(cover)

BULLETIN
OF THE
FIRST DISTRICT NORMAL SCHOOL
KIRKSVILLE, MISSOURI

Volume XV Number 4
APRIL, 1915
Publisht Monthly

Ancient Language Series
No. 1

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BULLETIN
OF THE
FIRST DISTRICT NORMAL SCHOOL
KIRKSVILLE, MISSOURI

Founded by Joseph Baldwin
as the North Missouri Normal School, September 2, 1867
ADOPTED AS THE FIRST DISTRICT NORMAL SCHOOL, DECEMBER 29, 1870
UNDER ACT OF THE MISSOURI LEGISLATURE, APPROVED MARCH 19, 1870
OPEND AS THE FIRST DISTRICT NORMAL SCHOOL, JANUARY 1, 1871

VOLUME XV NUMBER 4
APRIL, 1915
Publisht Monthly by the First District Normal School

Ancient Language Series No. 1

Division of Latin

JOHN R. KIRK,
President

B. P. GENTRY, A. B.,
Professor of Latin

T. JENNIE GREEN, A. B., A. M.,
Associate Professor of Latin

Enterd as second class mail matter at Kirksville, Missouri, under the Act of Congress of 
July, 1894.

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CONTENTS

The Qualifications of a High School Latin Teacher.... G. B. Game

Latin as a Vocational Study.... B. P. Gentry

Symposium on the Value of a Knowledge of Latin:
	a. The Pedagogy Teacher's Point of View.... W. A. Clark
	b. The English Teacher's Point of View.... A. L. Phillips
	c. The History Teacher's Point of View.... E. M. Violette
	d. The Mathematics Teacher's Point of View.... W. H. Zeigel
	e. The Science Teacher's Point of View.... J. S. Stokes

Excerpts from What Lawyers Have Said Concerning the Value to the Lawyer of Training in the 
Classics.... Merritt Starr and H. B. Hutchins

Excerpts from What Physicians Have Said about the Value to the Student of Medicine of Training 
in the Ancient Classics.... Drs. Victor Vaughn and B. G. DeNancrede

The Imagination in Education.... B. P. Gentry

Caesar and The Great War.... T. Jennie Green

Illustrative Material.... T. Jennie Green

Latin in The Grades.... T. Jennie Green

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THE QUALIFICATIONS OF A HIGH SCHOOL LATIN TEACHER

It will be understood that the general qualifications of a Latin teacher are the same as of those 
who teach other subjects. The question of scholarship, of scholarly attainments, is immediately 
under consideration. Much of the value of the classical training in the schools of the old regime 
was due to the fact that generally the classics were taught by scholarly men. In the high school of 
today the best educated teachers are generally assigned to the Latin department. Unfortunately, in 
spite of this fact it is still true that too large a part of the Latin teaching is done by teachers 
who are decidedly lacking in the full preparation so desirable for the teaching of a subject which 
has such large possibilities.

Some of the states are far enough advanced to be able to require that all the teaching done in high 
schools of the first class shall be by those who hold at least the degree Bachelor of Arts from a 
reputable college. This is the ideal towards which the high schools of Missouri may well strive, 
and without doubt it will be reached in a few years, for there is no good reason why any other 
state should long outstrip Missouri in anything educational. Just now this requirement is hardly 
practicable, but if any subject is to call for a college trained teacher this should be the Latin.

Because of the definiteness of the subject matter and the accuracy of the standards fixed for the 
work in Latin, the weakness or strength of the teacher in charge is almost immediately recognized 
by the higher institution to which the students may go. The student either knows or does not know, 
and his condition speaks volumes for his school and his teacher.

The following considerations accurately measure the value of the Latin department of a high school:
1. The number of high school graduates who, on entering college, continue their Latin.
2. The number who maintain themselves with credit in the Latin department of higher institutions.

There are high school Latin departments in Missouri, and even in the Normal School District, from 
which the students are seldom known to continue their Latin after entering the Normal School or a 
College. Why? Either the subject has been taught

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in a half-hearted, way and the students have not been impressed with its value, or they know full 
well that they do not know anything about their Latin, and do not dare jeopardize their " points"  
already Secured. They search, in college; for subjects which they can begin without exposing their 
imperfect training in their high schools. School authorities may with profit, inspect closely: this 
feature of their Latin departments. It is very unjust to bright students to have their education 
partially wrecked by incompetent teachers in any department, especially in this most important one.

The Latin teachers in this and other colleges know fairly well, when a student gives the name of his 
high school, what to expect of him. Those high schools are fortunate, whose graduates enter college 
conscious of their ability and preparedness to take their place with the students of any and all 
other high schools, and are determined to measure up to the very best. Poor preparatory training is 
promotive of intellectual cowardice and in no subjects does this cowardice more readily assert itself 
than in Latin and Mathematics. It is very important that the Latin department be in charge of the 
strongest teacher available.

While we cannot exact the Bachelor's degree of all Latin teachers just yet there is no good reason 
why they should not: be expected to have at least two years of College work in the subject which 
they teach. It sometimes happens that prospective teachers take their Normal School and College 
courses in various and sundry subjects, frequently of the "snap"  variety, and then when an opening 
occurs in Latin they apply, and on the strength of their Normal School Diploma are selected, even 
though they never had a course in Latin in the Normal School or elsewhere. There is a report of one 
brave young American who had had only one year of Latin in a country school but who attacked the 
Latin in an approved high school! Such teaching is farcical, of necessity, and it is from such 
preparation as this that we hear those wails, " I studied Latin four years and it never did me any 
good!"  The teacher who is not prepared to teach Latin should be honest with himself and his 
students and riot undertake it. For one who has had one year of Latin to try to teach two years is 
hardly honorable, to say the least. The wise course is for those who are not ready to teach Latin 
to decline to undertake even when the Board has elected no one who is capable. Two wrongs do not 
make a right.

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There is a large and inviting field for Latin teachers in the high school, and those who would give 
themselves to this work should take time to prepare for it thoroughly. In teaching some subjects, 
what is called "bluff"  will go a long way, but in teaching Latin, it does not go very far. Take 
time to do at least two years of college work in Latin, and by all means in your course get one or 
two years of Greek also. The genuine Latin teacher cannot afford not to know something of Greek, 
and a great deal of Latin.

Prof. J. B. Game, M. A., Ph. D.,
Tulane University, New Orleans.
Formerly of the Cape Girardeau, Mo., State Normal School.

LATIN AS A VOCATIONAL STUDY

Some decidedly new and radical departures in aim and scope of Latin teaching have occurred in recent 
years.

In the Dorchester (Massachusetts) High School for about three years, vocational Latin has been given 
in the commercial course. Mr. W. L. Anderson, head of the commercial department, not only knows from 
personal experience the value of Latin to a commercial education, but from a wide observation over 
many years appreciates the seriousness of the handicap in the competition of life placed upon those 
who have never studied that ancient language.

