LIBRARY w x
OF THK
UNIVERSITY OF CALIFORNIA
GIFT O
Class
THE RESULTS OF THE CHICAGO EXPERIMENT IN
INTRODUCING LATIN INTO THE SEVENTH AND
EIGHTH GRADES 1
No SUBJECT, outside the restricted trio of the R's, can profitably be
introduced into a course of study already congested, perhaps, unless
the following conditions are completely met. The study must be
properly correlated and coordinated with existing studies, and so
adjusted that it shall not be simply an agglutination, but a cohesion ;
the time element, both for preparation and for recitation, must be
sacredly observed. Secondly, the subject must be taught by compe-
tent instructors, who not only have a knowledge far exceeding that of
the instructed, but who also understand, with some degree of perfect-
ness, the relations of the new study to the old. Thirdly, every subject,
and more especially a new study, demands, and to succeed thoroughly
must have, the most careful and conscientious supervision, and feel the
encouraging, inspiring influence of all in authority.
The success which has marked the introduction of Latin into the
grammar schools of Chicago, which has attended its all imperfect
adjustment to a course overloaded in the extreme, has been such, that
were the foregoing conditions fulfilled, this study, I am warranted by
all the evidence in saying, would become to a very large number the
most attractive, popular, interesting, and profitable study in the entire
curriculum. As a matter of historical educational interest, it may not
be out of place for me to chronicle briefly the course pursued which
led to the present status of Latin in the grammar schools.
On March 28, 1894, just four years ago, Hon. Charles S. Thornton,
himself a graduate of the Boston Latin School and of Harvard Uni-
versity, as a member of the Board of Education, introduced a series of
preambles and resolutions, the substance of which was as follows :
WHEREAS, It has become desirable, in view of the increasing require-
ments for admission to the best colleges, to provide a more thorough and
systematic course of study in the public schools of this city for those who
desire to enter such colleges ; therefore, be it
1 Read at the Classical Conference at Ann Arbor, March 31, 1898, by DR. A. F.
NIGHTINGALE, Superintendent of the Chicago High Schools.
379
106585
380 THE SCHOOL REVIEW
Resolved, that a school, to be called "The Chicago College Preparatory
School," with a course of study and upon conditions substantially as herein-
after set forth, be organized, that a competent corps of instructors be
employed, and that the same begin with the commencement of the next
school year.
These were accompanied by a tentative six years' course of study ;
it was designed to admit pupils to this school as soon as they were
promoted to the seventh, or last grade but one, of the grammar
schools. On motion of Mr. Thornton the matter was referred to a
joint committee, consisting of the Committees on School Management
and High Schools. On May 9 this committee reported that they had
given the matter full and careful consideration, that the superintendent
of schools and his assistants unanimously approved the college prepar-
atory course recommended by Mr. Thornton, and that they (the joint
committee) recommended the adoption of the resolutions and the
course of study thereto attached, and that classes be located at the
beginning of the school year in three of the high-school buildings, one
in each division of the city. This report was ordered published and
consideration thereof laid over.
Before the meeting closed, however, Mr. Thomas Cusack moved
that the board take a recess for one week, or until Wednesday evening,
May 1 6, and that this report be considered at that meeting. This
motion prevailed. At the meeting held on May 16 the report was dis-
cussed and an amendment introduced that the expense for the first
year should not exceed five thousand dollars, which was carried. Then
the entire report, including location of schools, course of study,
expense for first year, was passed by a vote of fifteen to two.
At the opening of the schools in September 1894, three college
preparatory classes were inaugurated with an attendance at Hyde Park
of about one hundred pupils, and at the other two schools about thirty
each. The original hope of the promoters of this scheme was to
establish an independent school in an independent building, modeled
after the Boston Latin School, and had this plan been adopted the
results would have been far different from those obtained. I am not
here to discuss whether the interposition of Providence, which changed
the plans, was a manifestation of wisdom beyond that possessed by
those who warmly advocated the establishment of these schools ; I can
simply say that the funds for the erection of one or three special
buildings for the exclusive accommodation of the college preparatory
LATIN IN THE SEVENTH AND EIGHTH GRADES 3 Sl
pupils, however desirable the plan, and however popular would have
been the school, were lacking, and the board had to content itself with
the occupation of vacant rooms, wherever they could be found. This,
certainly, placed no halo around these schools, and they became
attractive purely on their merit.
