Virginia

Teacher

June, 1929

ROMANIC LANGUAGES AT THE UNTVERSITY OF VIRGINIA JAMES C. BARDIN W. PATTON GRAHAM ORESTE RINETTI

AMERICAN ASSOCIATION OF TEACHERS OF FRENCH

EDMOND A. MERAS

GERMAN IN EDUCATION THOMAS J. FARRAR A SIN AGAINST LATIN JAMES H. Diixard ONE YEAR OF GREEK ANNA P. MCVAY

CLASSICAL FRENCH VERBS BIBLIOGRAPHIES IN A NUTSHELL

Published at the CENTS STATE TEACHERS COLLEGE 15 of Habsisonbueg, Va. THE VIRGINIA TEACHER o . . ® th Snl Secretarial Studies § ye 1928 REVISED EDITION 6 A FOOD By Rupert P. SoRelle and John Robert Gregg O SSi AND A one semester course conveniently or- O ganized into ninety short units. Each unit is filled with up-to-the-minute business in- AN ENERGY BUILDER formation and practical laboratory projects, making the last months of the stenographic course intensely business like and interest- ing. Not only are the simpler secretarial duties covered thoroughly, but the student is also given a training in the rudiments of IMPERIAL secretarial book-keeping, business graphics, banking procedure, and legal papers—a com- THE CREAM of all ICE CREAMS plete reproduction of the busy life of the present-day secretary. FOR THE PUPIL Si Secretarial Studies (text) $1.40 Q Manufactured Laboratory Materials 60 FOR THE TEACHER Harrisonburg, Va. Secretarial Dictation 80 o Teacher's Handbook net .25 6 and sold by all leading Ice Cream S Order From Our Nearest Office O dealers throughout g THE GREGG PUBLISHING CO. S the Hni New York Chicago Boston San Francisco Toronto Q London Slienandoali Valley

LATIN, FIRST YEAR holds the in- terest of the beginner by its gradual NEW LATIN BOOKS BY PENICK § approach and frequent reviews; by § and PROCTOR: 53 its conversation drills, word studies, O and diagrams; by its easy stories g about the everyday things of Rome Adopted by the State of Texas for five as well as about the classic history of Rome; by its collateral readings, years Latin songs, and simple Latin play; by its wealth of illustrations set off by the exquisite color-plates of the Column of Marcus Aurelius, The Col- LATIN, First Year osseum, The Forum, The Arch of Titus. 297 pages, $1.12. LATIN, SECOND YEAR contains LATIN, Second Year all the material necessary for a sec- » ond-year course in Latin, including Complete, compact, with an exceptional systematic review of first year forms and syntax, drills on derivatives, col- background of scholarship and wide o lateral readings, ample practice in teaching experience, these books stand s prose composition, three graded groups of Hebrew, Greek, and Latin out with distinction in the present B3 stories, leading up to Caesar; the re- movement to modernize the teaching of quired readings from Caesar's Gallic War prefaced by a background study Latin. of English; two Latin plays; an ap- O pendix with complete summary of CHARLES SCRIBNER'S SONS syntax, forms, prefixes, suffixes, and pronunciation of proper names. 436 Educational Department pages, $1.60. Both hooks are most compact; the NEW YORK CHICAGO BOSTON lessons are exceptionally short. ATLANTA DALLAS SAN FRANCISCO THE VIRGINIA TEACHER

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Volume X JUNE, 1929 Number 6

CONTENTS Instruction in the Romanic Languages at the University of Virginia James C. Bar din, W. F. Graham, and Oreste Rinetti 175 German as a Factor in Education Thomas J. Farrar 178 The American Association of Teachers of French Edmond A. Meras 179 French Verbs in a Nutshell Elizabeth P. Cleveland 181 A Sin Against Latin James H. Dillard 185 One Year of Greek: Is It Worth While? Anna P. McVay 187 Greek Defended as a Practical Study New York Times 191 Classical Bibliographies John A. Sawhill 192 English Pronunciation of Latin 195 About Teacher Training James H. Dillard 196 Educational Comment 200 The Reading Table 203 News of the College 204 Alumns Notes 206

$1.50 a Year Published Monthly except August and September 15 Cents a Copy The Virginia Teacher is regularly indexed in the Education Index published by the H. W. Wilson Co. OSOSiOSfiOEKOffiOifiOMOffiOBjOKOffiOifiOffiOSOffiOlfiO

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VOLUME X JUNE, 1929 NUMBER 6

INSTRUCTION IN THE RO- ula of American colleges and universities MANIC LANGUAGES AT before the University of Virginia was founded. But they had not been placed on THE UNIVERSITY OF an equal footing with the ancient languages VIRGINIA —they had been subordinated to them; and WHENEVER we professors of Ro- they had not been taught in such a way as manic Languages of the Univer- to enable a student to speak, and to under- sity of Virginia begin to discuss stand them aurally—he was taught only to the teaching of these languages as it is be- read them. Jefferson's ideas were really ing carried out by us, we like to point out revolutionary, and they have not to this day that all that we do here is guided by a tra- entirely ceased to seem revolutionary. Here dition (it were better said, policy) that was at Virginia, and in the bosom of the School originated by no less a personage than of Romanic Languages that Jefferson es- Thomas Jefferson. We understand, of tablished, we believe that both propositions course, that there are good traditions and are based on common sense—but we realize bad traditions, and we urge our readers to that they are not acceptable to many in believe that we are not blindly continuing the United States, and to some in this very Jefferson's policy without having first sub- Commonwealth of Virginia. jected it to the test of criticism. We are Since we believe that Jefferson was right, following it because we believe it is sound, however, and that in following him we are because we believe it is realistic and prac- right, we obey the copy-book maxim, and tical rather than theoretical, and because we go ahead. believe it is nothing more nor less than Jefferson's first proposition does not often plain common sense. concern us. We seek no rivalry with our What Jefferson advocated may, for the friends and ancestors, the Ancient Lan- sake of brevity, be reduced to two propo- guages, any more than our colleagues, the sitions : professors of English, seek a rivalry with (a) Modern languages should be placed the ancient Teutonic tongues; and we trust on an equal footing with the ancient lan- that the Ancient Languages will not seek guages. a rivalry with us. Our attitude is that, on (b) Modern languages should be regard- logical grounds, at least, there is no more ed as practical instruments for enabling reason that Latin and Spanish (for ex- cultivated men to get into first-hand con- ample) should fight for dominance than tact with their foreign contemporaries; stu- there is that tempera painting should fight dents of these languages should, therefore, against water-color painting, or sculpture in be taught to speak and understand them, wood should fight against sculpture in not merely to read them. bronze. In following out Jefferson's first At the time they were given to the world proposition, we seldom have anything to do these ideas of Jefferson's were novel and except to keep an eye open—and that really revolutionary, as far as American educa- is not needed, because here at Virginia the tion was concerned. The modern languages Classics regard us with benevolence and— had, of course, been included in the curric- we trust—affection! 176 THE VIRGINIA TEACHER [Vol. 10, No. 6

In following out Jefferson's second prop- more and more intensively as they go on osition, we have attempted to formulate a year after year. Beginning with the third scheme that will have the result of provid- year, the emphasis in instruction shifts rap- ing, in a given time, the maximum of the idly from the spoken language to the lan- desired type of instruction at as reasonable guage as an instrument of literature. This a cost of money and energy as possible. is reasonable, because there is no use em- In order to make clear just what we phasizing something that everybody takes mean by the expression, "the desired type for granted. After the third year, few stu- of instruction," a question and answer dents of French, for instance, ever think method is convenient and clear. of addressing a professor in anything but What is the primary objective that we French. Those who do forget, simply get seek to gain in our teaching? Every stu- no replies. dent who receives a baccalaureate degree Why do we wait so long—until the third and who offers a Romanic language for year—to begin the study of literature? We degree credit must be able to speak the do so for the same reason that leads our language well enough to carry on an ordi- school superintendents not to introduce the nary conversation (not speaking as cor- subject of American literature into their rectly as an academician, of course!), to curricula until English speech, English read a simple specimen of the written lan- grammar, and English syntax have been guage at sight with accuracy and under- thoroughly taught. No school superinten- standing, and to write, with orthographic dent would be at all likely to argue that and idiomatic correctness, a series of ordi- American literature should be studied be- nary statements. Under present conditions fore or while a pupil struggles to master this is all that the usual student receiving a English. No teacher of music would ad- baccalaureate degree can be expected to do, vocate having his pupils tackle the sonatas since most of them can study a given lan- of Beethoven three months after beginning guage for only two years, and many have the study of music. The probabilities are opportunity to study it for only one year, that the average pupil would not tackle beginning their study at the University, it the sonatas of Beethoven for four or five should be understood. We wish to have our years after the beginning. students—even those who study with us for How can we, with the prevailing enor- only one year in a given language—equipped mous enrollments in elementary courses, at least to go ahead "on their own," if they teach a student enough of a language in one desire, to a further mastery of the spoken year to enable him to carry on an ordinary tongue, and to explore the literature of the conversation (expressing his own ideas, and language of their choice. understanding what is said to him), to read This is not, we submit, a thing altogether at sight a simple specimen of the written easy to accomplish. language, and to write, with orthographic What are our secondary objectives, in the and idiomatic correctness, a series of ordi- case of undergraduates? Instruction be- nary statements? We think that whatever yond the first year continues to lay em- success we may attain may be attributed to phasis upon the language as spoken. In the the following principles upon which our in- third and subsequent years all instruction is struction is based, and which we follow as carried on in the language that is being closely as resources will permit: taught. In the third year, students are in- (1) Concentration upon the spoken lan- troduced to the study of the literary aspects guage, teaching the student to express him- of the language and continue to study these self in the language he is studying, and to June, 1929] THE VIRGINIA TEACHER 177 understand it when it is spoken to him (the siderations are entirely reasonable and latter gives the American student more proper. trouble than anything else, by the way). It However, we go further: It is to be ex- is our theory that if a man can express his pected that university trained men and ideas in a language fairly well, and can un- women will exert some influence on public derstand it when it is spoken to him, and opinion that men and women not so train- also knows how to read, he will be able to ed can not exert. One of the fields in read that language without needing to be which public opinion in this country is taught anything much about the process. in great need of guidance is that of our (2) Use of reading texts and composi- foreign relationships in the widest sense tion writing as aids in perfecting the spoken —political, financial, commercial, cultural. language, rather than as ends in themselves When we look out upon that portion of or as devices for teaching formal grammar, the entire world that shelters what, for literature, history, or anything else. lack of a better name, we call Occidental (3) Permitting only teachers of pro- Civilization, or the civilization of the white- fessorial rank and experience to teach ele- skinned races, we discover that this portion mentary students. It is obvious that teach- of the world is being dominated today in all ing a beginner is the language teacher's decisive matters by two sorts of people— hardest job. Only the best and most ex- people who speak English (180,000,000 in perienced teachers should be entrusted with number), and people who speak the Roman- such a responsibility. ic tongues (French, 60,000,000; Spanish, (4) Having our first-year (elementary) 55,000,000; Italian, 40,000,000; Portuguese, classes meet five times a week (one-hour 30,000,000, making a total of 185,000,000). periods), on the theory that a student can The future weal or woe of our Occidental not learn to speak a language without a lot Civilization will certainly depend largely of practice, and he can not learn to under- upon the sort of relationships that are es- stand it unless his ear is frequently and at- tablished and maintained between these two tentively listening to it. In view of the ob- great sections of humanity. On the one jective that we have set for ourselves, we hand stand Great Britain, the United States, do not believe that five times a week, in the Canada, Australia, and South Africa; on case of beginners, is too much. We regret the other hand, France, Spain, Italy, Por- that conditions are such that elementary tugal, and the Latin American Republics. classes can not meet ten times a week! Only by mutual understanding, mutual tol- By following these principles as closely erance, and mutual esteem based on the as we are able, we believe that we are giv- first two and fortified by national self- ing our students what they ought to have respect, can the relationships between these at our hands, and that we are living up to groups be kept friendly. The creation of Jefferson's reasonable policy in regard to such tolerance, understanding, and esteem modern language instruction. can not be effected by governments and What concept have we of the purpose of diplomats; it must be the product of en- teaching the Romanic Languages? Any lightened public opinion in all the nations consideration based on historical and cul- concerned. If barriers of language exist— tural grounds that we might put forward especially between intelligent men of good to show why these languages ought to be will in the respective countries—it is hard taught to American students would contain to prevent friction. little, if anything, new. It may be taken It is our belief that university trained for granted that we agree that such con- men and women should at least be in a 178 THE VIRGINIA TEACHER [Vol. 10, No. 6

