A handbook for Latin teachers

EXCHANGE

BULLETIN OF THE UNIVERSITY OF.JWISCONSIN

No. 754; High School Series No. 14

A HANDBOOK FOR LATIN TEACHERS

BY

FRANCES E. SABIN
Assistant Professor of Latin
The University of Wisconsin

The University of Wisconsin

MADISON

1915

HIGH SCHOOL SERIES

1. THE HIGH SCHOOL COURSE IN ENGLISH, by, Willard G. Bleyer, Ph. D
Associate Professor of Journalism. 1906. 1907/1909. 1911.

2. THE HIGH SCHOOL COURSE IN GERMAN, by M. Blakemore Evans,
Ph. D., formerly Associate Professor of German. 1907. 1909. Revised
by Chas. M. Purin, Assistant Professor of German, 1912.

3. COMPOSITION IN THE HIGH SCHOOL. THE FIRST AND SECOND YEARS,
by Margaret Ashmun, Instructor in English. 1908. 1910.

4. THE HIGH SCHOOL COURSE IN LATIN, by M. S. Slaughter, Ph. D.,
Professor of Latin. 1908.

5. THE HIGH SCHOOL COURSE IN VOICE TRAINING, by Rollo L. Lyman,
Associate Professor of Rhetoric and Oratory. 1909.

6. THE RELATIVE STANDING OF PUPILS IN THE HIGH SCHOOL AND IN THE
UNIVERSITY, by W. F. Dearborn, Ph. D., formerly Assistant Professor of
Education. 1909. (Out of print)

7. A COURSE IN MORAL INSTRUCTION FOR THE HIGH SCHOOL, by Frank
Chapman Sharp, Ph. D., Professor of Philosophy. 1909. 1913.

8. THE HIGH SCHOOL COURSE IN MATHEMATICS, by Ernest B. Skinner,
Ph. D., Associate Professor of Mathematics. 1910.

9. SCHOOL AND UNIVERSITY GRADES, by W. F. Dearborn, Ph. D., form-
erly Assistant Professor of Education. 1910.

10. THE HIGH SCHOOL COURSE IN GEOGRAPHY, by R. H. Whitbeck, As-
sociate Professor of Physiography and Geography, assisted by Lawrence
Martin, Assistant Professor of Geology. 1910.

11. THE TEACHING OF MANUAL ARTS, by Fred D. Crawshaw, Professor
of Manual Arts, The University of Wisconsin, and Robert W. Selvidge,
Assistant Professor of Manual Training, Department of Manual Arts,
University of Missouri. 1911. 1912.

12. THE HIGH SCHOOL COURSE IN AGRICULTURE, by K. L. Hatch, Pro-
fessor of Agricultural Education. 1911. 1913.

13. REQUIREMENTS FOR ADMISSION TO THE FRESHMAN ENGLISH COURSE
(English 1), issued by the Department of English, The University of Wis-
consin. 1913.

. 14. A HANDBOOK FOR LATIN TEACHERS, by Frances E. Sabin, Assist-
ant Professor of Latin, The University of Wisconsin. 1915.

Copies of these bulletins may be obtained by writing the Secretary of
the Committee on Accredited Schools, Room 119, University Hall.
Copies will be mailed to address outside the state upon receipt of ten
cents per copy, except No. 7, for which the charge is twenty cents.

Entered as second-class matter June 10, 1898, at the post office at
Madison, Wisconsin, under the act of July 16, 1894.

BULLETIN OF THE UNIVERSITY OF WISCONSIN

No. 754; High School Series No. 14

A HANDBOOK FOR LATIN TEACHERS

BY

FRANCES E. SABIN
Assistant Professor of Latin
The University of Wisconsin

The University of Wisconsin

MADISON

1915

NOTE.

The title appearing at the top of the pajjes throughout
this handbook should read "A Handbook for Latin
Teuehers." "The Relation of Latin to Praetieal Life"
is another publication by the author but is not a I'ni-
\ersity publieatioii.

CONTENTS j

I. INTRODUCTION 7

1. Latin as a Practical Study* 7

'2. General Aims of the Latin Course 8

II. THE FOUR YEAR LATIN COURSE** 10

1. First Year

(a). Aim 10

(b). Outline of Work 10

2. Second Year

(a). Aim 11

(b). Outline of Work VI

3. Third Year

(a). Aim 13

(b). Outline of Work 13

4. Fourth Year

(a). Aim 11

(b). Outline of Work 17.

III. OUTLINE OF WORK FOR THE SEVENTH AND

EIGHTH GRADES 16

IV. SPECIAL DEVICES TO SECURE INTEREST 17

1. First Year 17

2. Second Year 27

3. Third Year 37

4. Fourth Year 11

V. APPENDIX... i<>

*The University publishes under separate cover a phamphlct which
sets forth the practical ends of the study of Latin.

**On the six-year plan for the high school course, the years first, second,
third, and fourth as stated above will be designated respectively as
Latin IV, Latin III, Latin II, and Latin I. The grades ordinarily
designated as seventh and eighth, will be called Latin VI and Latin V

PREFACE

The outlines, plans, methods, etc., of this book are those in
use in the High School of The University of Wisconsin. They
may or may not be useful in this exact form for other schools.
They are printed in this Manual in the hope that they may
be suggestive, at least, to teachers in arranging their own work
to suit their special needs. The Latin Department of this
school is ready and anxious to co-operate with the teachers of
the state in every way. Many of the devices mentioned in
the following pages will be illustrated more at length in the
class rooms of the school and as fast as possible various kinds
of equipment useful in the teaching of Latin will be prepared
and kept on view for the use of teachers who are not yet ade-
quately provided with material in these directions.

THE RELATION OF LATIN TO PRACTICAL LIFE

INTRODUCTION

1. Latin as a practical study

In the demand of the day for "practical" returns, the teacher
of Latin has nothing to fear. It is entirely proper that the
educational world should ask the question, "What, after all,
are the advantages of the study of Latin?", and altogether
just that the study should stand or fall by the criterion of
usefulness in the training of the child. If the teacher has failed
to think out the practical ends of his subject (and they
are many) or failed to provide for them in his scheme of
teaching, the criticism of the world is a most fortunate thing
for him. He will need to face the situation frankly and reform.
And this is what has really happened throughout the country
during the past fifteen years in a countless number of cases. No
concessions have been made by the sane teacher in the way of
lowering proper standards or substituting entertainment for
achievement. But while the critics of Latin study have been
hurling their thunderbolts, the wise classical teacher has done
some quiet thinking. He has looked at his subject from a wider
angle than he did before and has come to see it more and more
from the point of view of modern conditions. And fortun-
ately for him, he has been forced to think out the really
practical ends of his subject, and to estimate in terms of the
useful its contribution to the cause of education. In doing this
he has very likely changed the emphasis of his teaching
considerably — not at all in the way of making it easier, but
rather in the line of a readjustment of values. To define these
values in terms of the "practical" is altogether possible. But in
so doing, it is likely that he may need to convert some of his
critics to the idea that the word is not to be confined entirely
to a matter of dollars and cents and the ends of immed-
iate usefulness. He may need to show that it has a far wider
meaning as well, and that in any scheme for equipping a child to
lead an intelligent, useful, and interesting life, distant ends must
be considered quite as much as those which look to the immediate

8 THE UNIVERSITY OF WISCONSIN

present. He is not a foe to vocational education for developing
efficiency in some one occupation. He recognizes its importance
and he believes that to this kind of training Latin brings a valu-
able contribution. But he also sees that it is quite as "practical"
a thing to provide for meeting various and changing conditions of
life as to provide for specialized efficiency in any one branch.
Surely America needs not one kind of training, but both kinds,
and the study of Latin is peculiarly fortunate in being able to
contribute in varying degrees to both these ends.

2. General Aims of the Latin Course

(a) To give the pupil an intimate acquaintance with words
of his own language so enormous a proportion of which are of
classical derivation.

(b) To give the pupil a feeling for the relation of words in
any language.

By the constant study of sentences, the interrelation of
whose words are concretely and strikingly indicated by inflec-
tions and terminations, by continued practice in seeing the
logical relations between these parts of the sentence as he
must do in a translation from the Latin, and by building up
the endings and arranging words in order as the writing of
Latin prose demands, the pupil acquires a basis of familiarity
with language relations in general which should conduce to a
greater ability not only in the English class room, but in any
language work.

(c) To furnish abundant opportunity at every meeting of
the class for practice in the use of concise English expression
in connection with a given idea which confronts the pupil,
and cannot be eluded or changed to suit his convenience as
might happen if he were furnishing the idea as well as the words.

(d) To provide the student with some basis at least for
discrimination in judging literary values, and a beginning of
an appreciation of good literature. This aim can surely be
realized to some slight extent even before the Virgil year whe
the chances for emphasis on this point are more striking.

(e) To give the pupil as great an ability in reading Lati
as is possible in the time allowed.

The success or failure of the Latin work in the high school,
should not rest alone upon ability to read Latin fluently; bu

:

THE RELATION OF LATIN TO PRACTICAL LIFE 9

although this should not be the chief end, the course should pro-
vide the pupil with so thorough a grounding in essentials that
the rewards in the way of ease in reading may be marked in his
college work.

(f) To supplement the work in Roman history by giving the
pupil an intimate knowledge of the characters of a few of
its leading men whose influence upon civilization and literature
has been of very great importance, and to make him realize
more fully by reason of an acquaintance of years in which
details can be gradually absorbed, the striking features of Roman
life and thought which the educated man of the present finds a
very useful background for his view of the modern world. This
aim cannot, of course, be otherwise than subordinate in the work
of the four years. A large part of the pupil's knowledge and
appreciation of these points must necessarily spring from the
teacher's rich scholarship, and come through illuminating
comments from time to time. But Rome should surely mean
more to the Latin student of history than to one without this
training.

