, et gloria, in saecula. Amen. 
 
 6) Vulgate edition: 
 
 Pater noster, qui es in coelis, sanctificetur nomen tuum. Ad- 
 veniat regnum tuum. Fiat voluntas tua, sicut in coelo, et in terra. 
 Panem nostrum quotidianum da nobis hodie. -Et dimitte nobis 
 debit a nostra, sicut et nos dimit timus debitoribus nostris. Et ne 
 nos inducas in tentationem; sed libera nos a malo. Amen. 
 
 2. a) Ps. 23, Beza edition: 
 
 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 time- 
 rem 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, pbculum meum 
 exuberans. 
 
 Nihil nisi bonum et benignitas prosequentur me omnibus diebus 
 vitae meae; et quietus ero in domo Jehovae, quamdiu longa erunt 
 tempora. 
 
 6) Ps. 22, Vulgate edition: 
 
 Dominus regit me, et nihil mihi deerit: in loco pascuae ibi me 
 collocavit. 
 
 Super aquam refectionis educavit me: animam meam convertit. 
 
 Deduxit me super semitas justitiae, propter nomen suum. 
 
 Nam, et si ambulavero in medio umbrae mortis, non timebo 
 mala: quoniam tu mecum es. 
 
 Virga tua, et baculus tuus: ipsa me consolata sunt. 
 
 Parasti in conspectu meo mensam, adversus eos qui tribulunt me. 
 
THE LATIN BIBLE, HYMNS,- AND S'OAGS ,-xpi 
 
 Impinguasti in oleo caput meum: et calix meus inebrians quam 
 praeclarus est! 
 
 Et misericordia tua subsequetur me omnibus diebus vitae meae. 
 Et ut inhabitem in domo Domini, in longitudinem dierum. 
 
 B. Latin hymns. You may use a few Latin hymns in 
 a similar way. Young people are always glad to sing, if 
 it means relief from class work for the time being. Schools 
 can use this disposition to good purposes now and then, 
 especially when times of stress and nerve strain call for 
 some means of averting trouble. A Latin song is very 
 effective, and a class can usually be interested by the first 
 suggestion of such a song. Latin hymns are frequently 
 given with English translations; this can be turned to good 
 account, as by reading the Latin to the class and inviting 
 an English translation. 
 
 The Latin hymns are a great literature in themselves 
 and for their own sake are worth knowing. The modern 
 churches make use of a limited number in translations, and 
 these constitute about the best we have in our hymnals. 
 Some do not lend themselves to translation readily, but 
 they should still have a place in our singing. The audience 
 would not be able to follow the thought, it is true, but very 
 few of us know what is being said by the choir anyway, 
 and we have to take for granted that it is all right. If we 
 knew that they were singing one of the great Latin hymns, 
 that fact would afford no little satisfaction, and would 
 compensate us for our inability to find words in the 
 sounds made. 
 
 Some selected hymns. The following Latin hymns, 
 simple in thought and easy of translation, are given in 
 order that teachers may try the effect of them upon their 
 classes : 
 
102 TEACHING HIGH-SCHOOL LATIN 
 
 1. This beautiful Christmas hymn by some unknown 
 author always interests young Latin students, and is 
 especially appropriate for use during the holiday season: 
 
 Adeste, fideles, Cantet nunc lo 
 
 Laeti, triumphantes, Chorus Angelorum, 
 
 Venite, venite in Bethlehem: Cantet nunc aula caelestium: 
 
 Natum videte Gloria in 
 
 Regem Angelorum: Excelsis Deo: 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus Dominum. Venite adoremus Dominum. 
 
 Deum de Deo, Ergo qui natus 
 
 Lumen de lumine, Die hodierna, 
 
 Gestant puellae viscera: lesu, tibi sit gloria: 
 
 Deum verum, Patris aeterni 
 
 Genitum non factum: Verbum caro factum: 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus, Venite adoremus, 
 
 Venite adoremus Dominum. Venite adoremus Dominum. 
 
 Music: " Portuguese Hymn/' found in all hymnals. A 
 translation, "0 Come All Ye Faithful/' is commonly given 
 with the music. 
 
 2. "Veni, Sancte Spiritus/' by Innocent III, which has 
 also been ascribed to Robert II of France, and others, 
 may likewise be used: 
 
 Veni, Sancte Spiritus, In labore requies, 
 
 Et emitte caelitus In aestu temperies, 
 
 Lucis trae radium. In fletu solatium. 
 Veni, pater pauperum, 
 
 Veni, dator munerum, lux b <tissima, 
 
 Veni, lumen cordium. Re ? le cordis intima 
 
 Tuorum ndelmm. 
 
 Consulator optime, Sine tuo numine 
 
 Dulcis hospes animae, Nihil est in homine, 
 
 Duke refrigerium Nihil est innoxium. 
 
THE LATIN BIBLE, HYMNS, AND SONGS 
 
 103 
 
 Lava quod est sordidum, 
 Riga quod est aridum, 
 Sana quod est saucium, 
 Flecte quod est rigidum, 
 Fove quod est f rigidum, 
 Rege quod est devium. 
 
 Da tuis fidelibus 
 In te confidentibus 
 Sacrum septenarium; 
 Da virtutis meritum, 
 Da salutis exitum, 
 Da perenne gaudium. 
 