The Reasons for Introducing the Course

1. Such a course is important (1) to stenographers, (2) to salesmen and business men, "because", says 
Miss Blanchard, the teacher of salesmanship, and who also teaches an evening class in business 
administration, composed of employees of a large store," the chief obstacle to promotion of said 
employees is ignorance of English; that is, lack of knowledge of meaning and use of words derived from 
Latin. In short, other things being equal, it is Vocabulary which holds the key to success". The fact 
is recognized by the educational department at the store above mentioned, and as a result, every night 
the members of the evening classes bring in, for explanation and study, lists of words they have heard 
during the day, but have not understood. These words, sometimes amounting to as many as forty, are 
almost entirely of Latin origin. Thus it can be seen that it is not a question of a theory but of a

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condition as it actually exists, in the fierce competition of the business world today. But in this High 
School the so-called commercial Latin is not confined to commercial students, for about two years ago the 
teacher, Miss Ripley, in charge of the department of dressmaking and millinery, decided to put commercial, 
or vocational Latin into the domestic art course. Miss Ripley states the reasons: "The best situations 
which my girls may reasonably hope to obtain are those of business manager, workroom manager, draper, 
fitter, or perhaps a combination of two or more of these positions. In my opinion the time is coming to 
an end when the crude, uneducated tradeswoman can succeed. A training which enlarges the vocabulary and 
impresses on the mind a discriminating use of words is especially beneficial to girls who hear poor 
English spoken at home and whose life work will bring them in contact with illiterate workers on the one 
hand, and a cultivated and refined public, on the other". It is a noteworthy fact that this enterprise 
in the Dorchester High School had the hearty support and encouragement of not only the head master of the 
city schools, the head of the department, and the teachers of the classes, but also of teachers in both 
Columbia University and Harvard University. The work is said to be much the same as in other Latin classes, 
with two exceptions: syntax is studied only to the extent of making clear the meaning of what is read, and 
lists of English derivatives are made from every available Latin word met in the course. These derivatives 
are classified as to parts of speech, defined, and later embodied in sentences composed by the pupils. The 
number of derivatives in most cases are surprisingly large. In the beginning the pupils are said to take 
great interest in the study of derivatives, and in the later parts of the course become much interested in 
the subject matter. Some tests of results were made and reported. These tests were (1) in spelling, (2) in 
use of words in sentences, (3) in definitions and parts of speech,(4) in meaning of words and spelling, (5) 
excellence in vocabulary. In (1) the per cent was, Latin Students, 82.5, Non-Latin Students, 72.6; in (2) 
Latin, 57.5, Non-Latin 40.6; in (3) Latin 69.5, Non-Latin, 33.3; in (4) Latin, 57.0, Non-Latin, 27.5; in 
(5) Latin, 36.0, Non-Latin, 6.8.

In respect to this new departure in Latin teaching, Prof. Holmes of the Division of Education of Harvard 
University is quoted as follows: "I think that you have struck in your work a new line of defense for 
Latin, which may prove of the utmost im-

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portance for the future of the study. There is only one thing, as I see it, that must be yet done to make 
the defense of Latin, on the score of practicality, completely convincing, namely, actual measurement of 
results. If it can be shown definitely and in detail, in recorded achievements of pupils, that their study 
of Latin has done more for them than some other substitutes for it has. done for pupils of equal ability, 
then the whole discussion of Latin will be finished once for all." 

B. P. Gentry.

A SYMPOSIUM OF THE VALUE OF A KNOWLEDGE OF LATIN

(Representatives of several departments of the Kirksville State Normal School were asked to express very 
briefly their views on the value of a knowledge of Latin, with particular reference to the bearing of 
such knowledge on the work of their respective departments. The next five articles were written in 
response to that request. T. JENNIE GREEN.)

The Pedagogy Teacher's Point of View

The chief education value of Latin is its direct influence upon accurate thinking in all fields of 
human interest and activity. Clear analysis in the sciences depends upon definiteness of terminology, 
which in turn depends upon a knowledge of the root meanings of words. English thinking in all its 
forms is so essentially dependent upon the Latin etymology of the words that it has been well said that 
"a year of well taught Latin teaches more English than three years of study in English literature 
without the Latin foundation". It is a fatal blunder in makers of school curricula to regard Latin as 
obsolescent; it is not going out of the life of accurate thought, cannot go out as long as we live 
vigorously. In brief, while the study of Latin has other values, its greatest value is this of securing 
vigorous English thinking.

W. A. Clark.

The English Teacher's Point of View

Teachers of English and teachers of Latin have a common cause. The move toward the practical in 
education that would throw Latin out of the curriculum, would, if it should grow to bear its full 
fruitage, throw out Shakespeare and Milton and Wordsworth. The bearing that the loss of Latin would 
exert on

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English studies has been pretty clearly indicated by Stuart P. Sherman of the University of Illinois. 
On the point of vocabulary he says, "Latin is a key which should be in the hands of everybody who has 
occasion to open an English dictionary". In the brief space at my command I shall only attempt an 
enlargement of this statement.

Certainly no student may be said to handle the dictionary with any degree of skill who has not at 
his service all of the common prefixes and suffixes, and the great body of Latin Stems upon which 
so large a part of the scholar's vocabulary is based.

There are in our language two elements, both of which are essential not only to its fullness and 
force but also to its fineness and flexibility. The language of every day life is mainly English 
or Teutonic; the language of philosophy, of art, of science and of morals is mainly Latinic. Simple 
ideas are expressed by Anglo-Saxon words; but since our native tongue very early lost the power of 
forming compounds, all complex, ideas came to be, expressed by Latin derivatives. We can hardly 
regret that foreign words were introduced to express abstract and complex ideas, for if we had 
gone on compounding our native words we should now be saying something like the German 
SPRACHEIGENTUMLICHKEIT instead of IDIOM, or VOLLMACHTGEBER for CLIENT or CONSTITUENT. On the other 
hand, unless one know the etymology of client and CONSTITUENT, the words cannot produce the 
impression, or touch the imagination as does the expression FULLMIGHTGIVER which I have compounded 
after the Teutonic model.

It follows then, that when a student begins the study of Latin, the dictionary definition has a 
richness of content wholly new to his experience; and he sees readily the finer shades of meaning, 
which hitherto had been wholly beyond his comprehension. The student without Latin never acquires 
precision in the use of words. He does not see why he should not call any odd or peculiar 
circumstance unique, or a remarkable thing AMAZING; or why he should not say he had a perfectly 
ELEGANT time, or that he became AGGRAVATED at something that annoyed or angered him.

In tests of technical definition the student who has had Latin is invariably in the lead. In his 
mind words are associated in groups, a whole family of words about one stem, a whole clan or race, 
so to speak, about one ancestral root. To the student not so equipped every new word is a separate 
problem, a strange and inscrutable individual.

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Modern science still draws heavily on Latin for its nomenclature. It is quite natural that this should 
be so since the first great scientific works in England, Bacon's Novum Organum and Newton's Principia 
were written in Latin. Besides, Latin nomenclature has the advantage of being understood by scientists 
all over the world.

It may be asked why I have nothing to say for Greek and other foreign elements in our vocabulary. The 
reason is that, as compared with Latin, the number of other foreign words is inconsiderable. 
Furthermore, most of the Greek words in English came to us thru Latin; and a satisfactory knowledge 
of them would be acquired by the study of Latin.

English teachers will bear me out, I believe, in the statement that Latin is equally important in 
other phases of English study -- in English grammar, in composition, and in the appreciation and 
understanding of the finest things in the masterpieces, both poetry and prose. Latin is by no means 
so dead a language as the illiterate are apt to think.

A. L. PHILLIPS.

The History Teacher's Point of View

No on who expects to specialize in history can afford to neglect the study of Latin. This is 
particularly true if he specializes in Ancient or Medieval History. In these fields Latin is one of 
the indispensable tools, inasmuch as much of the original source material is in that language. It is 
likewise needful to a certain extent in some of the other fields.

But the majority of those, who study history in our high schools, normal schools arid colleges are 
riot to become specialists in the subject, Will Latin be of any benefit to them in their study of 
history?

