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LATIN A FUNCTIONAL LANGUAGE
Bulletin No. 34 B
August, 1948
Prepared at the
SCHOOL OF EDUCATION
FLORIDA STATE UNIVERSITY
Tallahassee
Olivia N. Dorman, Consultant
Angela M. Broening, Consultant Part-time
Mrs. Dora Skipper, Coordinating Director
Sarah Lou Hammond, Assistant Director
Sara Malcolm Krentzman, Assistant Director
DIVISION OF INSTRUCTION
Joe Hall, Director
STATE DEPARTMENT OF EDUCATION
Tallahassee, Florida
Colin English, State Superintendent
CONTENTS
Page
Foreword ............................ .................... iii
Production Committee ............... ...................., v
Part A
I. Introduction ............. ..i. .............. 1
II. Objectives .......... ............................ 2
III. Proniuciation *..........g,...................,,., g
IV. Vocnhulary ................. ...... ...... 6
V. Word SoJudy ,......... .... ....... ........ 8
VI. The Axsignment ....O..,,... .... ,,,.,,,,. 9
VII. Reading in Latin ........... .............., 10
VIII. Adjustments to Individual Needs .................. 11
IX. Educational Guidance .. ............ ....,,....... 12
X. Evaluation ....................................... 13
XI. The Part of the Latin Teacher ................ .... 14
Part B
Illustrative Course of Study in Latin
I. First Year ......................... .............. 16
II* Second Year ......... .......................... 25
III. Third Year .......... .................. 34
IV. Fourth Year .................. .... ...... .. 37
Part C
Materials of Instruction
I. State adopted Textbooks .............,...,..,.. 41
II. Latin Club and Extra-classroom Activities ..,...., 42
III. Audio-visual Aids ............. ... ..... ..... 47
IV. The Well-Planned Classroom .......... ... .. 55
V. Bibliography ....................... ......,,. 56
FOREWORD
The recent interest in the teaching of the Classics in the High School
as presented to the State Courses of Study Committee by Miss Alvazine Young,
Chairman of the Classics Department of the Florida Education Association,
made it seem timely to prepare some guidance material to assist the Latin
Teachers in Florida. Therefore, during the summer of 1948, plans were made
to include a group of Latin teachers in the Language Arts Production Work-
shop at the Florida State University.
This group was composed of: Miss Helen Bennett, Chipley; Miss Vivia
Craig, Tampa; Miss Elizabeth Hunter, Jacksonville Beach; Mrs. Ray McLeod,
St. Petersburg; Miss Alvazine Young, Lakeland. To them we are deeply in-
debted for their careful analysis and presentation of the importance and
place of Latin in the curriculum and for the very helpful material contained
in this bulletin,
The Production Committee and I gratefully acknowledge the help given by
individual Latin teachers over the state who have made valuable recommenda-
tions to the committee,
Special recognition is given to Miss Kathleen Monroe, Pensacola High
School, Pensacola, who spent one day with the group and to Mrs. Margaret W.
Boutelle, College of Education, University of Florida, and member of the
State Courses of Study Committee, who assisted with the development and the
editing of the material during the last week.
We particularly express our appreciation to the following who so freely
gave of their time, materials and/or services to assist in the production
and in the evaluation of the materials whenever requested: Miss Edith West,
Florida State University, Classics Department; Miss Lynette Thompson, Florida
State University, Classics Department; Miss Catherine Craig, Lakeland High
School; Miss Lucia Cockrell, Robert E. Lee High School, Jacksonville; Miss
Vera Dumas, St. Petersburg Junior College; Mrs, Kathryn Weatherwax, St.
Petersburg Senior High School; Miss May Franklin, Landon High School, Jack-
sonville; Mr. T. George Walker, Manager of State Textbook and Library Ser-
vice; Mr. A. L. Vergason, State Supervisor of Teacher Certification; Mr. E.
B. Henderson, Mr. J. K. Chapman and Mr. A. J. Stevens, Field Supervisor's
of Instruction, State Department of Education.
The way of work employed to develop this guide will do much to inter-
pret the contents and to give direction to the Latin Program. Through their
cooperative participation in the planning and evaluating the total Language
Arts Bulletin common beliefs and basic underlying philosophies were developed.
The group is especially commended for their plan for continued evalua-
tion and revision of this material. Each Latin teacher and all other per-
sons using this Bulletin are requested to study its contents, react to the
suggestions, adapt the suggested plans and outlines to local groups. In
iii
addition, it is anticipated that each person will keep a record of adaptions,
deletions, and additions together with illustrative material used and vill
send these suggestions to Miss Alvazine Young, Lakeland High School, Lake-
land, Florida, in order that this may truly represent the combined efforts
and best thinking of all persons interested in the Latin Progran for Florida
boys and girls.
L'^ u i< .JM--
PRODUCTION COMIiITTEE
Committee members:
Miss Helen Bennett, Washington County High School, Chipley
Miss Vivia Craig, Wioodrow Wilson Junior Hiih School, Tampa
Miss Elizabeth Hunter, Fletcher High School, Jacksonville Beach
Mrs. Ray McLeod, St. Petersburg Sdnior High School, St. Petersburg
Miss Alvazine Young, Lakeland High School, Lakeland
Consultants:
Dr. Olivia N. Dorman, Head, Classics Department, Florida State University
Dr. Angela M. Broening, Assistant Director of Research, Baltimore Public
Schools, Baltimore, Maryland
Mrs. Dora Skipper, Coordinator, State Supervisory Program, State Department
of Education, Tallahassee
Sarah Lou Hammond, Specialist in Elementary Education, State Department of
Education, Tallahassee
Sarah Malcolm Krentzman, Assistant Dean, School of Library Training and
Service, Florida State University and Library Consultant,
State Department of Education, Tallahassee
PART A
I. INTRODUCTION
In preparation of this Bulletin the production committee has been
guided by the following purposes:
1. To .suggest a course of study in line with the most recent in-
vestigation and successful teaching in the field of Latin
The committee has given careful consideration to the
tenets of The Classical Investigation and Bulletins from
other states. This bulletin supersedes The Foreign Language
Course of Study for Florida High Schools Vol. II, Part V,
first completed in 1935.
2. To suggest reasonable attainments suitcdto individual needs
and purposes of the students.
3. To suggest courses that will be practical for either the large
high school with a four year program or the small school with
the two year program and valuable to all students who elect
Latin.
Note: To facilitate the cooperation of every teacher of Latin in Florida,
the 1968 production committee is requesting that comments and suggestions
be sent to Miss Alvazine Young, 202 V'est Liaxwell Drive, Lakeland, Florida
-1 -
PART A
I. INTRODUCTION
In preparation of this Bulletin the production committee has been
guided by the following purposes:
1. To .suggest a course of study in line with the most recent in-
vestigation and successful teaching in the field of Latin
The committee has given careful consideration to the
tenets of The Classical Investigation and Bulletins from
other states. This bulletin supersedes The Foreign Language
Course of Study for Florida High Schools Vol. II, Part V,
first completed in 1935.
2. To suggest reasonable attainments suitcdto individual needs
and purposes of the students.
3. To suggest courses that will be practical for either the large
high school with a four year program or the small school with
the two year program and valuable to all students who elect
Latin.
Note: To facilitate the cooperation of every teacher of Latin in Florida,
the 1968 production committee is requesting that comments and suggestions
be sent to Miss Alvazine Young, 202 V'est Liaxwell Drive, Lakeland, Florida
-1 -
II. OBJECTIVES
The primary purpose in all studies is the inner enrichment of the in-
dividual that he may become a better citizen and that he may contribute to
the welfare of society. The realization of this purpose in the study of
Latin depends upon th- development of a progressive ability to read and to
understand Latin, which, in turn, involves some knowledge of vocabulary,
essential forms and syntax, and Latin and English word formation. Along
with the attainment of these specific skills certain other objectives of a
more general nature which make valuable contributions to the Language Arts
will develop from the st-idy of Latin. These include an increased under-
standing of prefixes, suffixes, and root meanings of English words derived
from Latin; appre.iabtiec of sentence structure; the habit of using contex-
ual clues in selecti:g .from the dictionary the meaning of unfamiliar words;
awareness of La:ti.n ';':.ds, phrases, quotations, abbreviations, literary al-
lusions; the development of a language sense which stimulates recognition
of the common elements in language; an interest in new words, in the history
of words, and in changes in usage, and the understanding of grammatical
terminology,
In addition to a clearer understanding of language and increased skill
in its use, the study of Latin should provide a greatly enriched cultural
experience for th,; rup-il, Acquiring knowledge of the daily life of the
Romans, their history, great men, government and laws, customs, religious
festivals, military organization, road building, bridge building, architec-
ture and other phases of their daily living can become an interesting and
broadening aspect of this subject. Likewise, a familiarity with sane of
the masterpieces of classical literature, with famous stories and myths,
well-known quotations and allusions, and an enhanced literary appreciation
can become an invaluable possession derived from the study of Latin. This
phase should be recognized as an important general objective in the study
of this subject.
The outcomes from the study of Latin contribute to such an extent to
the attainment of those desired from the .study of the Language Arts and
other fields that a further consideration of some of the objectives is
given below ;
1. Increased ability to build a working vocabulary by making it pos-
sible for the student to understand loan words from Latin and the
exact meaning of words derived from Latin.