 Music: Found in all hymnals, usually with a translation, 
 "Come, Holy Ghost, in Love, Shed on Us from Above." 
 The tune "New Haven" is commonly used. 
 
 3. The following hymn, by Thomas of Celano, is readily 
 learned by even very young students because of its simple 
 meter and the rather charming rhyme: 
 
 Dies irae, dies ilia 
 Solvet saeclum in fa villa 
 Teste David cum Sibylla. 
 
 Quantus tremor est futurus 
 Quando index est venturus, 
 Cuncta stricte discussurus! 
 
 Tuba, mirum spargens sonum 
 Per sepulcra regionum, 
 Coget omnes ante thronum. 
 
 Mors stupebit, et natura, 
 Cum resurget creatura 
 Indicanti responsura. 
 
 Liber scriptus prof ere tur, 
 In quo totum continetur, 
 Unde mundus iudicetur. 
 
 Index ergo cum sedebit, 
 Quidquid latet, apparebit, 
 Nil inultum remanebit. 
 
 Quid sum miser tune dicturus, 
 Quern patronum rogaturus, 
 Cum vix iustus sit securus ? 
 
 Rex tremendae maiestatis, 
 Qui salvandos salvas gratis, 
 Salva me, fons pietatis. 
 
 Recordare, lesu pie, 
 Quod sum causa tuae viae; 
 Ne me per das ilia die! 
 
 Quaereus me sedisti lassus, 
 Redemisti crucem passus: 
 Tantus labor non sit cassus! 
 
 luste iudex ultionis, 
 Donum fac remissionis 
 Ante diem rationis! 
 
104 TEACHING HIGH-SCHOOL LATIN 
 
 Music: "Dies Irae," found in all hymnals, usually with a 
 translation entitled "Day of Wrath, O Dreadful Day/' 
 
 4. Another hymn which will interest students is Glad- 
 stone's rendering of Toplady's "Rock of Ages": 
 
 lesu, pro me perforates, Nil in maim mecum fero, 
 
 Condar intra tuum latus, Sed me versus crucem gero; 
 
 Tu per lympham profluentem, Vestimenta nudus oro, 
 
 Tu per sanguinem tepentem, Opem debilis imploro; 
 
 In peccata mi redunda, FontemChristiquaeroimmundus, 
 
 Tolle culpam, sordes munda. Nisi laves, moribundus. 
 
 Coram te nee iustus forem, Dum hos artus vita regit; 
 
 Quamvis tota vi laborem, Quando nox sepulchro tegit; 
 
 Nee si fide nunquam cesso, Mortuos cum stare iubes; 
 
 Fletu stillans indefesso: Sedens iudex inter nubes; 
 
 Tibi soli tantum, munus; lesu, pro me perforatus, 
 
 Salva me, Salvator unus! Condar intra tuum latus. 
 
 Music: "Rock of Ages," found in all hymnals. The last 
 two syllables are read as one. 
 
 There are others in large numbers which can be used 
 to good advantage, and teachers will do a large service for 
 general culture by bringing them to the attention of their 
 classes. "Te Deum laudamus," by St. Ambrose; "Grates 
 nunc omnes reddamus," by Nokter, of St. Gall; "0 quanta 
 qualia sunt ilia Sabbata," by Abelard; "Stabat mater 
 dolorosa," by Innocent III; "Jerusalem luminosa," by 
 an unknown author; "Arx firma Deus noster est," Butt- 
 man's rendering of Luther's "Ein feste Burg ist unser Gott," 
 are worthy of the time and effort of anyone who would 
 think the great thoughts of the choicest minds of all ages. 
 
 Books. These books may be obtained, and they are 
 worth buying, especially the last, which contains other 
 Latin songs together with some of the best hymns: 
 
THE LATIN BIBLE, HYMNS, AND SONGS 105 
 
 Latin Hymns, by Professor William A. Merrill 
 Latin Hymns, by Professor F. A. March 
 Latin Hymn Writers and Their Hymns by S. Duffield 
 Latin Songs, with Music, by Professor Calvin S. Brown 
 
 C. Latin Songs. What was said of Latin hymns is 
 equally in place for Latin songs, with the additional con- 
 sideration that songs can be used on many occasions where 
 the hymns cannot. 
 
 Some selected songs. In order that you may test this 
 plan, a few Latin songs are given: 
 
 i. "Lauriger Horatius," by an unknown author; 
 
 Lauriger Horatius, 
 Quam dixisti verum: 
 Fugit Euro citius 
 Tempus edax rerum. 
 
 CHORUS. Ubi sunt, O pocula, 
 Dulciora melle, 
 Rixae, pax, et oscula, 
 Rubentis puellae. 
 
 Crescit uva molliter, 
 Et puella crescit; 
 Sec poeta turpiter 
 Sitiens canescit. 
 
 CHORUS. 
 
 Quid iuvat aeternitas 
 Nominis amare 
 Nisi terrae filias 
 Licet et potare ? 
 
 CHORUS. 
 
 Music: That commonly associated with " Maryland, My 
 Maryland." 
 
io6 TEACHING HIGH-SCHOOL LATIN 
 
 2. "Gaudeamus Igitur," by an unknown author: 
 
 Gaudeamus igitur, 
 luvenes dum sumus; 
 Gaudeamus igitur, 
 luvenes dum sumus; 
 Post iucundam iuventutem. 
 Post molestam senectutem, 
 Nos habebit humus, 
 Nos habebit humus. 
 