(g) To cultivate directly,* if possible, and indirectly, at least,
a familiarity with the myths of Greece and Rome, and to develop
a feeling for their importance in the world of literature, art, and
modern thought.

(h) To provide during the years when it is most needed, a
training in meeting and overcoming great difficulties, in culti-
vating habits of persistence and steady application to points
which may or may not in themselves seem vitally interesting to
the pupil.

*The importance of a separate course in classical mythology cannot
be overestimated when one thinks of the direct bearing of this subject
upon the work of the Histocy and English departments as well as upon the
Latin. In schools where the pressure of time is keenly felt, it is possible
to use a vacant hour once a week for this work and combine it with the
three departments.

10 THE UNIVERSITY OF WISCONSIN

II

I

THE FOUR YEAR LATIN COURSE

1. First Year

(a.) AIMS

The chief aims of the work in the first year on the part of the
pupil should be the habit of accurate pronunciation, the
thorough memorizing of a reasonable number of Latin words with
their English meanings, an unquestioned mastery of the essential
forms of the beginning book, some understanding of a few of the
simpler forms of syntax, and an increasing ability to read sen-
tences alone and in connected discourse. The teacher should
try to develop during the year a respect for the subject of Latin
in the mind of the pupil based upon the growing conviction
through his own experience that it has a practical value for him
in his scheme of high school studies.

(ft.) SUGGESTED OUTLINE OF WORK
FOR THE FIRST YEAR

(1) Text

Lessons I to LXXVIII in D'Ooge's Latin for Beginners (or an
equivalent amount in any other text) with such omissions in
forms and syntax as are indicated in the outline entitled "Mini-
mum Amount of Form and Syntax Work in Connection with
High School Latin."* At least three weeks at the end of the
year should be given to the rapid reading of the selections in the
back of this book or in such a text asFabulaeFaciles.

(2) Vocabulary

Special emphasis throughout the year on the acquisition of at
least 400 words, 50 of which are to be worked out on the "De-
rivative Blanks. "f

*See Appendix A for a discussion of its purpose and importance.
fFor an explanation of their use see page •!(>.

THE RELATION OF LATIN TO PRACTICAL LIFE 11

(3) Forms and Syntax

Special emphasis upon the forms and such points of syntax as
are included in the Form and Syntax Outline under First Year
Work.

(4). Preparation of a notebook to be continued throughout
the year known as The Practical Uses of Latin, in which the
pupil collects material to illustrate the headings of the Latin
Exhibit Manual entitled The Relation of Latin to Practical Life, ft

(5). The study of the myths of Greece and Rome. At least
one hour a week outside the Latin recitation should be given to
this course.

2. Second Year

(a.) AIMS

During the second year of high school Latin the pupil should
reasonably expect to acquire thoroughly at least 300 new words
(he will become familiar with many more) with a growing sense
of their importance in English derivatives in general, and their
direct usefulness to him in his high school study of English,
science, French, mathematics, etc. He should add a definite
number of forms to those which he acquired in his first year, and
become daily more proficient in the use of all of them. In other
words, he should be able, more and more, to read the language of
the forms and to understand at a glance the signboard, as it
were, of the verb ending "t" which says to him, "I am the third
person singular," etc. From both of the preceding advantages
and the deeper study of the principles of syntax, he should find
himself able to make out the meaning of the Latin text with more
ease and less haphazard guessing, and to express this meaning in
simple and correct English. Because of his deeper perception of
the relation of words as conveyed by the position and endings, he
should have a growing sense of power when confronted by a new
piece of Latin, and should find himself saying less and less often,
"I know all the words, but can't put them together." To this
end alone of increased facility in the use of forms and the deeper
appreciation of the relations involved should the prose work of
the year be directed.

ttFor a discussion of this device, see page 22.

12 THE UNIVERSITY OF WISCONSIN

Perhaps for the first time, too, the pupil will perceive that there
is something like literature back of the mechanical ends, and if
the teacher be skillful, before the end of the year he will find
himself intensely interested in the doinfes of Caesar and the
Romans. At least the course is a failure for him if he can truth-
fully say at the end of the year, "I read Caesar, but I don't
know yet what it is about." It has been the experience of the
writer that it is comparatively easy to develop a high degree of
enthusiasm for the Caesar stories among pupils who are well
grounded in the first year work, and that there is very little
truth in the statement that Caesar "can't" be made interesting.
On the whole it seems more full of human interest in the hands
of a live teacher than any proposed substitutes.

(6.) SUGGESTED OUTLINE OF WORK
FOR THE SECOND YEAR

(1) Text

A. Minimum Amount

Fabulae Faciles (Kirtland, Am. Book Co.), three weeks' work

in rapid reading (or a similar text).
Gallic War

Book I, Chaps. 1-29 (Helvetian campaign). (Sum-
marize for the class Chapters 13, 14, and 18).

Book II, Chaps. 16-28 (Battle with the Nervii).

Book III, Chaps. 7-16 (Battle with the Veneti).

Book V, Chaps. 26-52 (Attack of Ambiorix upon
the Roman legions among the Eburones and the
camp of Quintus Cicero).

Book VI I, Chaps. 68-89 (Siege of Alesia).

(An approximate equivalent of Bks. I-III).

B. A More Extended Course

Fabulae Faciles, three weeks' work in rapid reading.
Gallic War

Book I, Chaps. 1-29 (Helvetian Campaign).
Book I, Chaps. 30-54 (War with Ariovistus) .
Book II, Chaps. 16-28 (Battle with the Nervii).
Book III, Chaps. 7-16 (Battle with the Veneti).

THE RELATION OF LATIN TO PRACTICAL LIFE 13

Book V, Chaps. 26-52 (Attack of Ambiorix upon
the Roman legions among the Eburones and
the camp of Quintus Cicero).

Book VII, Chaps. 68-89 (Siege of Alesia).

(An approximate equivalent of Bks. I-IV.)

(3) Forms and Syntax

See separate outline in Appendix entitled Minimum Amount of
Form and Syntax Work in Connection with High School Latin.

(4) Prose

An amount not exceeding one recitation per week and con-
sisting of sentences based upon the Syntax Outline for the Caesar
year. A suitable prose book may be used or (preferably) the
teacher may write her own sentences from day to day, thus
correlating them more closely with the text and the Form and
Syntax Outline.

(2) Vocabulary

A review of the words learned in the first year and the memori-
zing of at least 300 new words, 50 of which are to be
worked out on the Derivative Blanks, if time permits.

(5) Military Antiquities

A study of such material as is given in the introductory
matter of the Caesar text.

3. Third Year

(a) AIMS

An increasing facility in the use of the Latin language and
hence a growing sense of ease in attacking a new passage; a
constantly increasing Latin vocabulary with a deepening con-
sciousness of its practical value not only in helping the pupil to
translate more easily but also in illuminating for him meanings
of otherwise obscure words in English, science, etc.; a greater
mastery of English expression arising from constant practice
in oral and written translation with a finer sense for shades of
meaning and exactness in the choice of words; a more or less
intimate acquaintance with the life and thought of the^Romans,
and some perception, at least, of the main points of^Cicero's
literary style — these should be the aims sought in the Cicero
year.

1 1 THE UNIVERSITY OF WISCONSIN

(b) SUGGESTED OUTLINE OF WORK FOR THE THIRD

YEAR
(1). Text*

Cicero ,

Oration for Pompey

Orations against Catiline, I, II, III, IV. '
Oration for Archias

For Catiline II and Archias, it is often desirable
to substitute selections from the following:

(1) The Plunder of Syracuse

(In C. Verrem, Actio II, Lib. IV., Chap. 52-60.)

(2) Selections from the Metamorphoses of Ovid.

(3) Virgil, Book II, 1-249.

(4) The Phormio of Terence as abridged by Fair-
clough and Richardson (Benjamin Sanborn Co.)

This is especially recommended for the
last three weeks of the year.

(2) Vocabulary

Review of the words learned in first and second years and the
memorizing of at least 350 new words.

(3) Forms and Syntax

See separate outline entitled Minimum Amount of Form and
Syntax Work in Connection with High School Latin.

(4) Prose

Sentences based upon the Syntax Outline equivalent in amount
to one recitation a week throughout the year for the average
student. In the case of students preparing for college entrance
examinations the amount of prose work should be increased.
As to text-book, see this heading under the Caesar Outline.

1. Fourth Year
(a) AIMS

An increasing ability in the way of translation into superior
English (especially at sight) with the added knowledge of
poetical forms and usages, and some skill in reading the lan-
guage metrically wilh a view to bringing out its beauty arc,

*It is expected that a part of the text will be used for rapid reading
at sight.

THE RELATION OF LATIN TO PRACTICAL LIFE 15

much should the teacher keep in mind the ends of an intimate
acquaintance with the thought of the poem. No piece of literature
gives its readers finer illustrations of human life with all its
joys and tragedies, its high ideals, and its baseness. In its long
list of characters, it portrays men and women as they are,
of course, aims to be sought in the Virgil year. But quite as
unchanged and apparently unchangeable as the centuries pass.
It unfolds the life of the past age with its customs, ways of
thinking, and ideals, an acquaintance with which forms an
invaluable perspective for comparison and contrast with the
life of today. To the developing of a proper teeling for the
thought back of Virgil's lines and its significance to the edu-
cated man of today, much of the skill of the teacher should
be directed. Someone has well said: "It is infinitely better
to be in touch with the ages than with the age," and a study of
the last two years of a high school course can surely form a
basis for this most "practical" of ends in the life of a thinking
man. For the first time, too, in any adequate way, the pupil
should realize the immense influence of Latin upon literature,
not only English, but French, Italian, Spanish, and German
as well. The Virgil allusion is everywhere and while the knowl-
edge must come to him largely through the teacher in the way
of casual comment, he should recognize his realization of this
fact as one of the valuable ends of his work in Virgil, and look
upon his growing appreciation of the wonderful power of the
author in the use of words as a very practical part of his
mental riches.

