THE UNIVERSITY 
 OF ILLINOIS . 
 LIBRARY • 
 370 
 
 It6e 
 
 no.25-37 
 
■ 
 
 Return this book on or before the 
 Latest Date stamped below. A 
 charge is made on all overdue 
 books. 
 
 University of Illinois Library 
 
 uli! --.; ■ 
 
 
 $ i§ m 
 
 \m -9 19! 
 
 'tC -r 
 
 m is m 
 
 M32 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://www.archive.org/details/latininhighschoo32mill 
 
UNIVERSITY OF ILLINOIS BULLETIN 
 
 Vol. XXII 
 
 Issued Weekly 
 November 17, 1924 
 
 No. 12 
 
 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois under the 
 Act of August 24, 1912. Acceptance for mailing at the special rate of postage provided tor in 
 section 1103, Act of October 3, 1917, authorized July 31, 1918.] 
 
 EDUCATIONAL RESEARCH CIRCULAR NO. 32 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 LATIN IN HIGH SCHOOLS 
 
 by 
 
 F. J. Miller 
 
 R. C. Flickinger 
 
 Rachel L. Sargent 
 
 Ethel J. Luke 
 
 Glenna D. Thompson 
 
 and Others 
 
 IAN 31 1925 
 
 UNIVERSITY OF ILLINOIS 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS 
 URBANA 
 
3 7o 
 
 Prefatory Note 
 
 The material for this circular was prepared under the 
 direction of Professor H. J. Barton of the University of 
 Illinois. It is published by the Bureau of Educational Re- 
 search in accord with its general policy of giving through its 
 publications helpful information and suggestions to teachers 
 and school administrators. It should, however, be under- 
 stood that this circular does not represent the work of the 
 Bureau of Educational Research and full credit for its prep- 
 aration should be given to Professor Barton and the indi- 
 vidual authors mentioned. 
 
 Walter S. Monroe, Director 
 
 Bureau of Educational Research. 
 December 9, 1924. 
 

 u c , 
 
 TABLE OF CONTENTS 
 
 Page 
 1. In Advance of the Report 
 
 By F. J. Miller, University of Chicago 
 
 2. Classical Teachers in Athens 
 
 By R. C. Flickixger, Northwestern University 
 
 11 
 
 3. The Latin Exhibit at Urbana 13 
 
 By Rachel L. Sargent, University High School, University of Illinois 
 
 4. Description of a Roman House 17 
 
 By Ethel J. Luke, Springfield High School 
 
 5. Mason City Illustrative Drawings 21 
 
 By Glenna D. Thompson, Mason City High School 
 
 1 6. Miscellaneous 
 
 
 ['. 
 
Latin in High Schools 
 
 IN ADVANCE OF THE REPORT 
 
 F. J. Miller 
 
 The great classical survey 1 , which has been in the making for the 
 past three years, is complete, and the final report is now being written 
 by the special investigators. This report, after one more meeting of 
 the Advisory Committee, will be published and given to the world. 
 What facts will be revealed, what recommendations will be made, 
 what lines of advance will be proposed, all this remains to be seen. 
 
 The report will be given to the world. What will the world do 
 with it? How is it to be translated into effective action and bettered 
 conditions for the classics? How will it escape burial in a book, to 
 be read and used by the few, but unknown to or read and soon for- 
 gotten by the many, for whose sake especially the survey has been 
 made? 
 
 The Service Bureau for Classical Teachers, maintained by the 
 American Classical League at Teachers College, Columbia Univer- 
 sity, under the directorship of Miss Frances E. Sabin, is one effective 
 agency which, it is hoped and expected, will carry on and interpret 
 the report to teachers and friends of the classics and to the educa- 
 tional world. But whatever the report reveals and recommends, and 
 whatever special agencies are set up to secure the full values of this 
 investigation, its success must depend to a very large extent upon us 
 alone who teach the classics and have the interest of this cause at 
 heart. We must receive the report; we must familiarize ourselves 
 with it; we must promulgate it. 
 
 In the meanwhile, there are certain vital and fundamental things, 
 with which it is quite possible the report will not deal, but which 
 must nevertheless be done if the classics are to continue and prosper, 
 things which we teachers of the classics alone can do. 
 
 Some of these things, which have been most exercising my own 
 mind, I have already discussed at some length editorially in the 
 January and February numbers of the Classical Journal. 
 
 ^ince this article was written, Part 1 of the report, giving a summary of results with 
 recommendation, has been published by the Princeton University Press. Copies may be obtained 
 gratis on application by addressing the Princeton University Press, Princeton, New Jersey. 
 
 JAN3 11925 
 
 VF ILLINOIS 
 
The first of these editorials was on the wide-spread scarcity of 
 Latin teachers, established by official testimony from many states. 
 thus answering the statement that there is less and less demand for 
 teachers of Latin, a statement meant to discourage, or at least tend- 
 ing to discourage young students from preparing themselves to teach 
 this subject. There is, indeed, a wide-spread and urgent call for 
 teachers. So far. then, from being a matter of discouragement to 
 those who would prepare to teach Latin, the present status is a loud 
 and imperative challenge to many of our best and most ambitious 
 young men and women in both high school and college to devote 
 themselves to the teaching of a subject to the teaching of which, for 
 centuries past, and in our own generation as well, hundreds of the 
 brightest students have been drawn. 
 
 As for the number of students of Latin at present in our schools, 
 while this has markedly decreased in proportion to the total number 
 of students, still the actual number has not substantially decreased, 
 and, according to statistical summaries now being tabulated by the 
 United States Bureau of Education, the number of students studying 
 Latin in the secondary schools of the United States has been rapidly 
 increasing in the last few years. The further official statement is 
 made that the enrollment in Latin slightly exceeds the total com- 
 bined enrollment in all other foreign languages. 
 