Examples: affect immigrant import antidote alumnus curriculum
effect emigrant export ante-room alumna curricula
2. Comprehension of the significance of prefixes and suffixes in word
fcrmar.tion
x:iplos: irrespective; innumerable; regardless (not irregardless);
contradict; immaterial; insanitary; uncivilized; edible.
-2-
3. Comprehension of root meanings of words having Latin derivation
Examples: riparian; judicial; familiar; transport; edifice;
factory; comprehension; negro; science; legal
h. Increased ability to spell English words of Latin origin
Examples: separate; antecedent; supersede; necessary; cooperation;
excellent; credible; laudable; auxiliary; recipient
5. More thorough knowledge of the principles of grammar and of sentence
structure, as:
Correct use of pronouns Whom do you see?
It is I.
Between you and me.
She called Henry and me.
He wanted me to go.
My going.
6. Use of tenses He was learning.
She has been studying.
7. Use of gerunds Swimming is good exercise.
8. Case of relative pronoun The boy whom you saw was John.
9. Predicate Noun John is the boy.
10. Recognition of prepositional phrases.
11. Use of participles The boy sweeping the floor is my cousin.
They carried the wounded boy into the house.
12. Increased ability to read English with correct understanding.
The practice of sight reading in Latin is of definite help in
reading for comprehension in English. The emphasis on shades
of meaning is of groat value in attaining accuracy.
13. Understanding and correct use of Latin phrases, quotations and
abbreviations occurring in our daily reading.
Examples: i.e.; e.g.; etc.; sine qua non; ibid.; e pluribus
unum; status quo; per diem; sine die; q.e.f.; per
capital; et al.; et ux.; in re.; habeas corpus;
vox populi
1l. Improvement in pronunciation of words
Examples: athletics, library, laboratory
15. Familiarity with technical and semi-technical terms encountered
in other school subjects and in the professions and vocations.
Examples: Q.E.D.; locus; radius; formula; triangle; Magna
Charta; ex post facto; genus; species; algae;
bacillus; antenna; corolla; flora; fauna; legis-
lature; judiciary; mandamus
16. Increased ability to learn other foreign languages, since the study
of Latin stimulates awareness of the common .laments in language
It is the consensus of language teachers that Latin pupils
make faster progress in the study of modern languages than do
non-Latin students. The development of a reading attitude toward
a foreign language, the facility in pronunciation of a foreign
language, and an understanding attitude toward inflectional forms
and syntax will give the pupil increased ability to learn any
foreign language. This is particularly true of the Romance lan-
guages where word similarities prove extremely helpful in the
learning of vocabularies of modern languages.
Examples: Common points in all foreign languages include
verb endings, kinds of pronouns, importance of
relationship of words, definite modification of
letters and of endings, as flore, flour, flor,
fiore; plana, plain, plano, piano.
17. Increased ability to understand and appreciate the fine arts:
drama, painting, sculpture, architecture, music, the dance-
18. Increased ability to understand and appreciate references and al-
lusions to mythology, traditions, the history of the Greeks and
Romans, whether occurring in literature or in every day use.
Examples: Reference to Mercury "We telegraph flowers"
Goodyear Tires winged sandal
Name of automobile
Caduceus, medical insignia
Stamps
Figure on street guide posts
Atlas products, Medusa cement, Venus pencils, Hercules
powder, Burlington Zephyrs, Parthian shot, Jupiter
Pluvius, Achilles' heel, Pyrrhic victory
19. Development of attitudes of tolerance and appreciation through an
acquaintance with the language, culture, and ideals of a great
people
20. Development of right attitudes toward social situations
The realization of these objectives will make a significant con-
tribution to the attainment of those understandings and attitudes
which are the important aims of secondary education.
III. PRONUNCIATION
The Roman pronunciation is the accepted pronunciation in the schools
of Florida. There is also an English pronunciation of Latin which is used
in legal phraseology and Latin expressions in English. A third type of pro-
nunciation is used in the Roman Catholic Church.
We believe that the most effective way for-a pupil to learn the pronun-
ciation in Latin is for him to hear the teacher read clearly and correctly.
The student must be encouraged to read Latin as Latin. Since boys and girls
are reluctant to read aloud before the class, one approach is to have the
class read in unison until individual confidence has been built up. We can-
not overemphasize the point that this activity is reading with meaningful
phrasing and emphasis just as in En lish and not mere pronunciation of in-
dividual words.
Later the attention of the student should be called to the rules for
pronunciation of the letters of the alphabet. These rules should be for
reference only. The rules for the dividing of words into syllables are:
1. Every Latin word has as many syllables as it has vowels or diph-
thongs. a-moe'-na, ci-vi-ta'- te
2. A single consonant goes with following vowel fi-li-a
3. Two or more consonants between two vowels are divided in the way
most easily pronounced an-nus
4. The next to the last syllable of a word is called the penult; the
third from the end is the antepenult. Eventually, the student
should learn the rules and application for long syllables and then
the rules for accent. The simple rules for long syllables are:
a. A syllable is naturally long if it contains a long vowel or
diphthong.
b. A syllable is long by position if it contains a short vowel
fol'.o d by two or more consonants or the double consonant.
The rules for ancont are two:
a. VIords of two syllables are accented on the first ma -ter
b. Iords of three or more syllables are accented on the penult
if long, otherwivie on the antepenult, du'-ce-re, mo-ne -re
Practice in pronunciation may be continued by the use of
many devices, Boys and girls enjoy singing Latin songs,
reading of plays and dialogues, memorization of mottoes,
phrases and quotations.
IV. VOCABULARY
Vocabulary is best learned from its use in the context. In order that
the meaning of a word may become clear and functional, it must be associated
with other words used in sensible sequence. When the word is first met in
an enlightening context, pupils daould be encouraged to consider it in rela-
tion to other words. In the state adopted text books the Latin vocabularies
containing basic words are placed after the Latin readings in which they are
used, since vocabulary, like syntax, is best taught inductively. Each new
basic word is employed several times in the reading so that, after $he se--
lection is read in Latin and then translated, the new word has rel signifi-
cance.
The utilization of English derivatives as a teaching device in vocabulary
is one of the most effective means of helping the student learn. The learner
is intrigued by the fact that he uses in everyday speech many "children" of
the words in his Latin lesson. Most students enjoy collecting derivatives,
making word "families,." and finding related words. For example:
Latin word Related word English derivative
cedo, -ere, cessi, cessus antecedo antecedent, proceed
procedo, etc. accede, recede, etc.
pono, -ere, posui, positus propono position, proposition
depono, etc. positive, etc.
After the student has gone through the vocabulary once, fixing his at-
tention on each word, he should be asked to cover the English column, to
leave the Latin words exposed and to recall thu meanings of the Latin wards.
Then in similar manner the English column should be attacked. After the
word meaning has boon mastered, the vocabulary form, i.e, principal parts
of verbs, gender and genitive case of nouns, special facts, etc., at the
learning level should be mastered.
Several varieties of Latin word contests may be used toward word mastery,
by exciting a spirit of rivalry. After all vocabularies have been mastered
in the desired section, two leaders may choose sides as for a spelling match.
The teacher dictates the English word and the student gives the Latin equiva-
lent with whatever detail is desired. In converse fashion the Latin word may
be dictated and the English equivalent given. The student must be seated
when any part of the word is missed. Interest is added if the different sides
are named, such as "Plebeians vs. Patricians," "Pueri vs. Puellae" etc.
Another effective method is to list Latin vocabularies on the board,
send two students to the board with pointers, and ask them to read or have
read the Latin equivalents of the English words which the teacher gives. The
two students, who may represent opposite sides of the room or chosen groups,
with names aesgiven above, vie with each other in pointing to the correct word.
A fourth student keeps score, giving points to the student who first finds
the word.
-6-
Weekly tests of one form or another are desirable so that the procras-
tinating boy or girl will have need to master the work by the given time.
A stimulating device as a review procedure is to have the roll answered
with a Latin word. On one day nouns may be required with gender, genitive
case, etc.; another time verbs with principal parts; another, prepositions
with case following and so on.
Frequent review is necessary in impressing word meanings on the students,
who find it hard to keep pace with the rapid advance of new forms coming
up daily. It is suggested that the student turn back to previous assignments,
summarize the content in English, and then select individual words from the
reading for drill. The resourcefulness of the teacher may be used to advan-
tage in working out new and multiple systems and devices to accomplish the
desired end--mastery of words, without which progress in any language is
impossible. The student may well be impressed with the principle that there
is "no royal road to learning," and that the various devices and efforts of
the teacher are only supplementary to his own individual effort toward learn-
ing Latin.
-7-
V. WORD STUDY
The Imnprtance of Latin in the Enilish l1:nurug-
A. More than sixty per cent of every day English words Latin loan words
or derivatives
1. Illustrations
a. Derivatives: imperative, nominative, vulnerable, mu-
nition, agriculture, viaduct, mission, jury, urban
b. Loan words: maximum, plus, animal, campus, inferior,
par, rostra, vesper, agenda
c. Phrases:. terra firm, ex officio, sine die, per se,
e pluribus unum, vox populi, per capital, pur diem, vs.