(b) SUGGESTED OUTLINE OF WORK FOR THE FOURTH

YEAR

(1) Text*'

Books I-VI of the Aeneid. (In case of pressure of time the
following lines may be summarized: Book V, 1-103, 545-778,
and VI, 14-41). Books I, II, and VI should be read with
special care.

(2) Vocabulary

Review of the words learned in the third year and the mem-
orizing of at least 400 new words with emphasis on their English
derivatives.

*A considerable part of the text can very profitably be covered by
reading at sight.

II) THE UNIVERSITY OF WISCONSIN

(3) Forms and Syntax

See scpjiniU1. outline in the appendix entitled Minimum
Amount of Form and Syntax Work in Connection with High
School Latin. ]

i 1 ) I > rose

Special attention should be given to a review of the principles
in the case of pupils preparing for college entrance examinations.
A rapid review of some good prose book is suggested. In any
case the student should not be allowed to become rusty in the
writing of simple prose.

(5) Meter

Sufficient work to enable the pupil to read the lines with some
degree of ease.

Mythology and Virgilian Allusions in English Literature
As much work as possible should be done in this connection.

III. 01 1 LINE OF WORK FOR THE SEVENTH AND
EIGHTH GRADES

(Called Latin VI and Latin V in the six-year course.)*

Latin VI

vYork as outlined in Nutting's Latin Primer.

Latin V

I VOoge's Latin for Beginners or an equivalent amount in any
other text, with considerable emphasis upon supplementary
reading.

* Pupils completing Latin VI and Latin V enter the C;KS;II
Lnlin III.

THE RELATION OF LATIN TO PRACTICAL I. II -1, 17

IV. SPECIAL DEVICES FOR THE WORK OF THt
FOUR YEARS

Introductory Note

In connection with the discussion of the following devices, it
is to be clearly understood that they are suggestive only. Con-
ditions vary so considerably in schools and the personality of
teachers is so uncertain a factor that no set of devices could be
invented that would be of universal value. "The individual
teacher would do far better to work out his own. In no case
will he allow himself to forget for a moment, that his chief busi-
ness is to teach Latin and that devices and methods for arous-
ing interest are only valuable in so far as they contribute to
this end.

1. First Year

(a) FOR TEACHING PRINCIPLE PARTS OF YERBS

The games published by E. I). Wright of Appleton, Wisconsin,
are especially helpful. These consist of cards played much like
the game of authors. This game may be conducted with
profit throughout the second year. Mr. Wright also publishes
other games which are useful.

(b) FOR TEACHING VOCABULARY

(1.) The use of what arc called Derivative Blanks printed at
Madison, Wisconsin, in pads of 50 is helpful in emphasizing in a
concrete and picturesque way the extent to which English words
are based upon the Latin, and in connecting these Latin words
with terms in science, French, mathematics, etc. — other depart-
ments of the school in which the pupil thus finds his Latin of
immediate practical help. They may a'so be used in teaching
word formation which should receive considerable attention here
and throughout the course in genera'. See page 18 for illus-
tration.

(2.) Class spell-downs and contests with other classes in
connection with vocabulary work are always interesting if
properly managed.

18

THE rXIYKKSITY OF WISCONSIN

ENGLISH DERIVATIVES FROM THE LATIN WORD

-f ero, f err&,£oli . ..lotus

Science

French

Mathematics

Civics

s when

Illustration of a page from a tablet of Derivative Blanks as it appears when

filled out by the' pupil. Thejteacher assigns the Latin word written in

I the circle at the center^and the pupil writes English derivatives in the

at 16 spaces left for this purpose. In the case of word formation study,

the Latin prefix or suffix is written in the center,

Till-; RELATION' OF LATIN TO PRACTICAL LIFK 19

(3) Charades based on Latin words entirely may form an
interesting entertainment for some special occasion outside of
the class.

(4) The acquisition of as long a list as possible of English
words whose picturesque meaning through the Latin may have
suggested itself to a pupil outside of his Latin class should be
encouraged. In one school the statement was made at the
beginning of the year to a first-year class that "Latin was like a
torch" in lighting up English words. Henceforth the lists in
that class were called "torch" lists, and special credit was given
to those who had the best words.

(c) FOR TEACHING FORMS

(1) In reviewing a large number as at the end of the month or
year nothing is more effective than to write the separate forms,
each with the letter of the alphabet before it, in the form of a
frieze at the top of the blackboard, and extending around the
room. Each person is told to spell his name or address, for
example, or any other similar thing involving many letters.
This is done by writing out in the presence of the teacher on
separate slips the declension or conjugation of the forms in
question. Even the slightest mistake destroys the validity of
the paper, and it must be done over at some other time. Pupils
find this a useful device, definite, and fun if properly inspired
by the teacher's sense of humor and sympathy.

(2) Spell-downs, etc., may be managed in much the same way
as with the vocabulary. The teacher may give the English
expression, for example, and call for the Latin. Any teacher
will at once think of a variety of ways for using this well-known
device of emulation.

(3) Teamwork. — Outlines may be put upon the board with
spaces for filling in the various cases of the word, or the forms of a
word to be given out by the teacher. The two teams are
stationed the same distance from the board, and when the word
is given the captain of each team calls the name of one of his
side. These rush to the board and try to write the forms
correctly in the shortest possible time. An umpire keeps score
and settles disputes. Each form correctly done counts 5, and a
mistake takes off the same amount from the score. In a similar
way, words and sentences may be formed by opposing sides, by

'JO 'IT IK UXIVKHSITV OF WISCONSIN

the use of cards 3 inches high upon which the endings, bases, stems,
and personal endings have been printed in striking capitals.
When the sentence is given out by the teacher, the pupils on
each side holding the cards necessary fir its formation, arrange
themselves in proper order as quickly as possible in the front of
the room with their cards held up conspicuously. For example,
give out to various members of each side, cards containing
"duce," "ba," '%" as well as other stems, tense-signs, and per-
sonal endings. Call for the sentence, "He was leading" and
count five for the side that first arranges itself in line in the
order of "duce," "ba," "t." If noun endings are given also as
well as the bases, a long sentence can be built up. This calls
for a knowledge of the principles of word order as well as the
forms and requires rapid and accurate thinking on the part of
the pupils

(4) Organizing the form work for the conjugation of regular verbs.
—Write the conjugations (one or all) upon the board using a
different color of chalk for the stem, tense sign, personal ending,
and any irregularities such as the change from an i to a u in
the third person plural of the third conjugation. This scheme
shows at a glance the regular system upon which the formation
of verbs is based. It is strikingly clear, for example, that
the tense signs and personal endings are the same (with a few
exceptions) for the various conjugations. The division of the
word into stem, tense sign, and personal ending is at once ap-
parent by reason of the different colors, and the whole subject
of verb, formation is at once clearer in the pupil's mind. It
is u good plan some time during the year to have each pupil
print for himself such a chart to fix the idea.

(d). FOR TEACHING TRANSLATION FROM ENGLISH
INTO LATIN

Assign a certain English exercise the day before with the
understanding that the meanings of the words are to be learned,
the proper forms selected, and the order in the sentence observed.
When the class assembles, ask the pupils to close their books
and put away all papers. Write the English sentence on the
board and discuss the assigned points thoroughly. When a
mistake is made, ask some one to ask this pupil a question.
This question brings out the ability of the second pupil, and

Tin-; RELATION OF LATIN TO PRACTICAL LIFE 21

makes him feel a special responsibility for getting the right
answer from the one questioned. (This applies equally well
to all years of the course.) After all the points have been
correctly given, write the sentence on the board in Latin, letting
various pupils furnish the different parts in response to your
question, "Who will furnish the subject, adjective, verb, etc.?".
A long continued silence from any pupil is at once conspicuous
and exposes him immediately as being unprepared. This
plan, too, has the advantage of keeping the child alert, in addi-
tion to its thoroughness in the way of explanation. As a con-
clusion to the exercise the teacher should demand all or a part
of the same sentences the next day, written in class and from
the board, with no help in the way of notes or books.

(e). FOR TEACHING TRANSLATION OF THE LATIN

TEXT

During the first part of the year (always, to some extent),
discuss the various parts of the sentence before calling for a
translation of the whole. Teachers often fail to realize the
accumulation of small difficulties and uncertainties which lurk
in apparently insignificant points, but which together produce
much confusion in the pupil's mind. Be sure that each ending,
for example, has told its proper story before calling for the
translation. It is sometimes advisable to read the Latin sen-
tence in phrases, calling for the English of these parts before
demanding the whole, or to assign the words of the sentence to
various pupils at the beginning, and to ask each one, "What does
your word say about its meaning and the part it plays in the
sentence?" Always anticipate the difficulties of the advanced
lesson when assigning it, and give certain helps at that time.
Try to make the pupil see that memorizing words and learning
forms really aid him in saving time and energy in these trans-
lations.

(f). FOR TEACHING SYNTAX

Teach very few points in the first place, and these the simpler
ones. After thorough explanation, require each pupil to find
from the newspaper examples of similar uses in English. For
instance, let "The mayor appointed men to investigate this

22 THE UNIVERSITY OF WISCONSIN

matter" serve to show what is meant by a purpose clause, and
"The burglar was seized by a policeman" illustrate the con-
struction of ablative of agent. Set a time limit for this work,
and give out your own examples freely, when you feel that the
situation demands it. Have a large chart in tfye room, headed
with the name of the construction, upon which the examples
brought by the pupils (in as large type as possible) are pasted, with
their names signed beneath. See to it that your own is there
with the others, and arouse enthusiasm by your "finds" in the
morning paper. In general nothing pays better than working
with the pupils. It is the best way to keep one's freshness
and to inspire by reason of a personal interest in the matter
at hand. This device may be continued in the second year
with good results although a book kept by the pupil will be a
more satisfactory form for a collection of examples. The
special advantage of this device for teaching syntax lies in the
fact that almost all of the difficulties of understanding the idea
back of construction lie in the thought "that it is Latin, and,
therefore, hard." When the pupil realizes that many of these
ideas are "English and, therefore, easy," much of the difficulty
vanishes.

