The L'Anse sentinel., 1922-12-01
AIMS IN THE Itr,CUAGE
DEP.,..-- MENT

DIl W AIAN
re cannot fail to be gratified by
the evidence on every hand of an in
creased demand for educational op-
portunity and it is most encouraging
to observe the extraordinary efforts
that are being made to provide facil-
tiles in our school.
It is not likely that there will be
lack of opportunity for vocational ed
ucation-for the sort of training
whicluwill fit men and women to earn
living. But democracy cannot live
on bread alone. 1t is not enough that
one shall be able to earn living.
This is the foundation, not the struc-
ture. What is needed is to have life
more abundantly. The American
ideal is the ideal of equal educational
opportunity, not only to know how
to earn living but of giving play to
talent and to the development of
mental and spiritual powers.
Life needs. men trained to think.
The foundation of education should
be laid in few studies of the highest
value in self discipline and Latin is
one of these. We insist on mostery
of the subject, and it means "hard
work" (but it is not on record that
the Latin language was reserved for
those Romans who were endowed with
intelligence above the average). We
also insist on accuracy and on the
correct use of our language in trans
lation. But the important point is
the insistence on concentration and
thoroughness.
!. Every year. more than one half
million pupils are engaged in the
study of Latin in the u. S. More pu-
pills are receiving some instruction
in Latin than ever before 1t used
to be reserved for few as an educa-
tional luxury but it now considered
that all have an equal opportunity
for the study of Latin. Some of the
important value derived are those
which have to do with the develop
ment of the linguistic ability shown
by the improved use of the English
language and the social-cultural un-
Outstanding.
! would contend that knowledge
of the English language cannot be
perfected unless the learner has in
some measure brought to it's aid the
study of second language. For all
normal American youth within the
/ high school provision should be made
for the study of at least one year of
Latin and of a language other than
English is for no other reason than
that of more complete understand
ing and appreciation of the native
tongue.
Superior powers call for training
and the lad who has them trained has
an incalculable advantage over every
lad in whom they remain unframed.
If this is true what better treatment
can be given the growing boy than a
good oldfashioned dose Of Latin?
Any study that is at all abstract and
bears the reputation of being "hard"
! is generally left alone under the pres
ent elective system. Prescription
would be about the only measure in
the case of Latin.
French comes near being voca-
tional subject and in that case does
not need to be prescribed. In our
language classes there is generally a
large number wishing to elect French
instead of Lantin. Two years of Ell
ther language is required for our clas-.
sical course, but there are some who
take two years of each.
In Latin we attempt during the two
years to complete the pronunciation,
words and forms, and constructions
so that at the end Of the course the
students have been able to read the
first four commentaries of Caesar or
extractions from the seven comment
aries equal to the former.
In the French course we complete
a technical grammar, we have two
hours a week Of conversational
French and reading, idiomatic ex-
pressions, and learn about one hum
dred irregular verbs. During the
latter half Of the second year short
French classics are read. Students
finishing this course are capable Of
Iperusing French newspapers and
maeszines and Of using idimoatic ex-
pressions correctly, and also Of writ
ing and translatine letters IN French.