Several reasons might be given for saying that it would be of direct benefit, but only one will be 
mentioned. It is generally accepted that a knowledge of Latin enables one to understand our own 
language better and appreciate more fully the meaning of many forms and words that are in common and 
frequent use. But every branch of knowledge has to a greater or less degree a terminology which while 
it may not be altogether different from that of a great many other subjects, must be mastered if any 
progress is to be made. History is no exception to that rule.

Let me illustrate by means of one example. In medieval

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history considerable attention must needs be given to the church. On turning to the index in one of 
the books on church history which is used extensively in the study of medieval history in this 
institution, I find among others, the following terms: absolutism, Ave Maria, breviary, beatification, 
creed, concordat, confession, confirmation, cross, crusade, council, conversion, cardinal, decretal, 
dictatus papae, doctrine, extreme unction, excommunication, filioque, inquisition, interdict, latria, 
legate, lector, miracle, pope, pastor, penance, provisor, praemunire, Pater Noster, saint, 
sanctification, templar, temporalities, transubstantiation, vulgate. Some of these terms are Latin, 
pure and simple, and have been taken over into our language in that form in preference to anglicized 
words or English equivalents. The rest are formed directly upon the Latin. He who knows Latin is 
thrice better equipped for the study of history than he who does not.

Similar examples might be offered in connection With other topics in history, but these are doubtless 
sufficient to illustrate the point.

E. M. VIOLETTE.

The Mathematics Teacher's Point of View

The study of Latin gives, first of all, an appreciation of the people who used it. There is an 
understanding of Roman life, institutions, art, and literature, that can be brought into consciousness 
only by feeling the sympathetic pulse of Roman national life, their language. The Romans did but little 
in creative mathematics, their genius was exerted in other directions; but it was through Rome that 
mathematics entered the schools of meieval Europe. Moreover, as Roman influence has affected vitally 
the development of the English language, so it has left its indelible impress upon our mathematical 
vocabulary.

We also find that much of the mathematics of the Renaissance and even of modern times was written in 
Latin. This is true on the continent as well as in England. In England we have Bacon's " Opus Majus", 
and Newton's "Sectiones Opticae"  and " Principia". With this Roman background we readily see why our 
mathematical vocabulary constantly reminds us of ancient Rome. Therefore, he who reads Latin has a 
peculiar satisfaction in the easy understanding it affords of mathematical terms and definitions.

Every branch of mathematics, from arithmetic for the be-

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ginner, to the most advanced subject for the investigator, furnishes numerous examples of words, to 
the meaning of which Latin holds the key. To enumerate Latin derivatives would be to multiply words. 
But at random we have: addition, subtraction, multiplication, division, fraction, percentage, 
progression, triangle, equilateral, tangent, sine, osculating Circle, differential, integral, 
curvature, evolute, normal, fluxion, equation, maxima, minima, projection, invariant, determinant, 
trajectory, discriminant, function, continuity, and quaternion. These words are but suggestive of the 
Latin influence upon mathematical terms and topics.

W. H. ZEIGEL.

The Science Teacher's Point of View

Do I favor the study of Latin? Most assuredly, yes. There are many reasons why one should study Latin. 
It is a highly inflected language. The proper application of these inflections in sentence building and 
their correct interpretation in translation become a mental gymnastic such as is furnished by few other 
studies.

Latin has a voluminous grammar. By reason of this it excels in explicitness and discrimination. It 
furnishes means of expressing endless varieties and shades of thought. This variety will manifest itself 
later in the student's English. The Latin exemplifies most thoroly the principles of general grammar. It 
therefore becomes the foundation for the study of other languages. The acquisition, of the derived 
languages, French, Spanish, and Italian, is in some considerable measure already accomplished when one is 
well versed in Latin.

A knowledge of Latin is of great help in acquiring a mastery of English. English of today can be called 
English only by courtesy. It is no doubt safe to say that the bulk of it is Latin. The growth of modern 
English is largely in the increase of the Latin-English element rather than in the Anglo-Saxon element. 
A knowledge of Latin is fundamental to a thoro understanding and facile use of English.

Latin permeates all branches of science. It furnishes, for the most part, our scientific terminology. It 
is the language of pharmacy, medicine, and to some extent, of law.

Yes, there is time, even in this busy, rushing, practical day, to study Latin. The rush of students through 
the curriculum is regrettable. Possibly that is the reason that the groups of studies

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to be pursued by the students are called collectively the curriculum--the little race course. We shall no 
doubt presently slow up our speed. We have been busy redeeming an empire from a wilderness. We have about 
finished our task. Our land expansion is about over.

While subduing the land, we have done many things in a temporary way. We must now build more solidly, more 
enduringly, more ornately. We must educate away from the temporary and the ugly. Our homes, our cities, our 
public structures, our highways and bridges must be more solidly and beautifully built. We marvel at the 
solidity of structure, and beauty and extent of adornment in the old world. We are grieved at the ruthless 
destruction, by the ravages of war, of these works of art, these mute manifestations of national unity. We 
seem not yet to have reached national unity. We have not a common mind in public improvements. We are slow 
to contribute to constructive works for the benefit of all.

There is always danger that, in the modern demand for the practical instruction of the individual, there 
will ensue a loss to the nation in unselfish idealism, in public spirit, in national unity and national 
culture. The acquisition of culture begins with the study of language. The spirit and modes of thought of 
a people are not caught from its literature, rendered in a tongue foreign to that literature. The spirit, 
the heartbeat, the flavor is usually lost in the translation. We cannot claim to know a people until we 
know their language. We are less likely to be vitally interested in a people, its history, its literature, 
and its culture if we are ignorant of its language.

If one is a good animal, blessed with health, is sober, industrious, and judicious, he will not need all 
his time and energy to earn his board and lodging. All of his studies need not be of the strictly practical 
kind. There is of course need of training for, a vocation, but one needs also to be taught how to live best, 
how to get the most out of life for himself and associates. We have time for language, music, and art, for 
the culture studies. Just because it becomes necessary to emphasize vocational training in modern education, 
it is not to be inferred that we must sacrifice the non-vocational subjects, and degenerate into a race of 
mere bread winners.

We are to so educate that each has an opportunity to earn a living and then we should insist that each go 
farther and fit himself

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to live the unselfish community life. That is why we have language, literature, history, music and art in 
the curriculum. It has been demonstrated many times that one may be ignorant of all these and yet amass a 
fortune. But we must do more than this. We must provide for our necessities, and luxuries, too, if we choose, 
and then we must contribute funds, thought, influence and service to enterprises that are for the use and 
benefit of all, and that are of so general and vast a nature that to their accomplishment there is needed 
community action. Individual culture graduates into community culture, and community culture into national 
culture. We have much need of what Latin and Latin culture can teach us. We also have time to acquire it. 
Study Latin? Yes.

J. S. STOKES.

EXCERPTS FROM WHAT LAWYERS HAVE SAID CONCERNING THE VALUE TO THE LAWYER OF TRAINING IN THE CLASSICS

I. Merritt Starr of the Chicago Bar: "Starting with native endowments of intelligence and common sense, 
in what should the lawyer seek training by his preliminary education; and what studies will most aid him 
to such training? The answer is self-evident--training in judgment and training in affairs. Conceding that 
training, in the classics does not give training in affairs it is sufficient for our purpose to maintain 
that training in the classics does give training in judgment. Since training in affairs is in a sense 
inevitable while training in judgment is not, therefore, the training which needs the solicitude of the 
teacher, the pupil, and the public is training in judgment.