 This fact renders the scarcity of well-prepared teachers of Latin 
 especially acute, since, as Professor A. W. Hodgman, of Ohio State 
 University, wisely points out, if the increasing numbers of students 
 of the next few years have to be taught by those who are poorly 
 prepared to teach the subject, there seems to be grave danger that 
 the revival of interest may be counterbalanced by poor teaching 
 and its value lost. 
 
 This problem of scarcity, especially with regard to the near 
 future, calls loudly for immediate solution, and should enlist the 
 deepest interest and united effort of all who have the strengthening 
 of classical instruction at heart. I have been advocating two lines of 
 action. First, teachers both in high school and college should select 
 those of their students who have shown especial linguistic gifts and 
 special interest in classical study, and plant in them the ambition to 
 teach the classics. Such students should be encouraged in every way 
 to go on through school and college, specializing in Latin. 
 
 But, (and this is my second point) this is not enough. Not only 
 should the student looking forward to teaching Latin become thor- 
 
 [8] 
 
oughly versed in this language, but he must be given opportunity 
 somewhere in his undergraduate course to study the subject from 
 the standpoint of the teacher; he must find open to him one or more 
 training courses in the teaching of Latin. These courses the colleges 
 and normal schools must provide through the Latin departments of 
 these institutions, and this, not only in the summer sessions, during 
 which sessions alone, it would seem, most colleges offer such courses, 
 but during the regular sessions of the college or normal course as 
 well. Such courses, we are convinced, not only would meet a most 
 poignant need, but would vastly enhance the value of the department 
 in the minds of students. 
 
 Deeply feeling the need of this, and desiring to practice my own 
 preaching, at the opening of the winter quarter just closing I offered 
 to my freshman and sophomore classes, which happened to contain 
 an unusual number of bright and enthusiastic classicists, a volunteer 
 course in the teaching of high-school Latin, to extend through the 
 winter and spring quarters, and into the following year if desired. 
 To my great gratification, and somewhat to my surprise, a full half 
 of the two classes, nearly a third of the freshmen and two-thirds of 
 the sophomores, volunteered for this class. Our work for the past 
 three months has concerned itself with the study of Caesar from the 
 teacher's standpoint, and the working out of all difficult points on 
 which the teacher must be especially clear if he is successfully to 
 teach this author. It is worthy of note that every member of this 
 group is a subscriber to the Classical Journal, and is reading this 
 from month to month with intelligent interest — a habit which we 
 should like to believe every Latin teacher already in the field has 
 formed. 
 
 I am appealing to the colleges generally for information as to 
 training courses in Latin already offered or contemplated, and hope 
 to publish a list of these courses in the Journal at no distant date. 
 
 The second editorial (February) described at length an experi- 
 ment in teacher-class cooperation in the study of the problems of 
 enrollment of Latin in high school and the continuation of this subject 
 through school and college. This investigation was made in company 
 with my freshman class alone, during the course of the Autumn 
 Quarter. They were fresh from their own high-school experiences, 
 and took up the subject with surprising zest. Paper after paper was 
 written by each of the members, the first being a statement of their 
 own objectives in the study of Latin and their reasons for continuing 
 
 [9] 
 
this study in college. This was followed by a statement, from their own 
 memory of high-school students and from enquiring among their 
 present classmates, of those reasons which operate to hold students 
 from the study of Latin or to bring about an early discontinuance 
 of this study. 
 
 In a third paper they formulated their own answers to these 
 reasons, and finally presented practical suggestions from their own 
 thought and experience as to how the mortality of Latin students at 
 the end of the first, and especially of the second year, can be reduced. 
 This enquiry contemplated also a continued interest through the 
 third and fourth years, and into college as well. 
 
 This last paper produced a wealth of practical suggestions, which 
 it would be worth any teacher's time to study and, so far as circum- 
 stances allow, apply. These suggestions I have not space here to 
 enumerate, but I have given them at considerable length in the 
 editorial to which I have referred, and urge every reader of this 
 article to read and consider them with care. 
 
 It is worthy of note in passing that the interest aroused in these 
 freshmen themselves by this enquiry has already borne fruit in that 
 several of them are actively interested, through the Undergraduate 
 Latin Club, in establishing Latin clubs in the neighboring high schools 
 of Chicago. 
 
 I have been so impressed with the need of a united effort on the 
 part of all teachers, each feeling and assuming his own share of 
 responsibility, that, in advance of the report on the Survey, I have 
 sent a circular letter to one hundred teachers, enlisting their personal 
 interest, in the hope that a group of this sort, working consciously 
 together for the same end, will prove of great assistance, not alone 
 in the matter to which I have been referring, but also in carrying 
 out the suggestions of the forthcoming report. 
 
 Will not you, who read this, join the One Hundred? Will you 
 help in the solution of the problems which we have been discussing? 
 Will you put yourself generally behind the forward movement which 
 the publication of the Survey's report will undoubtedly inaugurate, 
 with your full sympathy and influence? 
 
 What is everybody's business is nobody's business. Let us make 
 this our business. Let us not allow the report to end in a book. 
 
 [10] 
 
CLASSICAL TEACHERS IN ATHENS 
 
 R. C. Flickinger 
 
 Why should a classical teacher wish to spend a few weeks or 
 months at Athens? What has the American School of Classical 
 Studies there to offer as attractions? First of all, there is the delight- 
 ful fellowship in a small group of congenial people all devoted to the 
 same special interests, students or officers in the School. 
 