position to learn something more about the well ask what language or languages should people of the Latin nations than they can have first claim on our consideration. The get from conventional histories and from great English scientist, Thomas Huxley, ad- the newspapers. We submit that even if vised : "If the time given to education per- we were to agree (which, of course, we are mits, add Latin and German. Latin because not going to do) that there are no cultural it is the key to nearly one-half of the Eng- or historical advantages whatever to be lish and to all the Romance languages; and gained by studying the Romanic languages, German because it is the key to almost all the state of the world today—the realities the remainder of the English and helps you of such things as France's dominant posi- to understand a race from whom most of us tion in the world of thought, Italy's as- have sprung, and who have a character and tounding rennaissance and equally astound- a literature of a fateful force in the history ing ambitions, and the growing power of of the world." the Latin American nations—give us serious The propositions laid down by these two grounds for believing that it is imperative leaders in educational thought challenge for us to study the languages of these na- our attention and make us seek further tions. Such, at least, is our opinion. We reasons for their attitudes. are doing all we can to act in accordance If "the chief benefit derived from modern with it, and we are heartened in our efforts foreign language study is its liberating, hu- by the knowledge that the far-seeing Jef- manizing influence, the broadening of the ferson—whom no one can accuse of anti- student's outlook upon world-problems, the Americanism, surely—advocated doing the deeper understanding of his obligations to very things that we believe should be done. humanity at large, and a more just apprais- James C. Bardin al of his duties as an American citizen in W. P. Graham relationship to mankind in general," it must be regretfully conceded that the vast major- Oreste Rinetti ity of our modern foreign language students have not received that benefit. We can gain GERMAN AS A FACTOR IN a knowledge of a foreign country and its EDUCATION people only through the ability to under- A DISTINGUISHED leader in the stand the language which is used by that educational world, himself not a people and is colored and limited by the language man, has said that a good country in which it lives. course in a foreign language is worth more Antoine Meillet, a professor of philology to straight thinking than a good course in in the College of France, recently wrote: logic. He feels that all students should be "The knowledge of German is a necessity required to master thoroughly at least one to all who would be men of culture. There foreign language, because "language is clot- is no branch of human knowledge to which ted thought, the congealed result of cen- the Germans of the nineteenth century have turies of thinking on each particular object not made an important contribution. Ger- which is represented by a word. The es- man books are indispensable to anyone who sential part of an education is the mastery studies any branch whatsoever of human of language, of words, of concepts, which knowledge. To be ignorant of German sig- are the result of the thinking and discrim- nifies almost invariably to fail to reach the ination of many generations." If that opin- level of the science and the technique of ion is correct—and there seems no good one's time." reason to question its correctness—we may To understand the close kinship of the June, 1929] THE VIRGINIA TEACHER 179 two peoples and of the languages they speak, ing the war will be an unnecessary gap in to gain access to one of the world's richest American scholarship, which it will require and most varied literatures, to have a better a whole generation to repair. The worst understanding of the best elements of Ger- blunder a people can make is to close the man life, to appreciate the great cultural gates of knowledge. We did not hurt the contributions of the German-speaking coun- German armies by boycotting Goethe, tries in the fields of art, architecture, music, Beethoven, Schiller, and Wagner and shut- science, religion, philosophy, and education, ting out a whole generation of our young to open up the vast storehouse of German scholars from a great mine of scientific folklore, poetry, and proverbs so rich in knowledge. We injured only ourselves and content, to see the German home-life with our own young people. Languages do not its examples of patience and thrift and in- make war, but a thorough mastery of them dustry, to keep in touch with the latest conduces to good will and understanding. findings in science or the latest works in It is high time that the study of German, literature or the most advanced movements for which the professional men throughout in the arts, to know the thoughts and feel- the country are so insistent, should more ings of a great nation so closely akin to our speedily reach its former state of usefulness own and destined to play so important a and thus serve international understanding part in the future of the world—these and by serving the youth of America. many more would appear to be strong rea- Thomas J. Farrar sons for a hearty welcome to the advice, "Study German." THE AMERICAN ASSOCIA- When we pause to appreciate the import- TION OF TEACHERS OF ance, nay necessity, of knowing German if FRENCH we would pursue advanced work in practi- cally any one of the fields of medicine, THE American Association of Teach- chemistry, physics, economics, history, phil- ers of French was organized in osophy, psychology, or mathematics, we will New York in January, 1927, in or- see how utterly unintelligent it is to abridge der to carry out the following aims: for American youth an opportunity to study 1. To promote and improve the teaching, and master the language. study, and appreciation of French in Editors, lawyers, clergymen, college pres- the United States. idents, statesmen, scientists, physicians, mili- 2. To serve as interpreters (a) to the tary leaders—in short, leaders in all lines United States of the best in French who are competent to advise—have within civilization; (b) to France of the best the past year, in response to a query, given in our civilization. as their deliberate and enthusiastic opinion 3. To develop good fellowship among the that German literature, German art, Ger- teachers of French through the chap- man science, German industrial and com- ters of the American Association of mercial activity are a part of the world's Teachers of French. best possessions. 4. To further the interests of teachers of The study of German never stopped in French and to improve teaching con- France. It went right on during the war, ditions. as did the study of French in Germany. 5. To encourage the exchange of students Indeed France urged America not to take and teachers between France and the step she did take. One result of the America. unwise let-up in the study of German dur- 6. To encourage research in the peda- 180 THE VIRGINIA TEACHER [Vol. 10, No. 6

gogics of French and the publication with every number. Up to the present it of the results for the general better- has been characterized by the variety of the ment of the profession. articles offered. Questions of interest to 7. To publish a journal—informational, every group of teachers have been discuss- cultural, and professional—to help ed. Phonetics, Contemporary Literature, bring about these objectives. French Life, Methods of Teaching French, These aims were a condensation of a Classroom Problems, French Art, French great number of detailed proposals suggest- Scholarships, have all been treated, by both ed by many of the most eminent teachers American and French scholars. Some of of French in the country when they learnt the articles have served as the basis for of the proposed organization of this society. new research in particular fields. The fact that the Association has grown In the meetings of the various chapters, beyond the expectations of its founders which constitute the next important activ- proves that they were not wrong in sup- ity of the Association, a great number of posing that it was needed and, further, that local problems have been brought before the A. A. T. F. is evidently carrying out the society, and in many cases the discus- its aims to the satisfaction of a very large sion resulting has made for better co-opera- proportion of its own members, as well as tion and understanding. This has been of members of the profession. true in the Metropolitan Chapter. The Out of an original group of fifty who met contacts with eminent Frenchmen, such as in New York a little over two years ago to Professor Hazard of the College de France, form a Metropolitan Chapter, the Associa- and Mademoiselle Villard of the Universite tion has grown to a membership of ap- de Lyon, made possible in some cases by proximately 1400 paid-up members distrib- the kind co-operation of the Alliance Fran- uted in eighteen chapters. Ten additional qaise and the Societe des Professeurs Fran- chapters are in process of organization. cais, have been most fortunate for the mem- The active chapters might be said to repre- bers of the AATF. In some sections of sent the whole country, being distributed the country the meetings of the Associa- through the states of California, Colorado, tion have developed an esprit de corps Indiana, Ohio, Massachusetts, Pennsylvania among the teachers of that region which has and New York, that is the West, the Middle already given them renewed courage in at- West, and the East. Membership at large tacking their daily problems. covers all the states in the Union except The generosity of the Societe des Profes- seven. Although the paid membership is seurs Francais has permitted the AATF to 1400, the publications of the Association offer a yearly scholarship to one of its mem- are reaching over 1600 people, the mailing bers to study in France. Projects are on list of the society. It should further be foot to present medals to encourage stu- noted that the increase in paid members in dents of French to better work. Professor the Association is twenty per cent higher Cru of Teachers College (Columbia), as than it was last year. Librarian, has collected books of particular The activities of the AATF in attempting interest to teachers of French. These to carry out its program have necessarily books are to be circulated upon request. been varied. Its most important project Professor Cru through the French Review has been the publication of the French discusses practical classroom difficulties Reviezv, its official organ, appearing six with members of the Association. Every times a year. The number of worth-while month offers new opportunities to the contributions to this periodical increases AATF to serve the teachers, and it con- June, 1929] THE VIRGINIA TEACHER 181

tinues to make every effort to do so. It on the rest and fearlessly proceed to form is precisely by enlarging its fields of activ- all tenses from four principal parts—four ity and by fulfilling more completely the only. duties towards its members that the Asso- The responsibility is squarely left upon ciation feels that it is doing a necessary each root-verb to stand for its whole fam- piece of work. The very encouraging and ily of derivatives. When these deviate even enthusiastic results of its efforts make from its manner of conjugation, due notice it wish to extend its work and serve more of the unlikeness will be given. For in- of the many thousands of teachers of stance, when it is stated that venir and tenir French in the United States and keep them take a d in the future tense, it goes without in closer touch with each other in order that saying that the same is true of the two doz- the spirit of co-operation may grow among verbs compounded from these by means of them and make for a more efficient and prefixes (retenir, devenir, etc.). more agreeable discharge of their duties. Fortunately, those verbs presenting the It is as a national organization that it can most irregularities are the strong, service- best carry out its aims, and it is as such able auxiliaries and semi-auxiliaries that that it hopes for continued support. have to be learned early, before the student Edmond A. Meeas, Secretary. realizes how irregular they are. Avoir and etre break many "rules"; but we learn, per- FRENCH VERBS IN A force, their conjugation before we are aware NUTSHELL* of this fact. The present subjunctive of ALTHOUGH there is no royal road pouvoir and of faire runs smoothly through to learning, yet we must find some to the end before we are disturbed by the short cuts—must straighten some knowledge that better-behaved verbs would curves—else how can the next generation have reverted, in the plural, to the present participle stem. But these four verbs and travel further than we? half-a-dozen others are very troublesome The plan here suggested for mastering French verbs has nothing astonishing about when we begin later to make any general statements in regard to the laws of the it, but it has been tried out for several years French verb. Macaulay objected to dogs and seems to work without much difficulty. It is mechanical, not scientific, but it is because they interrupt conversation. The convenient for busy people. It is not even same charge must be brought against these entirely exhaustive, for it makes no attempt verbs, which may well be branded as "The to deal with obsolete verbs or to include Unruly Ten." They naggingly break in such defectives as are seldom used. These upon our observations on verbs in general; have long been safely listed in the gram- they at any moment are apt to impede the mars, for reference on the rare occasions flow of classroom eloquence. We may men- when they are needed. tion as unchanging facts the endings of the The claims of this plan rest upon two present participle and of the future and facts; (1) that, by segregating ten very imperfect indicative, and certain tip-end- A A unruly verbs so that their irregular conduct ings such as —nt for "they" — mes — tes can not intrude itself upon our attention, —rent of the past definite, together with the we can focus upon the great principles that entire formation of the conditional and of govern French verb forms; and (2) that, the imperfect subjunctive. But we can by listing a dozen exceptional future stems make few other universal claims without in- and half-a-dozen past definites, we can rely stant and pert contradiction from one or *A11 rights reserved. more of these ten verbs. "There are birds 182 THE VIRGINIA TEACHER [Vol. 10, No. 6