2. Abbreviations: etc., ibid., e.g.
B. Latin terminology in specialized fields
1. Legal in re, habeas corpus, status quo, ex post facto,
et al., subpoena, prima facie, ipso facto, nol pros
2. Scientific: antenna, :iomo sapiens, corolla, habitat, mores,
genus, aves, vertebrate, equinox, camera
3. Medical: recipe (R), caduceus, material medical, antrum, post
mortem, cadaver, tibia, reflex, cancer, tumor
U. Mathematical: radius, formula, locus, q.e.d., lateral, plus,
minus, minimum, maximum, tangent, ratio, apex
C. Latin influence transmitted through the Romance languages
1. Musical terms alto, piano, fortissimo, crescendo, opus,
canto, tempo, opera, dimenuendo
2. Art: chiariscuro, genre, sepia, terra cotta, aquatint
3. Spelling of English words: tongue, colour, critique, pic-
turesque
D. Names of inventions, scientific discoveries, and trade names. (The
percentage of words of Latin derivation in English is increasing
because of the wide use of Latin in this field.)
Examples: Magnavox radio, Solovox, Sonotone, Sonora radio, Medu-
sa.Cement, Optimo pencils, Aquhscutum coats, Unicap
Vitamins, Mercury car, Constellation planes, Mars can-
dy bars, Minerva yarns, Corona typewriters, Scripto
pencil, Lux soap, Victor radio, Atlas tires, Venus
pens and pencils, Vulcan matches
It is the consensus of the group that this phase of Latin study
should assume the form of directed attention and application rather
than formal, assigned study.
VI. THE ASSIGNMENT
A good assignment is a basic requirement for the successful teaching
of Latin. The assignment must be planned to build upon the pupil's previous
experiences and to lead into new and valuable experiences. His curiosity
must be aroused and his interest in the successful completion of the assign-
ment stimulated. The teacher will remove in advance difficulties that she
knows the pupil will encounter and be unable to resolve for himself. The tea-
cher should at all times make apparent the correlation between English and
Latin.
In many of our schools the class period is approximately one hour in
length and half the period is used for oral work and the other half for di-
rected study. It seems that under such a plan the best time for making the
assignment is at the end of the first half of the period. In this way the
student goes immediately into the preparation of the work. If questions
arise, the teacher is there to lend assistance. Usually the written work
for the day can be completed and handed to the teacher. Time outside of
class can be devoted to study of the reading selections and practice on
forms and vocabulary which have been presented in the class or in the text.
- 9 -
VII. READING IN LATIN
In helping the student to read Latih, the teacher should insist that
the natural order in which the Romans understood the sentence be followed.
This is known as the Latin word-order method. In reading by this method the
following suggestions may prove helpful:
1. Read silently the entire paragraph in Latin, trying to get the mean-
ing.
2. Reread the individual sentence in Latin, phrasing and grouping the
words as in English, and trying to get the meaning.
3. If the meaning is not clear, analyze the sentence word for word, in
Latin order.
h. Read a translation in good English order.
5. When the paragraph has been completed in this way, reread the en-
tire paragraph in good English.
Such a method will enable the student to grasp the m --ning without word-
for-word translation.
At times it will be found advisable to have the class read the selections
at sight to develop speed and comprehension and to discover the progress of
the pupil in building a vocabulary. This practice of pronunciation and trans-
lation is an aid in the development of such abilities as clear enunciation,
ease in comprehension of thought, and power in the expression of ideas.
- 10 -
VIII. ADJUSTMENTS TO INDIVIDUAL NEEDS
In Latin, as in any other elective subject, the students may be grouped
according to their purposes for enrolling in the course. There are many stu-
dents who take the course for pre-vocational training or for college prepa-
ration. The teacher must provide for the individual needs of the students
on this basis. Mastery of the subject matter to a higher degree is expect-
ed from the students who approach Latin with these definite purposes.
In the same way individual differences in ability to learn a language
must be recognized and efforts made to adjust the program of activities tm
the abilities and purposes of the students. To meet the needs of the su-
perior students the teacher should make additional assignment of reading
selections in Latin, collateral reading in English, or should suggest some
project; students less language minded can be stimulated through the assign-
ment of projects which they are often able to complete more successfully
than the faster reading members of the class. The completion of such work
gives the student a feeling of success.
The enrichment value of Latin is so great that with proper guidance
and consideration of individual needs very many secondary school students
can profit from the study of this subject.
No regulations, but certain recommendations, are set up by the State
Department of Education regarding minimum size of classes. Since funds are
apportioned to the counties by instructional units, adjustments in teach-
ing load should be made to allow students who so desire to continue the
study of third and fourth year Latin. If five or six students in a small
high school wish to continue the study of third and fourth year Latin and
the time of the Latin teacher is already filled with other subjects, one
possible solution is to form a combination of the advanced group and a
second year class with the teacher and utilize a portion of the period for
each group.
As far as possible, several teachers should be employed who are qual-
ified to teach Latin and English, Latin and modern languages, Latin and
social studies or Latin and mathematics, Vith such an arrangement a redis-
tribution of teaching load among teachers is possible, thereby allowing
the addition of a third or fourth year of Latin. Adequate enrollment in
these courses will follow in time, if they are offered, and students are
encouraged to take them. Enrollment cannot be built up, however, when no
provision is made for offering the courses at the outset.
It is strongly urged that principals themselves consider these and
other ways and means of providing for the needs of the student who wished
to pursue the study of Latin beyond the first two years.
- 11 -
IX. EDUCATIONAL GUIDANCE
Since Latin is an elective subject in our high schools, it is important
that the students in general be made aware of its values and objectives.
This responsibility devolves upon the Latin teacher, whose tact, alertness,
and ingenuity are determining factors in the success of her efforts.
The activities carried on by the department during the year are of
much value, if they receive proper publicity. Enthusiasm of the pupils
studying Latin is one of the best means of engendering interest in other
students. In many schools discussion panels of students or teachers pre-
sent the curriculum offerings to the PTA or to the student body. Before
students sign up their programs for the next year, a special assembly pro-
gram is put on in many schools by the Latin department, in which skits,
plays, informal talks by advanced students, Latin songs, etc., are presented.
An "Open House" in the Latin department to which parents and students are
invited is always well received. Arrangements can be made for the heads of
departments to visit the classrooms-of the eighth grade students to assist
them in formulating their programs. Advanced students may visit the second
year classes to promote interest in the study of third or fourth year Latin.
In educational guidance it is important to stress that the study of
Latin is of basic value in certain fields of training into which our students
go--many areas of science, law, medicine, nursing, pharmacy, religion, fine
arts, journalism, advertising, architecture--to name only a few. Even though
some professional schools do not at present require Latin for entrance, in
actual practice the student with Latin is given preference for admission to
these same institutions and finds himself better equipped for the courses
with technical vocabularies.
- 12 -
X. EVALUATION
Evaluation of results is an essential part of instruction both to the
pupil and to the teacher. It is important that the progress being made by
the class and by the individual student be checked. The results obtained
from this checking are a basis for remedial work. Hence, evaluation is more
than a means of determining grades. It is an aid to learning, Neither the
pupil nor the teacher should regard it as an end in itself but rather as a
guide to further study where weaknesses have been revealed and as an incen-
tive to higher attainment where progress has been found.
There are several types of tests which may be used: the essay type,
the objective, and the standardized tests. Much study and research have
been carried on in this field in recent years, and the teacher should read
widely in the materials available and adapt the several types to her parti-
cular situation.
Mile this production committee will not go into this matter in detail,
it is the opinion of this group that the objective tests lend themselves to
testing the progress of the student in the first year of work because of the
nature of the materials studied,
The usual forms of objective tests are those termed multiple-choice,
matching, true-false, direct recall, completion and comprehension. In the
second, third and fourth years, however, there is a need for a combination
of the essay and objective types, since the essay type provides a way of
measuring the ability of the student to organize his thoughts, to show the
extent of his understanding, and to express himself in good literary form.
Another means of evaluating the students progress in attaining the ob-
jectives set up is to note his interest in class, his readiness to participate,
his contributions to the class discussion through comments on Latin or classi-
cal references in radio programs, newspapers, movies, conversations, and in
the books which he is reading,
- 13 -
XI. THE PART OF THE LATIN TEACHER
As is the Latin teacher so is the class. He can make a course or he
can break it. He must himself believe in Latin. He must make it attractive
by being himself attractive in his method of presenting it. How can the
teacher measure up to this responsibility?
The teacher realizes that his professional training does not cease with
his regular college course but that he must keep abreast of the field. Read-
ing along professional lines,-reading matters of concern to Latin teachers,
reading in the Latin authors, either in the original or in translation, and
reading current literature with classical background such as, Wilder's The
Ides of March are urged.
The teacher should, if possible, affiliate with the special organizations
for Latin teachers and read the periodicals published by the organizations.
The organizations in this area are:
The Classical Association of the Middle 7jest and South. The Classical
Journal is published by this association. Send membership dues to W. C.
Korfmacher, St. Louis University, 15 N. Grand Blvd., St. Louis 3, Mo. ($2.50)
The American Classical League. The Classical Outlook is published by
the League. Send membership dues to Secretary-Treasurer, American Classical
League, Miami University, Oxford, Ohio (1.00)
Note: Members may take advantage of special rate of 83.15 which includes
subscription to both the Classical Journal and the Classical Outlook.