 Moreover, the Library of the School, supplemented by those at 
 the British, German, Italian, French, and Austrian Schools, has 
 always offered exceptional opportunities for special reading, and 
 these opportunities will become unsurpassed when the new building 
 is completed to house the Gennadios collection relating to all periods 
 of Greek life, Byzantine and mediaeval as well as ancient and modern. 
 The new structure was made possible by a gift of $250,000 from the 
 Carnegie Foundation and has now reached an advanced stage in the 
 process of erection. 
 
 Still again, I for one have never sufficiently realized that Greece 
 belongs to the Near East and the Orient. An extension of our travels 
 into Egypt, Palestine, Syria, and Turkey in Asia and in Europe has 
 deepened the impression which I at first gained from the initial days 
 and weeks of our sojourn in Athens. There are scores of points at 
 which modern Greek life seems strange to us of the Occident and 
 resembles Smyrna or Constantinople or even Cairo or Jerusalem. 
 I think others would be as invigorated by this contrast of novelty 
 as we were. 
 
 To classical teachers I need not recite the monuments of 
 antiquity which stand in the city of Athens — the Acropolis and its 
 temples, the Propylaea, the Greek and Roman theaters on its south- 
 ern slope, the Theseum and Olympieum near by, the lesser remains 
 in every direction. What Cicero wrote in a different connection is 
 only too true here: "quocumque ingredimur, in aliquam historiam 
 pedem ponimus." 
 
 Perhaps the greatest pleasure and profit, however, came from 
 the trips which the members of the School take at frequent intervals 
 to various parts of the country by rail or automobile. The north 
 Greece tour takes us through Thebes, Thermopylae, Chaeronea, 
 
 [11] 
 
Chalcis, Eretria, Lebadeia, Delphi, and a score of lesser sites during 
 a period of two weeks. Equally long is the journey through the 
 Peloponnesus to Corinth, Argos, Megalopolis, Mantinea, Pylos, 
 Sparta, Tiryns, Mycenae, etc. These two are taken by automobile, 
 but there is also a six-day trip to Olympia by railroad and one-day 
 visits to nearer points such as Marathon, Sunium, or Eleusis. 
 
 In addition to the archaeological value of such journeys, one of 
 the most interesting features, at least to me, was the contact with 
 Greek emigrants who have returned from America. As our auto 
 came down the zig-zag slopes of the Arcadian mountains, for exam- 
 ple, its hum could be heard for long distances and consequently the 
 population of every village would be out in the main street awaiting 
 our approach. The American flag fluttering over our radiator also 
 announced our nationality as far as eye could see, and no "hello-boy," 
 as we got to calling them, ever failed to greet his "fellow-country- 
 men" or air his hard-won English before the admiring throng of 
 Greeks. I was amazed at the number of these men; no hamlet was so 
 small as not to have at least one, and they frequently hailed us from 
 the plowing in the fields or from the mules on which they were riding 
 along the road. And sometimes they surprised us by the knowledge 
 of things American which they displayed. For example, in one vil- 
 lage a "hello-boy" after the introductory exchange of greetings, ex- 
 claimed: "Say! You have only forty-six stars in your flag, and you 
 ought to have forty-eight." It was only too true! Our flag was an 
 old one which no longer shone with the proper number of stars, but 
 no one in that group of "highly educated" people had noticed the 
 fact. 
 
 Perhaps on some other occasion I shall have an opportunity of 
 telling you about other sayings of Greek "hello-boys" and other 
 interesting features of the American school trips through Greece. 
 
 [12] 
 
THE LATIN EXHIBIT AT URBANA* 
 
 Rachel L. Sargent 
 
 Just at this season of the year when the chief difficulties of 
 syntax in Caesar, Cicero, and Vergil have been mastered and when 
 the Freshman class, surfeited with declensions and conjugations, is 
 dismayed at the dismal prospect of memorizing the forms of the 
 subjunctive mood, it may be an opportune time to remind the teach- 
 ers of Latin that now the interest of the pupils may be stimulated 
 by encouraging them to make a permanent contribution to the 
 material equipment of their own Latin department. 
 
 Last November, the Classics section of the State Teachers' Con- 
 ference was given the privilege of examining a wealth of supplemen- 
 tary material, directly useful for Latin classes, which had been 
 assembled in the Congregational Church parlors through the efforts 
 of Effie Case of La Grange High School and Rachel L. Sargent 
 of the University High School assisted by Amy Beach of Champaign 
 High School. Each contributing school was allotted a definite space 
 for its exhibit. Beneath placards which designated Belleville, Cham- 
 paign, Clinton, Decatur, La Grange, Mason City, New Trier, Spring- 
 field, and University High Schools, as well as the Teacher's Service 
 Bureau, there was arranged a pleasing variety of games, songs, Latin 
 records for Victrola, books for reference, statuettes, pictures, besides 
 the notebooks, vocabulary cards, posters, and a few models made by 
 students themselves. On a table in the center of the room there were 
 arranged for distribution reports from the Classical Investigation 
 now in progress and mimeographed lists of objects in the University's 
 Classical Museum of especial value for the background of High 
 School Latin. The latter, compiled by Sybil Stonecipher, were 
 grouped under the captions: Objects of Interest for Freshman Latin, 
 for Caesar, for Cicero, for Vergil, and for Private Life of the Romans. 
 
 *Note: This article and the two following describe the attempt that was made at the High 
 School Conference held November, 1923, at the University of Illinois to arouse interest among 
 the teachers of the state in preparing classroom equipment of such a kind as to help make the life 
 of the Romans more real to the pupils. In order that this movement may be carried on success- 
 fully, the teachers of Latin in all the high schools of the state are urged to bring to the Conference 
 which will be held at Urbana next November at least one model, chart, or scrap book made by 
 the pupils of their schools, marking the same with card to show what school has loaned it. — 
 Effie Case, Chairman of Program Committee, Lyons Township High School, La Grange. 
 