 Ubi sunt qui ante nos 
 In mundo fuere ? 
 Ubi sunt qui ante nos 
 In mundo fuere ? 
 Transeas ad superos, 
 Abeas ad inferos, 
 Quos si vis videre, 
 Quos si vis videre. 
 
 Vivat academia, 
 Vivant professores, 
 Vivat academia, 
 Vivant professores, 
 Vivat membrum quodlibet, 
 Vivant membra quaelibet, 
 Semper sint in flore, 
 Semper sint in flore. 
 
 Music: " Gaudeamus," found in a number of the popu- 
 lar songbooks, also those used for school purposes, as The 
 Academy Song Book, published by Ginn & Co., which has a 
 number of Latin songs. 
 
 3: " Integer Vitae," by Horace: 
 
 Integer vitae, scelerisque purus 
 Non eget Mauris iaculis nee arcu, 
 Nee venenatis gravida sagittis, 
 Fusee, pharetra. 
 
THE LATIN BIBLE, HYMNS, AND SONGS 107 
 
 Sive per Syrtes, iter aestuosas, 
 Sive facturus per inhospitalem 
 Caucasum, vel quae loca fabulosus 
 Lambit Hydaspes. 
 
 Namque me silva lupus in Sabina, 
 Dum meam canto Lalagen, et ultra 
 Terminum curis vagor expeditis, 
 Fugit inermem. 
 
 Quale portentum neque militaris, 
 Daunias latis alit aesculetis, 
 Nee iubae tellus generat leonum 
 Arida nutrix. 
 
 Pone me pigris ubi nulla campis 
 Arbor aestiva recreatur aura; 
 Quod latus mundi nebulae malusque 
 luppiter urget. 
 
 Pone sub curru nimium propinqui 
 Soils, in terra domibus negata; 
 Dulce ridentem Lalagen amabo, 
 Dulce loquentem. 
 
 Music: " Integer Vitae," found in many songbooks, and 
 commonly called "Flemming." 
 
CHAPTER XV 
 CLASSROOM EQUIPMENT FOR THE LATIN DEPARTMENT 
 
 Teachers of Latin have not generally urged upon the 
 school authorities their need of classroom equipment and 
 consequently this has received little attention. It is quite 
 as important for the Latin teacher to have a modern equip- 
 ment for his work as it is for the teacher of any subject 
 in the course of study. 
 
 For a long time teachers of science were unable to secure 
 any laboratory facilities, but a better day has dawned for 
 the sciences. It is now comparatively easy for science 
 teachers to convince the school authorities of their need of 
 laboratory materials, and this is very fortunate. The 
 Latin teacher, also, must press his needs upon the attention 
 of his school board. Without proper equipment, he can- 
 not hope to do his best work nor get the most satisfactory 
 results. 
 
 Some needs of the Latin room: 
 
 1. Charts. The Latin classroom should have the 
 following wall maps : Ancient Italy, Ancient Gaul, Ancient 
 Rome, Ancient Greece, the Roman Empire. Either the 
 "Kiepert Classical Series" or the "Kampen Classical 
 Series" will prove satisfactory, although the latter are 
 preferable. Buy your charts mounted on spring rollers 
 and boxed. 
 
 2. Books. 
 
 a) General, for the class. 
 
 Necessary: Lewis, Latin Dictionary; Smith, English- 
 Latin Dictionary; Harper, Classical Dictionary; Platner, 
 
 108 
 
CLASSROOM EQUIPMENT 109 
 
 Ancient Rome; Mau-Kelsey, Pompeii; Tarbell, Greek 
 Sculpture; Fowler, Roman Literature; Huelsen, Roman 
 Forum (translation) ; Sandys, Companion to Latin Studies 
 (very important); Kiepert, Classical Atlas; Johnston, 
 Latin Manuscripts. 
 
 Desirable: Harper, Latin Dictionary; Lanciani, Ancient 
 Rome; Gayley, Classics Myths in English Literature; 
 Teuffel and Schwabe, History of Roman Literature (trans- 
 lation by Ware) ; Bulfinch, Age of Fable; Schreiber, Atlas 
 of Classical Antiquities; von Mach, Greek and Roman 
 Sculpture Prints, with Handbook. 
 
 b) Mainly for your own use. 
 
 Absolutely necessary: (i) Kelsey, Latin and Greek in 
 American Education; you cannot get along without this 
 book; (2) the Classical Weekly, Professor Charles Knapp, 
 editor, Columbia University Press, New York City; 
 (3) the Classical Journal, Professor Frank J. Miller, editor, 
 The University of Chicago Press, Chicago; (4) Art and 
 Archaeology, Professor D. M. Robinson, editor, Archaeologi- 
 cal Institute of America, Washington, D.C. These three 
 magazines are indispensable. 
 
 Desirable: Ashmore, The Classics and Modern Training; 
 Babbitt, Literature in the American College; Harrington, 
 Live Issues in Classical Study; Showerman, The Professor; 
 Byrne, Syntax of High School Latin; Lodge, High School 
 Latin Vocabulary; Bennett and Bristol, The Teaching of 
 Latin and Greek in the Secondary School. You should also 
 have a copy of The Relation of Latin to Practical Life, by 
 Miss Frances Ellis Sabin of the University of Wisconsin, 
 Madison, Wisconsin. 
 
