Atlanta tri-weekly journal. [volume] (Atlanta, Ga.) 1920-19??, 1923-02-03
THE STUDY OF LATIN
BY H. Addington Bruce

- IL FAuQllIS tCA4 DluNC
THO the many educators and others who de-
cry the teaching of Latin in the schools,
I would suggest an attentive reading of
a report by A. R. Gilliland, of Lafayette Col
lege, made public through the Journal of Edu-
cationaI Psychology.
Mr.. GiIlilands report deals with an interest
ing series of experiments undertaken for the
specific purpose of endeayoring to ascertain
what value if any, Latin has for the modern
mind. Since Latin enters largely into the der
iyation of English words, it seemed to Mr..
Gilliland that one way in which Latin should
be valuable would be in helping people to de-
fine words of Latin origin.
Also it occurred to him that possibly l1nowl-
edge of Latin might increase definition-ability
with regard to English words in general Ac-
cordngIy he drew up a list of forty words
wherewith to test the definition-ablity of stu
dents at Lafayette. Ten were words Of Anglo
Saxon origin, ten were derived from the
Greek, and twenty we've Latin derivatives!
Among the Anglo-Saxon words were such as
tithe midwife, cog, bier budget, and bolster.
Words from the Greek included synchronize,
phenomenon, lithograph bibliophile, and gen
esis Typical Latin representatives were ossify,
Quadruped, hibernate, predatory, impecunious,
and adhesion.
1t was decided to credit the students tested
with points for every word correctly de-
fined. When the definition was in general
correct 2 points were to be allowed, and l
point when the student had no more than a
hazy idea of a words correct meaning.
On this basis the testing began, the words
being given orally to 115 freshmen, who set
down their definitions in writing. Two ex-
To
in grading.
Among the freshmen many who had
studied no Latin whatever The rest had
studied it for periods ranging from two to six
years Scrutiny of the papers turned in led
Mr. Gilliland to this definite conclusion:
"Not only were those who had studied more
Latin able to define more words of Latin
origin, but they were also able to define more
words of AngloSaxon and Greek origin appre-
ciably better"
Specifically, the non-students of Latin aver
aged 14.6 POINTS for words of Anglo-Saxon
origin, 3 points for Greek words, and 1873 for
Latin derivatives. The averages for those who
had studied Latin two years were 1873, 1913,
and 231.
For every additional year of Latin study
there was an appreciate gain in definition
ability. UNTIL in the case of the siX-year stu
dents of Latin, the high averages were reach
ed of 81 points for words from Anglo-Saxon
roots, 1926 points for the Greek words, and IS
points for words from Latin.
And this, remember, is only one benefit ac-
truing from the study of Latin But it is
benefit so important as of itself to Justify the
re-estabishing Of Latin as compulsory sub
j9ct in all schools. For, as pointed out some
years ago by an educational authority
"All thinking is in terms of language and
until there is a sound linguistic basis you can
have no real thinking. 1t is therefore the
paramount problem Of education to create first
and foremost in the minds of children as rich
and full and varied knowledge of words as
possible"
We hear much nowadays Of a widespread
Discrimination and inability to think. Possibly
the decline in the study Of Latin has more to
do with this than is generally suspected Ger
tainly that is what Mr.. Gilliland's findings
suggest.
Copyright, 1929