 [13] 
 
Among the hundreds who visited the room, it was gratifying to 
 observe that many teachers spent considerable time in making out a 
 bibliography or in noting down what objects particularly interested 
 them. It is to be hoped that most of these, stimulated by the sight 
 of what others have found useful in enlivening and enriching their 
 class rooms, have already set to work to increase their supplementary 
 material. The question is a serious one, of course, as to how much 
 time and energy a busy teacher and still busier students may safely 
 devote to such an extra-curriculum activity. Better that no time 
 were spent, in class or outside, for this purpose than that pupils 
 should leave our classes with a keen interest and marked efficiency 
 in drawing, modelling, singing, and playing games but with no inter- 
 est or efficiency in reading the message of the Latin authors. Yet if 
 each teacher of Latin in the state would adopt some plan whereby 
 she may systematically, through the efforts it may be of an enthu- 
 siastic class or Latin club or through the generosity of the school 
 board, make or purchase each year one or two treasures for her 
 Latin Department the danger of taking too much time away from 
 class work will be obviated. These treasures might be as ambitious 
 attempts as a set of costumes for use in Latin plays, a group of dolls 
 modelled and dressed to illustrate a Roman family, vocabulary 
 cards, or models, maps, posters all made, if possible, with the co- 
 operation of the manual training, art, or home economic classes or 
 they might involve only the purchase of a picture, set of games and 
 song books to be used on special occasions or a bust of some dis- 
 tinguished Roman. Those of us who have been in the habit of fol- 
 lowing such a plan, year by year, can assure any teacher that the 
 fine department spirit resulting from a cooperative enterprise, aside 
 from the constant practical use to which the possessions are put, will 
 more than repay for the few hours of her time required for planning 
 and supervising the outside work. With the assistance of the Teach- 
 er's Service Bureau now at our disposal and the experience of having 
 seen and handled the materials gathered by a few schools, it would 
 be surprising if, when the next call comes for an exhibit, there will 
 not be a longer list of available material representing a larger number 
 of schools from which a selection may be made. 
 
 The two features of last November's exhibit which attracted the 
 most atteniton were first, the model of the Roman house complete 
 
 [14] 
 
in every detail, constructed by the Latin classes of Springfield High 
 School, and second, the collection of approximately one hundred 
 drawings made by Latin students at Mason City High School, one 
 set to illustrate Caesar's campaigns and the other, the practical value 
 of Latin. I am sure that every teacher who saw these displays, as 
 well as those who did not, will be glad to read the facts which Ethel 
 J. Luke of Springfield and Glenna D. Thompson of Mason City 
 wrote me in reply to my questions about their actual procedure in 
 projects of such magnitude. 
 
 [15] 
 
Fig. 1. Model of Roman House, Constructed by Latin Classes 
 of Springfield High School 
 
DESCRIPTION OF A ROMAN HOUSE 
 
 Ethel J. Luke 
 
 For convenience the house was constructed in two sections. The 
 front section is 36 x 30 inches; the rear section is 36 x 27 inches, 
 inside measurement, 11 inches high. The frame was made by the 
 Manual Training Department of little timbers about a half-inch 
 square. This was made very firm and true, so that there might be no 
 difficulty in covering it neatly with very heavy quality of boards, the 
 sort used for binding books. These were ordered for me by the Print- 
 ing Department, which also measured and cut the material ready to be 
 tacked on with very slender nails with inconspicuous heads. There 
 is only one outside opening into the house, into the vestibulum, which 
 is about six and one-half inches square. 
 
 The rear section is placed right against the front section in such 
 a way that the walls of the rear project three inches on each side. 
 (Fig. 1.) There is an opening through from front door to rear wall, 
 affording quite a vista (64 inches to be exact, Fig. 2). The opening 
 between front and rear sections (where they join) is thirteen and 
 one-half inches; the width of the "fauces" is two and one-half inches, 
 its length is six inches. All measurements given are inside measures. 
 A very heavy piece of beaver board was nailed underneath the frame 
 of each section to make a firm flooring. I laid a floor in the vesti- 
 bulum and also in the rear of the atrium, so that these two areas are 
 a half-inch higher than the floor of the atrium proper. The floor of 
 the atrium proper (22% x 19% in.) is covered with heavy drawing 
 paper, laid off in black and white to represent a tiled floor, as is also 
 the little raised platform which is 13 % x 6% in., and the center of 
 the peristylium, a space about 13 x 18 inches. This tiled floor is 
 made in three different patterns, and is quite effective. 
 
 Around the edge of the peristylium, between the edge of the 
 tiling and the little rooms, is grass made by dying sawdust with one 
 of the common little packets of green dye. This should be put on 
 rather thick. In my house this grass-plot is about five inches wide. 
 Around this tiled center there are little pillars (Doric), sixteen in 
 number, 7 in. high, % in. in diameter, with little squares of thin 
 wood tacked on each end to represent base and capitol. These are 
 
 [17] 
 
 
Fig. 2. View of Roman House from Front Door, Showing Vista 
 
 simply set up, not fastened in any way to the floor. I tried putting 
 little connecting timbers across to connect these pillars, but found 
 they did not look well. The pillars are arranged so there are four 
 at the ends and six along the sides of the tiled floor, with the grass 
 coming right up to the edge of them. In the center of this tiled space 
 is a little fountain (a small round mirror with an edge formed of 
 modeling clay) from the center of which rises a most realistic lion's 
 head on a supporting base, with even more realistic water spouting 
 from its mouth. The water is silver Christmas tree tinsel, the stringy 
 sort. In the center of the atrium is the compluvium, made by mould- 
 ing paraffin, about an inch thick, in an aluminum baking pan 8% x 
 4y 2 inches. Use a pan with curved edges at bottom and rounded 
 corners, so that it may better represent a polished marble rim. A mir- 
 ror from Woolworth's was cut 7% x 3% in. Then the paraffin was 
 