and English sparrows," says van Dyke. mise between the singular and the plural Even so there are verbs and The Unruly forms—having any vowel peculiarity1 that Ten. Once silence these, and we can in- the singular may show, followed by the dulge in many an unchallenged "always" consonant found in the first and second per- and "never." sons plural. Example: How, then, may a busy student who has bois meus re^ois already some scattered knowledge of French bois meus regois boit meut regoit verb-forms tackle and conquer the French buvons mouvous recevons verb as a whole? buvez mouvez recevez First, review the model verbs of the reg- boi-v-ent meu-v-ent regoi-v-ent ular conjugations: donner, finir, (recevoir) HI. The Imperative rompre. Omitting the pronoun subject, take bodily Second, review the two auxiliaries, avoir from the present indicative the three corre- and etre, and also five of the semi-auxilia- sponding forms: hois, buvons, buvez. Drop ries: faire, pouvoir, vouloir, savoir, aller. the —s of the second person singular in the Then set these seven apart on account of first conjugation and in any other verb their extreme irregularity—together with which has for its present indicative endings dire, valoir, asseoir, and their cognates (re- —e —es —e: donne, ouvre.2 A speedy but dire, surseoir, etc.)—as ten exceptions to be illogical way to obtain this form at a single thoroughly learned now or later, but cer- stroke is to take the first person singular tainly to be ignored in any statements to be just as it stands. made thereafter about verbs in general. Al- so set aside as negligible all obsolete verbs IV. The Present Subjunctive and seldom-used defectives. 1. Get a start by cutting off the —nt of The foregoing eccentric verbs being thus the present indicative third person plural: silenced, if not mastered, you may proceed boive(nt). with freedom to claim the following prin- 2. The entire set of endings will run thus : ciples as yours-to-count-on for the rest. —e —es —e —ions —iez —ent. 3. The first and second persons plural I. Principal Parts revert to the present participle stem. In The conjugation of every verb hinges on brief, for the plural forms, take the three the infinitive, the present participle, the plurals of the indicative present, inserting past participle, and the present indicative an i before the endings of the first two: first person singular. Hence it may be de- buv-i-ons, huv-i-ez, hoivent. rived in full from these parts by observing the simple principles that follow, from V. The Imperfect Indicative LEARNING THESE FOUR PARTS OF AN IRREG- For —ant of the present participle substi- ULAR VERB THERE IS NO ESCAPE. tute the endings —ais —ais —ait —ions —iez —aient. H. The Present Indicative 1. The endings of the singular are either VI. The Future —e —es —e or —s —s —t (this t being 1. To the infinitive add the present tense dropped after c, d, or t). of avoir, omitting av in the plural forms. 2. The first and second persons plural re- Drop the oi from infinitives in —oir and vert to the present participle stem. the e from those in —re. Thus we have 3. The plural endings are —ons —ez ^Resolvent is an exception. So is the present of —ent. failhr: faux, faux, faut, faillons, faillez, faillent. 2 4. The third person plural is a compro- This j returns whenever the word y or en is appended: donnes-en, ouvres-y. June, 1929] THE VIRGINIA TEACHER 183 these unfailing forms: —rai —ras —ra off the last letter of the first person singular ■—rons —rez —ront. of the past definite and adding sse —sses A 2. Learn that a dozen future stems are — i —ssions —ssies —ssent. (The odd exceptional; third person singular is said to "put on his (a) Six in —rr— (like a tale of Csesar s hat and go out to —t.") conquests) X. Compound Tenses send run see3 1. These are usually formed of the aux- enverrai courrai verrai iliary avoir plus the past participle. conquer fall die conquerrai decherrai mourrai 2. Reflexive verbs are always conjugated (b) Four that introduce a d with etre instead. venir tenir falloir faillir4 3. Conjugated with etre also are about viendroi tieudrai faudra faudrai two dozen intransitive verbs meaning (c) Two that have e in the place of i "come" or "go," with raster, "to remain." cueillir saillir (= jut out) (Note that "to be born" and "to die" are cueillerai saillerai merely the extremes of coming and going.) VII. The Conditional 4. In this last-named group (3) the past This is always made of the stem of the participle agrees with the subject in gender future plus the endings of the imperfect; and number. In the other groups (1) and hence the unfailing forms: —rais —rais (2) it agrees (if at all) with a preceding —rait —rions —riez —raient. direct object. VIII. The Past Definite 1. The endings of the first conjugation The foregoing facts constitute what we are —ai —as -—a —dmes —dies —erent. in our classroom designate as French verbs 2. All other verbs have the endings —-t in a nutshell. —j —t —^mes ■ K tes —rent. Their vowel The accompanying verb-blank we keep is generally i, sometimes u. Disregarding the permanently outlined in white paint on a sec- odd past participle mart, nothing justifies a tion of the blackboard, ready to be filled in u in the past definite except the presence of at any minute with any verb, as with boire a m in the past participle. And so strong below. A convenient space on this affords is this tendency toward i that the entire opportunity to list the ten exceptions which regular conjugation in —res and six irregu- we need to remember—first, last, and often- lar verbs have i in the past definite in spite times between—as excluded from the dis- of a u in the past participle. Those six, cussion, This verb-blank, for want of a again, start off like Julius Caesar; better name, the students are wont to call come see conquer hold sew clothe "The T-table," since the fundamental part, tins cousis vetis vins vis vainquis which they must write first, somewhat re- 3. Without exception this whole tense sembles the letter T. (See page 184). proceeds regularly on the basis of its first There still remain to be mentioned cer- person singular. (The start is all.) tain important facts and a few exceptional IX. The Imperfect Subjunctive forms if we would approximate the whole This may invariably be formed by taking truth about French verbs. zPourvoir and prevoir have —voirai in the fu- A. The First Conjugation ture. Pourvotr has also pourvus in the past defi- n e STRIKING FACTS h - 4The troublesome faillir is really another form I. This is the great conjugation, covering of falloir. 3With the exception of the past participle (rom- about ninety per cent of all French verbs, pu) the endings of this conjugation (rompre) are and it is constantly growing. the same as those of the second (finir), anyway. 186 THE VIRGINIA TEACHER [Vol. 10, No. (<

forms as je pars, tu sors, il bout by drop- wasted. There is no satisfactory gain to ping the i and the consonantal sound pre- the pupil either for appreciation of literal'} ceding it) shows four derivatives which re- values or for training in accuracy. There- vert from that group and follow the regular may be a little of good in seeing the roots conjugation (finir). These are asservir, as- of English words, but this amount of good sortir, ressortir, and repartir, "to distribute" could be got more quickly and easily from (not repartir, "to set out again"). some of the word-books. I do not claim Lastly, when a past participle has a cir- that the bad teaching is universal, but from cumflex accent arbitrarily placed over a u various testimonies and observations I be- to differentiate it from some other word, lieve that it is nearly so. I am speaking of this accent is omitted as unnecessary after teaching in high schools, and mainly of the any prefix other than re—; mu, but promu; teaching in public high schools. I believe cru and recru, but decru. It is also omitted that the trouble is largely due to the con- when the participle is feminine or plural: ditions under which the work is done. du and redu, but due, dus, redues. The main trouble seems to me to lie in Elizabeth P. Cleveland two facts, first, that the pupils have not a ready and accurate knowledge of the forms, A SIN AGAINST LATIN and second, that they look at a piece of WHETHER we quarrel with the Latin as a puzzle and not as something that thought or not the strong prob- was once written with a live meaning. Now ability is that Latin will be taught in a language as full of forms as Latin it in high school for many years to come. is idle to try to deal with it at all without a How it is to be taught to the best advan- ready and accurate knowledge of these tage, how the time alloted to it can be used fortns. Without such knowledge all the to get most knowledge of the language and work is bound to be unsatisfactory, and the therefore serve best the purpose of training, pupil is but floundering and guessing. This are questions of real importance. For time of course adds to the trouble of the second is in demand, and any subject that takes a fact mentioned, namely, that a piece of share should be justified by the advantage Latin seems to the pupil just something to it brings to the pupil's general culture and puzzle over. But I think the chief cause to his acquirement of habits of accurate of this second trouble lies in the kind of thought. It is pretty generally conceded reading matter into which the young stu- that the study of Latin, properly pursued, dent is too rapidly pushed. does add to the pupil's general culture. It To my mind the most damaging effects is certain that the study of Latin calls for on the teaching of Latin have come from accuracy. The multiplicity of forms and the cut-and-dried reading requirements im- the clear-cut constructions make this de- posed by the colleges. The purpose was mand. Far better not to study Latin at all good, but the result has been continually than to study it without a constant eye for evil. From the time that the law went accuracy. Of course this may be said of forth requiring a set amount of three au- all subjects. It is particularly true of the thors the effect has been harmful. The ef- ancient languages and of mathematics. fect has been, on the very face of the law, I make bold to say that the time now to set quantity above quality. Furthermore, spent in Latin in most high schools is time the effect has been practically to throw out of consideration any other early reading Reprinted from School and Society, (Vol. XV, than the four books of Caesar, the six or No. 381), April IS, 1922. seven orations of Cicero, and the six books 187 June, 1929] THE VIRGINIA TEACHER of the Aeneid. For these the text-books to Cicero, many of the letters are certainly have been prepared, and to these selections easier, more human and more interesting the teachers stick. than the orations. What we want is that Let me narrate an actual occurrence. the pupil should get an introduction to the With the consent of the principal of a cer- language as a human thing. What we want tain high school I was examining a class of is that the pupil should become familiar twenty-five boys and girls who were reading with Latin, not necessarily with the Latin Cicero. I soon found that none of them of any particular school or period. May knew even the regular forms. None of not the classical purists have actually done them, even when I gave the words, could harm to their cause? Will not an intelli- turn the simplest English sentence into gent appreciation of the great masters come Latin. They were all simply stumbling better by a brief postponement? At any along with leaves of an interlinear slipped rate let us take off the shackles. between the pages. The teacher quite James H. Dillard agreed with me that all her pupils should be turned back, but when asked why not, ONE YEAR OF GREEK: IS IT the reply was that the principal insisted the WORTH WHILE? class had to get over the required amount A DISTINGUISHED professor of of Cicero that year. I could not but won- chemistry was recently heard to ex- der how these pupils had got through the claim, "If I had my way every stu- four books of Caesar and what the studying dent of science would study Greek for at of Latin could mean to them. least a year to be able to use the English In my opinion Caesar, Cicero and V ergil dictionary with intelligence." are not the kind of material that should Dr. John H. Finley, when N. Y. State constitute the first reading. Pupils are Commissioner of Education, in speaking of rushed into Caesar before they are ready the comparatively slight educational value for it, and so as to Cicero's orations. They of only one year of a foreign language, should have first a quantity of easier Latin, made an exception in favor of Greek, be- and Latin dealing with more familiar sub- cause in most cases the beginner in Greek jects. On this point Matthew Arnold spoke already has some knowledge of Latin and wise words in one of his fine repoits. It the two languages directly illumine each will be remembered that he strongly recom- other besides throwing strong side lights up- mended using, mainly because of the famil- on every subject of the curriculum. iarity of the subject, selections from the Some well known colleges have modified Latin Bible. There is in fact much neglect- their old entrance requirements and now ed material for reading that is easier than credit one year of Greek when offered in Caesar. It is neglected because of the notion conjunction with several years of Latin. that only the most classically correct style The Mere Alphabet Intrigues should be employed. This is a notion which To realize afresh how the light dawns I think we ought to get rid of, when we upon the beginner, let us fancy ourselves consider that our first object should be to at our first Greek lesson. The task is to give familiarity with the language. Even learn the alphabet. The very word arrests for the sake of Caesar and Cicero I should our attention. Alpha beta is the Greek way say that there should precede at least a year of such easy and familiar matter as Reprinted from Latin Notes Supplement, Oc- tober, 1926, by permission of Frances Sabm, Di- Aesop's Fables or any other simpler Latin, rector, Service Bureau for Classical Teachers, even though it be medieval or modern. As Teachers College, New York. 188 THE VIRGINIA TEACHER [Vol. 10. No. 6