Two years at least were needed to enable us to judge of the value
of the advantages secured by these pupils. There were only about
one hundred and fifty in September 1894. Many came from long
distances ; the motives which prompted their attendance were varied ;
accommodations were poor; several teachers proved incompetent, a
condition that necessitated changes ; in consequence of a combination
of adverse circumstances at the beginning, less than one-half of the
whole number were ready to enter upon the third year in September
1896, which, with the exception of the Latin and some knowledge of
algebra, was the beginning of the regular high-school course. As no
building had been erected, and no special rooms prepared, these
pupils were, of course, admitted to the high schools, and in Latin
assigned to the reading of Caesar. As they were scattered in fourteen
schools, from five to eight in a school, except at Hyde Park, no really
satisfactory conclusions of their progress could be arrived at. The
one class at the Hyde Park High School, however, was quite distinct,
and made such excellent progress as thoroughly to warrant the con-
tinuance of the experiment. The city of Chicago is so large in terri-
tory, covering about two hundred square miles, and stretching nearly
thirty miles in length along the lake shore, that it was impracticable
for pupils to traverse the long distances necessary to attend one of
these schools, and therefore in July 1895, on the petition of over
twelve hundred families, the board established some thirty class cen-
ters for the accommodation of pupils who wished this course.
Competent teachers were, however, lacking, and the Latin was
taught under very adverse circumstances. To remedy the difficulty a
special examination of Latin teachers was held, and many college
graduates attended and passed, but their general election meant the
removal of several experienced grammar-school teachers. This was
naturally resisted, and the plan to secure the best teachers for this
particular work practically failed. Before the end of the year, namely,
in December 1895, the Committee on Retrenchment and Reform,
so-called, reported as follows :
Your committee is of opinion that it is unwise to foster the idea of a sepa-
382 THE SCHOOL REVIEW
rate system of College Preparatory Schools with a six-year course, and there-
fore recommends the abolishing of these schools. Great advantages may be
derived from the study of Latin below the high-school grades. Your committee
therefore recommends that Latin be optional in the seventh and eighth grades,
and that full opportunity be provided in the high schools for those who wish to
prepare themselves for college.
By this act, the wisdom of which we commended, in view of the
financial condition of the city and the general industrial depression
throughout the country, Latin became an optional study in the last
two years of the grammar schools of Chicago.
In September last 302 pupils entered the high schools, with two
years of elementary Latin, from the grammar schools. Of thirteen
high schools, ten received a sufficient number to organize a separate
class in Caesar ; in all other studies these pupils are pursuing the first-
year course. Eighty per cent, of these pupils are making very com-
mendable progress, reading Caesar with the same rapidity, accuracy,
and interest as are those pupils who are a year in advance of them in
all other studies.
I have watched these classes with unusual interest. I have made a
critical examination of their work, received frequent reports from the
teachers, and am satisfied that they are receiving as comprehensive
and, in some instances, a more critical knowledge of the Latin than
those in the regular Caesar classes who, in mathematics, English, and
science, are a year in advance.
Since the change in the system whereby Latin is made an optional
study in the grammar schools, I have had no supervision of the sub-
ject in these schools. I have, however, recently made as careful an
investigation of the matter as the delicacy of my position permitted,
and have classified the results. The circular which I sent out to the
schools was as follows :
To the Principal: Will you be kind enough to furnish me with data con-
cerning the study of Latin in your school ?
1. Number studying Latin in the seventh grade, by sexes.
2. Number studying Latin in eighth grade, by sexes.
3. Number of recitations per week.
4. Length of recitations (minutes).
5. How many of these pupils are taking German in each grade ?
6. Do the Latin pupils take all the English grammar as well ?
7. What arrangements in the course do you make to give these pupils time
or the preparation of their lessons in Latin ?
LATIN IN THE SEVENTH AND EIGHTH GRADES 383
8. Do you commend reading " Viri Romae " in February, according to the
plan arranged ? If not, when do you commence it ?
9. To what extent are they interested in the study ?
10. Will you also give me a brief sketch of the education and experience of
each teacher of Latin, as an indication of her fitness to teach Latin.
Any suggestions or reflections on the subject will be most gratefully
received. Yours, truly,
A. F. NIGHTINGALE, Superintendent High Schools
I received reports from fifty-four schools, including nearly all where
Latin is now taught.
There are at present studying Latin in these schools 2442 pupils.