The Florida Classical Association. (Reorganized April, 1948) Send
membership dues to Miss Thomas Abernathy, Miami Senior High School, Miami,
Florida ($1.00)
The materials available through the Service Bureau for Classical Teachers
which is maintained by the American Classical League should receive careful
and continued study.
TheLatin teacher should make a study of the abilities, interests, and
background of her students and offer guidance to them.
Early in her teaching career the teacher of Latin should begin to ac-
cumulate in a file of some sort--orange crate or otherwise--pictures, posters,
cartoons, advertisements which she comes across in her reading. Pupils
should be encouraged to watch for such materials and to bring them in to the
class. Suggestions for such a file are found in the Classical Journal, Vol.
43, Number 1, pp 43-45.
Making the classroom attractive is an integral part of successful Latin
teaching. Neatness and care of school property on the part of the student
lh -
should be emphasized. Materials such as military standards, pictures, sta-
tues, figurines, murals, bulletin boards, lend classical atmosphere.
The interest and enthusiasm of the students who are less language-minded
can be aroused and sustained by work on materials which lend atmosphere to
the Latin classroom, For suggestions along this line see the section on
Extra-classroom Activities. Pupils enjoy planning with the teacher activi-
ties of this sort.
Maintenance of a classroom library to be used by the students for reference
and for browsing, when assigned work has been completed, is very desirable.
The teacher has much to do with the creating of public interest in Latin.
Publicity in the newspaper and on the radio of club activities, special oc-
casions, Roman banquets, Latin 'ieek, the Ides of Larch, and display of pro-
ject work of the students through open house for the parents and other stu-
dents are of inestimable value.
Let the Latin teacher ever place the emphasis on the positive approach
to Latin, the language, living today, as Latin, and as English derived from
Latin.
PART B
ILLUSTRATIVE COURSE OF STUDY IN LATIN
The outlines of materials for the work of each semester are given be-
low in order that the teacher may have an overall view of the work. The
division of materials is intended to be suggestive only; the findings of
the Latin teachers over the state will be welcomed by the group which will
make revisions in this course of study.
I. FIRST YEAR LATIN
The course of study in Latin for the first year is divided into ma-
terials for two semesters. In the outline for each semester are speci-
fied vocabularies, forms, syntax, word studies, and readings in Latin
and in English that are essential to the further progress of the pupil.
The teaching helps and illustrative units of instruction included
in the first year have been devoted to the study of forms and syntax.
Constant application of the skills thus gained toward improvement of
ability in English has been stressed. At this level of maturation in-
terests of the students undergo change. The girls are particularly
interested in the social manners and customs, the dress, the home life
of the Romans, while the engineering, the building of roads, the war-
fare of the Roman legions, and the politics of the Forum appeal to the
boys.
A. First Semester
1. The reading material and vocabulary in the first six units
of the text should be learned during this time.
2. Forms:
a.
b.
Declensions First, second, personal pronouns
Verbs six tenses active and passive, indicative
mood; the imperative mood and the present infini-
tive, active and passive, of the four regular con-
jugations and sum
3. Syntax
a. Case Use
(1) Nominative Subject and predicate nominative
(2) Genitive-Possession (Possession is shown in
English by the 's or by the objective case
with of. Example: The boy's book is green.
The back of the book is torn.
(3) Dative
(a) Indirect object
(b) With to or for after verbs of giving
(4) Accusative
(a) Direct object
(b) With prepositions, in and ad
16 -
PART B
ILLUSTRATIVE COURSE OF STUDY IN LATIN
The outlines of materials for the work of each semester are given be-
low in order that the teacher may have an overall view of the work. The
division of materials is intended to be suggestive only; the findings of
the Latin teachers over the state will be welcomed by the group which will
make revisions in this course of study.
I. FIRST YEAR LATIN
The course of study in Latin for the first year is divided into ma-
terials for two semesters. In the outline for each semester are speci-
fied vocabularies, forms, syntax, word studies, and readings in Latin
and in English that are essential to the further progress of the pupil.
The teaching helps and illustrative units of instruction included
in the first year have been devoted to the study of forms and syntax.
Constant application of the skills thus gained toward improvement of
ability in English has been stressed. At this level of maturation in-
terests of the students undergo change. The girls are particularly
interested in the social manners and customs, the dress, the home life
of the Romans, while the engineering, the building of roads, the war-
fare of the Roman legions, and the politics of the Forum appeal to the
boys.
A. First Semester
1. The reading material and vocabulary in the first six units
of the text should be learned during this time.
2. Forms:
a.
b.
Declensions First, second, personal pronouns
Verbs six tenses active and passive, indicative
mood; the imperative mood and the present infini-
tive, active and passive, of the four regular con-
jugations and sum
3. Syntax
a. Case Use
(1) Nominative Subject and predicate nominative
(2) Genitive-Possession (Possession is shown in
English by the 's or by the objective case
with of. Example: The boy's book is green.
The back of the book is torn.
(3) Dative
(a) Indirect object
(b) With to or for after verbs of giving
(4) Accusative
(a) Direct object
(b) With prepositions, in and ad
16 -
PART B
ILLUSTRATIVE COURSE OF STUDY IN LATIN
The outlines of materials for the work of each semester are given be-
low in order that the teacher may have an overall view of the work. The
division of materials is intended to be suggestive only; the findings of
the Latin teachers over the state will be welcomed by the group which will
make revisions in this course of study.
I. FIRST YEAR LATIN
The course of study in Latin for the first year is divided into ma-
terials for two semesters. In the outline for each semester are speci-
fied vocabularies, forms, syntax, word studies, and readings in Latin
and in English that are essential to the further progress of the pupil.
The teaching helps and illustrative units of instruction included
in the first year have been devoted to the study of forms and syntax.
Constant application of the skills thus gained toward improvement of
ability in English has been stressed. At this level of maturation in-
terests of the students undergo change. The girls are particularly
interested in the social manners and customs, the dress, the home life
of the Romans, while the engineering, the building of roads, the war-
fare of the Roman legions, and the politics of the Forum appeal to the
boys.
A. First Semester
1. The reading material and vocabulary in the first six units
of the text should be learned during this time.
2. Forms:
a.
b.
Declensions First, second, personal pronouns
Verbs six tenses active and passive, indicative
mood; the imperative mood and the present infini-
tive, active and passive, of the four regular con-
jugations and sum
3. Syntax
a. Case Use
(1) Nominative Subject and predicate nominative
(2) Genitive-Possession (Possession is shown in
English by the 's or by the objective case
with of. Example: The boy's book is green.
The back of the book is torn.
(3) Dative
(a) Indirect object
(b) With to or for after verbs of giving
(4) Accusative
(a) Direct object
(b) With prepositions, in and ad
16 -
(5) Ablative
(a) Means
(b) With preposition in, ab, de, ex
(c) Accompaniment
(d) Agent
(6) Vocative Brute, veni ad me.
b. Infinitive used as subject and object
c. Questions note use of enclitic--ne
d. Latin word order
e. Idioms
f. Use of substantives
4. Readings in English
Selections on the following topics should be read: Roman roads,
travel, dress, slaves, the Forum, history of the city of Rome,
Latin in the Romance Languages.
The students should be encouraged to do extensive readings in
English along the same topics. (see Bibliography for suggested
books, etc.)
5. Suggested teaching helps
a. Predicate Nominative
In the sentence, "Anna is the girl," it is clear that Anna
= girl. This sentence is a kind of equation. Vihen this
situation obtains, both nouns are said to be in the nomina-
tive case. (Note that this situation occurs only after
linking verbs, such as, forms of the verb to be.)
Here it is well to introduce the whole matter of case in
Latin. The case of a noun or pronoun depends upon its use
in the sentence and is shown by the ending of the word.
Examples: In Latin Silva est magna.
Silvam video.
In English He (is) went to the game.
I saw him (eum) at the game.
Nouns or pronouns used as subjects or in the predicate
following a linking verb are said to be in the nominative
case.
Ap'pication in English Correct use of pronouns
Examples: It is I.
Trouble developed between him and me.
- 17 -
b. Ablatives
'* --** ^ ~ '; s .. ,
,! _...... ..( A_ [.
--- ;.--, fA-_ -
1; Lt I 9 ^n
4i L __ .t1iL -jJ-'i.i 1
-i'^^''^:^-^^^^^^^!
ex cast
a casa
cervus 5 vir' cervus sagittS
interficitur interficitur
ablative with preposition
ablative with preposition
ablative with preposition
4' ablative of accompaniment
5. ablative of agent
6. ablative of means
Troublesome Case Uses
/r~ J
Ef i1
Puer ad silvam ambulat
in carr'3
g showing motion toward
in cIhwing location
Puer amic librum dat
in carrum
dative of indirect object
in showing motion toward
c. Illustrative Unit of Instruction
Scope: The conjugation of verbs in the present
system, active voice
Objectives:
(1) To learn to form and use correctly the
present, imperfect, and future tenses, ac-
tive voice of the first conjugation verbs
(2) To develop good study habits
(3) To develop pupil mastery over language skill
and to develop in him the habit of applying
these skills in improvement of ability in
English
Procedures:
(1) The teacher should make sure that the student
understands the terminology used in connec-
tion with verbs
(a) "Verb" from the Latin word verbiur
meaning "the word"
(b) Tense indicates time--present, im-
perfect (past), future
It is recognized that students are
tense-blind
Explanation: Today I am carrying my
book home.