of beginning our ABC's. Max Muller says proudly able to call by name the Greek let- it is the only word formed of mere letters. ter societies that cross our horizon. Much There are, however, single Greek letters of the mystery that hovers about a secret used as words. The delta of a river is so seems to disappear when we can read the called from its resemblance to the fourth letters of its disguise. This accomplish- capital. ment seems puerile to an advanced student, Iota, the smallest letter of the series, has but to the beginner the ability to decipher become a word signifying insignificance, Greek letters is a substantial gain. Several when one exclaims, "I don't care an iota!" public librarians have said that any page of It appears in our common speech as the a book on which the Greek alphabet ap- word "jot." Thus in Shakespeare: "No, pears is likely to be stolen. The frequency faith, I'll not stay a jot longer," and in of the theft is due to the fact that even Scripture: "Not one jot of the law shall barbarians crave to know so much of fail." There is a scriptural flavor also to Greek. alpha and omega, the beginning and the A Suggestion from President Wilson end. Though the interpretation of the In one of his most valuable addresses on phrase is a commonplace, many are not education President Woodrow Wilson, then aware of its origin. of Princeton, said something like this: In The ornamental quality of Greek letters the present age of expert departmental is shown by the frequent use made of them teaching most specialists are so impressed in ecclesiastical decoration. After alpha with the outstanding importance of their and omega, the most common is the chris- particular subjects that pupils come to think mon, the letters chi and rho written in that knowledge is made up of unrelated monogram, standing for the name "Chris- parts, any one of which may fully occupy tos." The Greek beginner also finds inter- a man's thoughts to the exclusion of the est in learning that a fish was much used others. in early Christian art, because the Greek To correct this view of things and 'o word ichthus, meaning fish, combines the help a student to a wise choice of studies, initial letters of the words signifying Jesus a map should be prepared representing all Christ, Son of God, Savior. departments of learning. On this map the Arriving at the sixteenth letter of the al- proximity of the various grand divisions of phabet we find pi. With pleasure we recog- knowledge should show the near relation nize that this is none other than our old they bear to one another; mathematics and mathematical friend "pie" which has the physics side by side, and the boundary line numerical value of 3.1416 and represents between them at times indistinct; history the fixed ratio between the diameter and and literature with much territory in com- the circumference of a circle. The form of mon ; chemistry and cooking so related that the letter chi has given its name to the figure they form a sort of dual alliance. On the chiasmus, which indicates a criss-cross ar- outer edges of the map, beyond the limits rangement of pairs of words. When we of man's present knowledge would lie terra learn that O-micron and O-mega, i. e., O- incognita, a vast country not yet explored little and O-big, are named from the rela- and charted. tive amount of time required for their pro- To teach the youthful learner the names nunciation, quantitative verse is more easily and significance of the several divisions of understood. this map of knowledge, President Wilson By the time we have made our way from suggested that every school should have a alpha to omega and back again we are professor-of-things-in-general. Now no June, 1929] THE VIRGINIA TEACHER 189 member of a school faculty can perform the elements of that language, they would not duties of a professor-of-things-in-general as so often offend the taste of an educated does the wide awake teacher of Greek. That public and mislead uninformed minds. language furnishes the nomenclature for Greek May Save One from Quacks most of the arts and sciences, and one who In the fields of hygiene, medicine and teaches it should be able and willing to make pharmacy popular ignorance of scientific clear to students early in their course the terms puts many persons in the power of meaning of the names and the nature of quacks. An unimportant ailment assumes the various subjects in the curriculum. alarming proportions when diagnosed in Greek Boundaries Stretch Far unfamiliar language. Rhinitis, phlebitis, From the ideals of philosophy to the antikamnia, anemia, antipyrene, phagocyte reality of stenography, from the abstract are chosen almost at random from hundreds truths of mathematics to the concrete diffi- of words in popular daily use. Yet they culties of orthography, from the plain facts are hardly understood except by members of history to the various forms of poetry, of the therapeutic and pharmaceutical pro- from athletics and gymnastics to pyro- fessions, or by one who knows Greek. graphy and dramaturgy, the student ranges People often call upon a medical expert within Greek word boundaries. Not only to attend them in sickness without knowing are arithmetic, geometry, trigonometry, as- why he practices allopathy or homeopathy tronomy Greek words in English guise, but or osteopathy or hydropathy; whether he many of the terms used therein are taken is eclectic in his treatments or chiropractic. from the same source. They give their allegiance to an unknown Ideals become clearly defined in the theory of medicine unless they know the learner's mind in direct proportion as the exact connotation of the names of different language in which they are expressed is schools. Anatomy and physiology abound thoroughly understood. Knowledge of a in terms that are simple to the student of word's remote ancestry and subsequent ped- first-year Greek, e. g., thorax, oesophagus, igree tends to the fuller comprehension of larynx, peritoneum, diaphragm, phalanges. its meaning. The nomenclators of methods He quickly perceives distinctions between of measurement employ the Greek meter as words that resemble, such as physics, physi- a base and then search the glossaries for ology, physiography, physiognomy; and he suitable combining forms. Examples of recognizes the pseudo-sciences, astrology such words which are homogeneous are and phrenology, as on a far lower plane hektometer, thermometer, pentameter, dyna- than their nobler brethren, astronomy and mometer, and metronome. psychology. If the inventor is unfamiliar with original Some Uses of Greek in Art sources he is prone to borrow at random and In the realm of art the beginner in Greek combine without judgment, thus produc- soon feels at home. Symphony, diapason, ing hybrid words that are verbal monstrosi- tone, melody, organ, xylophone are words ties. Some such have found their way in- familiar to the veriest tyro in music, but to the so-called scientific vocabularies. For only a Greek student appreciates their ety- example; automobile, cablegram, speedome- mology. The drama is a Greek creation; ter, vitagraph, sociology. Advertisements the poet and critic are Greek personages; are a much-used medium for educating the the theater, the amphitheater, even the hip- public in the use of unfamiliar words. If podrome, are inherited from Greek culture. manufacturers would study Greek for a Our scene is laid before what was the an- year, or employ some one versed in the cient Skene, or robing-room of the actors. 190 THE VIRGINIA TEACHER [Vol. 10, No. 6

Our orchestra and chorus are modern rep- ena to the student of Greek. Middle voice, resentatives of Greek prototypes. patronymics, synecdochical accusatives are Sculpture and architecture furnish famil- commonplaces to him. iar fields for classical students. Those vis- The spelling of hemorrhage and equally itors to art galleries and museums who have difficult words of Greek derivation does not the advantage of one year's study of Greek appal him. Peculiar combinations of letters see vastly more than other folk do. Arch- like phth, or rh, or ps, are recognized as aeology is not dry-as-dust to them. To be hall-marks of Greek origin. able to read even haltingly inscriptions on A Storehouse of Allusions coins or pottery gives one a thrill of satis- He feels at home with literary allusions, faction akin to joy. To decipher a name such as the Pierian spring, Parian marble, on the base of a statue or fragment of a the vale of Tempe, Arcadian simplicity, the stele awakens sympathy with the one who oaks of Dodona, and the Marathon race. inscribed it there. The traveler in cities on With ease he recognizes the gods and he- the continent of Europe often sees the glyp- roes whether mentioned by their Greek or tothek, the pinakothek, the bibliothek among Latin names. Diana does not lose her the splendid buildings and notes how close identity as Artemis, or Cupid as Eros or the names are to the Greek originals. Ulysses as Odysseus. Learned Words Need Not Perplex The beginner of Greek develops a lively Logic, grammar and rhetoric are Greek interest in the commonest things, such as through and through. Such words as syl- the names of his companions. He likes to logism, paradigm, hypothesis and the names think of George as a farmer, of Philip as a of most figures of speech are taken bodily lover of horses, of Dorcas as a gazelle, of from that language. The average learner Margaret as a pearl. He goes to the men- is dazed at the long array. Metaphor, me- agerie to look at the horn-on-the-nose of tonymy, hendiadys, anacoluthon, anaphora, the rhinoceros and to wonder why the hip- litotes, onomatopoeia, oxymoron, asyndeton, popotamus is a river-horse. He sees in the and scores of others swarm like bumble- rhododendron a rose-tree, in the chrysan- bees around the student of literary style, themum a flower-of-gold, and in the helio- and he never feels thoroughly conversant trope a sundial, and he waters the hydran- with them till he follows them back to their gea very often because he has learned it is Greek hive, where he finds that after all a water-pot. they are honey bees laden with sweetness. Church Names are Meaningful He always enjoys making such an investi- He begins to note ecclesiastical distinc- gation. tions : the Presbyterians are ruled by elders; After a pupil has had one year of Greek, that Episcopal government is exercised by prosody becomes a pleasurable pursuit, al- bishops; that Catholic is a prepositional most a pastime. The study of stichometry compound signifying universal; that Baptist and the naming of meters are entertaining emphasizes a dogma of the church; that games. Arsis and thesis, strophe and an- Methodist, another Greek compound, was tistrophe, dactyl and spondee, when rightly originally given at Oxford as a term of understood, go far to reveal the artistic derision; that the epithet Christian, first sense and picturesque imagination of those used at Antioch, is a Greek stem with a who originated the term. What appear to Latin suffix; and that the Jewish house of the student of Latin at metrical or syntac- worship, a synagogue, is Greek for congre- tical peculiarities are the simplest phenom- gation, or assembly. June, 1929] THE VIRGINIA TEACHER 191

Our Sports are of Greek Origin enriches the field of the mind for every crop Even in the leisure moments which a thereafter, be it literary, artistic, scientific, youth spends over the puzzle pages of a or commercial. magazine he practices Greek arts of enter- 3. Studying Greek is like opening a win- tainment. The acrostic, the mesostic and dow in the blank wall of a dwelling. The the telestic—variant forms of a scheme of outlook is not directly upon the marts of letters in words—anagrams, liptograms, trade or upon the highways of finance, but and palindromes are classical diversions. it discloses a wide horizon of land and sea. The game of logomachy is truly a battle-of- Lastly, one year of Greek creates a desire words. A list of amusements which have for more, unless it is taken, as boys drink- Greek names might be prolonged indefinite- water, without tasting it. It is not the ly. Athletics and gymnastics are Greek province of this paper to picture the joys both by nature and name. Discus throwing that await the advanced student of Greek. and the other exercises of the pentathlon But a single year sets a new standard of are parts of our inheritance from the Greek excellence and kindles ambitions; and the physical culture. mind, maturing rapidly under its fostering Also Serious Subjects of Thought warmth, may burst the chrysalis and set Eugenics, ethics, politics, philanthropy free the butterfly. Anna P. McVay and many other interests tempt one to dilate further on the value of knowing even one GREEK DEFENDED AS A year of Greek. If any one objects that al- ready many more matters have been men- PRACTICAL STUDY tioned than could possibly be taught to a CLASSIC Greek, steadily being push- Greek class in one year, the reply is, that ed out of high school and college the menu is served "a la carte," not "table curricula, has found a loyal defend- d'hote." If everything cannot be consumed er, according to the New York Times, in at one feast, the remains will serve for later Dean Virginia C. Gildersleeve of Barnard repasts. The main thing is to cultivate College, who sees nothing "unpractical" in pupils' appetites and teach them how to the study of ancient languages. Dean Gil- forage for themselves. Nothing else is dersleeve especially praises the example of more provocative of or satisfying to mental Erasmus High School in Brooklyn, which thirst than studying Greek. has steadily kept Greek in its course of Brief mention only may here be made of study from the days when the language of what are after all the greatest rewards ob- ancient Athens was a prerequisite of en- tainable from it. In comparison with them trance to almost every college in the coun- many of the advantages already noted seem try. trivial. Miss Gildersleeve insists that the study 1. Greek is the medium par excellence for of Greek helps a student to meet everyday training a student in accuracy of observa- problems of life. "To study Greek," she tion and exactness of expression,—mental said "is one of the most practical things in habits of great practical value for success a higher sense that people can do, because in life. by stimulating their imagination and by 2. Greek quickens the imagination and giving them vision it enables them to be fertilizes the mind. As the farmer plants a better citizens and happier human beings." crop of clover and when it is grown ploughs Dean Gildersleeve listed under five head- it under in order to enrich the soil for fu- ings the reasons why a twentieth-century ture crops, so Greek, even one year of it, student should study Greek. 192 THE VIRGINIA TEACHER [Vol. 10, No.