Of these 1583 are in the seventh grade, and 859 in the eighth grade.
By sex they are divided as follows: seventh grade, 706 boys and 877
girls; eighth grade, 361 boys and 498 girls. They have five recita-
tion periods a week of thirty minutes each, although in a few schools
forty-five minutes are allowed.
There are five schools containing from 109 to 172 pupils each in
Latin, and the average number of each school is about 45. Although
it is the decided opinion of the principals and teachers that the pupils
should have, at their parents' request, the option of Latin or German,
an ancient or a modern language, the facts are that a large number of
the pupils are pursuing both, which, on account of the very crowded
course of study in other subjects, works to the disadvantage of both
languages. Of the 1583 pursuing Latin in the seventh grade, 398, or
25 per cent., are also taking German. Of the 859 Latin pupils in the
eighth grade, 259, or 30 per cent., are also studying German.
In forty-one of the fifty-four schools, the pupils take all the English
grammar, in addition to the Latin ; in eight schools the Latin takes
the place of technical English grammar, and in the other five the pupils
take the English but one of the two years.
One of the most necessary reforms is such an abridgment of the
miscellaneous subjects in the grammar school that ample time shall be
given for the Latin without encroaching upon any of the essentials,
and without curtailing the pupil's knowledge. I believe this could be
easily adjusted were the authorities moved to consider it faithfully in
the light of the highest interests of the pupils.
The replies to the next question, concerning the arrangements
made for the preparation of the lesson, were very varied, and not sat-
isfactory. Those who pursue Latin in lieu of English grammar take
384 THE SCHOOL REVIEW
the English study time. Those who take Latin in place of German
study Latin during the German recitation period, and those who
take both Latin and German, prepare their lessons outside of school
hours.
The classes commence reading " Viri Romse" near the middle of
the second year. Some of the teachers prefer to continue the first
book, which at present is the " Easy Latin Method," through the two
years. I am decidedly of the opinion, however, that the last half of
the second year should be used largely in reading connected Latin of
an interesting nature.
The schools, with rare exceptions, report that the pupils are exceed-
ingly interested in the study, and in many cases prefer the Latin to
any other work they do. In almost every case where the teacher
reports a lack of interest, the cause assigned or suggested is the inca-
pacity of the teacher.
It would not be proper for me to give the answers to the tenth
question, which asked for a brief sketch of the education and experi-
ence of each teacher in Latin as an indication of her fitness to teach
the subject. I may say, however, that of the 100 teachers who now
have charge of one or more Latin classes, 15 are college graduates ;
of the other 85 a majority are graduates of the high-school course,
with four years of Latin, or of a normal school or seminary, and have
been taking private lessons or University Extension courses since they
commenced teaching the Latin ; a few, however, have had but little
Latin in school, and but little experience in teaching, and yet are pur-
suing the study with much zeal, and accomplishing more than would
naturally be expected.
The last sentence in the circular, reading, "Any suggestions or
reflections on the subject will be most gratefully received," called
forth a large number of letters, some of which, because they are the
application of the " X " ray to all this matter, and give us the opinions
of those immediately responsible for the success or failure of the
experiment, I have made a part of this paper.
i CHICAGO, March 2, 1898
Superintendent A. F. Nightingale : Latin in the grammar schools of
Chicago is so far only an experiment. In the Marquette School this is only
the second year of the experiment. No pupils have yet been sent on to the
high schools to be tested.
I believe very fully in beginning Latin early, and am watching the experi-
LATIN IN THE SEVENTH AND EIGHTH GRADES 385
ment in our schools with very great interest. My observations seem to war-
rant the following conclusions :
1. Latin pupils grasp English grammar and grammatical constructions
much more readily than others. Latin is not, therefore, a new subject added
to the pupil's programme, already too full, but, properly taught, a great help
in all language work.
2. Latin pupils comprehend the meaning and content of English words
much better than others, and so make more satisfactory progress in the study
of literature, so far as it forms a part of the grammar-school course.
3. The good effects of Latin are seen in the construction of complex
English sentences, as they appear in the composition work. The power to
construct logical and grammatical English sentences is thus trained early.
GEO. H. ROCKWOOD
Marquette School
2 CHICAGO, February 28, 1898
Mr. A. F. Nightingale : I regard the study .of Latin in the eighth grade
of great value to the pupils.