 [18] 
 
very carefully hollowed out so as to set this mirror down into it, about 
 Y 4 inch below the surface. On this mirror are three little swans and a 
 tiny Roman galley, whittled from wood, with stern and prow cov- 
 ered with metal foil, a diminutive sail, and oars (metal victrola 
 needles stuck in the ship's sides), which made it possible for the ship 
 to stand straight on the water. A small celluloid boy doll standing 
 at the edge is sailing the ship. 
 
 The large room to the left of the vestibulum is the janitor's; 
 that on the right, with no entrance to the house proper, is "Taberna 
 Marci," with a projecting counter for the display of merchandise. 
 
 The inner walls are made of the same heavy book-cardboard as 
 the outer walls. The outside of the house is painted dull gray, the 
 walls of the atrium a warmer, with panels and borders (meandering), 
 in which are touches of wisteria and gold. The walls of the peristy- 
 lium are of Pompeian red, with panel effects and borders. The cur- 
 tains are all of silk, those in the atrium of dark wisteria canton crepe; 
 those in the peristylium of old gold rajah. I tacked these curtains 
 to the upper framework of the house, then tacked over the top of all 
 the portieres strips of the cardboard painted and bordered as described 
 above. These strips are almost three inches wide. I decided that it 
 looked better to leave all the portieres in the atrium hanging straight. 
 The only ones draped back are those between the atrium and peristy- 
 lium (These are double, wisteria on one side and old-gold on the 
 other.) and those of the library and dining-room. Two girls who are 
 art students modeled eight or ten little statues of plasticine, allowed 
 them to dry for a week or two, and then treated them to several coats 
 of white alabastine. 
 
 One of these, The Fleeing Nymph, stands on the little raised 
 platform near the altar, on which are Lares and Penates, carved 
 most skillfully from ivory soap by a clever boy. The little altar was 
 made of wood, carved a little and painted white, with only a sugges- 
 tion of gold in the grooves of the carving. In the vestibulum is the 
 familiar "Cave Canem," done in bright blue to match the walls of the 
 vestibulum, with a few gold stars in the tiling. One patient boy, 
 assisted by his patient mother, made six Roman chairs, also two tiny 
 box-like stools, on one of which sits the Domina holding her distaff. 
 The strong box of the master is in a little room near the altar. All 
 the pillars are twined with very dainty feathery green, with a little 
 flower here and there. In the kitchen is a little stove made of heavy 
 cardboard, painted a dull color, patterned from pictures in the 
 
 [19] 
 
Classical Dictionary or Roman Life, as were all the equipment, as 
 far as possible. Little beds were also made of heavy cardboard. In 
 the library are the usual scrolls in a tiny set of shelves like pigeon- 
 holes. The triclinium, etc., were made of cardboard, later covered 
 with plasticine. 
 
 The couch of the master and mistress, a low affair made by 
 covering a pasteboard box of. proper dimensions with a rich striped 
 silk, stands at the rear of the atrium, between the compluvium and 
 the little raised part. The statuary is really the making of the whole 
 thing. I placed the Discobulus at the rear of the peristylium so that 
 it was in the exact center, on a line with the center of the altar and 
 the compluvium, so that one sitting and looking through the door 
 has a really beautiful vista, over the compluvium and the altar with 
 its little images, through the wreathed pillars, back to the red rear 
 wall, against which the Discobulus stands. I almost forgot to say 
 that I decided at the last minute to lay a little "timber" about 1% 
 inches wide and 13% inches long between the atrium and the peristy- 
 lium, resting just on the edge of the aforesaid little platform. This 
 was painted pale gray (water color, bought in small jars), as was all 
 the visible woodwork. On this balustrade are two tiny urns made of 
 moulding clay, in which little green shrubs grow (also from Wool- 
 worth's). Other larger shrubs are in two very small pots just inside 
 the atrium, by the vestibulum, while two other pots are in the peristy- 
 lium, with blooming shrubs in them. The kitchen is completely 
 equipped with utensils modeled from plasticine. In the storeroom 
 are supplies in sacks, etc. The little kitchen garden is covered with 
 grass and boasts a hen, rooster, goat, etc. On a small pedestal near 
 the altar is a statue, or rather a bust of an ancestor, carved from 
 chalk. The other statues in my house, in addition to the Discobulus, 
 are Neptune with his trident, Mercury, Mars, a Fleeing Nymph, a 
 Roman Warrior with his spear, and several which boast no names. 
 
 [20] 
 
MASON CITY ILLUSTRATIVE DRAWINGS 
 
 Glenna D. Thompson 
 
 Unfortunately for the Classics, the community in which I first 
 taught was opposed to the so-called "dead languages" and, previous 
 to my coming, Latin had been eliminated from the high-school course. 
 In order to reinstate it to its rightful place, something had to be done 
 and done quickly. 
 
 For the first few weeks of school every effort was put forth to 
 show and illustrate the value of Latin until finally the majority of 
 the pupils were won over. Then it remained to bring the community 
 to the same point of view. The pupils had been keeping notebooks 
 in which they had drawn original pictures showing the value of Latin 
 in its various applications. Some of the illustrations were so good 
 that it was decided to put them on uniform drawing cardboards, 
 making them about five times their first size. It must be remembered 
 that none of these pupils had ever had an art or drawing lesson, and 
 therefore the work shown upon the posters was the result of such 
 natural ability as they possessed, a fact which, by the way, made 
 some of the achievements of double value to us, knowing as we did, 
 the kind of work ordinarily presented by these boys and girls. 
 