"First," she explained, "it forces students CLASSICAL BIBLIOGRA- to think closely about the meaning of words. PHIES In ordinary life people do not think about I. Bibliography for the Study of the words. They do not even read letters with Classics close attention to words. Many persons live mentally in a sort of fog most of the TEACHERS of Classics today are holding more steadfastly than ever time. Greek forces one to express one's to the literary accomplishments of self accurately. our Latin and Greek predecessors. Years "Second, there is the joy of intellectual of teaching experience have proved to adventure. Few of us are privileged to go them that the development of an exquisite on great adventures in the flesh, such as fly- power and faculty of reasoning lies in ing by airplane to the South Pole. But in the study of the classics, and that no bet- our minds we may. Greek gives us a sense ter medium for a thorough and liberal of the great adventure, for instance, of education could be desired. The follow- archaeology. It is queer that so many think ing list is not exhaustive but is suggestive. of archaeology as a dry and dusty science. Greek Culture and The Greek Testament Most of us as children have felt a thrill at by Hayes is especially recommended for the motion of digging for buried gold. Why one who wishes to start a small collection should we not be thrilled at the thought of on the subject. One should also obtain a buried past? the latest book entitled The Classics: Their "Third, a study of the remote past gives History and Present Status in Education, us a defense against advocating quack po- being a symposium of essays edited by litical nostrums. We can see how in the Kirsch. Reviews of these two books are in this issue. The Legacy of Greece edited past these have been tried and did not avail. by Livingstone, and The Legacy of Rome "Fourth, the study of Greek and things edited by Bailey, are collections of essays by like Greek leads us into foreign lands. the foremost English classical scholars. Our Travel is valuable when we do it with our Debt to Greece and Rome Series is written bodies. But even if we cannot do that, it by able scholars of all nations. is always possible for us, since we can do Bailey, Cyril, The Legacy of Rome. Oxford it through books. University Press. 1923. Pp. 512. Beman, Lamar T., Study of Latin and Greek. "The fifth advantage of studying things H. W. Wilson Co., New York. 1921. Pp. 237. Bennett and Bristol, The Teaching of Latin like Greek is that it gives us contact with and Greek. Longmans, Green, and Co. New beauty, which we need greatly in our mod- York. 1911. Pp. 336. Browne, Henry, Our Renaissance. Longmans, ern American life. Contact with beauty Green and Co. New York. 1918. Pp. 281. gives food for the spirit, and so supplies Burns, C. D., Greek Ideals. Harcourt. London. 1917. vitality, force and imagination—elements Butcher, S. H., Harvard Lectures on Greek exceedingly important for success in life. Subjects. New York. 1904. Butcher, S. H., Some Aspects of the Greek The remote, the difficult, the supposedly Genius. Macmillan. London. Carter, Jane Gray, Little Studies in Greek. unpractical, give food for the spirit. Silver, Burdett and Co. New York. 1927. Pp. "I believe that these unpractical things 206. Chapman, J. J., Greek Genius and Other Es- are really practical in a higher sense. They says. New York. 1915. make us wiser, broader-minded, clearer- Collins, J. C, Greek Influence on English Poetry. London. 1910. sighted. They fill us with the spirit of en- Conway, R. S., New Studies of a Great In- heritance. John Murray. London. 1921. Pp. thusiasm." 241. June, 1929] THE VIRGINIA TEACHER 193 ■ Cook, Sir Edward, More Literary Recreations. Livingstone, R. W., 7 he Pageant of Greece. Macmillan. London. 1919. Pp. 395. Oxford University Press. 1923. Pp. 436. Cooper, L., The Greek Genius and Its Influence. Livingstone, R. W., The Legacy of Greece. Yale University Press. Oxford University Press. 1923. Pp. 424. Cornford, F. M., Greek Religious Thought. J. Loeb Classical Library. Greek and Latin Texts M. Dent & Sons. London. with parallel English translation. Editors: E. Croiset, Maurice, Hellenic Civilisation. Knopf. Capps, T. E. Page, and W. H. D. Rouse. 206 New York. 1925. Pp. 318. vols. published to date. G. P. Putnam's Sons. Denniston, J. D., Greek Literary Criticism. J. New York, M. Dent & Sons. London. Low, W. H., The Debt of Modern Art to An- Dickinson, G. Lowes, The Greek View of Life. cient Greece.. Scribner's Magazine, May, 1920. Doubleday, Page & Co. New York. 1915. Pp. Mahaffy, J. P., Greek Life and Thought. Mac- 250. . TT , millan. New York. 1887. Pp. 600. Ferguson, W. S., Greek Imperialism. Hough- Mahaffy, J. P., What Have the Greeks Done for ton Mifflin Co. Boston. 1913. Pp. 258. Modern Civilisation? Putnam. New York. 1910. Ferguson, W. S., Hellenistic Athens. Macmil- Marvin, Francis Sydney, The Living Past. Ox- lan. London. ford University Press. 1917. Frank, Tenney, Roman Imperialism. Macmil- Moore, C. H., The Religious Thought of the lan. New York. 1914. Pp. 365. Greeks. Harvard University Press. 1916. Pp. Freeman, Kenneth J., Schools of Hellas. Mac- 385. millan. London. Oakley, Hilda, Greek Ethical Thought. Dut- Fuller, B. A. G., History of Greek Philosophy. ton. New York. Jonathan Cape. London. 1923. Pp. 290. Our Debt to Greece and Rome, edited by G. D. Game, Josiah B., Teaching High-School Latin. Hadzsits and D. M. Robinson. Write for list of The University of Chicago Press. 1916. Pp. 123. volumes. Longmans, Green & Co. New York. Game, Josiah B., General Literature. Mentzer, Pater, Walter, Greek Studies. Macmillan. New Bush & Co. Chicago. 1925. Pp. 164. York. Pp. 304. Gildersleeve, B. L., Hellas and Hespena. Henry Peet, T. E., The Stone and Bronze Ages m Holt and Co. New York. 1919. Italy and Sicily. Oxford University Press. 1909. Glotz, Gustave, The Aegean Civilisation. Al- Pp. 528. fred A. Knopf, New York. Plainer, S. B., Topography and Monuments of Gordon, G. S., English Literature and the Clas- Ancient Rome. Allyn and Bacon. New York. sics. Oxford University Press. 1912. Pp. 252. 1911. Pp. 552. Greene, William Chase, The Achievement of Poland, F., Reisinger, E., Wagner, R., 1 he Greece. Harvard University Press. 1923. Pp. Culture of Ancient Greece and Rome. Little, 334. Brown and Co. Boston. 1926. Pp. 335. Gulick, C. B., Modern Traits in Old Greek Rose, H. J., Primitive Culture in Greece. Life. Longmans, Green and Co. New York. Methuen & Co. London. 1925. 1927. Rose, H. J., Primitive Culture in Italy. George Hammerton, A., Wonders of the Past. The H. Doran Co. New York. 1926. Pp. 253. Romance of Antiquity and its Splendours. 4 Sabin, F. E., Relation of Latin to Practical vols. Putnam. New York. Vol. I. 1923. Vol. II, III, IV. 1924. With 1500 illustrations and Life. Baker and Taylor Co. New York. 100 color plates. Each $5.00. _ . Sabin, F. E., Classical Associations of Places Hardie, R., Lectures oh Clo^ssicol Subjects. in Italy. Baker and Taylor. New York. 1921. Macmillan. London. Shorey, Paul, The Assault on Humanism. Bos- Hayes, Doremus Almy, Greek Culture and 1 he ton. Little. 1917. Greek Testament. The Abingdon Press. New Tarn, W. W., Hellenistic Civilization. Edward Arnold' & Co. London. 1927. York. 1925. Pp. 224. , T T . Hoffman, H. A., Everyday Greek. University Toynbee, Arnold J., Greek Civilization and of Chicago Press. 1919. Pp. 107. Character. J. M. Dent & Sons. London. 1924. James, H. R., Our Hellenic Heritage. Mac- Pp. 236. millan. New York. 1927. Pp. 848, Toynbee, Arnold J., Greek Historical Thought. Johnson, H. W., Private Life of the Romans. J. M. Dent & Sons. London. 1924. Pp. 256. Scott, Foresman & Co. New York. 1903. Pp. Tucker, T. G., Life in Ancient Athens. Mac- 344. millan. New York. 1906. Pp. 323. Kelsey, F. W., Latin and Greek in American Tucker, T. G., Life in the Roman World of Education. University of Michigan Press. 1927. Nero and St. Paul. Macmillan. New York, 1910. Pp. 453. 1 Kirsch, Felix M., The Classics. The Bruce Van Hook, La Rue, Greek Life and Thought. Publishing Co. Milwaukee. 1928. Pp. 279. Columbia University Press. 1924. Pp. 329. Laistner, M. L. W., Greek Economics. J. M. West, Andrew F., Value of the Classics. Dent & Sons. London , , cj Princeton University Press. 1917. Pp. 396. Livingstone, R. W., Defence of Classical Edu- Zielinski, T., Our Debt to Antiquity. London. cation. Macmillan. New York. 1916; Pp. 278. 1909. Livingstone, R. W., The Greek Genius and Its Meaning to Us. Oxford University Press. 1915. Zimmern, A. E., The Greek Commonwealth. Pp. 250. Oxford University Press. 1922. Pp. 472. 194 THE VIRGINIA TEACHER [Vol. 10, No. 6

II. Interesting Classical Fiction Faries, Randolph, Ancient Rome in the Eng- Church, A. J., The Fall of Athens. Seeley, lish Novel, a Study in Historical Fiction. (A Service & Co. London. 1894. thesis published by the University of Pennsyl- Church, A. J., Young Macedonian in the Army vania, 1923). of Alexander the Great. G. P. Putnam's Sons. Gissing, George, Veranilda. E. P. Button & New York. 1890. Co. New York. 1904. Invasion of Rome by the Cowles, J. D., Our Little Athenian Cousin of Goths. Long Ago. Page Co. Boston, 1913. The age Henty, G. A., Beric the Briton. Chas. Scribner's of Pericles. Sons. New York. 1893. Roman dominion over Cowles, J. D., Our Little Macedonian Cousin Britain; Boadicea; The burning of Rome. of Long Ago. Page Co. Boston. 1915. Philip Henty, G. A., For the Temple; a tale of the of Macedon and Alexander the Great. fall of Jerusalem. Chas. Scribner's Sons. New Crew, Helen Coale, The Trojan Boy. Century York. Co., New York. $1.75. Henty, G. A., The Young Carthaginian. Chas. Davis, W. S., (A) Victor of Sal amis, a tale of Scribner's Sons. New York. 1886. Hannibal. the days of Xerxes, Leonidas and Themistocles. Hubbard, Wilfranc, Orvieto Dust, a tale of an- Macmillan Co. New York. 1907. cient Rome. Minton, Balch & Co. New York. Erskine, John, The Private Life of Helen of $2 50. Troy. The Bobbs-Merrill Co. Indianapolis. James, G. P. R., Attila; or The Huns. E. P. $2.50. Button & Co. New York. Barbarian Invasion Lamprey, Louise, Children of Ancient Greece. and Dark Ages. Little, Brown and Co. Boston. 1924. $1.00. Lamprey, Louise, The Childhood of Rome. For boys and girls from ten to fourteen. Little, Brown & Co. Boston. 1922. Short Sto- Perkins, L. F., {The) Spartan Twins. Hough- ries of the legendary history of Rome. ton Mifflin Co. Boston. 1918. Social life in Masefield, John, The Tragedy of Pompey the Sparta and Athens in the age of Pericles. Great. Macmillan. New York. $2.00. A dra- Robinson, C. E., {The) Days of Alkibiades. matic poem not too mature for abler pupils in the Longmans, Green & Co. New York. 1916. So- Cicero class. cial life in Athens. Mitchison, Naomi, The Conquered. Harcourt, Snedeker, C. D., Theras and His Town. Brace & Co. New York. 1923. $2.00. Caesar's Doubleday, Page & Co. Garden City, N. Y. 1924. campaigns in Gaul, notably the one against the Social life in Athens and Sparta. Herodotus, Veneti. Platanistos. Battle of Salamis. Santvoord, Seymour van, Octavia. E. P. But- White, E. L., Helen; the story of the romance ton & Co. New York. 1923. $2.50. The Julian of Helen of Troy, born Helen of Sparta, and Emperors. of Aithre, mother of King Theseus of Attica, Schmidt, Ferdinand, Herman and Thusnelda; who became Helen's bondslave, handmaid and tr. by G. P. Upton. (Life Stories for Young foster-mother. Doran. New York. 1925. $2.50. People.) A. C. McClurg & Co. Chicago. 1907. Allison, Anne C. E., Children of the Way. Arminius and the Roman general Varus. Harcourt, Brace and Co. New York. 1923. Sherer, J. A. B., The Tree of Light. T. Y. $1,75. A series of short stories about the early Crowell Co. New York. 1921. Early Christian- Christians in Rome. The scenes from Roman ity in Britain. The Druids; Nero; Apostle Paul. life make the book valuable to teachers of Latin. Sienkiewicz, Henry K., Quo Vadis: a tale of Allison, Anne C. E., Roads from Rome. Mac- the time of Nero. T. Y. Crowell Co. 1921. millan Co. New York. 1913. $1.50. Julius Stoddard, William, The Swordmake/s Son. Qesar to Hadrian. Century Co. New York. 1903. Early Christian- Bulwer-Lytton, E. G., The Last Days of Pom- ity. peii. E. P. Button & Co. New York. Roman Wallace, Lew, Ben-Hur, or The Days of the social life in the reign of Titus. Early Chris- Messiah. Harper and Bros. New York. 1908. tianity. Early Christianity. Charles, E. R., Conquering and to Conquer. Wells, R. F., With CcesaPs Legions. Lothrop, Dodd, Mead & Co. New York. Sack of Rome. Lee and Shepard Co. Boston. 1923. $1.50. The Church, A. J., The Burning of Rome. Mac- adventures of two Roman youths in the conquest millan Co. New York. 1892. Nero. of Gaul. Church, A. J., Lucius; the Adventures of a White, E. L., Andivius Hedulio. E. P. Button Roman Boy. Dodd, Mead and Co. New York. & Co. New York. 1921. $2.50. Adventures of 1924. $2.00. Formerly published under the title a Roman nobleman in the reign of Commodus. "Two Thousand Years Ago." Spartacus and White, E. L., The Unwilling Vestal. E. P. Mithradates. Button & Co. New York. 1918. $2.50, A tale Cowles, J. D., Our Little Roman Cousin of of Rome under the Caesars. Long Ago. Page Co. Boston. 1913. Social Whitehead, A. C., The Standard Bearer; a life, with much stress on school life, in the clos- story of army life in the time of Caesar. Amer- ing days of the Roman republic. Pompey. ican Book Co. New York. 1914. Through the Davis, W. S., A Friend of Ccesar. Macmillan. fall of Alesia. New York. 1900. Fall of the Roman republic. Winlow, C. V., Our Little Carthaginian Cousin Doyle, Sir Arthur Conan. The Last Galley; of Long Ago. Page Co. Boston. 1915. Social impressions and tales. Doubleday, Page & Co. life and customs at the time of Hannibal; Sec- Garden Gty, N. Y. 1911. ond Punic War. June, 1929] THE VIRGINIA TEACHER 195