 In addition to these books, the Latin classroom should 
 have a good number of the school editions of the authors 
 
no TEACHING HIGH-SCHOOL LATIN 
 
 read, the more the better, and all the Latin grammars 
 commonly referred to in the editions of the authors. It is 
 worth while to have a number of the texts used in Latin 
 prose composition, particularly for purposes of comparison. 
 The teacher should endeavor to secure copies of every 
 available text for beginning Latin students, and if a few 
 of those used in Canada and England are secured they will 
 prove decidedly suggestive and helpful. 
 
 3. Wall Pictures. Every Latin classroom should have 
 a number of photographic enlargements of important 
 features of Rome and the adjacent region. The following 
 are of interest: the Forum, one view looking east and one 
 looking west; the Colosseum, the Pantheon, the Arches 
 of Titus, Septimius Severus, and Constantine, the Tomb of 
 Hadrian, and the Tiber River; a view of Pompeii with 
 Vesuvius in the background. A view of the Acropolis and 
 the Parthenon is also desirable. 
 
 Any of the dealers in lantern slides and photographs 
 can furnish photographic prints which can be readily 
 enlarged. The Soule Art Publishing Company, Boston, 
 Massachusetts, and the Records of the Past Exploration 
 Society, Washington, D.C., will send prints on approval, 
 and from these you can make selections which they will 
 enlarge and frame, if you wish. 
 
 The size and plan of your classroom and the subject of 
 the picture will determine the size of the pictures that will 
 harmonize with their surroundings. These sizes are good: 
 24X30, 22X32, 27X37, 25X35, 22X28, 20X26. Smaller 
 sizes can be made, as i4X 18, i2X 16, and on down. Plan 
 your sizes to fit into the wall space available. The bromide 
 enlargements will serve every purpose. 
 
 4. Sculptures. High schools may not often be in a 
 position to purchase even plaster copies of classic sculp- 
 
CLASSROOM EQUIPMENT in 
 
 tures, but, if possible, busts of the authors read should be 
 secured. Prices range from about $10 up. The Boston 
 Sculpture Company, Boston, Massachusetts, and P. P. 
 Caproni & Brother, Boston, Massachusetts, will send full 
 information. 
 
 5. Lantern Slides. Every high school should have a 
 lantern. Those which can should also provide lanterns 
 for the main classrooms. The outlay is small in compari- 
 son with the service rendered. Extra shades will readily 
 darken the windows and make it possible to use illustrative 
 material at the right time. 
 
 Any of the large supply houses will furnish lanterns 
 and slides as Williams, Brown & Earle, Philadelphia; 
 Mclntosh Stereopticon Company, Chicago; and T. H. 
 McAllister Company, New York. The small lanterns 
 furnished by the Bausch & Lomb Optical Company, 
 Rochester, New York, are as good as any for your purposes. 
 
 The following sets of slides are of particular interest 
 to Latin teachers: 
 
 a) Professor F. C. Eastman, University of Iowa, Iowa 
 City, Iowa. For use in the high schools of Iowa, Professor 
 Eastman has prepared sets of slides, with about fifty in 
 each set, for illustrating the subjects discussed by high- 
 school classes. The sets are: (i) The Roman House; 
 (2) Roman Games and Amusements; (3) Roman Wearing- 
 Apparel; (4) Correspondence and Travel; (5) Roman 
 Trades and Crafts; (6-8) Sets Illustrating Caesar, Cicero, 
 and Vergil. 
 
 These sets have been in demand in various parts 
 of the country, and while they were not planned with 
 a view to general sale, it will be possible to secure any 
 of the sets from Professor Eastman at very reasonable 
 prices. 
 
H2 TEACHING HIGH-SCHOOL LATIN 
 
 b) Mr. W. C. Ives, Grafton, New Hampshire. One of 
 the best collections of negatives of classical subjects yet 
 made is that of Professor Charles Upton Clark, formerly 
 of Yale University, now director of the American Academy 
 in Rome, Italy. He has placed all his slides in charge of 
 Mr. Ives, who will make slides or photographic enlarge- 
 ments of any of the photographs. Prints will be furnished 
 from which to make selections. 
 
 c) Arthur S. Cooley, Lehigh University, South Bethlehem, 
 Pennsylvania. Dr. Cooley has a large collection of slides, 
 and has made arrangements for supplying them to teachers 
 and others. He also rents slides at fair rates. 
 
 d) Special authors. Mr. George R. Swain, Ann Arbor, 
 Michigan, has a large collection of slides for illustrating 
 Caesar. The Records of the Past Exploration Society, 
 Washington, D.C., will furnish a very good set of 40 slides 
 for illustrating the Aeneid of Vergil. Quite recently they 
 have announced several other sets which appear attractive. 
 
 6. Photographs. Any of the dealers in lantern slides 
 can furnish photographs of value to Latin teachers. If 
 time permits, orders sent to the following addresses will 
 be properly attended to: Alinari & Cook, Corso Umberto, 
 Rome, Italy; D. Anderson, Via Salaria, Rome, Italy; Eng- 
 lish Photographic Company, care of W. Barth, Athens, 
 Greece. Supplies of this kind ordered for educational 
 institutions are admitted free of duty. 
 