 Since some very original posters were handed in to me, showing 
 even more uses of Latin than had been suggested to the class, it was 
 decided that this work was an important one, and as a result, last 
 year four posters were required from each pupil. As a compensation 
 one-fourth of his or her grade was determined by the grade given 
 the posters. If two pupils worked up posters under the same heading 
 or on the same idea, each one was compelled to procure different 
 material for the illustration. Altogether last year we had seventy- 
 four different posters. The first-year classes illustrated the value of 
 Latin in understanding English literature, art, music, and numerous 
 scientific terms; in spelling English words; in interpreting seals and 
 mottoes; in learning Spanish, Italian, and French; in becoming ac- 
 quainted with classical characters; in recognizing the meaning of the 
 names of almost every modern scientific invention; in understanding 
 many common abbreviations used in English; in appreciating the 
 technique and spirit of many poems and much of our prose; in 
 
 [21] 
 
tracing the origin of many of our decorative designs and pictures; 
 and in other similar ways. The Caesar classes (we have only two 
 years of Latin) drew maps of every battle described in the first five 
 books of Caesar, made plans of Roman camps, and drew pictures of 
 almost every instrument of warfare, whether offensive or defensive. 
 There were drawings of vineae, aggeres, testitudines, valla, fossae, 
 turres ambulatoria, plutei; there was a front view, a side view, an 
 aeroplane view, and a cross section of Caesar's bridge, with a repre- 
 sentation of a pile driver used in the construction of this bridge; 
 there were pictures of the various standards and insignia of the 
 Roman army, of their musical instruments, carts, grist mills, etc. 
 Let it be said that the more illustrations that can be made, the more 
 interest will be instilled in the class. 
 
 As to the drawing cardboard which was used in making these 
 charts, a good grade can be procured in single sheets of about 14 x 21 
 inches for five cents each, and this is better than the cheaper glazed 
 kind as it will take ink without allowing it to spread. 
 
 These posters have been exhibited at the Parent-Teachers' meet- 
 ings and at the local Fair, and gradually the community is beginning 
 to see the value of a classical education. 
 
 [22] 
 
MISCELLANEOUS 
 
 The following dialogue written by Olive Sutherland, of Eastern 
 High School, Detroit, Michigan, was first published in the Classical 
 Journal, January, 1912: 
 
 A Dialogue: The Schoolboy's Dream 
 
 (A boy is seated at study with a copy of Caesar before him.) 
 Boy (sleepily) : "Cum esset Caesar — Caesar — in citeriore Gallia, ita — ita — uti 
 supra demonstravimus crebri ad eum ru-rumores affere — afferebantur — " (head falls 
 on book). 
 
 (Enter ghost of Caesar. Boy stirs in sleep — stretches — becomes aware 
 of the apparition.) 
 
 Boy: Great Caesar's ghost, what's that? 
 
 Caesar: Vocasne me? 
 
 Boy (aside) : That sounds like Latin. Wonder who he is. (Aloud) Talk Eng- 
 lish — this isn't school. Why don't you say something? (Becoming frightened) Great 
 Caesar! Who are you any way? 
 
 Caesar: Dixisti. Sum Caesar quern omnis orbis terrarum maximum Romanum 
 appellavit. 
 
 Boy: "Sum Caesar" — wait a minute. Oh! that's easy — "I am Caesar." But 
 say, you don't mean it, do you? You're not really Caesar, the Caesar who wrote 
 this book? Where have you been all this time? 
 
 Caesar: In inferiore terra in hibernis. 
 
 Boy (making a dash for his book) : "In citeriore Gallia in hibernis" — Say, Mr. 
 Caesar, you have two words wrong, and you ought to know, since you wrote it. 
 
 Caesar (paying no attention to the boy's remark) : Cum in inferiore terra essem 
 crebri ad me rumores afferebantur litterisque item magistrorum certior fiebam omnes 
 pueros puellasque contra meos commentarios coniurare equosque inter se dare. 
 
 Boy: Oh, now I've caught on! You didn't fool me this time. If you'd talk 
 book language all the time I'd know what you are driving at, provided you didn't 
 use the words in chapter two, for I haven't looked up those words yet; so of course 
 I don't know them. But I know what you said this time all right. You said (speak- 
 ing slowly and from time to time referring to the book), "While I was in the lower 
 world frequent rumors were brought to me, and I was also informed by the letters 
 of the teachers, that all the boys and girls were conspiring against my commentaries 
 and were exchanging horses" — horses — horses — ha, ha! — we don't call them horses; 
 we call them "ponies." But I haven't got one, honestly I haven't (rises from his 
 chair in his excitement). 
 
 Caesar: Sit — (Boy falls back into his chair with a thud). 
 
 Caesar: — mihi negotium ut de his rebus cognoscam. 
 
 Boy (aside) : I thought that was an English word — it came so sudden and 
 emphatic like. 
 
 Caesar: Sis — 
 
 Boy (weakly): Yes, sir. 
 
 Caesar: — tu auxilio mihi. 
 
 [23] 
 
Boy (■wildly) : This is the most confusing conversation. My head fairly swims. 
 One minute I hear a real sensible English word, then the next minute some of that 
 tiresome old Latin is tacked on to it so that it might be heathen Chinese for all I 
 know about it. 
 