(g). FOR DEVELOPING A FEELING OF RESPECT FOR

LATIN, AND A REALIZATION OF ITS "PRACTICAL"

VALUE

Nothing is more important for the success of the teacher than
achieving results in this respect. She must often overcome an
indifference at home as to the real importance of Latin as a study
in high school, the lack of real conviction on the part of school
boards and principals, and the opinion of pupils outside the
Latin class who either know nothing at first hand about the
subject, or have been unable to keep up to its rigid demands.
The high school freshman is very apt to hear from some or all
of these sources that Latin is not really "worth while." It is the
task of the teacher first of all and all of the time to quietly show
him such clear and compelling facts to the contrary that as the
year goes on he becomes either an ardent champion of the subject,
or frankly says, "I don't like Latin, but it has a lot in it that a

Till: RELATION OF LATIN TO PRACTICAL LIFE 23

fellow can use." To this end in addition to a school exhibit* on
cards, to which all classes contribute, in which the practical uses
of Latin are shown in concrete form which everybody can
understand, nothing is more effective than to have freshmen keep
individual books** of their own (atleast!2" x 8" in size) in which
they may collect under the various headings, material from
papers, magazines, books, etc., to illustrate the many practical
ways in which Latin may serve the intelligent man or woman.
An illustration of a page from such a book prepared by a high
school freshman appears on page 24. For illustrations of wall
charts (22" x 28"), see pages 25 and 26.

(h). FOR ENTERTAINMENTS AND INSTRUCTION TX
THE LIFE OF THE ROMANS

(1) Slides should be available for talks from time to time on
the life and times of the Romans, and if possible, for daily use
in the classroom as necessity for illustrations occur. These talks
should not be haphazard, but should form part of a scheme of
lantern slide lectures to accompany the work of the entire
Latin course.

(2) Dramatizations written by the teacher or from books
such as Decem Fabulae by Paine and Mainwaring, (Clarendon
Press, Oxford), which bring out features from Roman life, may
be used.

(3) A classical club may or may not be valuable. The condi-
tions in the school and the teacher's power are determining fac-
tors. Generally speaking, this should be postponed to the
second year.

*The Relation of I'rac'ical Life by the author contains material
and full directions for preparing an Exhibit.

**Sample books may be seen at the High School of The University of
Wisconsin. This work should be done outside the class room and must
not be allowed to obscure the main end — the study of the Latin lan-
guage.

24

THE UNIVERSITY OF WISCONSIN

I I C\nu nrvoderrv in verrKons

Makes An v Boat a Motor Boat 2

u

Engine

-***** %OT* CLEANERS ForT°"-Min-

Waterman Marint Motor Co.,

Stamps Three Envelopes
While You Stamp One

Make Y<mr Gift a Use! ai One

The Multipost Co.. 306 State St., Rochester, N. Y

PUMPS

Let Us Send You The
Edison

On FR

Parts, «

Etc., for

Cleaners

Learn All About

I Automobiles
Motorcycles
» * i

A page from a Srrapbook made by a high school freshman. The underlined words dl
rived from Latin or Greek are far more intelligible to the classical student thai
to the non-classical.

THE RELATION OF LATIN TO PRACTICAL LIFE 25

HOW LATIN HELPS US TO
SEE THE REAL MEANING
OF SOME OF OUR ENGLISH
WORDS'-

CARBUNCLE comes from the
Latin word CARBO which means

A LIVE COAL.

SECRETARY comes from

;SECRETARIUS Which meailS A KEEPER
01 SECRETA Or SECRETS.

TRIVIAL comes from TRWAIJS
which means BELONGING TO THE

CROSSROADS -TRES VIAE'Or PUBLIC

STREETS, hence COMMONPLACE, TRIFL

Illustration of a chart, 22x28 in., printed with rubber stamps, to show the practi-
cal value of the study of Latin words.

26

THE UNIVERSITY OF WISCONSIN

THESE STRIKING ADVERTISEMENTS
ARE BASED ON THE MYTHS OF
GREECE AND ROME; THE BUSINESS
WORLD ASSUMES THAT EVERY-
ONE KNOWS THESE STORIES:

IV1IOAJS

Liquid Metal Polish

Achilles Leaped Full
Armed into the Aren

Illustration of a chart showing how the business world makes use of the stories froi
Greek and Latin mythology.

THE RELATION OF LATIN TO PRACTICAL LIFE 27

2. Second Year

(a). FOR DEVELOPING SKILL IN TRANSLATION FROM
LATIN INTO ENGLISH

Nothing requires more attention and sympathetic understand-
ing on the part of the teacher than this feature of the work at
this special point. The text is much more difficult than anything
the pupil has known before, and unless he is carefully guided he
is apt to become discouraged at the apparent hoplessness of it
all, and to either "drop" Latin, or start the habit of secretly
using a translation to help him to pass, a habit which he finds it
hard to break in later months. The teacher should keep in mind
these general cautions: Do not give long lessons at first; try
to realize the fact that the pupil knows very little, and that the
difficulties seem to him appalling; show him how to go at the
problem and encourage him in thinking that he can see the light
with sufficient determination back of his efforts. For the first
weeks no advance translation should be assigned. The text
should be read at sight from the board or the book with only the
vocabulary and certain forms assigned for previous study. This
is to enable the teacher to start the pupil correctly in habits of
translation and to save the pupil from too great discouragement
in being left entirely to himself. He should be made to see,
however, that as great an amount of time as possible should be put
upon vocabulary and forms in order for him to profit by the work
of the translation in class. To assist him in concentrating his
efforts, the special words to be included in the vocabulary for
the year should be underlined in his text with a colored pencil
and the forms included in the Outline for the Year (see Appendix)
marked in the same way in his grammar.

Much the same plan as that suggested under topic 5 of the
first year devices should be followed for a few weeks; or, under-
line the main and subordinate verbs of the sentence written on
the board, with chalk of different colors, using the same color
for the introductory word of the subordinate clause as that used
in the verb, and in all cases making the subject, when one is
given, agree in color with its verb. Participles are indicated by a
double line of color corresponding to that of the word they
modify. This scheme, which should not, of course, be continued
too long, serves to visualize for the pupil the function of main and

'J8 Till-; UMVKHSITY OF WISCONSIN

subordinate clauses in a long and involved sentence, and helps
him to seek out the proper relations in making his way through
it. The second day the passage should be translated as review
with little difficulty, and the teacher sjhould be rigid in her
demands in this connection. Even after the use -of the chalk is
given up, the teacher should still point out in advance the
signposts, as it were, that the pupil is to follow in making his
way through the sentence.*

(b). FOR PROSE WORK

For the teacher who prefers to write her own sentences, thus
enabling her to use the vocabulary of the text then being read
and to group her prose work about such a scheme for syntax
work as that indicated in the Form and Syntax Outline in the
Appendix, the following plan is suggested:

Look over the Syntax Outline and decide just where in the
year's work each point is to be taken up. Try to bring up
these points in connection with certain passages where the
principle of syntax is obvious. Ask the pupil to keep a note-
book in which these three points are indicated very clearly and
simply about each construction studied:

(1). The name of the construction with the grammar reference.

(2). An explanation of it in the language of the teacher.

(3). An example in Latin and English from the text and
another one from some outside source. Leave space for refer-
ences to at least 5 examples to be noted later as they occur in
the reading of the text.

A few English sentences, not too difficult, preferably dealing
with the story then being read, should be put into Latin as
illustrations of this special point of syntax. Before asking
for the sentences to be put into Latin, see that the vocabulary
and forms have been thoroughly learned. For a while
the actual writing of the sentences should be done in class
under the teacher's supervision. Later they may be prepared
the same day. Call for frequent reviews and insist upon a test
from time to time (perhaps once a week) to determine accuracy.

In order to keep the study of constructions definite and avoid
confusion in the pupil's mind arising from the thought that there

*This device was suggested and first worked out by Miss Leta Wilson
of the Madison High School.

THE RELATION OF LATIN TO PRACTICAL LIFE 29

is so much in the way of the unknown — the very extent of the
average grammar in this respect is appalling to him — it is well,
when a certain number of each have been recorded, to allow the
pupil to "check off" that special construction, meaning for him
that he has a clear idea of it, and can recognize it when he sees it.
This avoids discouragement by reason of failure to see progress. *
If this plan be followed constantly during the year, and similar
constructions be called up as they appear, the Caesar student
will not find the writing of simple Latin beyond his power.
Most teachers assume too great a knowledge on the part of the
pupil, especially in his ability to comprehend the explanations
in his grammar, and do not give enough time at the beginning
of the year, at least, to actual instruction. Personal work is
especially important here, and the lack of it is often the chief
reason for failure.

Simple conversations in Latin in connection with the story of
the text carried on for a few moments at the beginning of the
translation are a valuable aid to the more formal prose work.
The pupil is allowed to use his book, and the question is so put
that he can readily make up an answer.

A practical way of holding the interest of the class in its
efforts to write a prose passage clearly on the day when it is in
its finished form, may be \vorked out by writing the English on
the board and grading important points as follows:

5 5 10 5 5

"Caesar saw that he could not capture Alesia by an attack.

55 5

He, therefore, decided to surround it with siege works.

5 5 5 10

When Vercingetorix perceived that he was being shut in

5 5

by the Romans, he sent cavalry to all parts of Gaul to

10 5

bring an army of relief to Alesia."

*In general, it is a very good plan to keep all outlines conspicuously
posted and checked in accordance with the progress of the class as a
whole.