 7. Coins. A few coins, genuine if possible, will add 
 greatly to the interest of your Latin teaching. They may 
 be had of: S. H. Chapman, Drexel Building, Philadelphia; 
 Henry Chapman, 1348 Pine Street, Philadelphia. 
 
 Electro copies of any of the coins in the British Museum 
 may be had at reasonable prices, by writing to the Curator. 
 
CLASSROOM EQUIPMENT 113 
 
 8. Home-made illustrative materials. In every class 
 there may be some students of a mechanical turn of mind, 
 and these are easily interested in making, in model, copies 
 of objects which are daily kept before the class, particularly 
 while reading Caesar. 
 
 Dimensions for such things as the pilum, hasta, gladius, 
 sicca, scorpio, torment a, scutum, and the like, may be found 
 in the various reference books, as can good wood-cuts. 
 From these, even where accurate dimensions are not 
 obtainable, satisfactory working estimates can be made 
 which will answer every purpose. The famous bridge can 
 be built by any boy who makes the effort, and the teacher 
 who has not had this done should busy himself immediately. 
 Also he can make, or get a student to make the vinea, 
 scorpio, aries, turris, and similar implements, fairly good 
 designs for which are given in the textbooks. 
 
 It is very profitable to have some of the girl students 
 make, in model also, articles of dress, as the toga, stola, 
 and the like. Some teachers find it possible to have one 
 or more togas, pairs of sandals, stolas, etc., of full size, a 
 practice which is commendable wherever practicable. If 
 suitable miniature figures are obtainable, good results 
 may be obtained by having these dressed completely, one 
 each as imperator, legatus, centurio, and so on, after the 
 designs given in the various texts. 
 
 This list does not include a large number of reliable 
 houses from which supplies may be secured. It has seemed 
 better to give a few of the best, rather than a complete list. 
 Those who prefer a larger number from which to select any 
 articles wanted will find such a list, prepared by Miss 
 Loura B. Woodruff, in the Classical Journal, XI, 3. 
 
CHAPTER XVI 
 QUESTIONS, WITH ANSWERS AND SUGGESTIONS 
 
 Questions in large numbers. Immediately after the 
 publication of the Handbook referred to in the preface, there 
 came to its editor a veritable flood of questions in which 
 young Latin teachers in every section of the country 
 showed their earnest desire to improve their teaching and 
 to remedy certain conditions which were facing them. 
 Some questions were of a personal nature and were con- 
 cerned with problems of a local character, but a large 
 majority were very similar, showing that teachers of high- 
 school Latin are facing practically the same difficulties 
 everywhere. Answer was made to these questions in so 
 far as opportunity allowed, and for the benefit of young 
 teachers some of these are given here. 
 
 When should we begin Latin? If we could work under 
 ideal conditions, without question we should favor begin- 
 ning Latin sooner in the course of study than is now cus- 
 tomary, say as early as the sixth or seventh grade, as is 
 done in some of the schools in Europe. If we could begin 
 at that time and use a simpler text, possibly a modification 
 of the so-called " direct-method" plan, some of the more 
 troublesome problems of the teacher might be solved. 
 However, it is probable that Latin will remain fixed where 
 it is, in the high school, and we must make it as effective 
 there as possible. 
 
 What about translations? They are a great nuisance, 
 and a great barrier to effective Latin teaching. Certain 
 publishers circularize schools all over the country, sending 
 
 114 
 
QUESTIONS, ANSWERS AND SUGGESTIONS 115 
 
 their advertising matter to every pupil whose name they 
 can get from catalogues, or otherwise. The result is that 
 practically every high-school pupil knows where he can get 
 a translation for 50 cents. Sometimes one of these copies 
 passes from one class to another for years. Teachers are 
 practically helpless. Once in a while they find out who 
 uses a translation, but generally they cannot tell. Some 
 wise men assure us that they can "spot a pony on his first 
 bray/' but it is a vain fancy. They do so only by accident, 
 if at all. 
 
 Classical study and modern languages in the same way 
 have suffered because of this too common use of transla- 
 tions. We all know that these things block our best efforts 
 to make Latin effective as an educational instrument, but 
 the remedy has not been discovered. The following sug- 
 gestions have been made by various teachers : 
 
 1. Appeal to the honor of the class and urge the pupils 
 not to use translations. Explain the hopelessness of the 
 effort to learn Latin without hard work. Show them that 
 it is dishonest to use a translation taken from a book and 
 pretend that it is their own. If they use a translation, 
 they should be open and frank about it. You may make 
 some headway by this plan. If there is no sense of honor 
 to appeal to, you can do nothing. 
 
 2. At the opening of the term explain your opposition 
 to the use of translations, give your reasons for your posi- 
 tion, and ask those who took the course expecting to use a 
 translation to take something else, as they are not wanted 
 in the Latin classes. Some of the lazier pupils may forsake 
 you if you make this request. 
 