In (1) the ascertainment of facts the faculty most employed is that of judgment, the faculty which 
measures weighs, compares, contrasts and balances (a) the conflicting statements of witnesses; (b) the 
conflicting phases of a complicated state of facts; (c) the conflicting motives, interests, prejudices 
and tendencies of the parties and the witnesses.

In (2) the ascertainment of law, the faculty most employed is that of judgment which measures, weighs, 
compares and balances the seemingly conflicting statements of the law from different precedents, statutes 
and principles.

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In (3) interpretation, the faculty most employed is that of judgment which measures, weighs, compares 
and balances the evidences and reasons for conflicting interpretations, and selects the one which 
should prevail.

But here another set of faculties bears an important part in the lawyer's work, viz. the dialectic 
faculties. Those are the faculties of critical examination or analysis, of logic, of invention, of 
discussion, and with the operation of each of these the use of the faculty of judgment is interwoven.

In (4) the expressional work, the dialectic and the rhetorical faculties are all brought into play. 
The latter includes the entire range of the language faculties -- those of composition, style, memory, 
and active expression.

In (5) the record making work, the language faculties play a leading part, in selecting and forming 
the work of the judgment or decrees, and the permanent portion of the record on which it is, based.

It appears, then, that the faculty of judgment and the linguistic faculties are preeminent in the work 
of the lawyer, and should be developed by special education. What Study will best train his faculties 
of judgment and of language? I believe that next after a thorough training in the use of the mother-
tongue the study of the classics will best accomplish this result.

The question is not whether the youth who hopes to be a lawyer shall be educated in the law, but what 
studies he shall pursue before taking up the law. Comparing the classics with (a) mathematics, (b) the 
modern languages, (c) the natural sciences, (d) the applied sciences, (e) historical studies, (f) 
philosophical studies, I hold that the study of the classics yields superior training in the faculties 
of judgment and of language and that these are what he most needs. I have said nothing of the fact, 
that there are thousands of legal terms adopted bodily from the Latin; that the terminology of the law 
is largely a Latin terminology; that our law itself is built upon the Roman law as a foundation to a 
degree that only our best lawyers realize; that most of the legal conceptions which are daily employed 
in the profession are largely Roman in their origin; that the full-blown judicial statement with which 
the early common law abounds were many of them taken almost bodily from the Roman law; that, in the 
language of Sir Matthew Hale, "A man could never well understand law as a science without first 
resorting to the Roman for informa-

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tion", and he lamented that it was so little studied in England (1 Kent, 546). In all this the person 
who appreciates the value of the scientific treatment of law will find powerful additional arguments 
for the study of the classics. The Latin of the Institutes is mainly post-classical in the technical 
sense, but may be treated as classical for present purposes. I have often regretted that the colleges 
in their offerings of Latin do not more often include the Institutes of Gaius and Justinian, which 
would familiarize the student not only with classical forms of thought and expression but with legal 
conceptions also.

II. Dean H. B. Hutchins, Department of Law University of Michigan: "Preparation for the law should be 
made by the study of such subjects as will train a man to acquire easily And RAPIDLY, AND TO THINK 
LOGICALLY AND INDEPENDENTLY". And, in my judgment, the subjects the study of which tends to the 
development of these qualities are those which require of the student strenuous, painstaking, and 
persistent effort for their mastery. If I could regulate the preparation of law students, I would 
eliminate from the course all predigested and specially prepared foods, and I would give the young 
man something that would demand earnest effort on his part to assimilate. While I believe in and 
advocate a thorough college course as a preparation for the study of law, I am frank to say that the 
young man who has a thorough, old fashioned classical and Mathematical preparation for college is, in
my judgment, much better fitted for the study of law, than a man who during four years in college has 
dissipated his energy and weakened his power to think clearly and logically by desultory and pointless 
work in "Snap" courses that require little or no effort on his part. I believe in the elective system 
as such, but I believe also that it should always be so supervised and regulated that disciplinary 
subjects predominate during at least the first half of the course. Under such a plan the student comes 
to the specialized work of the last two years with a quickened and strengthened mind and informed 
judgment. And, because the preparatory, study of the law student should be of the strenuous kind, the 
ancient classics may well take a prominent place in the preliminary course. It is quite impossible for 
one to master the elements of Latin or Greek and to attain a reading familiarity, with either of these 
languages without a painstaking and continuous effort. There must be a persistent training of the 
memory and a constant exercise of the judgment. For the prospective

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lawyer there can be no better discipline than that which Comes from the discriminating effort 
involved in careful, translation.

I would also urge the study of the classics on account of the facility that it tends to give in 
the use of English. As to this there can be no question. The study of English can best be made 
through the Latin language.

The most effective men at the bar are those who, with good legal attainments, are able to write 
simple, clear, concise and forceful English. One of the difficult tasks of the law teacher is to 
get from the student a clear, concise and definite statement of the facts of the case that is to 
form the basis of discussion, and in this part of the Work the noticeable superiority of the 
classically trained student is apparent." 

NOTE--If what these lawyers have said is true, the standard of efficiency of our lawyers will 
rise or fall as the best means of securing the highest and best preliminary preparation for the 
study of the law are employed or omitted.

B. P. GENTRY.

EXCERPTS FROM WHAT PHYSICIANS HAVE SAID ABOUT THE VALUE TO THE STUDENT OF MEDICINE OF TRAINING 
IN THE ANCIENT CLASSICS

I. Dr. Victor Vaughn, Dean of the Department of Medicine, University of Michigan: "There has 
been found nowhere a better training for the thinking apparatus of the young than the study of 
Latin and Greek. The great number and variety of the inflections of nouns and verbs render 
close attention an absolute necessity, and this, in and of itself, is of the greatest value in 
an educational way. Carelessness and superficiality are incompatible with any thorough study 
of Greek and Latin. And the habit of close observation, of attention to detail, of looking for 
fine distinctions and shades of difference, and the alertness of mind possessed by an individual 
of this habit will be of inestimable service to him, should he choose medicine for his 
profession, both, in his experimental work in the laboratory and at the bedside of his patient. 
This point in favor of the study of Latin and Greek, it seems to me, is not easily over 
estimated. Indeed the progress of medicine is determined largely by the accuracy and precision 
with which observations are made. The careless or superficial

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man is not suited to the practice of medicine or to the conduct o experiments for the elucidation 
of medical problems." 

"It has been said that the use of Latin names in medicine, and especially in the writing of 
prescriptions, is pure affectation and Should be discontinued. This statement is wholly erroneous 
and could be made only by one grossly ignorant of the facts. The word "salt" may mean any one of 
a thousand compounds, but "sodii chloridum" and "magnesii sulphas" are definite, and signify 
definite compounds, and are capable of only one interpretation be the reader English, French, 
German, Russian, Italian, or Spanish".

"I have given thus briefly and imperfectly some of the reasons of a practical character as to the 
value of Greek and Latin to the prospective medical student. There is much more that might be said. 
The boy who has not studied these languages has missed the full and satisfying pleasure that comes 
to him who reads in the original the wonderful epic of Homer and the stately lines of Virgil, has 
caught the full force of the eloquence of Demosthenes and of Cicero, has had a bout with Horace 
and helped Caesar build his wonderful bridge; and mirabile dictu, I believe that the boy who has 
had the wider view given by a study of the classics will be all the stronger in both experimental 
and practical medicine on account of the knowledge and wisdom gained from the wise men of Greece 
and Rome." 