It is a new subject and arouses great interest. It is a subject that cannot
be acquired by mere listening, hence habits of study are gained. It creates
a careful watchfulness on the part of the pupil, to get the pronunciation of
the words.
it gives them a larger vocabulary to use in their English, and gives great
assistance in the study of the English grammar. In fact, it does the work
of the eighth-grade grammar.
The pupils in our classes are more intelligent and more interested in the
school work than those who do not study Latin. I think it might be studied
by all with great profit. It would be a test as to whether the naturally bright
ones took Latin, or whether the Latin study makes the pupils bright.
All the pupils do not get enough Latin in the two years to recommend
them for the study of Caesar, but they are certainly benefited.
MARIA CLARK, Principal
Louis Nettlehorst School
3 CHICAGO, March 5, 1898
Dr. A. F. Nightingale : Latin has been taught in the Franklin Grammar
School for the past three years.
I have felt a deep interest in the success of the study, and think the
results have been all that we could expect.
Pupils have an excellent foundation for the further study of the subject,
which many will continue in the high schools and in colleges ; should they
pursue the subject no further than till the end of the eighth grade they have
gained a knowledge of words and of language that will be of assistance to
them through life knowledge that could only be gained through the study
386 THE SCHOOL REVIEW
of Latin. I see evidences of this every day in the better use and better under-
standing of words.
Latin requires an application that produces better habits of study, and
tends to stimulate mental faculties now somewhat neglected.
W. C. DODGE, Principal
Franklin School
4 CHICAGO
Mr. A. F. Nightingale, Superintendent : In response to your letter ask-
ing me to express my opinion about Latin in seventh and eighth grades, per-
mit me to say I am in favor of Latin first, last, and all the time. I do not
know as I can write out a reason which which will satisfy one who never
tried it. Presume I cannot. But I do know after three years' experience
with it in this school, that the pupils who have taken Latin are stronger than
those who have not. They are better in all their studies. It seems to open
up a new field for word study. Words take on a new meaning which they
never suspected before.
I do not care whether a child expects to go to high school or not, I would
have this time put in on Latin. It is from the Latin that they get the first
idea of the structure of language ; the first definite idea of grammar. Their
ideas must all be definite ; the study does not admit of anything that is not
clear cut and definite. This is the strongest reason why I favor it. Trans-
lations of sentences from English into Latin I consider the most valuable
language work we have in school. They have to know English to do it. The
use and knowledge of English is the object I wish to attain by this study.
This is a hurried statement of such reasons as occur to me just now. I
have asked my Latin teachers to write out a statement of reasons why Latin
should be studied. I inclose their statements. They will be worth more than
mine. I have to base my estimate on general results, they will probably go
more into detail. J. H. LOOMIS, Principal
Wells School
5 CHICAGO, March 8, 1898
Mr. A. F. Nightingale : Mr. Loomis requests me to state my views with
regard to the work we are doing in Latin, and my reasons for advocating it
as a part of the higher grammar-grade course.
For three years I have taught it in connection with my seventh grade work.
I find that for the pupil it has, in itself, an essential element interest ; that
it develops the power to concentrate attention, in both its preparation and
recitation that pupils are both benefited and pleased to find their power of
interpreting the English language largely increased by having met, in even
the year's study, so many of the words and prefixes, which enter into and
form a great part of the English vocabulary.
I believe that they acquire a more thorough understanding of the funda-
LATIN IN THE SEVENTH AND EIGHTH GRADES 387
mental principles of the English grammar by its study ; that it awakens the
" student " in the average pupil and stimulates the desire for greater knowl-
edge. I believe the two years' study, even if not continued, will be of great
value to even the slower pupil, providing we appreciate his needs and do not
discourage him by a too rapid march. L. ELLA WILMES, Teacher
Wells School
6 CHICAGO, March 9, 1898
Dr. A. F. Nightingale : Mr. Loomis has asked me to formulate for your
perusal, the result of my work in Latin in the seventh and eighth grades
also my opinion in regard to the propriety of its continuance. I am verj
happy to comply with -Mr. Loomis' request, but, since I must be guided
solely by my own experience, the weight of my opinion can be but slight.
As you know, the teachers of Latin classes have been left quite, or
almost, alone to work out their own salvation. With the exception of the
meeting called and conducted by yourself when first the work was undertaken,
I have received little advice or instruction from any authority, other than
my principal.