 3. Let it be understood that your examinations will be 
 based mainly on new work; that is, that you will give large 
 
n6 TEACHING HIGH-SCHOOL LATIN 
 
 credit for new passages which will be assigned from parts 
 of the book not read in class. For this let the pupils have 
 the vocabulary just as when preparing the lesson at home. 
 They ought to know that translations will fail them in a 
 test like that, and that the sensible course for them is to 
 do their own work as they go along and to learn how to do 
 any task assigned them. 
 
 4. Assign lessons which can be done within a reasonable 
 time, without overtaxing your class. The translation 
 habit is sometimes traceable to unreasonably long lessons. 
 Even honest students feel under such circumstances that 
 they cannot hope to do all the work required and so they 
 have recourse to the inviting "trot." No matter if the 
 standard requirement does call for so much Latin, do what 
 your class can do well, and with fair consideration for other 
 departments, and let the rest go undone. Make definite 
 assignments in construction. Do not call for any and all 
 sorts of constructions each day. Begin on one or two things 
 in syntax, as has been repeatedly urged, and move on 
 evenly, adding one thing at a time and leaving a construc- 
 tion when it is learned. 
 
 5. Be careful about suspecting pupils of using transla- 
 tions. If you feel sure that a boy is doing so, you had best 
 tell him of your fears privately. It is likely that he will 
 grow indignant and say too much. Be sure of your ground, 
 therefore, and talk the matter over with him alone. The 
 class will side with the pupil if anything personal is brought 
 up. A good way to handle a suspected case is to give 
 that student no opportunity to translate, but to hold him 
 rigidly to account for the assigned syntax. The translation 
 devotee does not often prepare his syntax. If you let him 
 read at all, require him to translate word by word. Ordi- 
 
QUESTIONS, ANSWERS AND SUGGESTIONS 117 
 
 narily this is a bad plan, but it does break into the " per- 
 sonal liber ty" of the translation fiend to rattle over the 
 page. Let him give Latin word and English equivalent, 
 word by word, and he will be forced to work out his lesson 
 somewhat closely even if he does hold to his handy mount. 
 
 Should Latin be required of all pupils ? That depends 
 upon the nature of the school. Some private institutions 
 regularly require Latin of all their pupils, and will admit 
 no qne who does not want Latin. This is entirely right 
 for such schools. For public schools, however, it is not the 
 best policy to require all pupils to take Latin, although a 
 school board has a right to require it if the members 
 believe it to be the best thing for a particular school. 
 Public schools are trying to reach out and to serve all classes 
 of pupils, those who have good, strong minds and those who 
 have no minds worth mentioning. Such weaker pupils 
 will be greatly helped by four years of a high school, and 
 something must be offered of a kind that will appeal to 
 them and still train them in some direction. The absurdity 
 comes in when school principals and others try to make 
 the public believe that a course of study made up of half- 
 worked-out subjects is as effective as the Latin or so-called 
 classical course, and that the graduates of the various 
 departments are on an equal basis. " Rejoice and be 
 exceeding glad" that you do not have to worry Latin into 
 the heads of those who cannot receive it. Do your best 
 to make men and women out of those who can take Latin. 
 
 How about the "direct method of teaching Latin"? So 
 far, it is largely experimental. There are possibilities in the 
 plan, but a very thorough mastery of Latin is required in 
 order to succeed with it. Its use is confined mainly to a 
 few English schools, with occasional experiments in this 
 
n8 TEACHING HIGH-SCHOOL LATIN 
 
 country. It would undoubtedly work out well if we could 
 begin Latin earlier in the grades. 
 
 The movement is worthy of careful investigation. The 
 books prepared for this method may be had of the Oxford 
 University Press, American Branch, New York City. 
 
 Where can I get arguments in favor of Latin? The 
 best argument a teacher can give in favor of his subject 
 is found in his teaching. No matter how powerful he may 
 be in his arguments in favor of Latin, if he does not do 
 good work as a teacher he will not help the cause of Latin 
 by his arguments. Then, too, controversy is not often 
 profitable for a young teacher. You should know the value 
 .of your subject and when you find the right opportunity 
 your evidence will help your cause. 
 
 If you should find someone who is really seeking after 
 the facts with an open mind, you may be justified in trying 
 to furnish him with data that will satisfy any reasonable 
 man. The best available source is Professor Kelsey's 
 Latin and Greek in American Education, especially Pro- 
 fessor Shorey's article. Study this closely, and watch the 
 references in the footnotes, a valuable part of the paper. 
 You will probably find in that volume enough for any con- 
 dition that may face you. If you need other material, get 
 Miss Sabin's book, The Relation of Latin to Practical Life, 
 and the pamphlets issued by the publicity committee of 
 the Classical Association of the Middle West and South, 
 "Arguing with Bob/' "Bob Goes to College," etc. Then 
 some of the following arguments touched upon in this book 
 may help you : 
 
 i. Our language and literature are largely borrowed 
 from the Latin (see "English in Latin Study")- 
 
QUESTIONS, ANSWERS AND SUGGESTIONS 119 
 
 2. Latin is the basis of all the Romance languages, 
 French, Spanish, Italian, Portuguese, etc. One cannot 
 thoroughly understand these languages without a knowl- 
 edge of Latin; and a pupil who does know Latin can learn 
 them in half the time required by the non-Latin student 
 to get a smattering. 
 