II. Charles B. G. DeNancrede, A. M., M. D., LL. D., Professor of Surgery, University of Michigan: 
"It is simply breaking one of the first rules of pedagogy to try to convey information concerning 
abstruse subjects to, those who have never heard anything resembling these new studies in technical 
language they cannot understand. This is just what we do. How many times, as I look at the faces of 
my students, do I see a puzzled look because they do not understand the meaning of the technical 
terms I am employing, and which I must stop to explain. It is not my business to teach the meaning 
of ordinary technical terms; I should be able to use any technical term that I see fit to illustrate 
the subject, and the student, if reasonably conversant with Greek and Latin, after a little 
reflection, should be able to understand it. Thus, lack of knowledge of the ancient languages proves 
a serious interference to teaching medicine, because we compel the student to learn a language 
composed of meaningless terms with which to acquire knowledge of entirely new subjects. This is bad

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enough; but what is still worse is, that those who have never studied Latin or Greek very rarely take 
the trouble to consult the dictionary to ascertain the meanings of scientific terms. They may ask 
their neighbor what one means, when he probably knows less than they; and so they go through their 
medical curriculum, and through their life, not understanding what certain terms mean. I find, when 
I am examining students, that they often do not know the meaning of the technical terms they are 
employing. In giving the history of a case they use terms that convey the opposite meaning to the one 
which is intended to be conveyed."

		____________________________________

THE IMAGINATION IN EDUCATION

The mind of man has the power of imaging or representing in old forms by the memory or in new forms 
by the imagination, whatever it has known or experienced. Having seen a given mountain it can recall 
it at any time. Not only so, but it can put what it has experienced in an indefinite number of new 
shapes and colors. But it can do more, it can picture a mountain covered not with ice, but with 
silver, or a mountain reaching up to the moon. It can reproduce in like manner whatever has been 
brought under its notice by any of the other senses. I can recall and reconstruct the bodily 
sensations, which I have at any time experienced. I can do more; I can picture myself, or picture 
others in new and unheard of scenes of gladness or grief. Not only can I represent to myself the 
countenance of my friend, I can have an idea of his character and disposition. But all these ideas 
in the sense of images are reproductions of past experience in old forms or in new dispositions. 
Now the work of Education may, in large part, be said to consist in storing the mind with these 
ideas on which the imagination may play, and in training the imagination to the highest degree of 
efficiency.

The former part of this two-fold function of education belongs to the earlier stages of the 
educational process. How accomplish this work with the best and fullest results is a question that 
demands the earnest consideration of teachers of all subjects of all grades. For besides the chief 
aim of intellectual, moral, spiritual, and social development there is the less important object 
of storing the mind with useful ideas for contemplative and imaginative consideration. This feature 
of the education process

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predominates during the earlier years of school life. The illustrative methods of instruction must 
of necessity predominate during this period. For the mind of the child in its earlier years is 
supplied with but a meager stock of ideas and the work of this period must look to supplying this 
lack. And so the stereopticon and other illustrative means must be employed. As the educational 
process advances more and more should the illustrative methods give place to the contemplative and 
imaginative powers. If the reproductive imagination is to be developed to its highest capacity, it 
must be done through the exercise of the imaginative power of the mind. If the illustrative methods 
of instruction are carried too far in the educational process, opportunity for exercise of the 
imagination will not be given, and this power of the mind will not be developed. Through the well 
developed power of the imagination the mind can form for itself mental pictures of objects, 
situations and relations of things presented to it through language, oral or written, of others.

Only thus can the best of literature be appreciated at its highest value. Furthermore the best of 
literature is produced by those, who possess a lofty imagination. It is often said of authors at 
the climax of their literary efficiency that they possess a "ripened imagination". Shakespeare 
thus describes the activity of the poet's imagination:

"The poet's eye in a fine frenzy rolling,
Doth glance from heaven to earth, from earth to heaven,
And as imagination bodies forth
The forms of things unknown, the poet's pen
Turns them to shapes, and gives to airy nothing
A local habitation and a name".

B.P. Gentry.

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CAESAR AND THE GREAT WAR

Few teachers have been so up to date in subject matter in the last few months as those who have had 
the privilege of teaching Caesar's Commentaries on the Gallic War. No longer can it be said that 
Caesar does not touch on modern life, or that the present age is not interested in war reports. No 
more timely, interesting or helpful comments can be found on Caesar than the articles that appear 
from day to day in the reports of the present war. The places, the names of the places, the sieges, 
the means of defense, and the peoples concerned, furnish many comparisons with the same subjects 
in Caesar.

Last August the New York Evening Sun published the following: "Brussels, Aug. 8, 57 B.C. (Delayed 
in transmission)--'Horum omnium fortissimi sunt Belgae--proximique sunt Germani, qui trans Rhenum 
incolunt, quibuscum eontinenter bellum gerunt.--C. J. Caesar.'"  From the time of the appearance 
of this quotation to the present, papers and magazines, classical and otherwise, have contained 
frequent references to Caesar.

The world supposed that a modem war, with its 42cm. howitzer, armored machine gun, rapid-firer 
and zeppelin, would be very different from a war of ancient times. But no war since the invention 
of gunpowder has offered so many parallels to the Roman methods as has the present one. The Romans 
began battle with a cavalry skirmish, then the foot-soldiers came up, hurled their pikes from a 
distance and rushed on to a hand-to-hand encounter with swords. To-day, under shelter of its 
artillery, the attacking army may come close to the enemy, and shattering our preconceived notions 
of all the fighting being done at long range, the soldiers are actually fighting with swords and 
bayonets. With all the new kinds of war engines, it is surprising to read that the Austrians at 
Belgrade made use of the catapult, modeled after the pattern of Caesar's.

There has appeared a picture of German sharpshooters, intrenched behind a sloping, splinter proof 
shed. A narrow slit running the entire length of the shed, gives the sharpshooter a chance to 
fire with small risk to himself. These - sheds, and the movable steel sheds for the protection of 
the soldiers engaged in digging trenches, and the armored automobiles are suggestive of Caesar's 
VINEAE or sheds on rollers, and his PLUTEI or large shields on rollers, though the purposes 
served in the two wars are not

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identical. Caesar's sheds were used as a protection in approaching a fortified town, not when 
digging trenches or in camp.

High school boys are sometimes incredulous regarding the amount of work the Roman soldiers did 
in making camp. From the boy's view point, it is a waste of hard work to spend an afternoon in 
digging a trench from nine to fifteen feet wide, and from seven to eleven feet deep around a 
seventy acre tract of land, then, after spending one night inside the fortification, to move 
camp and repeat the work the next afternoon. The reports from Paris on April 11, said that in 
France alone, the Allies were occupying 587 miles of trenches. These trenches required more 
digging than the Romans would have done in a year, had they fortified a new camp every night.

The Kansas City Star and the Chicago Tribune have published cuts of the pits that are being 
used to stop charges of cavalry and of infantry. All the nations involved protect their field 
positions and trenches by these pits, which are about three feet deep, wide at the top and 
conical in shape, and have a sharp stake in the centre. These pits are a reproduction of the 
LILIA of Caesar, (Bk. VII, 73), and the pictures published might have been taken from drawings 
made to illustrate a Caesar text. Caesar concealed his pits by brush thrown over the top, but 
the pictures of the modern ones do not show any effort at concealment. In the early months of 
the war, the streets of Brussels were pitted with empty barrels, as a protection against an 
inroad of a band of Uhlans. The tops of the barrels were covered lightly with earth, and the 
presence of the pitfall unsuspected until the horses' feet broke the thin tops of the barrels.