 Caesar: I take mercy upon you. If you cannot speak my language I shall 
 oblige you by speaking yours. Now, my lad, come tell me — what do you think of 
 my conquests in Gaul, my diplomacy, my generalship, my — 
 
 Boy: I don't know anything about those things. I don't have time to look 
 them up. But I'll tell you one thing — I hate this old book of yours. It wouldn't 
 be so bad if it had any sense to it, but what's the use of all those ablatives, datives, 
 subjunctives, purpose clauses, indirect questions, infinitives with accusatives for 
 subjects, all jumbled up together in such a crazy patchwork quilt that it gets upon 
 a fellow's nerves? Say, where could a fellow find out about those conquests of yours? 
 I think I would like to know about them. 
 
 Caesar: In the manner of Cicero, my fellow-country-man, I could exclaim 
 "0 temporal mores! Haec magistri intellegunt. Discipuli haec vident. Error 
 tamen vivit," and add with feeling, "0 miseri commentarii, miserior Caesar, 
 
 miserrimus puer." You read and yet you do not read, for you read without com- 
 prehending. You make of my work which I had thought would speak to men of 
 plans carefully formed, of leadership unrivaled, of boundless ambition and growing 
 achievement, of fears and hopes and living deeds, a complicated puzzle of words and 
 phrases which at the best but pleases you to solve, yet lacking soul, cold and dead. 
 
 Boy: All that may be very true, but a fellow can't do everything. I hate Latin 
 anyway. It's too hard — takes too long to learn. I'm going to drop it next semester. 
 Father said I might. 
 
 Caesar: All failure is divided into three parts, one of which the "Gay-Guy" 
 possesses, the second the "I'11-quit-anians," the third those who in their own language 
 are called ''Cant's," but in ours "Dulls." Of all these the Dulls are the bravest 
 because they are the farthest away from the hope and inspiration of success. To 
 which tribe, young man, do you belong? Or do you not scorn to be counted among 
 these barbarians and prefer to claim citizenship in the great city of Victory, whose 
 brave warriors have subdued all the world by living up to the martial watchword, 
 "Veni, vidi, vici?" Answer me. 
 
 Boy: For a long time, O Caesar, I have been living in the land of Failure, but 
 
 1 guess I am tired of it now. I don't like the ways and customs of the folks that 
 live there; so I'm going back to my native city just as soon as I can, and I hope 
 I may some time say as you have said, "I came, I saw, I conquered." But I'm too 
 sleepy now, Mr. Caesar. I'll have to wait till tomorrow morning (head drops on 
 desk). 
 
 Caesar: Bene dixisti, puer fortissime. Vale, mi amice, vale. (Exit Caesar.) 
 Boy: What a funny dream, I do declare! But I guess after all I did get a 
 glimmer of the truth. Anyway, I don't think I'll drop Latin yet. (Looks at his 
 watch.) Eleven o'clock! Well, no wonder I'm tired — the Land of Nod for me! 
 [Written for the Roman Senate, Eastern High School.] 
 
 Books of Interest to Caesar Classes 
 
 Two excellent books for the use of Caesar classes are Caesar's 
 "Conquest of Gaul" by Rice Holmes, published by the Oxford Uni- 
 versity Press, whose American Branch is located at 35 West 32nd 
 St., New York, and "Warfare by Land and Sea" by Eugene S. Mc- 
 
 [24] 
 
Cartney, published by Marshall Jones and Co., 212 Summer St., 
 Boston, Mass. The price of the former is $8.35, of the latter $1.50. 
 
 Mr. Holmes has given us one of the most dramatic and thrilling 
 explanatory narratives of Caesar's account of his Conquest of Gaul 
 that could be imagined. It holds the members of a class spell-bound 
 if read to them after they have translated such stories as the Battle 
 with the Nervii, or the Siege of Avaricum, or the Blockade of Alesia. 
 The author himself says in his preface, "Eleven years ago it occurred 
 to me that an English narrative of Caesar's Conquest of Gaul might 
 help to relieve the weariness of the schoolboys whose lot it is to 
 flounder, in ceaseless conflict with the ablative absolute, through the 
 pages of the Commentaries; might help them to realize that those 
 pages were not written for the purpose of inflicting mental torture, 
 but were the story of events which did really happen, and many of 
 which rival in interest the exploits of Cortes or of Give." 
 
 Mr. McCartney's book, which is a very recent contribution to 
 our knowledge of military history, shows in a most unusual and effec- 
 tive way the close connection between ancient and modern strategy 
 and tactics. The following headings of the fifteen chapters will help 
 to indicate the scope of the book, and the quotation concerning the 
 language of the Romans will give an idea of its style. 
 I. Permanency of Ancient Contributions. 
 
 II. The Evolution of Generalship. 
 
 III. The Phalanx and the Legion. 
 
 IV. Army Organization: The Growth of Its Branches. 
 V. Shock and Fire: The Development of Artillery. 
 
 VI. Greek Contributions to Tactics and Strategy. 
 VII. Greek Cavalry. 
 VIII. The Marshall Spirit of Rome. 
 IX. Roman Drill and Discipline. 
 X. The Spade in the Roman Army. 
 XL Roman Contributions to Tactics and Strategy. 
 XII. Roman Cavalry. 
 