Yesterday I carried my
book home.
I closed my book five
minutes ago.
Tomorrow I shall carry
my book home.
The verb in the first sentence clear-
ly represents the present time, the
second and third, time in the past
and the last, what is to be done in
the future. Let the teacher put Eng-
lish sentences on the board direct-
ing the student to change the time of
the verb as directed.
Example: At daybreak I shall leave
on the trip.
Change to past time.
(c) "Person"
-1- In English the distinction of
person and number is made only
by use of the personal pronoun
Person speaking-I,we; I carry,
we carry
Person spoken to-youTsing. &
plur.) You love America
Person spoken of or about-he,
she, it, they
He goes to town.
They go to school.
- 20 -
-2- Latin uses the person endipgg
-o(-m) I -mus we
-s you -tis ygu
-t he,she,it -nt they
porto, I carry; portamus, we
carry
Americam amas,you love America;
Agricola terram parat;The far-
mer prepares the ground
(d) Infinitive in English and in Latin
-1- In English the infinitive is a
form of the verb before which
to is usually placed-to praise
-2- In Latin, the present infini-
tive of all regular verbs ends
in -re (laudare)
(2) Write the infinitive laudare on the board
and mark off the -re, labeling the present
stem. lauda/re
Latin verbs fall into four classes, called
conjugations, according to the final letter
of the present stem. The present stem of
the first conjugation verb ends in -a
(3) Formation of the present tense
(a) Write the present stem, lauda-, on
the board six times, one under the
other
(b) In colored chalk place the six per-
sonal endings on the stems.
(c) Write the three possible transla-
tions for each form. (I praise, am
praising, do praise.)
(h) Formation of the imperfect tense
(a) The Latin imperfect tense expresses
habitual, continuous and repeated
action in the past. It also often
represents unfinished action in the
past.
(b) Introduction of tense sign-post -ba-
-1- Write present stem six times
-2- Using pink chalk, add -ba- to
each stem
-3- Using green chalk, add per-
sonal endings to tense sign
-ba- (The use of the ending
-m in the first person singu-
lar, active, is noted)
-4- Write the three possible trans-
lations for each form. ( I
praised, was praising, did
praise)
- 21 -
(5) Formation of the future tense
(a) The future tense refers to something
that will happen
(b) Introduction of tense sign-post -bi-
-1- Write present stem plus tense
sign plus personal endings, us-
ing colored chalk to show the
parts
lauda-b-o lauda-bi-mus
lauda-bi-s lauda-bi-tis
lauda-bi-t lauda-bu-nt
-2- Write one meaning for each form
(I shall praise, you will
praise, etc.)
Evaluation:
1. Student has learned good study habits
2. The use of the progressive tenses in English has been
clarified
3. The student has received training in looking at a verb
form analytically,
- 22 -
B. Second Semester
1. The Latin reading material and vocabulary in units VII-
XIII in the state adopted text should be read
2. Forms
a. Pronouns--relative, interrogative, hic ille, is
idem, ipse reflexive
b. Declensions Third
Fourth
Fifth
Numerals--unus, duo, tres, mille
Comparative of adjectives
c. Verbs--Infinitives, perfect, active and passive,
future active
Participles--present active
future active
3. Syntax
a.
b.
c.
d.
e.
Uses of the relative pronoun
Uses of the participle
Tense use of the infinitive
Use of post, postea, postquam
Case use
(1) Dative--with special adjectives
(2) Accusative--extent
(3) Ablative--absolute
respect
time when
manner
description
4. Readings in English
Selections on Roman schools, food and meals amusements,
religion, manner of making a living, house and furniture,
Roman social and economic conditions, and the Roman citi-
zen should be considered and extensive reading encouraged.
5. Teaching aids.
a. Ablative Absolute
This construction is introduced earlier in this
text than in most first year books in order that the
students may have as much drill on it as possible.
It is imperative that the student understand it
thoroughly as a preparation for reading Caesar.
Illustrations of this use of the ablative are
found first in the first year text in the story of
Circe, pp 228-.229. The first illustration in con-
text is, Malis ventis ligatis, non iam impedieris.
Let the student first translate th-is literally,
the bad winds having been tied up. Call attention
to the fact that Malis ventis ligatis is grammati-
(any tense of
Prior
(time before)
time /
cally independent of the rest of the sentence and
is set off by a comma. Point out that in English
we would change this to read, Since the bad winds
are tied up, you will no longer be hindered. Every
effort should be made to encourage the student ha-
bitually to translate the ablative absolute as a
clause introduced by when since, after, because,
if, although, or as an active participle, accord-
ing to the context.
Next in the sentence (11-5), Graeci--navigave-
runt, uno bono vento acti, reliquis ligatis. The
teacheF'ashe opportunity pain that the
ablative absolute is not used when the participle
modifies the subject of the main clause. Acti
modifies Graeci; the subject of navigaveruRnt there-
fore the aSb- ive is not used. The words reliquis
ligatis, are grammatically independent of the rest
of the sentence and are set off by a comma, there-
fore, it is an ablative absolute.
This reading selection abounds in illustrations.
Careful study should be given to each example as
it is encountered in the context.
b. Tense use of the infinitive
In presenting indirect statement the following
chart showing the relation of infinitive in the
indirect statement to the introductory verb which
is in the indicative may prove helpful.
Introductory Verb
3rbs. of saying, telling, knowing, thinking, and the like)
subsequent
sane (time after)
time time
Present Infinitive Future infinitive
- 24 -
II. SECOND YEAR LATIN
A. First
1.
Semester
Reading in Latin
In the state adopted text the reading material in Part I
and Part II should be read. Part III is optional
2. Vocabulary
The vocabulary necessary for the reading described above
should be mastered.
3, Word Study
Daily attention should be given to the consideration of
the study of word formation and derivation
4. Forms
a.
Verbs
(1) Indicative mood and infinitives, all tenses,
active and passive voice, of fero, fio, volo,
nolo, malo, eo
(2) Subjunctive mood, four tenses, active and
passive voice, all regular verbs and fero,
fio, nclo vrj'lo male, eo2 sum, possum
(3) DeponTent T-3 a.l :.?l -i ltenses and moods,
participl-s ) nC i.n'initives
(4) Future active ind passive participles of
regular and irregular verbs
(5) Gerunds
b. Declensions--Indefinite pronouns--quidam, quisque,
quisquam, aliquis, quis
5. Syntax
a.
Verbs-Uses:
(1) Review indirect discourse
(2) Uses of
(a)
(b)
the subjunctive
Independent uses volitive
Dependent uses -
Cum clauses descriptive, causal,
adversative
Purpose clauses introduced by ut
introduced by
the relative
pronoun
Result clauses
Anticipatory
Indirect questions
Subordinate clauses in indirect
discourse
- 25 -
b. Case Uses
(1) Nominative predicaternouns and adjectives
with passive voice
(2) Genitive of the whole;measure
(3) Dative reference
purpose
special verbs
compound verbs
agent
(4) Accusative place to which without a prepo-
sition
($) Ablative measure of difference
separation
with verbs utor, fruor fungor,
potior, and vescor
comparison
place where without a preposition
(6) Locative
6. Suggested Teaching Aids
a. Subjunctive Mood
The frequent and continued use of the subjunctive
throughout the second year necessitates a thorough
understanding and mastery of the forns. Good re-
sults may be secured by presenting on the black-
board each conjugation in turn, in all four tenses.
This should be left on the board for several days,
during which each tense is discussed as it is en-
countered. Stem vowels, tense signs, and vowel
changes may be emphasized by using colored chalk,
(1) Uses of the Subjunctive
The use of the verb presented in the read-
ing and the subsequent explanation is a
sound approach to understanding the construc-
tion. Suggestions for teaching some of the
"hard spots" in subjunctive uses are given
below:
(a) Cum clauses
Cum descriptive clauses describe the
situation which occurred or occurs
at the same time as the main verb.
Example: Cum taurus appropinquaret,
arborem non ascendebat. Cum is
translated when.
Cum causal clauses explain the reason
(cause) for the action of the main
verb. Example: Cum flumen latum
et altum esset, transire non potera-
mus. Cum is translated since.
- 26 -
Cum adversative concessivee) clauses
are used when the action of the main
verb continues in spite of another
occurrence. Example: Cm frater
meus multos libros haberet, non saepe
legebat. um is translated a-though.
(b) Differentiation of Purpose and Result
clauses: An effective approach to
the understanding of purpose clauses
is to use several English sentences
to illustrate the idea of the pur-
pose of the act expressed by the pre-
ceding verb. Let us come early so
that we can be first Tline. For
hat reason or purpose does the speak-
er wish to come early? Mhen this ba-
sic idea of the purpose of an act is
impressed on the student through many
examples in English, he is then ready
for comprehension of the use of the
subjunctive in this type of subordi-
nate clause. It is helpful to ex-
plain that purpose in Latin is not
expressed by the use of the infini-
tive as in English.
English: I came early to study.
Latin: I came early that I
might study.
Mox venit ut studerem.
-- -
Following directly the teaching of
the purpose clause may come a simi-
lar treatment of the result clause.