Caesar did not have barbed wire entanglements, but he had sharp metal goads, called stimuli 
(Bk, VII, 73), fastened to wooden pegs, and driven into the ground so that only the metal was 
left projecting. These, seem to have been effective in catching the horses' feet, and in 
throwing both horse and rider. For further entanglement, the Romans digged rows of trenches, 
and fastened in them trunks of trees with branches projecting toward the enemy. (Bk. VII, 73).
We read that so much timber has been cut in the present war, that it is having a marked effect 
on the migration of birds in central Europe.

A correspondent from the Russian army describes in a London paper, the siege of Peremysl. He 
says that owing to the number of forts by which Peremysl is surrounded and to the super-

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iority of the German guns, the Russians did not dream of trying to storm the town, but they relied 
wholly on the dogged perseverance of their troops, and the skill and initiative of their officers. 
After they had pushed the trenches so near that they could see the roofs of the buildings in the 
city, they surrounded it with a ring of iron, and cut off all communication with the outer world, 
and thwarted any attempt of the Austrians to make a sally. In the end they simply waited and drew 
the ring closer and closer. Almost every sentence of this description has a counterpart in 
Caesar's description of the siege of Alesia, (Bk VII, 69-90), a description of so much interest 
that it seems a pity for any Caesar class not to read it, especially at this time when we are all 
interested in sieges.

Students think the pay of a Roman soldier, about 6 1-4 cents per day, was very small. A French 
student of the American School of Osteopathy at Kirksville, returned to his home at the outbreak 
of the war to fight for his country. In November he wrote back to a friend in Kirksville that he 
was a corporal and was drawing a salary of 4 cents per day, and that the salary was sufficient, 
since he was so situated that he could not spend anything. Caesar's soldiers had the advantage 
in amount of salary and in being able to make purchases of the traders who accompanied the army.

Caesar's reference in the first chapter to the superiority, of the Belgians as due to the fact 
that they did not allow traders to come to them and to import things that undermine manly 
qualities, and a similar reference in the second book (Bk. II, 15), where he says the Nervii 
did not allow wine and other luxuries to be imported, find an abundance of parallells in the 
present war. Russia has abolished vodka, Germany and France have military restrictions regarding 
the use of intoxicants by soldiers, France will have no more of absinth, and while England's 
parliament is solving the question for the nation, King George and Lord Kitchener have come out 
for prohibition, and Chancellor Lloyd-George has uttered his two famous sentences: "Drink is 
doing more damage than all the German submarines put together", and "We are fighting Germany, 
Austria, and drink, and, so far as I can see, the greatest of these three deadly foes is drink".

The report from Petrograde on April 13, regarding the Germans' attack on Ossowetz, says: "The 
Kaiser's troops are combining ancient and modern methods of warfare.--By night the

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enemy is attempting to fire the city of Ossowetz, by the use of incendiary bombs and floating 
fire rafts.--Four of the rafts were sent down the river late at night. The swollen waters of 
the Biebriza carried the flaming pile down upon the city.--Volunteer fire corps were sent up 
the river in motor boats. Before they arrived, the fortress guns got the range of the flaming 
rafts and sent them to the bottom." Surely the reading of this paragraph would inspire a class 
that is working on Caesar's famous bridge to keep "hammering"  at it until they got those last 
stakes driven in, a little above the bridge, to lessen the risk from trunks of trees or boats 
that might be sent down stream-by the enemy to destroy the bridge. (Bk. IV, 17).

When Crassus was blockading a town of the Sotiates in Aquitania, he found the inhabitants very 
skillful in the construction of subterranean mines. (Bk. III, 21). At the siege of Avaricum 
(Bourges), Caesar spent twenty five days in constructing an above ground gallery of dirt and 
logs. (Bk. VII, 24). When he had made it, according to the text, 330 feet wide and 80 feet 
high, and had extended it almost up to the town, at midnight he discovered that the enemy had 
undermined the structure and set fire to the logs. We doubt whether matters, were any more 
exciting at Peremysl when the subterranean mines were fired by electricity than the Gauls made 
matters for Caesar in this midnight surprise, when they rushed out from two gates of the town, 
poured on pitch and hurled firebrands and dry wood and destroyed a work the construction of 
which had required twenty five days of unremitting toil, day and night, in the cold and rain 
and mud.

The statement that Caesar in eight years slew a million of the Gauls, which was one third of 
the entire population, and sold another million into slavery, has been read by the high school 
student with a feeling of horror at such barbarity, and a feeling of pride in the civilization 
of his own age. Alas for the feeling of pride! Last August the headlines gave the number slain
and the number of prisoners taken, but such items are no longer fit matter for headlines. They 
have become minor details, unsubstantiated rumors, or are entirely omitted. A recent report 
said the Russian losses in the Carpathians had been one half million. Caesar's largest army, 
one of fifty thousand legionaries and a force of fifteen or twenty thousand contingents, has 
sunk to a mere handful in comparison with the German fighting force of seven million, and 
their opponents' nine million.

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(page 24)

A comparison of the names and places in the two wars is illuminating. Caesar's battle with 
Ariovistus (Bk. I, 49-52) is supposed to have been fought in Alsace, a few mile from Mulhausen. 
In Caesar's first encounter with the Belgians he crossed the the Aisne (Axona) and pitched camp 
on a hill so; that the river protected one side of the camp, and the steep slope of the hill 
another. To prevent a flank movement on the part of the enemy, he digged transverse ditches for 
four hundred feet, at the sides of the camp, and stationed his artillery at the end of the 
ditches, just as the Germans and French have been doing. The place was in the vicinity of 
Craonne and Berry-au-Bac. The following description of the battle, taken from the Commentaries
might just as well be a press dispatch via London, Paris, or Berlin, descriptive of the recent 
fighting that soaked the same ground with blood and choked the same river with dead bodies: 
"Our men attacked the enemy while they were in disorder in the river (the Aisne) and killed a 
great number of them. The enemy made a daring attempt to cross over the bodies of the slain, 
but were driven back by the volleys from our side". (Bk. II, 10).

In the autumn the papers reported the storming of Mauberge by the Germans. The longest sentence 
in the Commentaries describes the critical situation in which Caesar found himself during a 
battle with the Nervii on the Sabis (Sambre) river, near Mauberge. (Bk. II, 25). The American 
war correspondent, Mr. Will Irwin, in his famous report of the battle of Ypres, a report which 
the British papers say is unsurpassed in merit and interest by any message from any 
correspondent during the war, makes a reference to this battle between Caesar and the Nervii. 
In describing Sir John French and the critical situation in which the British were, Mr. lrwin 
says: "A day's march from Ypres is-the ford where two thousand years ago, Caesar had his close 
call from the Nervii. That was the battle where Caesar, snatching a shield from a soldier, 
himself plunged into the thick of things and acting as line-officer and general all at Once, 
rallied the Roman army. Warfare has changed, but manhood and leadership remain the same". Then 
follows an account of how French jumped his into motorcar and rushed to the front, and was 
said to have risked his life twenty times that afternoon, strikingly like Caesar's description 
of himself.