 XIII. Ancient and Modern Analogies. 
 
 XIV. Naval Indebtedness. 
 XV. Conclusion. 
 
 THE LANGUAGE OF THE ROMANS 
 
 The very language of the Romans reflects their martial character. Quintilian 
 harps upon the fact that Caesar spoke in the same manner that he fought. His 
 diction was that of a military man. The organization of an involved Latin sentence, 
 
 [25] 
 
with its respect for rank and superiority, is military in character. An ''unmistakable 
 note of discipline and subordination manifests itself in the orderly way in which the 
 Romans carry out the sequence of their tenses, all dependent tenses being subordi- 
 nated to the main clause; and it again comes out in the preference shown by Latin 
 for dependent speech, in which sentence after sentence, and clause after clause, are 
 set under the strict regime of a single governing verb, as soldiers under that of a 
 general Just as soldiers in a regiment keep their eyes fixed on their com- 
 mander, all the pronouns in indirect discourse which have reference to the speaker, 
 look back to him." 
 
 The Latin marshals its sentences like soldiers and "periods succeed each other 
 with dignity and in well-marked cadence — spirited and irresistible like the Roman 
 legionary. Their entire colouring recalls to us the picture of his weather-beaten face, 
 and their stately march reminds us of his proud and masterful bearing. In fact. 
 this well-matched pair, warrior and language, have stepped forth from their home 
 in full consciousness of victory, and have overcome the world between them." 
 
 Word Ancestry* 
 
 In Latin there are three words which mean "people," and from 
 all of them come English words. "Populus" means the people gen- 
 erally, including all classes of them. "Plebs" means the common 
 people as distinguished from the patricians, or aristocrats. "Vulgus" 
 means the lower classes, the rabble. "Vulgus" was a term of con- 
 tempt. "Plebs" was not necessarily so, though in later times it was 
 sometimes thus used, becoming almost the same in meaning as 
 "vulgus." 
 
 It will readily be seen that from "populus" we get such words 
 as "popular," "population," "depopulate," and even "people" itself. 
 But we also get "public," belonging to the people. This comes from 
 the Latin "publicus," which in turn comes from "populus" through 
 a series of gradual changes, thus: "populicus," "poplicus," "poblicus," 
 "publicus." "Publicare" means "to make public," and from this come 
 our words "publication" and "publish." 
 
 It is easy to see in "vulgus" the source of our word "vulgar," 
 belonging to the rabble, coarse, unrefined. "Divulge" might not so 
 readily occur to one as connected with "vulgus," but it means "to 
 make known, to spread among the people" — meaning in this case, of 
 course, not the rabble, but the people generally. 
 
 From "plebs" we have "plebeian," which is sometimes but not 
 always synonymous with "vulgar." "Vulgar" almost always suggests 
 contempt; "plebeian" does not suggest it so strongly, if at all. We 
 should never accuse a person of using plebeian language. 
 
 'By Willis A. Ellis, published in the Chicago Daily News. 
 
 [26] 
 
The word "plebiscite" was brought into rather common use by 
 the world war. The people of certain disputed territories were allowed 
 to choose by vote their allegiance to one or another newly formed 
 nation. This vote was called a plebiscite, which is directly from the 
 Latin "plebiscitum," a decree of the people. 
 
 The Lads of Liege* 
 
 ("Horum omnium fortissimi sunt Belgae."— Caesar's "Commentaries") 
 
 The lads of Liege, beyond our eyes 
 They lie where beauty's laurels be— 
 With lads of old Thermopylae, 
 
 Who stayed the storming Persians. 
 
 The lads of Liege, on glory's field 
 They clasp the hands of Roland's men, 
 Who lonely faced the Saracen 
 Meeting the dark invasion. 
 
 The lads — the deathless lads of Liege, 
 They blazon through our living world 
 Their land — the little land that hurled 
 Olympian defiance. 
 
 "Now make us room, now let us pass; 
 Our monarch suffers no delay. 
 To stand in mighty Caesar's way 
 Beseems not Lilliputians." 
 
 "We make no room; you shall not pass, 
 For freedom says your monarch nay! 
 And we have stood in Caesar's way 
 Through freedom's generations. 
 
 "And here we stand till freedom fall 
 And Caesar cry, ere we succumb, 
 Once more his horum omnium 
 Fortissimi sunt Belgae" 
 
 The monarch roars an iron laugh 
 And cries on God to man his guns; 
 But Belgian mothers bore them sons 
 Who man the souls within them: 
 
 They bar his path, they hold their pass, 
 They blaze in glory of the Gaul 
 Till Caesar cries again "Of all 
 The bravest are the Belgians!" 
 
 lads of Liege, brave lads of Liege, 
 Your souls through glad Elysium 
 Go chanting: horum omnium 
 Fortissimi sunt Belgae! 
 
 By Percy MacKaye, from "The Present Hour.' 
 
 [27] 
 
The Origin of Deponent Verbs 
 
 The following story was composed by two first-year girls in a 
 Chicago high school. It appeared originally in the Classical Journal: 
 
 Once upon a time, hundreds of years ago, there lived a young hero named 
 Active Verb. One day when he was riding through a deep forest, he came upon a 
 hut. He entered and found an old white-haired man, Antiquus Vir, crouched in a 
 corner weeping bitterly. 
 
 "Why do you weep?" asked Active Verb. 
 
 "My only daughter, Passive Form, has been kidnapped by young Capio. Alas, 
 I shall never see her again." 
 
 Active Verb then volunteered to follow the villian, recapture the maiden and 
 restore her to her father. The old man called down upon him the blessings of the 
 immortal gods and promised him that if he should succeed, he would give him her 
 hand in marriage. 
 
 After many adventures Active Verb returned, bringing with him the lovely 
 Passive Form, and they were married with great pomp. 
 
 Now in this home was born a marvelously beautiful daughter. She was active 
 in her disposition but resembled her mother, Passive, in her personal appearance. 
 They named her Deponent. 
 
 The gods, who observed all these things from high Olympus, were so pleased 
 at the doings of the family that they conferred upon them eternal life. They make 
 their home in the Latin Grammar. 
 
 [28] 
 
V