III. Select List of Bulletins for the Study clusively in the pronunciation of Latin of Greek scientific words in English, for Latin and The American Classical League Greek proper names in English context, Mr. Rollin H. Tanner, Secy-Treas. for legal Latin phrases, and for familiar New York University University Heights, New York City. phrases and quotations in English context. Lodge—A Reasonable Plea for the Classics. . .05 The English pronunciation applies to the Tigert—Shall we Continue Latin and Greek in Our Schools .05 plural forms as well as the singular of Kenyon—The Classics in Modern Life OS Latin nouns: so we say an alumnus, but the Croiset—The Study of Latin and Greek and the Democracy .05 alumni; an alumna, but the alumnce. Thus: Scott—Greek for Latin Teachers 05 i, when the final sound of a word, always Donnelly—Greek in English OS Crum—Pronunciation of Greek and Latin has its long sound (as in ice), as a-lum-ni; Proper Names .15 ce is always a diphthong unless separated Service Bureau for Classical Teachers Miss Frances Sabin, Director by diaeresis. It is pronounced as e would Teachers College be in the same position; as, alumnae {a-lum- New York City. Lodge—The Value of the Classics in Training ne). for Citizenship .10 Thus it will be seen that the final syllables Smith—The Greek that the Doctors Speak... .10 McVay—One Year of Greek: Is it Worth of alumni and alumnce when used in English While? .10 context have exactly the opposite pronuncia- Lodge—Classical Origin of Scientific Terms.. .20 The two following articles should also be read: tion to that of the Roman. J. R. Wilkie, "The Intrinsic Adolescent Appeal Examples in English like alumnce are in the Study of Greek." Classical Journal, Nov- ember, 1926. _ Aeolian (e-o-li-an), Ccesar (se-zar), agis Dorothy Roehm, "In Search of Recruits." Clas- (e-jis), formulce (e), and antenna (e). sical Journal, Feb. 1929. John A. Sawhill Examples like alumni are foci (fo-si), loci (lo-si), fungi (fun-ji). It is also a rule in the English pronuncia- ENGLISH PRONUNCIATION tion of Latin words that c and g are soft OF LATIN before e, i, y, ce, ce; elsewhere c and g are TWO methods of pronouncing Latin hard. are now in extended general Eng- Another method of pronouncing Latin is lish use: one, the so-called English the so-called Continental method, developed method, follows in general the analogies of from the modern languages during the Mid- English pronunciation according to certain dle Ages and widely used by the Roman formal rules; the other, the so-called Ro- Catholic Church. By this method the vow- man method, attempts to follow more or els have their general Continental values less closely, as far as it is known, the pro- (practically as by the Roman method) but nunciation of the Romans themselves at the the consonants are pronounced as in the height of their civilization (about B. C. 50 language of the speaker. Thus Cicero, as to A. D. 50). a Latin name, would be pronounced in Ger- The English method was until recently man as tse-tse-ro, in Spanish the-tha-ro used in teaching Latin in both England and or se-sa-ro, in Italian che-cha-ro, in French America, but has been almost entirely re- se-sa-ro, in English se-se-ro. placed for that purpose by the Roman method in American schools and colleges Moliere's Les Femnies Savantes, in an within recent years, and now to some ex- English version, was the commencement tent in England also. The English pronun- play at the Harrisonburg State Teachers ciation is still used, however, almost ex- College in June. 196 THE VIRGINIA TEACHER [Vol. 10, No. 6

ABOUT TEACHER TRAINING fession, and even those of us who most wish to magnify our profession must ac- WE SEE what a great part is play- knowledge the difference. ed by schools in our modern civ- And yet this of course is true: teaching ilization. We see the need that has become a profession. As such it de- schools be places of real education. We mands technical preparation. But this can want them to be places where young people easily be overdone. It can easily fall into can get certain needed knowledge, and the fault of killing originality and making more than this can get a certain power molds. And when it runs too glibly into in the way of thinking accurately and psychology, it is getting on dubious ground. judging rightly. To get these results we There are writers on the subject of teacher see how much hangs on the ability and training who speak as if some problems in equipment of the teacher. Hence it is, and psychology' were settled which are not. well it is, that we are hearing so much about There are questions in psychology that have the problem of Teacher Training. been positively settled in a dozen different Plenty of people can remember the time ways in the last thirty years, like problems when teaching was hardly thought of as a in philosophy, and the same problems profession. Young men and women and will probably be settled in another dozen older men and women took it up to make a different ways within the coming thirty living or to earn an extra penny when noth- years. But aside from such cock-sureness ing better seemed at hand. A plan of pro- in psychology, there is a body of principles fessional preparation, as for law or medi- founded on experiment, experience and cine, was nowhere in the landscape or even practice, with which every candidate for on the horizon. the profession of teaching ought to be fa- One may have a doubt whether the pro- miliar. There is undoubtedly a solid reason fession of teaching can ever be, in a tech- for a certain amount of strictly professional nical way, quite on a par with law and training. And good teachers with gifted medicine. For while the thing we call per- personalities who have not had the special sonality cuts a figure in whatever one does, training would be the first to recognize help it is in teaching that personality cuts deep- from such training. est. So much is this the case that one may So it has come about that we are pro- doubt about our thinking of teaching along vided with normal schools, college depart- quite the same line as we do of other pro- ments of education and teachers' colleges ga- fessions. It is in our favor that we do not lore, all directed toward professional prepa- have to he so professional as other profes- ration. To so great an extent has the purely sions. For the more a "professor" of any- professional side been emphasized that we thing can continue to be just a human be- have for some time been on the edge of the ing, the better. All of us know personally danger of losing sight of the scholastic re- numbers of fine teachers who have not had quirements of a well equipped teacher. professional training. There is no use in The professional movement has been per- denying this; it is a fact. And it is a fact fectly natural. It has been a natural, if quite apart from the way any one would excessive, rebound from the days when no- call a doctor or a lawyer fine in his work body questioned that anybody could teach who has not had the regular professional school! training. It is different in the teaching pro- Evidences are thick around us that the In its original form, before being amended, this rebound was excessive. There are many article was published in School and Society. teachers today who have had the profes- June, 1929] THE VIRGINIA TEACHER 197 sional training and yet have a very thin Let us think a moment about the primary knowledge of the subjects they are teaching. qualities we would all like to find in a This lack of scholarship, lack of full and teacher. Let us see what at least two of accurate knowledge of subject-matter, has these are. of course a harmful effect. The pupils are Whatever object we have in view and are influenced by the looseness and superficiality working to get, there is always a gain in of the work. They get used to being shal- reducing the idea and the process to simple low and inaccurate. Not once, but many terms. There is always the danger of be- times, one hears professional and business coming confused in complexities and so men complain that it seems almost impos- losing sight of the main point. Simplicity sible to find high-school graduates who have is a virtue in all our work of education. the spirit of thoroughness and accuracy. This is not to say that there are short-cuts. There must be some truth in the charge. There are no short-cuts in education any Those who actually examine pupils are more than there are short-cuts in our mani- more often than not surprised at the lack fold social problems. Simplicity in educa- of accurate knowledge which they find. This tion simply means for us teachers that we is due to the lack in the teacher, and the try to state in as simple words as possible lack in the teacher arises from the fact what we think education is, and that we that we have been laying emphasis too try to see what is the simplest, not neces- much on the professional technique and sarily the easiest, way of getting it ourselves neglecting the weightier matters. Happily and then helping others to get it. In other there is beginning to be a reaction against words, there is virtue in getting down to this excess. We are beginning to hear first principles. more about subject-matter and scholarship. Of course one rarely speaks of a real When today we use the expression Teach- teacher without mentioning first of all his er Training, nine out of ten of us think of or her personality. How often we hear the professional training rather than of the emphasis laid, and rightly laid, on the teach- education that ought to precede and accom- er's personality. Dean Inge and others, in pany the professional training. It is for speaking of religious work and influence, say this reason that even professors of educa- that what we are matters much more than tion, certainly some of them, have come to what we do or say. It must be so, because dislike the term Teacher Training. If what we are must inevitably flavor all that somebody could hit on a better word, or we say or do. We know that it is so. We combination of words, it would be a welcome say and repeat that it is so. The back- change. We need a name that savors not ground of teachers, as of others, gets itself only of the process of professional train- expressed in some way at every turn. In ing but of the spirit of scholarship. But the profession of teaching this idea is es- even keeping the misleading name, we have pecially important for the reason that come to the point where we ought to un- teachers have to do with young mirtds that derstand, very distinctly, that teacher train- are easily influenced. ing implies thorough and accurate know- Now this element of personality is some- ledge and, more important still, the solid thing that can be planted and nourished. training that comes from acquiring such However subtle it may be, it is a real thing. knowledge. It is this which ought to ante- To realize it is one of the simple purposes date the special training. It is this, and only to be kept in view in all our education and this, which can form a firm foundation of especially in our training of teachers. In preparation for the teacher's work. begetting or fostering personality immense 198 THE VIRGINIA TEACHER [Vol. 10. No. 6 help comes from two acquirements, which The second thing which it seems to me are good in themselves apart from any re- we may be justified in naming as one of sultant personality. Without them no one the two main objectives in the preparation could rightly be classed as more than half of teachers is the spirit of discrimination, educated. We might call them two main good taste, culture. Culture is a word objectives in the preparation of those who abused, but it serves. Teachers who have are to engage in the profession of educating culture change the atmosphere of their others. schools. A person of culture discriminates One of these main requirements in the between good and bad in manners, in liter- training of a good teacher is the spirit of ature, dress, pictures, music and what not. scholarship. It is not so much the amount How can we get this power of discrimina- of scholarship or the subject of scholarship tion? Many things help. The reading of as the spirit. It is the spirit of valuing, good books helps. The mastery of one of reverencing and seeking the fact, whatever Gilbert Murray's translations of a Greek the matter be. It is the spirit of accuracy, drama, the mastery of Matthew Arnold's thoroughness, genuineness. Abraham Lin- introduction to his edition of Wordsworth coln, without going to high school or col- —anything like these would help. Travel lege, had this spirit. However much it helps. Looking carefully at a good picture may have been a part of his nature, the helps. Listening attentively to good music study of Euclid by the light of a wood fire helps. Looking lovingly into the face of a helped him to perfect it. We can well im- beautiful rose helps. All contact with agine that he did not turn a page until he beautiful things helps. knew what was on that page. He took a But for most of us the greatest help definite subject and pursued it in a genuine comes from getting in touch directly with way. This is the whole simple secret. To those who have this power of discrimina- this end would it not be well, in any normal tion. When Sidney Lanier was half starv- school, school of education, or teachers' col- ing, suppose some college had found him lege, that the curriculum should include at out and paid him only to come and sit be- least one definite subject like mathematics, fore an English class and talk about Shakes- plrysics, Latin, or English which would be peare. What a well-spring of culture he required throughout the course? Whether would have been to the students who came or not one such subject be carried all the thus in touch with him. way, would it not be well, no matter how The personal contact is the main thing. jealous may be the insistence on profes- It would be a good move if all places where sional subjects, to stand by the requirement teachers are trained would increase the of at least one such definite subject each practice of bringing in from the outside year? To get the spirit of scholarship the people of taste and discrimination. Not choice of subject is of little moment, pro- the professional platform people. Heavens, vided it be a subject in which absolute ac- no! But people who by their ways and curacy can be and will be demanded. works have shown that they know the sig- Teachers who have this spirit of accuracy nificance of culture and good taste. It may and genuineness spread it through their be a clergyman, or merchant, or doctor, or classes. It is a part of their personality. lawyer, or architect. There are some in all They can get it by close, continued study callings, some in almost every community. of some definite subject, and there are no So then let us not be confounded by a short-cuts. Having got it in any one thing, complexity of demands. Let us seek sim- they take it into other things. plicity and ensue it. Whatever our teach- June, 1929] THE VIRGINIA TEACHER 199