It was in this neighborhood of Ypres that Caesar's progress was delayed by the hedges which 
the Nervii had made as a barri-

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(page 25)

cade against inroads of hostile cavalry. (Bk. II, 17). On this passage, Miss Olivia Pound, 
in the Classical Weekly of January 16, gives these quotations from the newspapers of the 
last few months: "The Belgian cavalry repeatedly charged, but owing to the conformation of 
the country, which is intersected with hedges and hillocks, could attack only in small 
groups. The Germans again and again hurled themselves at the barricades, only to be shot by 
the deadly Belgian fire"; another quotation is from a letter taken from a German prisoner: 
"We made a mistake in attacking the enemy in such a strong position. The attack was made 
across ground full of hedges". Miss Pound gives two other interesting quotations from 
newspapers, illustrating the use of the word hostage, a word that the student has seldom 
met outside the Latin class-room: "Four hostages have been given daily to answer for the 
security of the German troops", a quotation taken from a message from Bordeau, in 
September; the other is from a letter written by Mr. Will Irwin, who was with the German 
army in Belgium; "One thought of the days of Julius Caesar, when he read on the walls of 
every town that Bourgomeister So-and-So and Echevins This-and-That had been seized as 
hostages to answer with their lives for the good behavior of the populace".

From the battle of the Nehdi Caesar marched to the northeast to a town of the Aduatuci. 
The Aduatuci were of Germanic origin, large of body and brave of heart. When Caesar saw 
that the town into which they had moved with all their possessions, was so situated that 
it could not be taken by storm, he began a siege. At first the Romans were ridiculed for 
their small stature, but when the extent of their preparations was seen, the town 
surrendered, or claimed to do so. Caesar, supposing the surrender to be genuine, took 
special precaution to see that the inhabitants suffered no violence at the hands of his 
soldiers, but when they broke faith, he meted out terrible vengeance. (Bk. II, 29-33). 
Whether we locate the town of the Aduatuci at Namur, according to Napoleon, or according 
to Goeler, between Namur and Liege, at Falhize, near Huy, a comparison with the siege of 
Namur and with the reasons given for the destruction of Louvain, is interesting. These 
places have only recently gotten on the map of the school boy's consciousness, and this 
new knowledge should be made use of in the Caesar lesson.

Provisions were scarce in Belgium in the winter of 54-53 B.C.,

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and the Roman legions were scattered more widely than was usually done. One was sent to the 
Sambre, probably to Charleroi; one was stationed among the Remi, a tribe from which Rheims 
gets its name; one was at Samarobriva, a town which has changed its name to Amiens, from the 
Ambiani of earlier times; one was among the Treveri, who have given their name to Treves 
(Trier) a town which the French are talking of annexing after they win; the ill-starred 
Sabinus and Cotta were stationed at Aduatuca, the modern Tongres: Noviodunum of Bk. II, 12, 
has become Soissions, named from the Suessiones; Verdun is the modern name for Verodunum, 
an important town in the days of the Roman occupation of Gaul; the Parish, against whom 
Labienus made an expedition in 52 B.C., (Bk. VII, 57), have given their name to the French
capital.

This skit, of unknown authorship, though it may not be said to have a parallel in the 
Commentaries, serves to connect things ancient with things modern:

TIPPERARY

(As the translator would have interlined it, if Horace had written it.) "O thou Torquatus, 
the space to Tipperarium is (many) thousands of paces, a wide distance in the traveling. 
The space to Tipperarium is (many) thousands of paces toward the propinquity to the most 
sweet girl of whom knowledge is to me. Farewell, O (thou) Picadillium! Farewell, O 
rectangle of (the consul) Lestertius! The space to Tipperarium is (many) thousands of 
paces, yet, moreover, my heart at that location is present".

The list of comparisons grows, almost with each new report from the battlfield, and the 
Caesar teacher who fails to make use of these comparisons as a means of quickening 
interest in the study of Latin, and in the study of history, for Caesar's Commentaries 
are history, falls far short of his opportunity, and may expect to have the educational 
world pronounce him and his subject out of date.

T. Jennie Green.

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ILLUSTRATIVE MATERIAL

There is no better proof of the fact that Latin teachers are awake to the demands that 
are being made for the tangible in education, than a list of the illustrative material 
that has been issued in the last three or four years by Latin teachers for Latin 
teachers. The advertising columns of any classical periodical contain reference to 
material unheard of half a dozen years ago.

The purpose of this article is to answer questions that have been asked by teachers 
of the First District, and to give information regarding illustrative material that 
may be used to add interest and effectiveness to high school Latin.

Reference Books. Many teachers who have found themselves in schools which have no 
reference books for Latin, have given Latin plays and used the proceeds to purchase 
such books. An excellent list of reference books is given in the bulletin on 
accredited schools, issued by the University of Missouri. The bulletin gives the 
publishers and price list.

In addition to the, above mentioned list, the teacher will find the following very 
helpful to himself professionally: Hecker's "The Teaching of Latin", published by 
the Schoenhof Book Co., Boston; Harrington's "Live Issues in Classical Study", by 
Ginn and Co., Chicago; Kelsey's "Latin and Greek in American Education", by the 
Macmillan Co., Chicago: Bennett and Bristol's "The Teaching of Latin and Greek in 
Secondary Schools", by Longmans, Green and Co., New York.

In this connection, I should like to call attention to a bulletin issued by the 
University of Colorado on "Latin and Greek in Education". The bulletin gives articles 
by representatives of eight departments on the value of classical studies, and may be 
obtained for five cents to cover postage, sent, to the Registrar of the University, 
Boulder, Colorado. A forty page pamphlet for distribution among high school pupils has 
just been published by the Classical Association of the Atlantic States. Twelve copies 
for 50 cents. Address Chas. Knapp, Columbia, Un., N. Y. City.

The publishers of D'Ooge's and of Collar and Daniell's first year text, will send on 
request a valuable pamphlet for the teacher. Scott, Foresman and Co., will be glad to 
give the teacher of Latin copies of Mr. Johnston's articles on the teaching of Second 
Year Latin and of Vergil.

The Sabin Charts. Miss Sabin, while a teacher of Latin

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(page 28)

in the Oak Park High School, issued a manual of 125 pages giving directions for making five 
or six dozen charts to illustrate the relation of Latin to practical life. The charts are to 
be made by the students, arid when completed, they make through the eye a strong appeal for 
Latin. No high school teacher of Latin should be without the manual. The title of the manual 
is "The Relation of Latin to Practical Life", and it may be obtained from Miss Frances E. Sabin, 
Madison, Wisconsin, 419 Sterling Place. Price $1.55 postpaid.

Plays. Dramatization is in the air. The fondness for it has always been in human nature, but 
only recently have educators come to make use of the fondness. The church, some centuries ago, 
discovered the value of dramatization for religious instruction, but such means of instruction 
have long been left in the hands of the theatre, and the theatre has not been approved as a 
means of education, by either church or school. The pageants of the past year are an indication 
of the awakening dramatic interest of the times. We are dramatizing in all our teaching of 
literature, from "The Three Bears" and "Hiawatha", to "Hamlet", "Dido", and the Greek tragedies.

The simplest plays that have appeared in Latin are "Decem Fabulae", which may be obtained from 
Henry Frowde, New York, for 55 cents. The book belongs to the Rouse series, and if one does not 
wish to stage the plays, they can be used for supplementary reading. "Two Latin Plays", by Miss 
Paxson, published by Ginn and Co., contains "A Roman Wedding" and "A Roman School", price 45 
cents. These two plays have been extensively used by high schools and have always been 
satisfactory. Professor Miller of the University of Chicago has issued in English "Two 
Dramatizations from Vergil". The plays are "Dido, the Phoenician Queen" and "The Fall of Troy". 
The book is published by the University of Chicago Press for $1. Last year a high school senior 
in Pittsburg, Penn., wrote for his class-day program a play in English, based on the Aeneid. 
The play was so creditable a piece of work, and so successful when presented, that it has been 
published. The scene is in the lower world, where Aeneas meets Dido, and the play does much to 
soothe the anger that Vergil classes are likely to feel toward Aeneas for his desertion of Dido. 
The book is sold by the author, Grant H. Code, Pittsburg, Penn., for 55 cents.