For many students there is real dif-
ficulty in differentiating between
the two. I was so tired that I
slept two hours. The clause begin-
ning with that is entirely different
in significance from the one illus-
trating the purpose clause. In the
first case the subordinate clause in-
cludes the reason for the action of
the main verb; in the second it ex-
plains the effect following or result-
ing from the action of the main verb.
Purpose clauses are regularly intro-
duced by ut in the positive and ne
in the negative. If the principaT
clause contains or implies a definite
antecedent, the purpose clause is
often introduced by qui, Venimus
ut videamus. We come to see. But
Iilits misit gui hostem impedirent.
He sent soldiers to hinder the enemy.
- 27 -
The positive result clause is regu-
larly introduced by ut and the nega-
tive by ut non. One valuable method
of teaching the difference between
these clauses in the Latin sentence
is to make the student conscious of
the sign-posts for result clauses:
ta, tantus, tam sqs to the reader,
"Stop, Look, Think A result clause
is coming."
(c) Indirect questions.,
Marcus asked what I was doing. Mar-
cus quid agerem quaerebat. Marcus
asked, "What are you doing?" Marcus
quaerebat, "Quid agis?" An under-
standing of the difference in princi-
ple between the sentences above comes
best through frequent illustrations
in English.
Examples: Medea pointed out where
the fleece was hidden.
He asked how they planned
to go to the game.
The teacher asked them
what river flowed through
the tonm.
The boy wondered where the
boat was tied.
Let the students offer other illus-
trations. They will usually recog-
nize this construction readily when
it is dependent on some form of a
word meaning ask or inquire, but the
fact should be impressed on them that
the indirect question is also found
after verbs meaning to find out, make
known, explain, doubt, earn, tell
The interrogative words help in recog-
nizing this construction.
(2) Uses of the ablative in the Second Year
It is well in the first semester of the second
year of Latin to review thoroughly all abla-
tive uses encountered in first year so that
as additional uses come in the second year
the student may make the distinction.
Additional uses of the ablative:
(a) Ablatives with a preposition
Separation The ablative case is
used to express separation after cer-
tain verbs, such as care, abstineo,
desisto, excedo and libero, Caesar
28 -
sometimes uses prohibeo without a
preposition, Suis finibus eos prohi-
bent. Other verbs-denoting separa-
tion regularly take the prepositions,
ab, de, or ex.
Alative following certain preposi-
tions. The ablative is used follow-
ing certain prepositions ab, de, ex,
prae, pro sine; also in and sub when
the phrase indicates place where.
(b) Ablatives without a preposition
Comparison. After the comparative
form the ablative is used when uam
is omitted. Example: Puer altior
puella est, but Puer altior quan
puellaest.
Cause. "niuria laborabat. He suf-
fered because f the injury. This
ablative is used chiefly with verbs
and adjectives expressing feeling.
Measure of Difference. Multo altior,
much taller (taller by much). Tibus
annis postquam, three years after.
(After by three years,)
Ablative after special verbs. This
construction is frequently found in
case of utor and potl-r in translat-
ing Caesar, more irj rquently with
fruor, fui'gor and v-J~:', and their
compounds. 3 :Fm.anI T 3:Ltur hastis.
The Rcenys usel Is'. u pedimenFis
cas t a :- *,t.:r- ?,' sunt. Our
me.n .ot p':se.;sIon of -,he baggage
and t:h- camp.
(3) The Locative Case
A sixth case encountered at intervals in
second year Latin is the locative. A lim-
ited number of nouns use thiEs '.~e, namely,
names of cities and towns and dcinus. The
name of the case itself, obviously related
to the word locus, place, indicates its use
in expressing place where. The locative has
the same form as the genitive in the singular
of nouns of the first and second declension.
Examples: Romae, at Rome; domi, at home.
In the singl'ar of nouns of the third declen-
sion and in the plural of all nouns it has
the form of the ablative,
Examples: Delphis, at Delphi, Athenis, at
Athens; ruri in the country.
- 29 -
B. Second
1.
Semester
Special objectives
The reading of Caesar offers unusual opportunity for de-
veloping certain abilities and understandings
a. The way in which the Roman acquired and organized
foreign territory, especially in changing the ideolo-
gies of the conquered peoples
b. The study of the character and ambitions of Caesar
as a military man and as a statesman, and the in-
fluence of his life on Rome and the course of Western
civilization.
c. Reading
ease in
customs
Caesar as a means of increasing the pupil's
reading Latin and understanding the Roman
that live today.
d. Some review of grammar, syntax, and forms through
written exercises and sight translation, vocabulary
drilled through rapid sight translation of easy road-
ing material.,
e. Increased appreciation of the literary abilities of
Caesar and of the influence of his ideas and style
on later writers.
Note: It may be pointed out that this semester will mark
the termination of the study of Latin for some students.
The teacher should bear this fact in mind in planning ac-
tivities for individual students.
2. Reading material
The student should read the following selections frnm
Caesar: Book I, Wars with the Helvetians and Ariovistus;
Book IV, The First Invasion of Britain; Book VI, The Cus-
toms of the Gauls and the Germans. Allow the students to
make the decision as to further selections from Book VII.
3. Forms
Declensions:
Fourth declension, neuter
Pronoun iste
4. Syntax
Use of the subjunctive in clauses of fear.
5. Suggested teaching helps
Clauses of fear.
Since the use of the introductory words ut and ne in clauses
of fear present difficulties to the student, it ts helpful
to explain the reasoning behind their use. In clauses of
fear ut and ne appear to have meanings opposite to their
meaning in other clauses.
Positive:
Example: I fear that he will come. Vereor ne veniat.
The real thought is "may he not come;" hence the use of
ne for the positive clause.
Negative:
Example: I fear that he will not come. Vereor ut veniat.
The real thought is "may he come," henchehe use ut-.
6. Illustrative Unit of Instruction
Approach to Caesar
The study of Caesar's campaigns offers a wealth of material
for studying Roman ideas, habits, institutions and tradi-
tions. Roman principles on treaty obligation, capital pun-
ishment and diplomatic affairs have real significance for
modern you h. The personality and character of Julius Cae-
sar as a general, a statesman and a man can be made an in-
variable source of interest and stimulation to the secondary
school student.
Aim: To introduce the student to Julius Caesar and his
writings on the conquest of Western Europe.
Procedure:
a. Engender interest in Caesar as a man
(1) Require the student to familiarize himself
with Caesar's life. Let the teacher enrich
the student's findings with anecdotes on
Caesar's life.
Example: episode of Caesar and the pirates
(2) Point out character traits
Ambition.
Example: In the beginning of his career
Caesar desired to become curule aedile be-
cause it would give him an opportunity to
win the popularity of the voters through
spectacular shows.
Generosity:
Example: Failure to punish Considius,
Book I, Chapter 22
Understanding of peoples
Example: Shrewdness in handling young no-
bles who wished to return to Rome, Book I,
Chapter 39
Treatment of enemies
Example: Generous peace terms to the Hel-
vetians, Book I, Chapter 28
Championship of the common people
Example: Favored reforms that would help
the common people. Effort to reduce unem-
ployment. Farms granted to war veterans.
(3) Call attention to his versatility
Military genius
Example: Use of the entrenched camp as a
movable fortress on the march. Daily
drill of soldiers
31 -
Oratorical ability
Example: His moving speech to prevent
mutiny of his forces, Book I, Chapter
39
Statesmanship
Example: His insistence that the Hel-
vetians restore their country and that
their neighbors feed them until resto-
ration was made, Book I, Chapter 28
Another motive for sending them back
was that he did not want their terri-
tory left unoccupied lest the Germans
seize it. This would bring them closer
to Italy.
Literary excellence (see appreciation
of literary qualities below)
Merits as an historian
Example: His treatment of the Druids
in Book VI is a source material on
this subject.
Appreciation of literary qualities: con-
ciseness, superior use of language,
simple direct style, objective treat-
ment of subject matter.
b. The teacher should read and translate the first chap-
ter with the student.
(1) The teacher must realize that this is the
first classical Latin to which the student
has been introduced.
(2) The teacher's guidance is essential in the
translation of the opening chapters.
c. The teacher should help the student to make his
translation meaningful.
(1) By locating on maps the political divisions
of Gaul, the rivers, and the mountains
(2) By pointing out Caesar's idiomatic expressions
Picturesque description of direction
Example: "Spectat inter occasum solis
et septrione"
Use of names of peoples instead of countries
Example: "Belgae ab extremis Galliae
fibus oriuntur ."
(3) Application to modern situations
Belgium still a "buffer state"
Germans still war-like
National traits are still inherent in
British people--patriotism, insularity
- 32 -
d. Use of the bulletin board
(1) Pictures of Caesar, book jackets, pictures-of sol-
diers in uniform, Roman camp, weapons, clippings,
maps
Results:
1. The student has begun to acquire a better acquaintance with
some of the chief personal characteristics of Caesar.
2. He has begun to develop an appreciation of the literary quali-
ties of Caesar.
