Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1897-12-31
Are the Proposed Changes In Preparatory
Latin Advisable.

careful consideration. If anything In the
whole educational system had seemed
ment of four books of Caesar. six ora
tions of Cicero and the first six books of
Virgil's "Aeneid." ''inc1nding prosody.
Now that a change is proposed, our first
impulse, even before inquiring what the
change is. is to ask: Who ventures
to propose a changer The commits.
sion OF ..tsileg6s in New England
on admission denominations recommends
it. and this is known to be "a
bQdyE thoroughly representative being
composed Of single delegates from i New
England colleges. In 1893 a committee
of the New England Association appeared
before the commission to urge the latter
Ito inquire into the present condition of
the requirements in Latin and Greek"
The commission thereupon appointed a
committee consisting of Prof Smith of
Harvard. Prof Lord of Dartmouth. and
Prof. Woodruff of Bowdoin. to take up
the whole subject of Greek and Latin re-
quirements This committee had the mat
ter under consideration about three
years. Preparatory school instructors in
public and private schools in all parts of
New England were consulted in detail as
to what is now taught in Latin and
Greek. and how much ground can fairly
be covered in the four and three-year
courses in the two Languages respectively.
Attention was given to the suggestions
coming from the New England Associa-
ton. TO the recommendations contained
in the report of the committee of 10 of
the National Educational Association be-
sides those of prominent head-masters of
New England preparatory schools. Fur
Their. a conference of the Latin and Greek
professors of j. New England colleges
was held in Boston. in May 1875. at which
the whole work of the committee was
discussed and approved. With regard
however to the proposed courses in
Latin and Greek. which We're submitted
by the committee. merely to show how
the new requirements could be met" the
commission voted Immediately after the
conference. read page I of 10th Annual
Report.
If We look now at the new requirements
themselves. we must / think regard
them faVorably. In the first place. they
announce more clearly than has beer
done hitherto. the prime object of Latin
study-power to read Latin. Simple and
obvious as this aim appears. it has been
strangely overlooked in Latin teaching.
Owing doubtless to the fact that the BEN
etitS Of Latin study are many and var-
Gus. even teachers of Latin who have
taught many years have not. until re-
Gently, agreed in their answers to the
question. what is the chief object in
studying I4eti~?.z. Perhaps the rse-t-cofra-
mon answer has been mental discipline
and elaborate arguments have been
framed to show that no other study cx-
cent that of Greek. can compare with
chief weight to the advantage that Latin
STUDY offers in taking Us to the source of
half of cur English vocabulary. and in
making clear the forms. the history and
much of the material of modern litera-
turc. Again. the study Of Latin is chiefly !
valued by some because it greatly assists
in the acquisition of the modern Ian
Guages, or because. by the training it |
affords in observation. analysis and |
classification. it prepares the mind adj |
m ri blV for the StIIOV of nhySira1 science,
Possibly some have taken no higher view |
titan that. inasmuch as it is Il traditional
subject that must be reckoned with in |
order to get into college. we are to study |
1t without asking any questions. simply |
because the colleges require it, and the
schools provide, as they always have done
and presumably always will do, funds to |
pay for Latin instruction.
Now the advantages mentioned and |
other cognate ones that might lC named |
are great and undeniable: but no one of |
them should be considered the prime OBJ
ject of the study. They are all Incidental |
and secondary. and much of the present |
of classical study and its
lack of interest for many pupils. is due
to the conscious or unconscious choice of |
one of these mistaken aims. or possibly |
to the total lack of aim, on the part of
the classical teacher To elevate any one
of these secondary objects into-the high
est place, even although that object may
b.. as it often is attained. necessarily
dislocateS the system of work and brings
about a defective result. We cannot too
clearly conceive our fundamental pur
pose. We are to teach Latin because the
Latin language and literature in and for I
themselves are worth knowing and worth
reading. Only thus can we get at the
bottom of the matter. By seeking first
this mastery. We shall find all these
things added unto us, and in no other
way shall we compass them all.
Fortunately for the future of education.
this is coming to be the prevailing view
m this country. In the earnest and wide
that has been going on during the last 10
years. teachers generally have awakened
10 the need of defining to themselves and
10 the public just what they are doing or
irving to do. and also just why they are
loing or trying to do this. We are all
aware of the activity prevailing in New
England Possibly we are not so well
acquainted with the energetic efforts OF
organizations in the Middle
states where. amongst others the Assoc
'iation Of Colleges and Preparatory
Schools ofgthe Middle States and Mary
and. represents something like 30 col
eyes and so schools. The Middle West.
specially has entered upon these prob
ems with that fresh vigor which has al ,
ways characterized it's material pursuits.
md from the university centers of Chi ,
ago and Ann Arbor. is contributing sub
tantially to the educational interests of ,
ne whole nation. TO mention IL e1nSIe :
xample bearing upon the matter in hand:
As appears from the School Review of
November last. (now a Chicago tniver
ity publication. Prof. King of Olivet
'olege. Michigan. whom / am glad TO
'wn as former pupil in a paper. pre-
ented at the Ann Arbor Latin and Greek
last April. gives an interest
ne summary of Al replies received by him
rom secondary school teachers to ques-
ions relating to Creek In secondary
chools. To the question. "WhAt ought 10 /
'e the immediate object Of the study of
;reeli in our schools that prepare for co.'s
eye and university courses in Greek?"
/ said: Ability to read<s Greek readily
e.: Greek that has not beena seem he
ore Five said: General cultilrN pE men,
al discipline. or both. Two &4SIE /
ance Of translation. Two. withoSiG S@c3@8
wing the object would emphasiz4 drillf
n forms. common syntax and syUSabu-t
aries.
Thus more, than tllree-foiirtEs Of thcl
eaeiiers consulted agreed upon The def !
lite end, whilst the small minority were
ot in agreement amongst themselves.
This same clear purpose is the folp,la-i l.
ion of the classical programmes of the
ommittee of 10. IT has BEEN decIare<l
gain and again during the past 10 years Il
y the best Latiiiists and the Fest sedti- IN
in. various parts of
he country. and II is aitogefher shtting
CONTINUED on page ~ III