30 THE UNIVERSITY OF WISCONSIN

In this way the pupil can see that his grade very definitely
depends upon the degree of knowledge he possesses regarding
certain important points and he will often work much harder to
succeed on these days. I

(c). FOR KEEPING UP FORMS LEARNED IN THE
FIRST YEAR AND ADDING TO THEM

Most of the devices of the first year may be continued for at
least the first part of the year, or new ones similar in character
may be invented. The problem of how to keep up with the text
lesson, teach some syntax and still continue some rigid work in
forms is a serious one. Some one of these points is almost sure
to be neglected, and too often the forms suffer. The habit of
assigning a very few forms every day for special study is the
only safe course for the teacher to follow. A device for helping
the teacher to keep the pupil regular in his preparation, even
though now and then she must omit formal recitation on the
point, is to pass papers at least three times a week at the be-
ginning of the hour, and ask for written answers to at least three
questions on the forms assigned. When all of the forms in the
outline for the year have been covered, and only constant review
is necessary, numbers from 1 to 10 may be assigned permanently
to the pupils, the number meaning that that is his line in the
advanced text every day for special form study, e. g., he must
know thoroughly all the forms each day in that special line of the
lesson. Written reports can be called for as before, not taking
more than three or four minutes at the most. This saves the
time of the teacher each day in assigning work. The device
is equally effective for the same purpose in the Cicero year.

(d). FOR SYNTAX WORK

The prose work as described under (2) involves a special
study of the constructions required in the syntax outline of the
year. These points should be brought up sufficiently often in
the reading of the text to keep the idea familiar, but they should
not be allowed to interupt the thought of the text to too great
an extent. Unfortunately, many men and women complain
very justly that in their high school and college Latin they were
never free to read the story, but were always forced to interrupt

THE RELATION OF LATIN TO PRACTICAL LIFE 31

it by looking out for certain kinds of ablatives and subjunctives,
or as a boy once expressed it, "When you are just getting the
hang of the story, you have to stop and talk about a subjunc-
tive." Cut down the syntax outline if this state of affairs
exists, for, after all, aside from its high and important mission
of showing the form in which the Roman mind expressed his
ideas in words, and in making clear the relations between
words, the study has less to offer the immature pupil than
many other sides of the Latin. It should not be neglected, but
it must not be allowed to dominate the teacher's program.

(e). FOR VOCABULARY WORK

The Derivative Blanks mentioned under the first year devices
are quite as helpful here, since increasing emphasis should be put
upon the study of Latin as a basis for the understanding of
English words, and the connection of Latin terms with
the pupil's other studies in the high school, The formation
of words from certain Latin prefixes and suffixes should be
emphasized also in this year. Pupils in the Caesar class are
usually much alive, too, to such work in collecting new words
from their reading as that begun in the first year. The habit
can be encouraged in various ways. Certain pupils may be
responsible for bringing in lists from English classes, others
from history, still others from science and civics, etc., or
a student with some ability in drawing or painting can illustrate
by some more or less fanciful pictures the interesting deriva-
tives of "pecuniary," "a man's wealth consisting of herds"
from the Latin "pecus;" "manufacture;" or "auspices," etc.

(f). FOR GIVING THE CLASS A CLEARER IDEA OF

THE STORY AND MAKING IT LIVE IN ITS

MEMORY

This important side of the teaching of Caesar has often been
neglected. Many teachers are content to read along steadily,
trusting that the pupil is getting the facts of the story and
feeling its power. But the chances are, however, that he has
really almost no idea of what it is all about except that Caesar
seems to be fighting with the Gauls. Nothing is more common
than to hear this confusion in the child's mind used as an argu-

Tin: UNIVERSITY 01- WISCONSIN

ment against the study of Latin, and certainly the criticism
has some point. The text should surely mean something aside
from a jumble of forms and syntax principles. Nor is any
lifeless discussion or written translation of the story adequate
in producing a deep and lasting impression upon the class;
but an extemporaneous dramatization of significant chapters
in connection with the review lesson, for example, or a more
carefully planned one covering a whole campaign, worked
out by the teacher in acts and scenes consisting of a short
synopsis of main points only, with the characters left to individual
pupils to be worked out in oral dramatization as they see fit,
will produce a lasting impression upon the class and do much
to interest pupils in these really wonderful stories of the Gallic
war. Nor need these dramatic exercises take much time.
No costumes are necessary and no rehearsal is essential, although,
of course, the play succeeds better if the teacher can go over
it with the class. The parts are given out the day before, and
the general divisions of the story into acts and scenes are taken
down. References are also given to the passage where the
pupil finds special help in the way of material for his part.
He is told not to write out what he is to say, nor to memorize
it but to have it well planned in his mind so that he can take
the part of the assigned character when he comes on the stage.
Of course, without rehearsals there is a good deal of crudity
and some ineffective speeches, but on the other hand there
is sure to be some surprisingly good work and an exhibition
of hitherto unexpected talent of some pupil who has seemed
dull in his classroom work. And here lies one of the advan-
tages, for there sometimes seems very little chance for the
slow boy or girl to do anything striking in the ordinary work
of the class. Here, however, he sometimes outdistances the
most brilliant pupil in real feeling for the lines he has been
reading so painfully. To make the foregoing concrete, an
outline of a play arranged for use in a purely extemporaneous
way in connection with the first part of Book I is here given:

TIII-; m-;i.ATio\ OK LATIN TO I'I;A<;TK;AI, LIKK 33

THE TRAGEDY OF ORGETORIX

Scene — -Helvetia
rune— About 58 B. C.

Characters

Orgetorix \ noble among the Helvetians

Casticus A leading Sequanian

Dumnorix A leading Aeduan

Wife of Orgetorix

Daughter of Orgetorix

Servants of Orgetorix

Magistrates of the Helvetians

Helvetian Soldiers

Slaves belonging to the house of Dumnorix

A messenger from Rome

Synopsis of Acts and Scenes

ACT I— Helvetia

Orgetorix sits alone in his house thinking over his plan of
making himself ruler of all Gaul and hesitating to take the
final step. A letter is brought in by his servant from a friend
in Rome who says that he strongly suspects Caesar of wanting
the same thing for himself. This decides Orgetorix and he at
once sends messengers to call an assembly of Helvetians so
that he may propose to them the plan of a national migration.

ACT II
Helvetia
Council hall of the Helvetians

Orgetorix puts before the Helvetians his plan of a national
migration, carefully concealing, of course, his scheme and his
purpose. He argues at length for the plan, pointing out its
advantages and chances of success. The matter is discussed
at length and finally approved by the council. Plans are made
for the emigration, and Orgetorix himself is chosen to make

34 THE UNIVERSITY OF WISCONSIN

friendly alliances with the neighboring states — an arrangement
which suits his purpose very well.

ACT III i
Scene 1
Aedua — House of Dumnorix

Casticus, the Sequanian, and Orgetorix are dining by appoint-
ment with Dumnorix. The conversation is general until the
slaves go out. Then the real reason for the meeting appears.
(Much secrecy is apparent and various precautions are taken to
see to it that there are no listeners). Orgetorix puts before
these influential men whom he wants as confederates, his plan
of deceiving the Helvetians, with a view of gaining control of
Gaul. Casticus readily agrees to join Orgetorix, but Dumnorix
is at first reluctant. To persuade him, Orgetorix produces
a picture of his beautiful daughter, promising her to Dumnorix
if this alliance succeeds. Dumnorix consents and the scene
ends in a solemn pledge of loyalty on the part of the three con-
federates.

Scene 2
Helvetia — House of Orgetorix

The daughter of Orgetorix is seated with her mother while
various attendants about the room are engaged in household
occupations. They are discussing the questions of the day
and the various matters of interest when a letter is brought
in addressed to the daughter from her father, Orgetorix, telling
her of her coming marriage with Dumnorix. She is at first
very indignant at thus being disposed of without her consent,
but her mother persuades her that such an alliance is probably
for the good of the country or her father would not have arranged
it.

ACT IV

Helvetia — Some months later
Council hall of the Helvetians

The Helvetians are assembled to decide on the fate of Orgetorix
whose schemes have been discovered. His friends try to defend

THE RELATION OF LATIN TO PRACTICAL LIFE 35

him saying that he is trying to get control for some patriotic
motive. Others, however, vote them down and Orgetorix is
condemned to plead his cause in chains, and if guilty, to be
burned to death.

ACT V
Council hall of the Helvetians on day of the trial

The Helvetians are assembled in force to judge Orgetorix
While waiting for him to be brought in, an uproar is heard
outside, and soldiers rush in to say that the prisoner has been
carried away by his supporters. Orders are given for immediate
pursuit by government troops. There i* much excitement in
the council which is only silenced by the sudden appearance
of an excited soldier who cries out "Orgetorix has been found
dead!" "So perished a traitor!" someone cries. The wife
of Orgetorix who has been present at the trial, faints, and
is carried out.

Any teacher with dramatic sense will at once see the infinite
possibility of elaborating such an outline as the above so that
all the class may have an active part in its interpretation. This
device of oral dramatization is equally valuable in the Cicero
work, notably in the study of the Catiline orations. As a last
point under this head it may b.° said that nothing Contributes
more to establish friendly relations between the teacher and
class than such an undertaking rightly managed.

Still another device in the way of emphasizing the thought of
the Caesar text is to call for imaginary letters from time to time
such as the characters might have written to their friends. A
Venetian woman writes a long letter to one of her Belgian friends
describing a sea fight off the coast of her country between
Caesar's galleys and the Venetian ships, or Considius in a letter
to a friend explains how he really made that mistake about
the presence of the Gauls on the top of the mountain held by
Labienus. Both in the Caesar and Cicero work such exercises
are prolific of interest in the background, and allow the girl
or boy with a sense for writing and some imaginative power
to come to his own.