3. He has begun to locate the countries of western Europe and
identify with those of modern Europe.
h. He is increasing his understanding of the social and political
foundations of western civilization.
a. He has begun to understand the background for the con-
flict with the Germans throughout history
b. He sees that Caesar's conquest of Gaul made possible the
Romanization of Western Europe and paved the way for the
continuous dissemination of classical culture
Note: Continuous emphasis on this point should be made
by the teacher throughout the work of the semester
-33 -
III. THIRD YEAR LATIN
A. Special objectives
1. Increasing ability to road and understand Latin
2. Increased appreciation of the Latin language and the
literary quality of Cicero's style
3. Increased understanding of the Roman form of government as
compared to that of the United States. This will be par-
ticularly helpful, since most students will be studying
United States history at the same time. Development of
right attitudes toward honor, service, patriotism, and
self-sacrifice
B. Reading material
1. First semester minimum
First Oration against Catiline, third Oration against
Catiline, excerpts fran the second and fourth Orations
against Catiline
2. Second Semester
The Oration for Archias, Parallel History of the Catilina-
rian Conspiracy, by Sallust. Let the pupils decide on
further work to be translated from Cicero's Letters and
from The Manilian Law or from Pliny's Letters
C, Forms and Syntax
1. A comprehensive review of all Latin forms and syntax
especially all types of clauses in Indirect Discourse
2. New constructions
a. Types of conditional sentences
b. Characteristic clauses
c. Deliberative and optative subjunctive
d. Accusative of exclamation
3. Miscellaneous usages
a. Method of recognizing dates
b. Figures of speech
D. A Vocabulary and word study
1. Special emphasis should be placed on the vocabulary of
the First Oration against Catiline. Students should be
urged to use the Latin-English vocabulary only as a last
resort.
2. Guidance should be given daily by the teacher in word
study and in the formation of derivatives from the voca-
bulary.
- 34 -
E. Prose composition
In connection with the comprehensive review of Latin grammar
the exercises in the Prose Supplement to the state adopted text
are of great assistance. The future needs of the individuals
in the class should guide the teacher in the selection and in
the amount of work carried on.
F. Suggestions for teaching Third Year Latin
1. Parallels between the political situation in ancient Rome
in the time of Cicero and the world today should be pointed
out by the teacher,
a. Election campaign methods
b. Intimidation of voters
c. Increased freedom in the status of women
d. Administration of Roman provinces and colonial
possessions
e. Longing for "the good old days"
f. Extension of the right to vote
g. High cost of living
h. Unemployment problems
2. Personal characteristics of Cicero which help development
of right attitudes toward honor, patriotism, service, and
the like should be stressed.
a. Although surrounded by graft, corruption and evi-
dence of civic decay, Cicero maintained his personal
integrity,
b. Intense patriotism and desire to serve his fellow
men
c. Keen insight into human nature
d. Warm, human touch as exemplified in his letters
e. Versatility-orator, statesman, philosopher
f. Cicero had the courage of his convictions,
g. His excessive pride in his achievements and his
slightly defensive attitude are explained by his
position as a "novus homo",
3. The following and other literary traits of Cieero should
be pointed out:
a. Use of the periodic sentence
b. Special devices of oratory
(1) Parts of the oration
(2) Figures of speech 1
(3) Repetition for dramatic effect
(4) Direct address
(5) Rhetorical questions
(6) Antithesis
4. The place of the Forum should be.explained and maps and
pictures used extensively. The Forum was the center of
the Roman world--its legislative, judicial, executive,
financial, news and shopping center,
Note particularly rhetorical devices under Figures of Speech, 238, p. 693
of the text. Only the usages, not the names, will be stressed.
35 -
$. Emphasis
orations
intended
should be placed on the oral reading of the
with the proper voice inflection. Orations are
to be heard, not read silently.
6. Study should be made of Cicero, the man, in relation to
such prominent men as Caesar, Mark Aitany, Catiline and
Pompey. Comparable figures in modern history may be noted
here.
- 36 -
IV. FOURTH YEAR LATIN
A. Special objectives
1. The reading of classical Latin with understanding and
pleasure
2. Increasing understanding and better acquaintance with the
writers of the Augustan Age who produced Rome's finest
literature, and their influence on, and contribution to,
world literature of all .periods
3. The development of an appreciation of the way in which the
spirit of imperial Rome is reflected in the Augustan litera-
ture and art
4. The reading of the Aeneid as a presentation of the personal-
ity of Aeneas as typifying to the Romans the finest traits
in their national character
5. Development of an appreciation of the function of poetry
as a means for expressing human emotions
6. The study of the Aeneid as an example of great poetry and
the training of the student in rhythmic reading of poetry
7. The development of literary appreciation through the study
of poetic imagery
8. The understanding of allusions to Greek and Roman mytholog-
ical stories and characters in modern literature and art
B. Reading material
1. First Semester
a. Virgil's Aeneid Book I and Book II
2. Second Semester
a. Virgil's Aeneid Book IV and Book VI. Selections
from Books III and V
b. Selections from Ovid's Metamorphoses and Fasti
Reading at sight from other material '
C. Vocabulary
Students should be familiar with the Latin Word List found in
the state adopted text
Word Study
Acquaintance with the principles of derivation and the ability
to interpret Latin words through the understanding of English
derivatives should be stressed
- 37 -
D. Composition
Translation from English to Latin shall be done if the interests
and abilities of the students and the teacher's purpose make
such translation functional
E. Forms
1. Special forms used in poetry
a. Nouns Genitive singular -ai for -ae
Genitive plural -um for -arum, -orum, -uum
Dative singular -u for -ui
b. Pronouns olli for illi
oiTs fortITis
qjus for quibus
c. Greek nouns -as and -e for nominative
-an and -en for accusative of proper
nouns originally Greek
-a for accusative singular and-as for
accusative plural of certain
third declension nouns
d. Verbs Present infinitive passive -ier for-i
Imperfect indicative of fourth conjugation
-ebat, ebant for -iebat, -iebant
Perfect indicative third person plural
-ere for -erunt.
Perfect and past perfect without -is(s) or
-sis; for example accestis for accessis-
tls
F. Syntax
1. Special Case Uses
a. Genitive:
with adjectives
with verbs of remembering and forgetting
with miseret, paenitet, pudet, etc.
b. Dative:
of direction and limit of motion instead of
ad and in with the accusative
of agency for a or ab with ablative with any
passive f'rm of verb
with verbs of mingling and contending
c. Accusative :
of limit of motion where prose would require
ad or in with accusative
of specification
as object with passive forms used like Greek
middle voice
adverbial
d. Ablative
of place in, on, from which without a preposition
of comparison
of price
of manner without a modifier or preposition
2. Verb uses
a. Imperative or subjunctive with ne to express pro-
hibition where prose would use noil with the
infinitive
b. Subjunctive: hortatory, optative, of obligation,
second person jussive
c. Clauses with velut si, quasi
Infinitive: to express purpose
of exclamation
historical
d. Supine in -u
Use of plural nouns in sense of singular
G. Scansion
Knowledge of the principles and rules of scansion applicable
to Latin dactylic hexameter and ability to apply these to at
least 100 lines in reading the Aeneid
Note: It is suggested that the teacher follow closely the
section on "Oral Reading of Latin" p. 470-474 of the adopted
text
H. Grammatical and rhetoriallfigures
Students should make sone study of the following: alliteration,
anaphora, ellipsis, hyperbole, litotes, metonymy, onomatopoeia,
oxymoron, personification, simile, synecdoche, syncope, tmesis,
zeugma. It is important that the students understand the usages
and the meaning of the names before attempting to memorize the
names.
I. Suggested Helps for Teaching Fourth Year Latin
1. Drawing
It is suggested that the teacher and the students collabo-
rate in working out a sketch of the underworld following
the description in the text.
2. Term Paper
Aim: To show the improvement of the literary quality of
the pupil's written English
Procedure: Assign a term paper of from 1000 1500 words
to be written on some subject connected with the study of
Virgil's Aeneid. The following topics are merely suggested#
- 39 -
Virgil's Conception of Elysium and Hades
Virgil's Debt to Homer
The Character of Aeneas
Visions and Dreams in the Aeneid
Virgil's Influence on Literature
Mythological Allusions in the Aeneid
The Effectiveness of Virgil's Figurative Language
The Aeneid as a Glorification of Rome
Aeneas' leet
Evaluation: The student has had experience in conducting
independent research and in sifting and evaluating materials.
He has demonstrated his ability to write correct and effec-
tive English.
3. Medal
An annual award of the Eta Sigma Phi medal for outstanding
scholarship in Fourth Year Latin may be given. This award
is sponsored by the national honorary classical fraternity
of Eta Sigma Phi and the medal may be awarded in any school
which offers Fourth Year Latin. (For information write
Professor H. Lloyd Stow, Registrar, Eta Sigma Phi Medal,
University of Oklahoma, Norman, Oklahoma.)