 3. Our civilization is largely derived from the Roman, 
 including our laws, political customs, religion, and even our 
 everyday customs. Few realize the extent of our obliga- 
 tion to the Romans. Not only have we taken over these 
 laws, etc., but the very words by which we name them are 
 of Latin origin. 
 
 4. Latin has for centuries been a factor in our education. 
 It could not have held its place if it had not been effective 
 as an instrument in making educated men and women. 
 Substitutes now being tried have so far failed utterly as 
 regards the type of scholar turned out. 
 
 5. The world's laws, politics, customs, and education 
 have been largely based on those developed in Rome, even 
 as the highest type of religion spread from the Eternal City. 
 
 What can I do about this "vocation" business? There 
 is a great deal of common-sense back of the general demand 
 for training that will help in making a living. Young 
 people should grow up with the fact before them that they 
 will some day be expected to do their part as men and 
 women. Those who study Latin should know how to earn 
 a livelihood, and those who put their whole thought upon 
 making the livelihood would be better off if they also studied 
 Latin. Latin teachers, therefore, are as much interested 
 in vocational training as anybody else, and they should give 
 it due encouragement. 
 
120 TEACHING HIGH-SCHOOL LATIN 
 
 Vocational training in this country is unfortunately 
 burdened and there is danger that a good cause may be 
 permanently damaged in consequence, for the following 
 reasons: (i) All the faddists who have been chasing 
 fantasies for a generation have taken up the slogan of 
 vocational training. With sober-minded people, their 
 advocacy arouses prejudice against any cause they may 
 espouse. (2) These faddists attack other subjects, Latin 
 in particular, and thus antagonize a great many people 
 unnecessarily. People who have studied Latin have made 
 good citizens and are as successful in making a living as 
 the vocationist could wish. (3) The advocates of voca- 
 tional training make a mistake in forcing it upon the ordi- 
 nary schools, rather than establishing special schools for 
 this purpose, wherever students are available in sufficiently 
 large numbers. If vocational training is to become effec- 
 tive in the sense of trade schools, separate schools are abso- 
 lutely necessary. If our present schools become efficient 
 vocational schools, they will cease to be of value for any 
 other purpose. General education or special training will 
 fail in the experiment, possibly both. (4) The main point 
 is well stated by Dean Bagley: "Most of those who advo- 
 cate early vocational differentiation are not thinking of 
 their own children. Of course a broad and liberal training 
 is presupposed for them. These opportunities for early 
 vocational choices are for other people's children." 1 
 
 You will do the right thing if you help along the cause 
 of vocational training wherever possible, 'regardless of the 
 lack of good judgment shown by some of those who try 
 
 1 From an address at the Detroit meeting of the Department of Superin- 
 tendence, National Education Association, 1916. 
 
QUESTIONS, ANSWERS AND SUGGESTIONS 121 
 
 to monopolize the movement. You have as much at stake 
 as anybody. 
 
 How can I test my work? There are several fairly 
 satisfactory tests which one can apply to his own work, 
 but in the very nature of the case the outcome must remain 
 largely subjective. One will see what one is looking for. 
 Interest in the work, enthusiasm for the cause of the classics, 
 and similar evidences are encouraging, but the following 
 are about the most accurate tests that we can use: (i) the 
 number of your graduates who, on entering college, con- 
 tinue their Latin; (2) the number who maintain them- 
 selves with credit in the Latin department of higher institu- 
 tions. 
 
 Colleges generally know what to expect of the graduates 
 of particular high schools. Some of these enter for good 
 hard work from the very first, while other groups on arrival 
 have a complete familiarity with the "snap" courses and 
 the "easy" professors, and devote themselves to the latter 
 assiduously. 
 
 High schools which do good work in Latin send out 
 students who are conscious of their ability and preparedness 
 to take their places with the representatives of any and all 
 other high schools, and they enter college with a determina- 
 tion to measure up to the very best. Poor preparatory 
 training is promotive of intellectual cowardice, which asserts 
 itself nowhere more decidedly than in Latin and mathe- 
 matics. If your graduates take Latin in college generally 
 and maintain good records, you are doing high-grade work 
 in your department. 
 
 How can I wake up my school to the value of Latin? 
 
 i. Make sure that you are yourself awake. A sleepy 
 teacher will make a sleepy classroom. A sleepy teacher 
 
122 TEACHING HIGH-SCHOOL LATIN 
 
 will practically kill any subject he may teach, no matter 
 what it is. 
 
 2. Join one of the classical associations referred to 
 elsewhere and get into touch with what the live teachers 
 are doing in other schools. This duty of every Latin 
 teacher is well-nigh imperative. The writer knows per- 
 sonally a large number of young Latin teachers, and he 
 gives it as his testimony that he does not know a single one 
 who belongs to one of these associations and reads the 
 Classical Journal or Classical Weekly who is not succeeding 
 in his work as a teacher. You greatly need the help that 
 these associations and these journals will give you. 
 
 3. Elsewhere a play is suggested. One of the following 
 may prove interesting: (i) Two Latin Plays for High 
 School Students, by Susan Paxson (Ginn & Co.) ; (2) Easy 
 Latin Plays (George Bell & Sons, London); (3) Classical 
 Stories Dramatized for School Use, by L. O. Lennart (Enter- 
 tainment Publishing Co.); (4) Two Dramatizations from 
 Vergil, by Professor F. J. Miller (The University of Chicago 
 Press); (5) Latin Plays, by Professor J. J. Schleicher 
 (Ginn & Co.). 
 