;')(') Till-: UNIVERSITY OF WISCONSIN

Still another effective device in this connection is debate
work. Certain points suitable for discussion are chosen and pupils
are assigned to defend the two sides of the question.

Some teachers assign great value to the habit of writing
out the translation after the passage has been carefully read
in class and keeping this in a book for repeated reading. So
many evils, however, are attendant upon this device that it
should be used with great caution. The advantage, of course,
is that the pupil has a connected narrative at hand for review
purposes for the story as a whole.

(g). FOR THE STUDY OF MILITARY ANTIQUITIES

An outline 'based upon the introductory work of the text-book
should be used in this connection. For purposes of illustration,
slides and photographs should be freely used. An effective
device for the study of these topics takes the form of an exhibit
in connection with which each member of the class actually
constructs some one object pertaining to the subject. This
should be kept on view for some days, and should serve as a
way of interesting parents of the pupil in the more concrete side
of the Caesar work. The present European war furnishes very
interesting material through the newspapers and magazines
in the way of striking comparisons and contrasts to the facts
of the Caesar text. A large scrapbook should be started in
which pictures and paragraphs bearing on the details of modern
military life may be preserved with appropriate comments
connecting them with the Caesar narrative.

(h). FOR PURPOSES OF ENTERTAINMENTS FOR CLAS-
SICAL CLUBS

A formal Latin play such as Miss PUXSDU'S Roman Wtddiny
may 1)2 given in costume. A Roman banquet is especially
effective, and is not hard to manage. (See Gallus, by Becker,
or any good book on Roman private life for directions.) The
burial of Caesar (as a closing exercise) in which the details of
a Roman funeral are carried out is also interesting, especially
if given after dark. But any live teacher will think of many
schemes in this connection.

THE RELATION OF LATIN TO PRACTICAL I.I1 !• 37

(i). FOR KEEPING ALIVE THE FEELING OF RESPECT
FOR LATIN AND ITS PRACTICAL VALUE

The books of the first year may be continued, or the student
may devote his energies in helping in the preparation of a school
exhibit for demonstrating the many ways in which Latin appears
in the life about him. Certain members of the class who
especially like other high school studies, may watch these
for indications of ways in which a knowledge of Latin is of
assistance.

3. Third Year

(a). FOR TRANSLATION FROM LATIN INTO ENGLISH

The same care in introducing the student to the Caesar
text should be exercised in the first weeks of the Cicero work.
Begin with short lessons and for a while, at least, go over the
advanced text in class before assigning it for study. Try to
give the pupil an understanding of how to attack a long sentence,
and be patient if his skill develops slowly. The average student
is hampered by the fact that he knows few words, and must
take much time in looking up the vocabulary which is strikingly
different from anything he has known before. Allow for this.
Many teachers prefer to give the meanings of the new words
at the time of assignment thus saving the pupils time in search-
ing for just the right shade of meaning for the passage. How-
ever, this plan has its defects in giving too much help to the
pupils at times, and should be used with caution. A careful
and judicious phrasing by the teacher of the longer sentences
for a few days is especially helpful to the pupil unaccustomed
to Cicero study.

(b). FOR TEACHING FORMS

The devices used in the second year may well be continued
in the third, although less emphasis relatively will be put upon
them. The teacher has the advantage in this year of having
the pupil realize the necessity of a thorough grounding in forms
in securing ease in translation. It is at this time that he so
often says "My first year teacher didn't make me learn them,"
and he may often be induced from his wider intelligence to

iJS Tin-: UNIVERSITY OF WISCONSIN

master them as a really practical device for getting through
the course. Frequent reviews are necessary and in connection
with them some device as concrete and as thorough as those
used in the first year should be resorted to. Many devices
can be invented by any skillful Icnchcr to make this work
interesting.

(c). FOR WRITING PROSE

The plan used in the second year may be continued, or a
prose book may be adopted at this point. The direct method
may be used to some extent at least in varying the work at
this stage. The subject matter of the text affords abundant
material, and the review lesson especially lends itself to such
a method, although great care should be exercised to keep
the work definite and thorough. Many teachers like the plan
of having prose once a week, while others prefer to have it all
on two successive days in every other week.

(d). FOR SYNTAX WORK

A syntax game which yields good results consists of cards
upon which ten English examples of the ideas back of the con-
struction are expressed. Groups of four or five are formed,
and one pupil reads the English examples with their respective
numbers. The others in the group put down the number
and the name of the construction as they think 'it should be.
When this is finished the reader gives the right answer in con-
nection with the numbers (he has them written out on his card),
and each member of the group checks his own mistakes (or
someone else's), counting 5 for every correct answer he has
made. After the first card is finished, the group proceeds
with the second card, and so on until the end of the hour. A
similar scheme, may be worked out with English expressions
to be put in Latin in illustration of some principle of syntax.
Cicero students especially enjoy this exercise.

(e). FOR VOCABULARY STUDY

The importance of this has already been touched upon.
Great care should be taken to see that the work is thorough,
and that a broadening vision of its helpfulness in acquiring a

THE RELATION OF LATIN TO PRACTICAL LIFE 39

knowledge of English words comes to the pupil The Derivative
Blanks may be used if time permits.

(f). FOR REALIZING THE LIFE AND CONDITIONS
BACK OF THE CICERO TEXT, AND LEARNING
TO MAKE COMPARISONS AND CON-
TRASTS WITH MODERN TIMES

A study of Cicero and the life of the times may be managed
through lectures by the teacher, his casual but pregnant com-
ments from time to time, assigned readings, topics, lantern
slides, etc.

As an aid in connecting modern times with those of Cicero,
what may be called a Parallel Passage Book may be kept to
great advantage without entailing any considerable strain
upon the student's time. This consists of a large blank book.
On one side of the pages are written from time to time as the
teacher dictates, statements about certain striking features
of the life of Cicero's day. The opposite page is kept for any
reference from newspapers or magazines or other sources which
affords a contrast or comparison in connection with the life of
the modern world. For example, the teacher may dictate
thus: "Graft or political corruption were marked features
of the closing years of the republic. The successful candidate
for office at Rome often spent vast sums of money in his cam-
paign." The pupil fills the opposite page with the many ref-
erences to the same custom in modern life. This plan affords
a tangible way of causing the pupil to see that the Romans
after all were just people like ourselves in all essentials, and
that the gap between us is not so wide as he thought. A striking
contrast between the civilizations is. quite as useful as the com-
parisons, in giving him a hint of how much saner the judgment
of the present must be in the case of a person who, like President
Wilson, for example, is perfectly familiar with the past, than
it could be if he knew only about his own times. This perspec-
tive is, of course, especially valuable for the statesman. The
topic, however, must not be allowed to take too much time
in the class room. It is to be largely carried on by the remarks
of the teacher from time to time about something he has seen
in the paper, for example, and by the pupil in his moments out-
side of school when he is perhaps reading along entirely different

10 Till-: ( MYKIiSITY OF WISCONSIN

lines and comes by chance upon some good illustration for his
book. The teacher will often be surprised at the original
thinking done by some pupils in this connection.

1

(g). FOR EMPHASIZING THE VALUE OF ENGLISH
EXPRESSION

Throughout the course the point of clear and concise English
is to be emphasized. It is not until the Cicero year, however,
that one can expect sufficient maturity ot mind for any literary
work of high merit. But at this point, the teacher should
demand special excellence in the way of oral and written ex-
pression. A device for encouraging this is to talk over a certain
passage until the idea is perfectly clear. Choose teams and
then call for the expression of these ideas in finished English.
Three judges are chosen from the class or from outside, and the
speeches are given with all the formality of a debate. The
judges decide upon the winner by the exactness of the thought
as compared to the original, the quality of English, and the
delivery. Sometimes these speeches (which cannot be written
out before hand) are taken down by a stenographer and pub-
lished in a school paper, or posted conspicuously.

Still another way of emphasizing English expression is to
assign certain passages at an examination in an oration which
has been read, grading them according to the difficulty in the
way ol English expression, and let pupils choose which one they
prefer to put into written form with the understanding that they
''make" in the test the grade attached to the passage, if the
English is perfect. In case of great awkwardness, or actual
mistake, the pupil loses either the whole amount or a certain
part of the sum total of what he makes during the hour.

(h). FOR ENTERTAINMENTS, ETC.

The Cicero class enjoys banquets and plays quite as much
as do the Caesar classes. Of special interest to the Cicero class
is the holding of a consular election conducted in accord with
Roman customs. This device is noisy and absorbing, and is not
one which the teacher will wish to repeat often, although the
pupil is intensely interested in it. It has certain attractive
features about it, however, which make it \\orlh while.

THE RELATION OF LATIN TO PRACTICAL LIFE 41

Another occasion which the Cicero classes enjoy, is a meeting
of the senate as outlined in the fourth Catiline oration, to which
all pupils come in togas, and at which short speeches pro and con
regarding the death sentence of the conspirators are given
in simple Latin.

It is said that the experiment of forming a Roman state and
enrolling each Latin pupil has been tried with great success
in the East High School at Rochester, New York, under the
supervision of Mr. Mason Gray.

Latin songs contribute much to the success of entertainments.
(See Latin Songs by Calvin Brown, Putnam, $2.50)

4. Fourth Year

The need for special devices is obviously less in this year.
However, the work is apt to drag somewhat before the end, if
the teacher is not resourceful in this connection. The following
suggestions may be helpful:

(a). FOR TEACHING METER

Follow the plan of the late Professor Johnston ol the Univer-
sity of Indiana (outlined in a leaflet On the Teaching of Virgil
published by Scott Foresman & Co.), for at least a few weeks.
He suggests that the best way in which to inculcate the mechan-
ics of meter is for the pupil to write out in a notebook the metrical
scheme of work, indicating long and short syllables, caesura, etc.
This plan produces very excellent results if not allowed to
exclude oral practice.