I have simply endeavored by constant correlation to make of the Latin
what it can and ought to be a stimulant to other study.
It was my good fortune to enter upon this work with a class almost
entirely composed of pupils whom I had just carried through sixth grade.
I knew quite well just how much of English they had mastered, and how
small a part that was of all they had before them. I had not forgotten how
in my student days, English, so far as correct use and construction go, had
never reached my mind in other than a chaotic state until I became acquainted
with Latin in the high school. I realized, too that many of my pupils would
discontinue all-around study after leaving me, and for their sake, if for noth-
ing else, I hailed with delight the introduction of Latin. My hopes and
anticipations were not unrewarded.
There may be teachers who can impart a clear idea of English as it should
be, without the assistance of Latin. But as a pupil I never knew one. It is
true that the author of our English grammar has done a great work along
these lines, but I am thankful that I was not left to struggle with his book as
my only medium.
There was no day in the two years during which that class studied Latin
under my care, that did not find us discovering direct comparisons between
the best use of our own language and the construction of the Latin text.
When my pupils left me last June, they carried with them records above the
average in scholarship and intelligence, and they had covered all the regular
grade work, and the Latin besides. I felt then and still feel, that the good
work done by them in the other branches was enhanced by that extra study.
But not only in grammar were my pupils strengthened. They learned
388 THE SCHOOL REVIEW
perforce the value of the word, and the necessity of correlating the meaning
of each word in the sentence with that of all the others. That habit, assert-
ing itself in all reading, gave to them a greater power of concentration than
they had formerly shown, and, at the same time, their Latin vocabulary was
constantly recalled to them by the derivatives they met.
We were able in those two years to cover the work provided in the first
year book, and in addition we read the stories of the early Roman kings. I
suspect that I am in the minority in defense of the "Weary Romans," as
Mr. Loomis calls it, yet I feel that we must arrange our work so that the
children may be " reading something." In my humble opinion, those brief
stories are far more interesting than the unvarying successes of the great
Caesar.
I am confident that the time is not far distant when there will be no gap
between the eighth and ninth grades, and until then, I am willing to suffer
some disappointments, if only I may be allowed the privilege of making use
of what I deem the strongest ally at my command the study of Latin in the
grammar schools. MAUD DOWDELL, Teacher
Wells School
7 CHICAGO, March 28, 1898
Dr. A. F. Nightingale : I have watched the progress of pupils studying
Latin in this school with much interest, and, while I have long believed in
the early study of language, I have never had such convincing proof of its
wisdom as rny present eighth grade class has given me. The pupils began
Latin about half the class of forty-five pupils in September 1896. None
were compelled to study Latin, none were forbidden who wished to take it.
In fact there was perfect freedom given each, and, so far as I could judge,
those who did not take Latin had done as good work as had those who took
Latin. At the close of the seventh grade work, the Latin pupils made an
average of 85% per cent., and the non-Latin pupils averaged 80 y z per cent.
The work had been the same except the former had taken Latin extra. The
averages of the monthly averages for the seven months of the present school
year show the Latin pupils have 86 per cent, and the non-Latin pupils 81 per
cent.
I have several times given informal tests to show the comparative power
of understanding words, of the two divisions, and I find in every case that
the Latin pupils grasp the meanings of words more quickly and can repro-
duce them more exactly than can the non-Latin division.
The testimony of the teachers is that the Latin assists greatly in giving
notions in all their lessons, especially in science work and in such as are rich
in Latin derivative words.
The effort of the teacher is to teach Latin, and to teach it as it forms a
part of the English language. In doing this, illustrations are given, classifi-
LATIN IN THE SEVENTH AND EIGHTH GRADES
cations made, and broader and fuller meanings are put into the words
they have long seen, so that they have more interest in reading, and become
much better equipped intellectually than they could be without the Latin.
I am of the opinion that the proper study of Latin is the quickest method
of securing a general as well as an exact understanding of English.
Hawthorne School GEO. W. DAVIS, Principal
8 CHICAGO, March, 7, 1898
Dr. Nightingale : Miss Holbrook has asked me to reply to your letter of
inquiry concerning Latin in the grammar grades. I have had charge of
Latin in seventh and eighth grades, and anything I can say in favor of the
study will but inadequately express my profound faith in it.
The difficulties of English grammar disappear in the clear light of the
Latin form. After mastering form, and the reason for form, the Latin
sentence presents itself before the mind of the child as a logical and temper-
ate acquaintance upon whose face is frankly expressed the raison d'etre for
every word.