ing-training must include, no matter how also enrolls the subscriber as a member of much professional technique may be x"e- the American Classical League. Copies for quired, let us keep in view the two simple preceding years are available with a few objectives of accuracy, which is the truth exceptions. A limited number of bound of things, and culture, which is the beauty volumes for the past five years are at hand. of things. Teachers who have themselves Price $1.15 each. the spirit of accuracy and the spirit of cul- Application for membership in the ture will inevitably inspire like spirit in League may be sent to the secretary, Rollin their pupils. They will beget in pupils the H. Tanner, New York University, Univer- habit of accuracy and the tendency to dis- sity Heights, New York, with $1.00 en- criminate between what is true and what closed, or may be forwarded to the Service is false in all the various contacts of life. Bureau. J. H. Dillard 5. Issuing Supplements from time to time as material is prepared which is too elabo- rate in its nature to fall within the space SERVICE BUREAU FOR CLASSICAL limits of the Notes. Numbers I to XXXVI TEACHERS are now available. Single copies, 10 cents Supported by the American Classical as a rule. But see Latin Notes or a Leaflet League with the assistance of Teachers Col- for exact information. Bound volumes may lege. be purchased as long as they last. Price Aim $4.00. To provide a clearing house for the ex- 6. Publishing Bulletins. Numbers H-XI change of ideas on the teaching of Latin are now ready. Usual price is 25 cents. and Greek in the secondary schools. But see Leaflets. Activities Co-operation 1. Conducting a Correspondence Depart- The Service Bureau for Classical Teach- ment. ers is a co-operative movement in the in- 2. Collecting and arranging in a form terests of secondary Latin and Greek. It suitable for inspection and study at the can only succeed in any large sense of the Bureau such information and material as term if professionally-minded teachers from may prove valuable to classical teachers. all parts of the country continue to contrib- 3. Sending out material as a loan or for ute material. The assistance of all persons sale at a nominal price, in so far as the re- interested in serving the cause of the clas- sources of the Bureau permit. New items sics in this particular way is heartily wel- are listed in the current issues of Latin comed. Notes and summarized at the end of the school year in a Leaflet. Those who have A. Desclos, Director of the Office des not been receiving copies of Latin Notes Universites et Ecoles Franqaises, is quoted should therefore take steps to secure Leaf- in The French Review as declaring: "I be- lets I-II and III, in order to have the list of lieve very sincerely that our system of sec- material complete up to the date of Leaflet ondary education is the best thing we have IV. There is no charge for these lists. in France and that we have truly solved 4. Publishing Latin Notes eight times a the problem which you [Americans] are year, a 4-page (and often an 8-page) leaflet trying to answer—namely, that of giving to containing announcements and material of the whole nation a general culture sufficient- general interest to classical teachers. Sub- ly strong to leave its life-mark on those who scription $1.00. Payment of this amount have received it." 200 THE VIRGINIA TEACHER [Vol. 10, No. 6

Vanderbilt University The Virginia Teacher The completion of the new plant at a cost of Published monthly, except August and September, by approximately $3,500,000 left an endowment for the State Teachers College at Harrisonburg, Virginia. the Vanderbilt School of Medicine and Hospital of $5,000,000. On beginning operations, the Hos- Entered as second-class matter March 13, 1920, at the postoffice at Harrisonburg, Virginia, under the act of pital was credited with an income of $100,000 March 3, 1879. and the School with an income of $150,000. In- asmuch as these sums were obviously insufficient, annual grants were made by the General Educa- tion Board and by the Carnegie Corporation for CDUCATIO'^^^^^^^OCIatiom periods ranging from three to five years in the hope that, by the time these grants terminated, OF AMERICA it would be definitely known how much the op- Conrad T. Logan, Editor eration of the plant would cost and what other Henry A. Converse, Business Manager sources of income could be relied on. Receipts Clyde P. Shorts, Circulation Manager from hospital patients have increased from $37,- ADVISORY BOARD 530 the first year to $110,000 for the third year. Katherine M. Anthony Bessie J. Lanier The total cost of operating the Hospital is esti- Fred C. Mabee mated at between $370,000 and $400,000. In or- Manuscripts offered for publication from those inter- der to provide for the Hospital deficit and to ested in our state educational problems should be addressed stimulate popular support, the General Education to the editor of The Virginia Teacher, State Teachers Board appropriated $525,000 to be expended on College, Harrisonburg, Virginia. a decreasing basis over the next three years. The School of Medicine has been operating on EDUCATIONAL COMMENT a budget of approximately $240,000 a year, of which the sura of $50,000 is in the form of an THE GENERAL EDUCATION BOARD annual grant terminating this year. Inasmuch as the School has a staff of the same general cali- IN THE SOUTH ber as that of progressive schools elsewhere, it is evident that its budget must be increased. EVIDENCE of the extensive assistance The Board appropriated $2,000,000 towards the provided to southern institutions of endowment of the School, of which $1,000,000 is learning by the General Education Board to finance an expansion of scientific activities. A further appropriation of $15,000 annually is found in the Board's annual report for over a three-year period was made for the pur- 1927-1928, recently published from its of- chase of books for the medical library. fices at 61 Broadway, New York City. Ex- In the field of Negro education the report cerpts follow: speaks of its assistance to the Virginia Un- University of Texas ion University, Richmond, Virginia: The University of Texas is the principal edu- In 1924, the General Education Board made an cational institution of a large section of the appropriation of $300,000 towards $600,000 for Southwest. Its facilities in respect to plant and endowment and permanent improvements to en- library and its income are equal if not superior able this institution to enlarge its facilities for to those of any other southern i nstitution. A college instruction. The institution has been graduate development, though comparatively re- very successful in securing the necessary pledges cent, is actively under way in the field of zo- for supplemental funds, particularly from its ology. In order to stimulate graduate instruction negro friends; but it has been disappointed in and research in this department, the Board made respect to an anticipated pledge amounting to an appropriation of $65,000 to be available over $50,000. In order that the program might be a period of not more than seven years, condi- completed as planned, the General Education tioned on the University's providing from other Board appropriated $50,000, thereby increasing its sources increasing sums annually for the same capital appropriation to $350,000, and a sum not department, which at the end of the period men- to exceed $32,000 to be apportioned over a four- tioned will amount to $20,000 a year. year period for current expenses. Davidson College An appropriation of $30,000 for fellow- During the past fifteen years the endowment and teaching staff of Davidson College, N. C, ships for Negroes who are engaged in edu- have trebled, while the number of students has cational work in the South was made, as doubled. Five years ago the main college build- ing with classrooms and laboratories was destroy- were appropriations to Negro institutions ed by fire. Thereupon temporary wooden struc- in Georgia, Alabama, and Texas. tures were built and approximately one-third of a new fire-resistant building was constructed. In To the Virginia Normal and Industrial order to assist the institution to complete this Institute, at Petersburg, $132,000 was ap- building, the General Education Board made an appropriation of $100,000 towards $400,000. propriated toward a building and instruc- 201 June, 1929] THE VIRGINIA TEACHER tional program involving an expenditure of ident of The Classical Association of Vir over $400,000. ginia. The following paragraph shows how "Since 1922," the report says, "the Gen- the extant material may be divided. eral Education Board has made grants for "Latin in Colonial Virginia would covet advanced study to persons occupying prom- the period from 1607-1776. The extant inent educational positions in state institu- material may be divided, it seems to me, in- tions, schools of education, of state univer- to three classes: (1) Latin found in county sities, state normal schools, and teachers court records, royal proclamations, instruc- colleges of the South. An appropriation of tions to royal governors, and similar docu- $30,000 was made for this purpose for the ments. As might be inferred, the amount year 1928-29." of this Latin is limited, since many of the old records in Virginia have been destroyed High School Reorganization and the Training of High School Teachers and not all of those in England have been Recent surveys of the high schools of a num- published. (2) The second class includes ber of southern states have revealed certain un- the Latin used in schools, or read for pleas- satisfactory conditions, due mostly ^ to rapid growth. The great majority of the high schools ure. We learn about this from lists of of the South are small, having six teachers or school books that have survived the years, less. These schools too often attempt a program and from catalogues of private libraries beyond their resources, facilities^ and the spec- ial training of their staffs. Existing certifica- found in inventories of estates. (3) The tion systems do not as a rule require appropriate preparation for high school teaching, an(l state third place in which Latin is found is in universities—to say nothing of privately endowed the inscription on tombstones of the Colon- colleges and universities—are not properly equip- ial period. So far as I know, these tombs ped and organized to prepare efficient high school teachers. are mostly in Tidewater Virginia." In an effort to improve the situation^ four southern states—North Carolina, West Virginia, Virginia, and Kentucky—have developed new FRENCH ACADEMY TO PUBLISH programs, reorganizing their small schools and A GRAMMAR the methods of training high school teachers. To aid certain other states, the General Educa- THE French Academy now announces tion Board in 1927-28 appropriated to the State Department of Education of Oklahoma $3,000 to that it will soon publish a standard finance a study of high school conditions and grammar. It is significant that in its be- the training of high school teachers. Appro- priations of $3,000 and $3,S00 for the same pur- ginning, three centuries ago, the Academy pose were made to the State Departments of proposed to issue a grammar and a diction- Education of Arkansas and Alabama. In North Carolina, West Virginia, and Ken- ary, making known what was correct tucky a study of high school conditions and of French and what was not. Of the diction- the training of high school teachers led to the strengthening of facilities for the training of all ary it has sent out many editions, but it has kinds of high school teachers. A corresponding not yet risked a grammar. Even now the study in Virginia has resulted in an effort to improve the facilities for the training of teachers names of the authors are discreetly to be at the University of Virginia. Towards this new withheld. program of teacher training the General Educa- tion Board appropriated to the University of Vir- ginia the sum of $40,000 over a two-year period. The May number of the Birmingham- Southern College Bulletin is devoted en- LATIN IN COLONIAL VIRGINIA tirely to foreign languages. In an illumi- Teachers and students of Latin will be nating article on the complete French sys- particularly interested in the paper of this tem of national education, known as "The title which appears in The Classical Weekly, University of France," Paul Merrill Spurlin November 12, 1928, prepared by Mrs. Phil- concludes that "French education would be ip Hiden of Newport News, who is pres- the richer by the transfusion into its sys- 202 THE VIRGINIA TEACHER [Vol. 10, No. 6 tem of a bit of our 'social sense' and that Membership: two dollars including American education would gain by the in- The Classical lournal. jection of some of the methodical thorough- Dues may be sent to Prof. W. L. Carr, ness so typical of the University of France." University of Michigan, Ann Arbor, Michigan. "The French high-school teachers seem "It may not always be possible for teach- much more like an American college fac- ers to attend all of these meetings, but the ulty of first rank. State Association which meets in connec- "There is also a greater respect for grades tion with the Virginia Education Associa- in France. Our students have lost their tion is easily within reach of all. No teach- respect for these, but over there a good er of Latin can afford to miss this source student is more certain to be a leader than of inspiration." is an athlete or manager. . . . The parents The Latin teacher will also find an in- of other boys know of him. He becomes spirational and helpful magazine in The somebody through the sheer effort of his Classical Weekly, Charles Knapp, Editor, mind. This is far from the present low 1737 Sedgwick Ave., New York City. $2.00. estate in America of the student who has nothing to recommend him but a good brain." THE CLASSICS IN MODERN LIFE Harry Kurz, in The French Review "We need propaganda, active enthusias- tic propaganda, to convince the general CLASSICAL ORGANIZATIONS public that the classics are a live modern With reference to the benefits derived subject; that the study of the classics is from being a member of Classical organiza- an essential part of the study of the human- tions, Miss Sallie Lovelace of Roanoke, ities (which is simply the study of what state Vice-President for the Classical Asso- man has done and thought in the past) is ciation of the Middle West and South, essential to us, who live in the world of makes the following remarks: men. Natural science teaches us how to "Every teacher of Latin in Virginia deal with the world of Nature. The hu- should belong to the following associations manities teach us how to deal with the and as far as possible attend their meetings : world of men. Both are essential, but of 1. Classical Association of Virginia the two I venture to claim that the second Membership; one dollar including is the higher. I dare not elaborate the Latin News Notes comparison, lest I should seem to disparage Dues may be sent to Mrs. Ann Miller the knowledge of the wonderful world in Stiff, Maury High School, Norfolk, which we live and the miraculous achieve- Va. ments of those who have devoted their 2. The American Classical League lives to the scrutiny of it. But nothing can Membership: one dollar including exceed in wonder the human soul; nothing Latin Notes—a publication espec- can be more vital, more enlarging, more ele- ially helpful to high school teachers vating to our minds than the knowledge of Dues may be sent to Miss Frances the thoughts and actions of man—his as- Sabin, Classical Service Bureau, pirations, his loves, his hates, his greatness Columbia University, New York and his meanness, his relations to his fel- City. low-creatures and his God." 3. The Classical Association of the Mid- Sir Frederic Kenyon, dle West and South Director of the British Museum June, 1929] THE VIRGINIA TEACHER 203