A simple but interesting device in fixing the principles of
meter (also suggested by Professor Johnston) is to assign "prob-
lems" to be solved by giving out in disconnected form the various
words of an hexameter line unknown to the student, being careful
to see that all the long vowels are marked. For example, give
out the words "animos", "favorque", "adiciunt", "clamorque",
and "iuvenl". Tell the class what the various words mean
and ask them to arrange them in an hexameter line. Pupils
will work very hard on this exercise, and are delighted with
their success in putting the words together metrically, as Ovid
has them: "Adiciunt animos iuvenl clamorque favorque."

42 TIIK UNIVERSITY OF WISCONSIN

II licenses are involved the task becomes much harder and taxes
the knowledge of the pupil to the utmost.

Reading aloud is the most valuable of exercises and much
memorizing should be insisted on throughout the year.

If time permits, a simple dramatization in . Latin helps in
acquiring fluency in expression. Very good results may be
obtained, too, by encouraging the translation in metrical English
form. A book may be kept in the department with the best
examples preserved from the Virgil classes of various years.

(b). FOR THE STUDY OF MYTHOLOGICAL ALLUSIONS

Students often enjoy keeping books in which the reference is
noted together with a Perry picture, for example, and some
quotation from Greek poetry or English sources. They are
interested, too, in seeing these stories everywhere in art, deco-
rative designs, advertisements, and current ideas.*

(c). FOR KEEPING UP THE FORMS AND VOCABULARY

Weekly informal tests on a limited number of both forms and
words, is a very definite and effective device if not allowed to
become too rigid. The emphasis in the Virgil year should not,
of course, be placed too much upon the forms, but rather upon
vocabulary and literary ends. However, this side of the work
should not be neglected and a special effort should be made in
emphasizing differences between the forms of prose and poetry.
The work in English derivatives, because of the broader content
in meaning, will prove of special interest this year. Unusual
words from Latin, found in the English classics, may be the
basis for individual study. However, such constant practice
as the class has in sight reading should furnish a constantly
increasing skill in using both these aids to translation.

*The following firms publish penny prints:

Perry Pictures, Dept. 815, Maiden, Mass.

Brown's Pictures, Charles Kindergarten Co., Chicago, 207 N.

Michigan Ave.
University Prints, University Bureau of Travel, Boston, Mass,

THE RELATION OF LATIN TO PRACTICAL LIFE 43

(d). FOR A STUDY OF THE THOUGHT

Special topics may be assigned early in the year, and students
may be asked to watch for passages that bear upon this point,
making a special report from time to time and finally summing
up the material at the end of the year; or the whole class may
work them out together. The following topics are of special
importance in understanding the poem, and are prolific in
interest:

(1) The Roman ideal of manhood, as seen in the character
of Aeneas.*

(2) The chief sins, from a Roman point of view.

(3) The keynote of the poem and its meaning for the modern
man and woman.

(4) Striking features in general of Roman religion, including
a study of the Fates and the Gods.

(5) The very important part played by oracles, signs, omens,
etc., in the life of the Romans.

(6) Some illustrations of human nature which make us feel
that Virgil knew human nature very well.

(7) The conception of such men as Virgil of the divine in the
world of nature and man.

Other topics of lesser importance, but most interesting are
the following:

(A) The geography of the Aeneid.

(B) Striking features of the life of Homeric times.
(c) Virgil's idea of woman as seen in the poem.

(D) A detailed study of Elysium and Hades as the Romans
thought about them, etc.

In this year the teacher should make a very free use of trans-
lations, both for bringing out the narrative in connected form
and in giving illustrations of the skill of certain translators in
interpreting a Latin word, and the failure of even the best in
the case of certain untranslatable phrases. Among the best
Virgil translations are those by Gonington and J. M. Mackail.

Too many demands must not be made upon the pupil in the
way of outside reading, but sometime during the year important
parts of the Iliad and Odyssey should be read in translation, and

*This topic was once most dramatically summed up in a funeral
oration supposed to have been delivered in historical times over some
Roman who embodied these ideals.

1 1 THK UNIVERSITY OK \VISCO.\SIX

such parallel accounts of the Trojan War as Seneca's Troades
translated by Professor Frank J. Miller of the University of
Chicago; Euripides' Daughters of Troy as translated by A. S.
Way, in the Loeb Classical Library, or by Gilbert Murray, and
Mr. Way's translation of Euripides' Hecuba. Less important,
but of use in certain spots is The Fall of Troy by Quintus Smyr-
naeus, also translated by Mr. Way. The dramatization entitled
Dido made by Professor Frank J. Miller is always of great
interest to the class in connection with Book IV, and they will
enjoy also a very recent play As the Fates Decree written by a
student of the Peabody High School, Pittsburgh, Pa. Dante's
Inferno, in some good translation, is invaluable as a commentary
on parts of Book VI, and the exercise on it should never be
omitted. But in general the wide reading of the teacher must
round out the study of the text, for the preparation of the every
day lesson is apt to be quite as much as the pupil has time to
manage.

(e). FOR EMPHASIZING VIRGIL'S POWER IN THE
CHOICE OF EXPRESSIVE PHRASES

Frequent comment on the fact, put indirectly as often as
possible and always in connection with striking illustration, is
after all the best way of emphasizing this point. Pupils tire
very soon of hearing a teacher say extravagant things in praise of
the author he is teaching; but they are quick J to feel certain
obvious points, and like their own discoveries. The writer once
tried with more or less success the exercise of writing on the
board certain thoughts from passages which the class had not
reached in the reading, and asking pupils to express them as
vividly as possible; such for example as "the blackness of night,"
"the waves dash up very high", "water disappears quickly when
turned upon ashes." Afterwards the Virgil way of phrasing
it was read by the teacher: "black night takes the color from
things," "the waves strike the very stars," "the thirsty ashes,"
etc. Many lines and many striking phrases should be memor-
ized.

Imitations of Virgil's style, so marked in such high school
authors as Milton, are a very good means of emphasizing the
above topic. In this connection, too, the teacher should always
refer to Dante's testimony:

THE RELATION OF LATIN TO PRACTICAL LIFE 45

"Oh honor and light of the other poets: May the long study
avail me, and the great love which has made me search thy
volume: Thou art my master and my author; thou alone art he
from whom I took the fair style that has done me honor."

Tennyson's tribute To Virgil should be memorized by all
members of the Virgil class.

1C) THE UNIVERSITY OF WISCONSIN

APPENDIX Aj

1. Outline of the Minimum Amount of Form and Syntax Work
in Connection with High School Latin.*

INTRODUCTORY NOTE

This outline is designed to make the teaching of forms and
syntax more thorough — first because the amount is definite
in character, and second because the scheme provides for a
review each year of what has been covered in the previous one.
Since poor results in the teaching of forms and syntax are largely
due to haziness in the mind of the teacher as to just what he
is to cover and failure to concentrate his attention on a few defi-
nite and essential points rather than to try to cover a larger
field, the importance of such an outline cannot be over em-
phasized. It should be cut down or enlarged as the conditions
of the school make necessary and grammar references should be
added.

First Year

/. Forms

1. Nouns, the five declensions

2. Adjectives

(a) Declension of regular adjectives and participles

(b) Declension of alius (learn the list of the nine irregular
adjectives declined like alius)

(c) Comparison of altus, fortis, potens, liber, acer, facilis,
magnus, bonus, malus, parvus, multus

3. Adverbs *

(a) Formation

(b) Comparison of longe, fortiter, facile, acriter, magno-
pere, multum, parum, prope

*For the average good high school

THE RELATION OF LATIN TO PRACTICAL LIFE 47

4. Pronouns

(a) Personal

(b) Demonstrative

(c) Relative

(d) Intensive

(e) Interrogative

(f) Possessive (better called possessive adjectives)

(g) Reflexive

5. Cardinal and ordinal numerals, 1 to 20

6. Verbs

(a) Stems, tense signs, and personal endings

(b) Conjugation of:

(1). Regular verbs (omit gerunds, gerundives,
and all imperatives except the present
active).

(2). Irregular verbs: sum, eo, fero, volo, nolo
malo, possum

(3). Deponents

(c) Principal parts of 50 important verbs found in the
first year book «

77. Syntax
1. Nouns

(a) Nominatives

(1). Subject
(2). Predicate

(b) Accusatives

(1). Direct object
(2). Secondary object
(3). Place to which with ad or in
(4). Subject of infinitive
(5). Extent, duration, or degree
(6). With such prepositions as: ante, inter, per,
post, trans, etc.

(c) Datives

(1). Indirect object

(2). With such verbs as persuado, noceo, placeo,

resisto, studeo, etc.
(3). With such compounds as praeficio, an-

tepono, praesum, etc.
(4). With such adjectives as adversus, animus,

fmitimus, gratus, proximus, etc.