Another simple but popular little play, partly in English and

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(page 29)

partly in Latin, is "The School Boy's Dream". It contains only two characters, the boy who has 
gone to sleep over his Caesar lesson, and Caesar's ghost. It appeared in the Classical Journal 
of January 1912, and the Journal is published by the University of Chicago Press for 25 cents 
for a single copy.

"The Vestal Virgin Drill" is issued by the Eldridge Entertainment House, Franklin, Ohio, for 15 
cents. It is a beautiful drill for nine or more girls and a sibyl.

"The Festival Book" by Jennette Lincoln, published by A. S. Barnes and Co., New York, for $1.50, 
contains two Roman dances or processionals, one of which is said to have been given before the 
emperor in 206 A. D. The Normal School at Kirksville gave one of the processionals in the May 
Day festivities in 1913, and it was so satisfactory that it was repeated in the May Day pageant 
the next year.

Latin Clubs. Many high schools have Latin Clubs, and many others would find it greatly to their 
advantage to have them. Miss Paxson, of the Omaha High School, the author of "Two Latin Plays", 
and a pioneer in Latin Club work, has now in the hands of the publisher, Ginn and Co., a book 
containing thirty-six programs for such clubs. Complete references for the programs are also 
given, as well as a number of Latin songs, poems, etc. The appearance of the book is awaited 
with much interest by teachers of Latin in secondary schools. The Latin Game Co., of Appleton, 
Wisconsin, will send on request a circular describing five Latin games which they issue. The 
games are played somewhat as the old fashioned game of "authors", and cost 29 cents each. If 
you can get only a part of the series, I would recommend numbers 1, 2, 5.

Slides. George R. Swain, Lockport, Ill., issues a catalogue of about four hundred slides 
illustrative of Caesar. The Records of the Past Exploration Society, Washington, D. C., lists 
the following series of slides:

I. A series for the first three years of Latin, 50 slides, $17.50.

II. Vergil's Aeneid, 40 slides, $14.00.

III. Ancient Rome, 50 slides, $17.50.

Half tone prints of classical subjects may be bought for one cent each from the Bureau of 
University Travel, Boston, and from the Perry Picture Co., Malden, Mass. The Latin Department 
of the Normal School at Kirksville has prepared a series of slides on the first year's work 
and another on Caesar, for the use

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of the high schools of the district. These slides, with printed explanation will be loaned to any 
high school that will pay transportation charges. It is the hope of the department to have some 
other sets ready for loan in September. Any inquiries should be addressed to Miss Green.

MAPS. The Kiepert maps are the best, and. may be ordered through G.E. Stechert & Go., New York. 
They cost about $7. Through the same firm, one may purchase much illustrative material, made in 
Germany, such as replicas of siege towers, Roman houses, vineae, tablets, stilus Roman books, 
spinning apparatus, catapults, and colored charts illustrative of many phases of ancient life, The 
Johnston Series of maps is very satisfactory, and may be ordered through dealers for somewhat less 
than the Kiepert.

MAGAZINES. Every teacher should take some magazine which is published in the interest of the subject 
which he teaches. For the teacher of secondary Latin, there is no better publication than the 
Classical Journal, a monthly publication from the University of Chicago Press. It is the official 
organ of the Classical Association of the Middle West and South, and the subscription price is $2 per 
year, and the subscription carries with it membership in the Association. Another valuable paper is 
the Classical Weekly, from the Columbia University Press, price $1. A very attractive magazine, 
filled with splendid cuts, and of interest to teachers of the Classics or of History, is Art and 
Archeology. It is a new magazine, scarcely a year old, and it proposes to popularize the subjects 
for which it stands, and to serve a purpose somewhat similar to that of the Geographical Magazine, 
though in a different field. The subscription price is $2, and the money should be sent to the 
General Secretary Archeological Institute of America, Washington, D. C.

T. Jennie Green.

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LATIN IN THE GRADES

With the attention that the Direct Method is attracting, it is not strange that much is being said, 
and something being done about beginning the study of Latin before the ninth grade. Mr. Rouse's work 
has convinced a number of teachers that Latin can best be taught by the Direct Method, and all who 
are so convinced and many who are not, are agreed that the best time to begin the study of any 
foreign language, by whatever method, is before the ninth grade is reached. Some schools have gone 
so far as to introduce Latin in the fifth grade, in connection with the work in English grammar, 
with apparent success, and many have taught it in the seventh and eighth grades for a sufficiently 
long time to be able to speak with some authority on the success of the work.

Perhaps California has had as much experience in the work as any other state. As early as five years 
ago some of her larger city schools were reorganized and the seventh and eighth grades were cut off 
from, the Grammar School, and united with the ninth grade to form the Lower or Intermediate High 
School. Latin was then introduced in the seventh grade, and the reports say that Caesar is read much 
more satisfactorily by those who began their preparation in this grade than by those who had the 
usual ninth grade preparation.

The change from the 8+4 system to the 6+3+3, or to the 7+5 means a readjustment of the curriculum 
and permits the introduction of foreign language work at an earlier period than was formerly feasible.
A year ago a committee was appointed by the Classical Association of the Middle West and South to 
investigate and report on Latin in the grades. The chairman of the committee, Wilbert L. Carr, of the 
University of Chicago, a few weeks ago at Nashville reported the spread of the movement, particularly 
in the larger cities, and pointed out the advantages that may be gained for Latin if its supporters 
are prompt to enter the field that is being opened up by the change from the old 8+4 system of 
organization.

Some work in the eighth grade of our Practice School has convinced me of the feasibility of the 
introduction of Latin in this grade, and has shown me that the child of this age can bring, to his use 
in learning a foreign language a sense that the average American youth a few years older seems to have 
lost, so far as using it in the mastery of Latin is concerned, namely the sense of hearing. During the 
last two quarters, in our Practice School,

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we have given about twenty-five minutes per day to some oral work in Latin, based on Mr. Rouse's Primus 
Annus. The children have had no texts, have learned no declensions arid conjugations, yet they are able 
to use forty verbs, of all conjugations, in the present tense, about eighty nouns of the first 
declension and an equal number of adjectives, in the nominative and accusative of both numbers, and 
about a dozen each of pronouns, prepositional and adverbs. They have learned these words from action, 
from objects, and from use in sentences, not as words made up of certain letters and ending thus and 
so. In fact I have often been surprised that after they have learned to use a word correctly and easily 
in sentences, they misspell it with equal ease. The chief difference that I find between these children 
and those of the higher grades is just this difference in the use they make of the sense of hearing.

These children would have accomplished much more had this student teachers who had charge of them been 
more skillful in oral work, and had I, their supervisor, been more competent to guide them. I am 
convinced that children of the seventh and eighth grades can get with ease many fundamentals of the 
Latin language that are acquired later, with much greater effort, if at all.

I feel keenly that the greatest need for the successful teaching of Latin in the grades is a beginning 
book that makes more of oral work. Mr. Rouse's books are suggestive but they do not furnish enough 
material for the average grade or high school teacher. Mr. Nutting has a beginner's book that he calls 
a Primer, and Mr. Chickering has one on the Direct Method, but very few of the schools that offer Latin 
in the grades use any of these books. Very generally the old standard first year books are in use.

It is significant of the awakening interest in this matter that Columbia University this summer offers 
a course called "Demonstration in the First Year Latin", in which the Direct Method will be used.

T. Jennie Green.

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