 4. Form a Latin club, and now and then get your pupils 
 together for combined business and social purposes. Try 
 to have an invited guest on each such evening to address 
 the club, briefly and pointedly, stressing some phase of 
 classical study. Pupils themselves will sometimes prepare 
 papers, as a result of an investigation which you can 
 direct. 
 
 5. Send for Classical, Mediaeval and Modern Latin 
 Songs, with Music, by Calvin S. Brown (Putnam), and get 
 your whole neighborhood to singing Latin songs. Select 
 one or two of the best and teach them to your classes. 
 
QUESTIONS, ANSWERS AND SUGGESTIONS 123 
 
 Now and then arrange to have them sung at the daily 
 gatherings of the student body. 
 
 6. Read this book through again, and see if you have 
 done all the things suggested. If not, doing them might 
 solve your problem. 
 
 The Classical Associations. There are several classical 
 associations, one of which is entitled to your sympathy 
 and help, and in turn is ready to be of great assistance to 
 you in your work as a teacher. They are as follows: the 
 Classical Association of New England; the Classical Asso- 
 ciation of the Atlantic states; the Classical Association of 
 the Middle West, and South; the Classical Association of 
 the Pacific Coast. 
 
 These associations are upholding the cause of classical 
 education, and their meetings will help you. The Classical 
 Journal (The University of Chicago Press) or the Classical 
 Weekly (New York) will give you any information you 
 wish about membership in any one of these associations. 
 Or you may make inquiry of the head of the department 
 of Latin in your state university or college. 
 
 Your state teachers' association probably has a classical 
 section that you should join, if you have not already done 
 so. Be on your watch for such organizations, and do your 
 full part. 
 
 Book houses. The general bookstores in the cities can 
 secure for you any volume referred to in this book. In 
 order to avoid delays, you will be absolutely safe if you 
 send such orders to The University of Chicago Press, 
 Chicago, Illinois. Information as to prices, and the like, 
 can also be had for the asking. 
 
INDEX 
 
 Accent, 71 
 
 Lantern slides, in 
 
 Adeste, fidele, 102 
 
 Latin-English exercise, 67 
 
 Art and Archaeology, 109 
 
 Latin: immediate service, i; larger 
 
 
 service, 9; oral, 98 
 
 Bagley, Dean, 29, 120 
 Bennett, Charles E., 41 
 
 Laurie, Professor, 4 
 Lauriger, Horatius, 105 
 
 Bible, Latin, 99 
 
 Loeb, James, 14 
 
 Book houses, 123 
 
 
 Books, 83, 90, 95, 108 
 Byrne, Lee, 109 
 
 Miller, F. J., 49, 94 
 Miller, Walter, 26 
 Modern languages, 21 
 
 Character building, 108 
 
 Mythology, 49 
 
 Charts, 12 
 Clark, C. U., 112 
 
 Oral Latin, 98 
 
 Classical Associations, 122, 123 
 
 Parsing, 81 
 
 Classical Journal, 109, 122, 123 
 
 Photographs, 112 
 
 Classical Weekly, 109, 122, 123 
 
 Pictures, no 
 
 Clubs, 122 
 
 Plays, 93, 122 
 
 Coins, 112 
 
 Pronunciation, 70 
 
 Collar and Daniell, 57 
 
 Prose composition, 92, 96 
 
 Controversy, 27 
 Course for teachers, 44 
 
 Quantity, 71 
 Questions, 114 
 
 Daclytic hexameter, 92 
 Darwin, case of, 17 
 
 Results, summary of, 7 
 
 Dies irae, 103 
 
 Sabin, Miss, 109, 118 
 
 Direct method, 117 
 
 Sciences, 23 
 
 
 Sculptures, no 
 
 Eastman, F. C., in 
 
 Second-year Latin, 74 
 
 English grammar, 48 
 
 Shorey, Paul, 33, 118 
 
 English-Latin exercise, 68 
 
 Sloane, William, 14 
 
 English vocabulary, 47 
 
 Songs, 105, 122 
 
 Equipment, 108 
 
 Statistics, 54 
 
 Fads, faddists, 19 
 
 Teacher and subject, 35 
 
 First-year Latin, 57 
 
 Teachers needed, 38 
 
 Foster, W. E., 2 
 
 Teachers, self-trained, 46 
 
 Fourth-year Latin, 95 
 
 Teacher's task, 8 
 
 Gaudeamus, 106 
 Geography, 84 
 
 Teacher-training, 40 
 Test of work, 121 
 Text, 54, 55, 57 
 
 Harris, W. T., 5 
 
 Theme, 84, 89, 93 
 
 Hayden, E. A., 25 
 
 Translations, 114 
 
 Hymns, Latin, 101 
 
 Utility, 21, 23 
 
 lesu pro me, 104 
 Illustrative materials, 82, 113 
 
 Veni, Sancte Spiritus, 102 
 Vocabulary, 61 
 
 Integer vitae, 106 
 
 Vocational learning, 119 
 
 Kelsey, F. W., 3, 44, 109, 118 
 
 Williams, Charles, 6, 17 
 
 
 125 
 
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