48 THE UNIVERSITY OF WISCONSIN

(d) Genitives

(1). Possessive

(2). Of the whole (or partitive)

(3). Descriptive j

(e) Ablatives

(1). Means

(2). Agent

(3). Cause or reason

(4). Time at or within which

(5). Absolute

(6). Description

(7). Comparison

(8). Separation (including place from which

with the prepositions a, ab, de, e, ex).
(9). With utor, fruor, fungor, potior, vescor
(10). Accompaniment
(11). Manner
(12). Place in which
(13). With the following prepositions: de, pro,

sine, prae.
2. Verbs

(a) Uses of the subjunctive

(1). Purpose

(2). Result

(3). With verbs of fearing

(4). Indirect questions

(5). Cum clauses

(a). Cum meaning "when"
(b). Cum meaning "since"
(c). Cum meaning "although"

(b) Infinitive in indirect statement

Second Year

A. Review Outline of the First Year

B. New work

/. Forms

1. Nouns, declension of vis, domus, filius, locus

2. Pronouns, declension of quidam, quisque, aliquis

3. Adjectives

THE RELATION OF LATIN TO PRACTICAL LIFE 49

(a). Declension of plus

(b). Comparison of citerior, interior, prior, propior,
ulterior, inferus, posterus, superus, exterus

4. Cardinal numerals, 20 to 1000 (emphasis on mille)

5. Verbs

(a). Semi-deponents, audeo, gaudeo, soleo, fido

(b). Gerunds, gerundives, and periphrastic conjugations

(c). Conjugations of fio, memini, coepi, odi

(d). Principal parts of 50 important verbs

//. Syntax

1. Nouns

(a). Accusative with compounds of trans and circum
(b). Datives

(1). Possessive with sum

(2). Purpose or tendency with such nouns as

auxilio, curae, impedimento, etc.
(3). Dative of agent with future passive parti-
ciple
(c). Genitives

(1). With such adjectives as cupidus, peritus,

etc.
(d). Ablatives

(1). Respect
(2). Accordance

2. Verbs

(a). Use of supine and historical infinitive
(b). Uses of the subjunctive

(1). Indirect command

(2). Clauses of description (or characteristic)
(3). Subordinate clauses in indirect discourse
(4). Clauses of anticipation with dum meaning

"until"

(5). Substantive clauses after such verbs or
expressions as:

(a), impero, persuadeo, peto, hortor

(verbs of will or endeavor)
(b). prohibeo, deterreo, recuso (verbs

of hindrance or check)
(c). Non dubium est
(d). accidit, evenit, effecit, etc.

50 THE UNIVERSITY OF WISCONSIN

Third Year

A. Review Outline for Second Year

B. New work

/. Forms

1. Nouns, declension of luppiter, senex, Idus, Kalendae,

Nonae, deus, nemo

2. Adjectives, comparison with magis and maxime

3. Verbs

(a). Present passive imperative

(b). Principal parts of 50 important verbs

//. Syntax

1. Nouns

(a). Accusative ot exclamation
(b). Datives

(1). Reference or concern

(2). With verbs of taking away
(c). Genitives

(1). Subjective and objective (or, "of the object
or application")

(2). With impersonal verbs of feeling such as
miseret, paenitet, etc.

(3). Verbs of remembering and forgetting

(4). Indefinite value

(5). Plenty and want
(d). Ablatives

(1). Origin

(2). Measure of difference

(3). Plenty and want

2. Verbs

(a). Uses of the Subjunctive
(1). Exhortation

(2). Conditions in direct and indirect discourse
(3). Clauses of anticipation with antequam and

priusquam
(4). Wishes

(5). Rhetorical questions
(6). Proviso with dum, modo, and dum modo
(7). Possibility
(8). Attraction

THE RELATION OF LATIN TO PRACTICAL LIFE^H. l°l

(b). Summary of ways of expressing
(1). Must and ought
(2). Purpose

Fourth Year

A. Review Outline of Third Year

B. New work

/. Forms

1. Some acquaintance with such Greek nouns as Aeneas*

Anchises, heros, Andromache, Achilles, Dido, etc.

2. Principal parts of 50 important verbs

//. Syntax
A study of the poetical construction as found in the Aeneid.

52 THE UNIVERSITY OF WISCONSIN

APPENDIX B
The Material Equipment fcf the Teacher

1. HELPFUL PUBLICATIONS AND BOOKS OF SPECIAL

VALUE

Journals
The Classical Journal

University of Chicago Press; $2.00 (invaluable)
The Classical Weekly

Edited by Chas. Knapp, Barnard College, New York; $1.00
(invaluable)

Books

(Minimum Number}*

Botsford's History of Rome; Macmillan, 1902, $1.10, or
Morey's Outlines of Roman History; Am. Bk. Co., 1901, $1.00
Warde-Fowler's Julius Caesar; Putnam, 1903, $1.50
Judson's Caesar's Army; Ginn & Co., 1888, $1.10
Holmes' Caesar's Conquest of Gaul; Ginn & Co., $1.50
Beesley's Catiline, Clodius, and Tiberius; Stechert, 1907, S3.00
Translation of Sallust's Catiline; McKay, $0.50
Forsyth's Life of Cicero; Scribner, $2.50
Introductions to Johnston's Cicero; Scott Foresman, $1.00; and

D'Ooge's Cicero; Sanborn, $1.25.

Abbott's, Roman Political Institutions; Ginn, 1901, $1.50.
Warde-Fowler's Social Life in the Time of Cicero; Macmillan,

1909, $2.25.

Glover's, Virgil; Second Edition, Macmillan, 1912, $3.00.
Carter's, Religion of Numa, Macmillan, 1906, $1.00.
Johnston's Private Life of the Romans; Scott Foresman, 1903,

$1.50.

Carter-Huelsen's Roman Forum; Stechert, 1909, $1.75.
Gayley's Classic Myths in English Literature; Ginn & Co.,

(new edition) $1.50.

*A more comprehensive list may be secured from the Latin Depart-
ment of The University of Wisconsin High School.

THE RELATION OF LATIN TO PRACTICAL LIFE 53

Hawthorne's Tanglewood Tales; Everyman's Library, SO. 35.

Palmer's Translation of the Odyssey; Houghton Mifflin, Sl.OO.

Tucker's Life in Ancient Athens; Macmillan, 1906, $1.25.

Mackail's Latin Literature; Scribner, 1899, SI. 25.

Tarbell's History of Greek Art; Chautauqua Press, $1.00, or

Von Mach's Handbook of Greek and Roman Sculpture; Bureau
of University Travel, $1.50.

Seyffert's Dictionary of Classical Antiquities; Nettleship and
Sandys, Editors, Macmillan, 1908, $2.25.

Smith's Dictionary of Greek and Roman Biography and Myth-
ology; Am. Bk. Co., $4.25.

Plutarch's Lives (A. H. Clough); Little, Brown & Co., 1888,
$2.00.

Harper's Latin Dictionary; Harper, 1899, $6.00.

Kiepert's Classical Atlas; Sanborn, Sl.OO.

Dahn's A Captive of the Roman Eagles; McClurg.

Davis' A Friend of Caesar; Macmillan, $1.50.

Davis' A Victor of Salamis; Macmillan, 1907, $1.50.

Lytton's Last Days of Pompeii; Everyman's Library (Dutton),
$0.35.

2. SLIDES AND PHOTOGRAPHS.

Although certain slides useful for the work of the Latin
department are loaned to the schools of the state by the Exten-
sion Division of the University, the Latin teacher is strongly
urged to secure slides as a permanent part of her equipment.
The best results can only be attained by having a lantern and
a comprehensive set of slides in the classroom for daily use as
the needs of the recitation demand. But in case it is not possible
to have a lantern for the Latin teacher's individual use, it is very
desirable to have slides which can be used from time to time
by borrowing the school lantern. A collection of slides covering
very fully the work of the four years is now in process of prepara-
tion at the High School of The University of Wisconsin. These
may be examined at any time by visiting teachers and in many
cases copies may be made by the official photographer for
40 cents. At least 40 slides should be available for the Caesar
work, from 50 to 100 for Virgil (including a comprehensive
set on Roman and Greek religion and mythology); and at
least 50 on striking features of Roman Life in general. Mr.

."") 1 THE UNIVERSITY OF WISCONSIN

George Swain of Ann Arbor, Michigan, publishes the best
set of Caesar slides. In general, however, the teachers will
get more satisfactory results by having slides made from pictures
of their own choosing.

A collection of photographs and pictures is desirable although
less important than slides. These may be secured from many
sources. It is comparatively easy to-day to' collect valuable
material of tnis character from newspapers and magazines.
Reference has already been made (page 42) to various firms
publishing inexpensive prints suitable for the Latin work.

3. THE TEACHER SHOULD HAVE WALL MAPS OF

GAUL, ITALY, GREECE, AND ASIA MINOR AS A

PART OF A PERMANENT

EQUIPMENT

4. A LATIN ROOM EQUIPPED FOR LABORATORY

PURPOSES

The idea that the Latin teacher needs a "laboratory" is a
new one. It has always been recogni/ed that the science
teachers can do little without one and the departments of
Manual Training, Domestic Science, Agriculture, and Drawing
are equally dependent upon equipment in this connection.
But the Latin teacher has been considered amply provided
for if he has been given a recitation room with a blackboard
and Latin text-books upon his desk. The very fact that his
subject is less tangible than these just mentioned, abstract
and at the best difficult to present to young people in an effective
way, makes his need of tools to work with all the more impera-
tive. It is quite likely that the dry and mechanical style of
teaching Latin which has led the superficial observer to pro-
nounce it a "dead" language, may be due very largely to this
lack of tools for a more objective and vital presentation. The
live teacher will want his room to be a real laboratory, a place
where pupils can "work." It should be equipped with a large
table for writing, clipping, and pasting, and informal meetings
around it after the "round table" fashion; there should be
ample space on its walls for bulletins, exhibits, illustrative
devices in connection with the teaching of Latin forms, vocabu-
lary and syntax; and the drawers, shelves, cases, etc., about the

THE RELATION OF LATIN TO PRACTICAL LIFE 55

room should contain photographs, slides, Roman costumes,
Caesar models, Latin games, specimens of work done by the
pupils, clippings from papers and magazines about Latin ana
its bearing upon life, etc. All the pupil's Latin notebooks,
derivative blanks, etc., should also have a place here so that
he may come in at odd times and work on them. The fact
that this is also the teacher's workroom and that he is con-
stantly meeting pupils in this laboratory and surrounding
them with a healthy atmosphere of effort and intelligent interest
in Latin is one of the strong points in connection with the idea.
An ordinary recitation room with a large alcove, or one very
large room with the recitation desks at one end will serve this
purpose admirably.

LOAN DEPT.

recall.

(D647lBlO)476B

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UNIVERSITY OF CALIFORNIA LIBRARY