I may quote the words of a gentleman whose paper on horticulture before
a congress at the World's Fair, was admired because of its simplicity of
structure and nice choice of words : " I remember nothing of English
grammar, but I have never needed to lament my loss for I cannot forget its
source Latin grammar."
The children in the eighth grade who are completing the second year of
Latin, write better English and make clearer statements than they did
formerly. If we could have, as in some English and Scotch schools, Latin
form and syntax taught as far down as sixth grade, and English grammar
only taught with the Latin, then I think the confusion and distress incidental
to English, would disappear and a child might leave school then with very
little knowledge of Latin, indeed, but a very workmanlike idea of English
construction.
A Scotch schoolboy does not write the slovenly English prevalent here,
and I see for that fact the best of reasons in the early study of Latin.
As far as advanced Latin is concerned, for the children of a nation given
to exaggeration of thought and speech, what could be better than the study
of a language full of sobriety, exactness, and logic.
Forestville School LOUISE C. ELMSLIE, Teacher
The following is from a boy in the seventh grade of the Brown
School, of which Mrs. Farson is principal.
9 OUR LATIN CLASS
The study of Latin, as taught in the Brown School in the seventh grade,
is comparatively easy. We have about learned that it is very important to
master thoroughly our vocabularies and declensions at the beginning.
396 THE SCHOOL REVIEW
In our class, as in all classes, there is a difference of opinion with regard
to this study. Some, owing to absence, or lack of sufficient study, find it
quite hard and uninteresting.
Already we have found our Latin helpful to us. Often in reading we
meet words whose meaning is known to us through having met the words
from which they are derived, in our vocabularies. We are getting an inter-
est in ancient history through sentences or stories in our Latin lessons, and
are interested in the thought we shall study Roman heroes next year.
Brown School BY ONE OF THE BOYS. Room 4
10 CHICAGO, March 15, 1898
Dr. A. F. Nightingale : When the proposition to introduce Latin into
the last two years of grammar schools, was first proposed here in the city, I
was somewhat in doubt as to the wisdom of the step.
I did not think that any considerable number of pupils would wish to
take it up. The Board of Education, at a meeting held sometime in August
1895, designated this school as one of the fifteen or twenty schools in the
city where an opportunity should be given to such pupils of the seventh and
eighth grades to begin the study of Latin, whose parents first indicated a
desire in writing, that they should do so. The action of the board was pub-
lished in the newspapers, and at the opening of school in the following Sep-
tember many pupils asked me what they should do in the matter. I urged
no one to begin the study, but told them all that we should be guided entirely
by the wishes of their parents. Our seventh grade then numbered sixty. Out
of this number the parents of thirty-eight children sent written requests that
their children be taught Latin. Ever since then Latin has been taught in
the seventh and eighth grades at this school. The percentage of those
desiring Latin has remained about the same with a slight increase from year
to year.
I believe now that its introduction was a step in advance, and I base my
belief upon the following :
The pupils from the beginning became intensely interested in the study,
and made surprising progress. Vocabularies that trouble pupils who begin
Latin later in the course were mastered in an incredibly short time. The
pupils for the first time fully appreciated the syntax of words and phrases,
the force of the arrangement of words, and the agreement of modifying
words with the words modified.
I find that the Latin pupils are constantly comparing Latin and English
constructions, and that they are materially aided thereby in the study of
English. We study derivation of English words from the Latin words, as
part of the Latin course, and find it a great help in teaching the spelling
and definition of words.
We have always made more or less of an attempt in the Chicago schools,
LATIN IN THE SEVENTH AND EIGHTH GRADES 391
to scan English poetry, to give the pupils at least an insight into the formal
construction of a verse, but we have always found it difficult to explain to a
class the meaning of a "long" and a "short" syllable. A pupil who has
studied Latin, for even a short time, appreciates what is said to him about
"accent" in English poetry.
I suppose everyone concedes the disciplinary value of the study. In all
the range of studies it would be hard to find an exercise that requires closer
attention on the part of the pupil than that required of him in the transla-
tion of an English sentence into Latin. The least negligence leads to error.