THE READING TABLE "prosperity despises uncommercial scholar- ship," and that we "demand an education A SYMPOSIUM in efficiency rather than in the humanities," The Classics. A Symposium of Essays. Edited by Felix M. Kirsch. Milwaukee: The Bruce claiming that "as our colleges and univer- Publishing Company. 1928. Pp. 279. $3.00. sities have neglected the classics barbarism The Classics is a book of papers on sub- has gradually returned," and that "the tri- jects which deal with the "why" of classical umph of efficiency in the last Great War education. These papers were lectures de- was at the same time the triumph of bar- livered at the Tenth Annual Meeting of the barism in Europe." Educational Conference. Rev. Felix M. Kirsch, O. M., Cap., Professor of Educa- NEW HIGH SCHOOL TEXTBOOK tion at the Capuchin College, Catholic Latin I. By Henry Carr Pearson, Lillie Maria University of America, edited the book. Lawrence, and Nina Frances Raynor. New York: American Book Company. 1929. Pp. The History of Classical Education in the 544. $1.40. Church, the first paper in the book, shows An entirely new text, the first of a two that the classics have served throughout the book series for the first and second years ages as the best instrument of general cul- of high school Latin. It is organized to ture. The next paper, "The Value of the meet modern needs and follows the recom- Classics," approaches the classics from the mendations in the report of the Classical standpoints of language, education, relig- Investigation of 1924. It contains a large ion, and culture. Subjects of College En- amount of interesting reading material, the trance Requirements in the Classical Lan- essential grammatical principles presented guages, the Greek Problem, and the Tra- in connection with an immediate use, ample dition of the Classics in England, are also drill, etc. This book is unusually rich in included. material that shows the great contribution of Latin to English. Every chapter con- THE HOLY LAND OF THE IDEAL tains a section giving interesting comments Greek Culture and The Greek Testament. By Doremus Almy Hayes. New York: The on Latin words that have found their way Abingdon Press. 192S. Pp. 224. $1.50. into our language together with sentences Professor Hayes adds a new radiance to that show the use of these related words in "the glory that was Greece" in this volume English expression. Several special chap- of understanding and appreciation. "Won- ters are devoted to the study of derivatives derful" is the high word with which he de- and of suffixes and prefixes. Directions to scribes the ancient Greeks—their land, lan- the pupil for keeping an individual notebook guage, and literature; and the most wonder- provide a practical method for organizing ful volume is the New Testament, the and preserving all this valuable information. greatest Greek book. He reminds us that J. A. S. ancient Greece had a right to the name, "the Holy Land of the Ideal," and that while Chantons Un Peu. By Ruth Muzzy Conniston. Garden City, New York; Doubleday, Doran we moderns are tamely content with second and Company. 1929. Pp. 148. $2.00. best things, "in Greece, in science and phil- A fine collection of fifty-six French songs, new osophy, in literature and in art there has and old—a song for almost every occasion in the schoolroom or in the French club. The accom- been the most complete realization of the paniments are simple and beautiful. The inter- ideal all-around human life of a nation the pretations of the songs, the explicit directions for dramatizing them, and the designs for cos- world has yet seen." He makes a strong tumes will be found very helpful indeed. plea for the retention of the classics in the Professor Andre Morize of Harvard suggested curriculum of the college, and declares that to the author the need of such a book and him- 204 THE VIRGINIA TEACHER [Vol. 10, No. 6 self wrote the little French lessons based on the ident of Y. W. C. A. songs—questions, conversations, grammar drills even. No pains have been spared to make the Impressive in the year's program of the book complete. school were the Senior and Sophomore E. P. C. tree-planting ceremonies, which took place My Progress Book in French—Number One. April 11 and April 23, respectively. By Ethel F. Littlefield. New York; Looseleaf Following its annual custom, the Glee Education, Inc. 1929. Pp. 63. 35 cents. This collection of seventy-six varied exercises Club left on its spring trip April 10, going is delightful, and most encouraging to the begin- to Fredericksburg, where it was a partici- ner. The perfect achievement of each task seems so possible that the lure of trying the next one pant in the state choral contest, singing over never fails. Besides the completion tests that the radio at Richmond, and appearing in invite the pupil's activity with their alluring dot- concert at Westhampton, presenting a pro- ted spaces to be filled, there are many exercises on pictures, to keep him in unceasing contact gram at the University of Virginia, return- with realia. ing April 14. The book contains no word of English, but is entirely clear. It is designed as an accompani- Junior day was observed on April 6. The ment to a grammar, not as a substitute for it. yellow and white class colors were evident We are glad to note that Progress Book Number Two is now issuing from the press. in the class costume, attractive decorations, E. P. C. and advertising schemes. As part of the festivity, a banquet was held in the Senior NEWS OF THE COLLEGE dining hall. As a fittingly successful, well- Following an arrangement made between planned and decidedly attractive closing the Harrisonburg State Teachers College feature of the day, "Up in the Air," a and Teachers College, Columbia University, two-act musical comedy, was presented as two supervising teachers have been desig- the class stunt. The entire production was nated by Dr. Thomas Alexander, professor thoroughly enjoyed by a large audience. of education in Teachers College, to serve The college was again represented at the as supervisors in the Harrisonburg Train- Apple Blossom Festival at Winchester. ing School under the direction of Miss About two hundred and fifty girls attended, Katherine M. Anthony. By this co-opera- marching in the parade in costume and with tive plan students in Dr. Alexander's class a float. The scheme of design for repre- will do their field work in Harrisonburg as sentation brought an award of one hundred well as at various other leading teachers dollars for second place in the most artis- colleges of the Atlantic seaboard. To Har- tic class. risonburg have come for supervision work Activities of the Debating Club have during the present session Miss Lenora been numerous and vigorous. Debates have Johnson and Miss Mary J. Moss. been held with Bridgewater College and S. The beginning of the spring quarter T. C. at Farmville. A dual arrangement brought with it two lyceum numbers of par- has been carried on, each college being rep- ticular interest. Dr. H. N. Poteat of Wake resented in both sides, one debate in one Forest College lectured April 1 on "Hym- college, the other side in the other college. nology." On April 18, Richard Hallibur- H. T. C. has won its negative side against ton, widely known author, appeared here, both Bridgewater and Farmville, losing the giving decidedly one of the most interesting affirmative. Oratorical contests, also, have lectures ever heard at H. T. C. His lecture been held with Farmville. Kathryn Mark- dealt with various experiences had in his ham was victorious as one oratorical con- around-the-world travels. testant against Farmville, Elizabeth Kam- On April 4, Elizabeth Dixon, succeeding insky losing in a similar contest here. But Mary Boone Murphy, was installed as pres- Elizabeth Kaminsky won first prize in the June, 1929] THE VIRGINIA TEACHER 205 oratorical contest held at the Pi Kappa ment or if I seem negligent it isn't because Delta convention held at the North Carolina my love for it or its inhabitants has waned State College at Raleigh. in the least." On April 20, the University of Richmond Elsie Burnett, of Petersburg, writes that Glee Club appeared in concert program at the Alumnae Chapter there has been quite the college, sponsored by the H. T. C. Glee active this year and that they are about Club. ready to send in their quota to the Johns- The honor roll for the second quarter as ton Memorial Fund. announced by Dr. Henry A. Converse, reg- Mary T. Moreland, of Norfolk, is teach- istrar, is as follows: ing there again this year. "I cannot ever Seniors: Frances Ann Bass, Martha forget my happy days at Harrisonburg and Mae Bass, Clara Beery, Anne Elizabeth the friends I made there." Cockerill, Olive Margaretta Coffman, Ethel Mrs. Virginia Borst Hall sends money Margaret Craun, Mary Thelma Miller, for Life Membership in the Alumnae As- Florence Ellen Reese, Eva Frances Rey- sociation. Her address is Sutherland, Va. nolds, Winona Franklin Walker, and Anna A letter from Miriam Jones Claud in- Howard Ward. forms us that she has a new baby boy just Juniors: Gertrude Elizabeth Bazzle, three weeks old. "It looks like I might Mary Eleanor Crane, Margaret Elizabeth have had me a girl to send to H. T. C.!" Ford, Mary Irene Garrison, Janet Eliza- Isabel Sparrow, who is teaching English beth Houck, Elizabeth Lee Kaminsky, Effie at Stuart Hall, Staunton, Va., writes as Elva Kirkpatrick, Elizabeth Earned Knight, follows: "I have looked forward each Sallie Bronner Leach, Helen Lee, Clara month to the coming of the Virginia Belle Smith, Annie Preston Starling, and Teacher and its news of all my friends. Mina Graves Thomas. This is my second year at Stuart Hall and Sophomores : Myrtle Mae Baber, Lillie I am coming back next year. I am crazy Frances Blankenbaker, Lola K. Davis, Win- about the work and the girls. We have tie Mary Heatwole, and Lois Watson Wins- about one hundred and thirty-five boarders ton. and a number of day students. As we have Freshmen ; Julia Lois Duke, Catherine twenty-four teachers, you can see that our Lucrece Markham, Bertha Ola Pence, and classes are nice and small, and we do a Harriet Agatha Ullrich. great deal of individual work. We have partial student government, which simpli- ALUMNrE NOTES fies the discipline problems for us teachers. Elizabeth Franklin writes that she attend- I am looking forward to being at com- ed the concert given by our Glee Club in mencement this year, and to seeing all the Richmond and enjoyed the performance H. T. C. girls." exceedingly. Mary Rhodes Lineweaver writes from A letter from Virginia Simpson Robert- Alexandria, where she is teaching, that she son informs us that she has been substitut- has been getting the various letters from ing in the grades of the Norfolk Schools, the Alumnae Office and that she has been from the first to the eighth. She assures enjoying the news from the college. We us of her co-operation in any way that she expect Mary Rhodes home in time for may be of service. commencement. Sallie Loving is teaching in Cherrydale, Virginia Elver writes from Norfolk. Va. "I love H. T. C. as dearly as I ever "You are reaching the alumnae and making did and if I do not get back for commence- 208 THE VIRGINIA TEACHER [Vol. 10, No. 6

College forms for a person, the inspira- .OffiOSOSOKOSOSSOKDffiffiOSiOSOKOaiOffiOffiO^O tions of a life time, the opportunities for a 0 ® life time, and the friendships for a life 1 ATTENTION OF TEACHERS § time. i AND PRINCIPALS g

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The State Teachers College HARRISONBURG, VA.

MEMBER ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS OF THE SOUTHERN STATES CLASS "A" MEMBER AMERICAN ASSOCIATION OF TEACHERS COLLEGES

Established by the General Assembly 1910. Annual enrollment, 1,300. Faculty of 60 well-trained and experienced college teachers. Located in the Shenandoah Valley. Elevation 1,300 feet. Campus of 60 acres. Beautiful mountain environment. Fifteen college buildings. Total value college plant, $1,200,000. Both city and rural training schools. Athletic field and tennis courts. Two gymnasiums. Nine-hole golf course. Two swimming pools (indoor and outdoor).

Harrisonburg is a delightful and progressive city of 7,000 inhabitants, people of culture and refinement, deeply interested in the welfare of the College and its students.

Apply to THE PRESIDENT

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