For these reasons, then, that the pupils become intensely interested in the
study of Latin and make rapid progress in it ;
That it aids in so many ways their study of English, and,
That it disciplines the mind of the learner, and inculcates the habit of
close attention to the task before him, I think the study of Latin in the two
last years of grammar schools is a decided advantage. W. D. SMYSER
Brentano School
ii CHICAGO, March 21, 1898
Dr. A. F. Nightingale : Your letter asking my opinion as to the results
of the introduction of Latin into the seventh and eighth grades came to hand
some time ago. You will I know excuse the delay in my reply.
The experiment, as conducted in this school, I consider a decided suc-
cess. For the past four years nearly one-half of the pupils passed into
seventh grade have elected Latin. We have not encouraged pupils to take
up the study unless they had hitherto proved themselves to be efficient
workers. As a consequence the average ability of the pupils electing Latin
has been somewhat above that of pupils who do not take it.
The interest in the study shown by the pupils almost without exception
has been very marked, greater, I think, than is ordinarily shown in the study
of English grammar. This interest has been maintained through the year.
Of the pupils who fail to pass the grade there is comparatively a very much
smaller ratio of those who take Latin than those who do not take it. To
some extent, perhaps, this must be attributed to the superior ability of those
who elect the study ; but it seems to prove that Latin does not at least hinder
the progress of pupils in other studies.
To a considerable extent the study of Latin is allowed to take the place
of the formal study of English grammar. That is, the pupils who take Latin,
study the Latin lesson and recite it while the others in the grade study and
recite the lesson in English grammar. It is our constant aim, however, to
teach a good deal of English grammar in connection with the lessons in
Latin, so that Latin pupils are by no means neglecting entirely the technical
study of their mother tongue. In fact, the aid that even an elementary
knowledge of Latin furnishes the student of English, is made a prominent
39 2 THE SCHOOL REVIEW
feature of our work. The Latin pupil acquires a larger and better English
vocabulary than his fellows who do not take Latin ; his knowledge of the
facts and laws of derivation of English words is greatly superior to theirs ;
and he forms the habit of exercising a closer discrimination in the use of
words than is shown by the non-Latin pupils.
We have found that the pupils' interest in the study is greatly stimulated
by the following methods :
1 . By placing on the blackboard before each recitation a brief lesson in
sight reading, presenting only very familiar words and forms.
2. By a considerable use of colloquial Latin in connection with the les-
son, thus giving to the pupil's early use of the language a spirit of life and
reality.
3. By occasionally giving colloquies in dramatic form, the speakers being
appropriately costumed, and inspired to give effective expression to their
roles.
4. By introducing the game-element in the work, the class often "choosing
sides " for contests in the mastery of vocabularies, conjugations, declen-
sions, etc.
We aim, however, never to lose sight of the fact that the work in the
grammar school should prepare the pupil to begin the formal reading of
Latin when he enters high school. This means that there must be a constant
and systematic drill upon the vocabularies of the text-book, and the laws of
inflection. For advanced work in the high school, a mastery of the declen-
sions and conjugations must be considered a prime necessity.
I believe that the introduction of Latin in the seventh and eighth grades
tends to secure closer connection between the grammar school and the high
school. I believe, also, that it will lessen greatly the percentage of pupils
who fail in Latin in the high school.
To summarize briefly : The study arouses a genuine interest which is
steadily maintained an interest which exceeds that shown in the study of
English grammar ; it aids the Latin student in his use of the English ; it
does not hinder the pupil's progress in the other studies of his grade ; it
forms, to a considerable extent, an organic connection between the grammar
school and the high school ; and it lessens the percentage of failures in high
school.
For these reasons, thus briefly outlined, I record my opinion that the
experiment of introducing Latin as an optional study in the seventh and
eighth grades has been a pronounced success.
Ray School WM. M. LAWRENCE, Principal
I deem it unnecessary to present more arguments of my own, or to
summon more witnesses from those who are supervising or teaching
LATIN IN THE SEVENTH AND EIGHTH GRADES - 393
the subject, as an evidence of the wisdom of its introduction into our
grammar schools.
In conclusion permit me to say that it needs but a wise and dis-
creet abridgment of the grammar-school course, and its enrichment by
the adoption of Latin, or a modern language, algebra and nature study,
to close the gap between the grammar school and the high school,
to give our pupils a more fluent and discriminating use of their mother
tongue, to develop a greater independence of thought, to impart larger
views of the range of study, to incite a stronger ambition for a higher
education, to insure a better preparation for college, and to provide a
more enduring equipment for the lessons and labors of life.
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