- 40 -
PART C
MATERIALS OF INSTRUCTION
I. State Adopted Texts
Ullman and Henry, Latin for Americans I, The Macmillan Company
Ullman and Henry, Latin for Americans TI, The Macmillan Company
Kelsey-Meinecke, Th ir Yea Latin, Allyn and Bacon
Carlisle-Richardson Fourth Year Latin, Allyn and Bacon
- 41 -
PART C
MATERIALS OF INSTRUCTION
I. State Adopted Texts
Ullman and Henry, Latin for Americans I, The Macmillan Company
Ullman and Henry, Latin for Americans TI, The Macmillan Company
Kelsey-Meinecke, Th ir Yea Latin, Allyn and Bacon
Carlisle-Richardson Fourth Year Latin, Allyn and Bacon
- 41 -
SPECIAL ACTIVITIES
II. Latin Club and Extra-classroom Activities
Latin clu"and extra-classroom activities offet an opportunity to at-
tain some of our objectives which the restricted time in the classroom
prohibits. Such activities lend reality to the course and reveal to the
student the Roman as a well-rounded human being. These activities pro-
vide for both mental training and pleasant entertainment. The program
of activities is not to be considered as a substitute for Latin read-
ing. Desirable publicity concerning these activities brings the study
of Latin to the attention of the community. The pupil-teacher planning
which goes into these activities affords a means for building an under-
standing of democratic procedure on the part of the student. In situa-
tions where there is a bus problem, it may be necessary to carry on the
club activities during school time if no club period is provided in the
school day. One period a month might be devoted to such a program, or
as much time as the teacher deems advisable.
The Junior Classical League
The Junior Classic 'League is a national organization to which any
student of Latin may belong. Membership in this organization gives a
feeling of fellowship with other Latin students and affords a sense of
pride in studying the subject. The League is a rallying point for the
Latin pupils.
Application for the formation of a chapter should be addressed to
The American Classical League, Miami University, Oxford, Ohio
Suggestions for Latin Clubs and Extra-classroom Activities
Activities for Specal Days
Halloween Celebration
A Delphic Oracle may be arranged for in which a Sibyl appears to
forecast the future for the assembled guests. Fortunes should be written
in advance, preferably in rhyme, and copied on leaves made from paper.
If the fortunes are made applicable for certain people the interest is
greater. (see the Classical Journal, Vol. 42, No. 6, pp 365-368)
Christmas Celebration
The history of the Saturnalia may be used to furnish background for a
comparison between ancient and modern customs. Myths connected with the
god Saturn, may be read. Many Christmas carols may be sung in Latin. It
is interesting to the student to learn that Adeste Fideles was originally
written in Latin and used by the monks of the fifteenth century at Mid-
night Mass on Christmas Eve. Christmas cards may be made with greetings
in Latin and decorated by the student according to taste.
Valentine's Day
Students enjoy making Latin Valentines at this season. Myths may
furnish ideas for these, and decorations of Cupids, etc. may be used.
Christmas and Valentine greetings may be ordered from the American Classi-
cal League Service Bureau.
Ides of March
Posters may be prepared using this theme and calling attention to the
fact that March 15th is now the date for filling Income Tax returns.
- 42 -
Dramatics
The following plays, among many others, may be secured from the
American Classical League Service Bureau: Vacuum, Bona Dea, Cordelia
Three Short Latin Plays, A Roman Birthday, Ludus Romanus, Saturnalia,
The aunted House football Rall, An Easter pageant Latin
Roman Games
Bingo
r -wo forms) See Classical Journal vol. 43, No. 5, p. 320; Scrambled
spelling, Latin Anagrams
Mare Est in Turba
Name each pupil in the circle the Latin name of any fish or animal
that lives in the sea. Let the leader walk within the circle calling
the names in Latin of these fish and animals. As the pupil's Latin name
is called he gets up and follows the leader in the circle. After the
leader has called as many as he wishes, he cries, "Mare est in turba'
and each one scrambles for a seat. The pupil who finds himself without
one is the leader for the next time.
Calathus Fructus, Everte
This game in which each pupil has the name of a fruit can be played
in the same way as the game described above. Names of trees or people
in Latin may be used also.
Story Telling
Every available opportunity should be used to acquaint the pupil
with mythology. It is suggested that each student be required to tell
the story of one myth each semester. The names of the gods and goddesses
should be stressed. A bulletin board display of pictures of the gods
and goddesses is valuable.
Roman Banquet
It is the custom in many schools to hold an annual Roman Banquet.
Many suggestions for the successful presentation of such an affair may
be secured from the American Classical League Service Bureau and from
the various issues of the Classical Journal. The students themselves
are rich sources of ideas in selecting a theme and in preparing for
this event.
Latin Songs
Latin songs are useful in teaching pronunciation as well as in creat-
ing interest. Several selections of songs may be secured from the ACL
Service Bureau.
Canemus, Group I; 500; contains Latin songs and translations with
music
Canemus, Group II; 700; same as above with information on ancient
music, rhythm and verse
Latin Songs and Carols; 64 pages, h50
Other selections are:
Germing, Matthew, Latin Hymms; Loyola University Press, Chicago, Ill.
Geyser, Anthony F., Musa Americana; Loyola University Press, Chicago
Robinson, D. N.; Plays and songs; Ohio Wesleyan University, Delaware,
Ohio
- 43 -
Projects for First Year Students
Models: wax tEblets, scrolls, javelins, shields, instruments
of war, litters, chariots, Roman ships, soap carving (write National
Soap Sculpture Committee, 160 Fifth Ave., N. Y. for information.
The following models may be secured from The Edith M. Cook Project,
Westtovn, Pa.: Roman House $1.00; Roman Camp $.75; Roman Forum $3.00;
Forum Map $1.25; 65 Roman Prints $1.00
Derivative Projects
Cross word puzzles, each space being filled with a derivative of
a given Latin word or the Latin word itself. Case endings and per-
sonal endings may also be used.
Many designs showing the offspring of a basic object, such as
tree with the trunk as the root word and the limbs or leaves as
derivatives; a river with tributaries; hen and little chickens;
bubble pipe with bubbles, etc.
Extra work in translation
Animal stories in simple Latin are found in the Classical Journal
beginning with the October 1947 issue and running through that vol-
ume. These may be translated as extra work for the superior student,
for extra credit, or as a project, put into booklet form.
Teacher Aids
A wealth of material for making Latin vital is available to all
teachers through the service of the American Classical League Ser-
vice Bureau and also from the many sources listed in the Audio-
visual Aid and Bibliography sections of this Bulletin.
Miscellaneous Activities
The daily newspaper may be used as a source of derivatives. All
Latin derivatives in designated articles or on the entire front
page may be under-lined in red.
State mottoes in Latin may be placed on a large map of the United
States. Those states not having a Latin motto may be colored a
different color.
Students may secure directions for writing prescriptions from
a druggist, and with one acting as a doctor, derive pleasure from
writing and reading prescriptions.
One high school Latin Department has produced a colored movie
and is engaged in the production of another. Such an activity
makes a valuable contribution to an understanding of the Roman
way of life as well as to the attainment of the general objectives
of the course.
The students in the Caesar class may be interested in preparing
a daily newspaper in which Caesar's battles would provide the news
items. This paper might be called "News From the Battlefront" or
"News From the Western Front".
- 44 -
ILLUSTRATIVE UNIT:
Trip to Rin-lin, Art Museum, Sarasota, Florida
Aim: To make the study of Latin vital by increasing the student's ability
to understand and appreciate references and allusions to the mythology, tra-
ditions, and history of the Greeks and Romans.
Procedure: The teacher may use the following devices to arouse interest
after she herself has become familiar with the facilities which the Museum
has to offer:
1. Show students the Italian stamp with the picture of the statue of
Romulus and Remus with the wolf. A copy of this statue is in the
Museum,
2. #When mention is made of the Centaurs remind the students that there
are statues of the Centaurs in the Museum.
3. In reading of the use of chariots as means of transportation, show
the picture of the chariot with horses which is found in the Museum,
I. VThen the Laocoon incident is read in the story of the Trojan Horse,
attention may be directed to the fact that the famous statue of Lao-
coon and his sons in the coils of the serpents has been placed there.
IThen interest in visiting the museum has been aroused, appoint a committee
to write a letter to Miiss Dean, the educational director, making arrangements
for the date of the proposed visit. It is suggested that the fall of the
year is the best time.
Send a committee of students to the principal to arrange for the use of
the school buses on the Saturday chosen.
Appoint committees to make arrangements for:
1. Fixing the cost of transportation per pupil.
2. Since there are no eating facilities at the Museum, arrangements for
the students to take their lunches and go to the beach to eat may be
made
3. The signing up of those who plan to go and the collection of the trans-
portation fee,
4. Checking with the principal on the number of buses needed
A form letter should be sent to the parents giving the following information:
1. Cost of transportation
2. Hours of trip
3. Names of chaperones
4. Method of transportation
The parent should be requested to sign the letter if he is -willing to
assume responsibility for the child on the trip. These letters should be
kept on file by the teacher.
Make the trip
Upon arrival the group will be greeted by hiss Dean and the guide who
has been previously instructed to call the attention of the group to those
objects and pictures pertaining to Classic culture.
-45 -
On Monday following the trip, discussion of the personal reactions and
observations of the students should be held. Reference to the experience
will be made throughout the year as different topics are introduced. A
group of students should prepare a write-up for the school paper and a note
of appreciation to Miss Dean for her courtesies at the Museum and to the
school principal for permission to take the trip.
Results
1. The student has seen great masterpieces of art in the duplicated sur-
roundings of Greek or Roman people who created and enjoyed the art
2. He has been stimulated to read widely the history, traditions and
myths pertaining to these masterpieces
3. The trip has thus contributed to the development of historical and
cultural background by giving the pupil the opportunity to experience
enjoyment of a museum collection as a leisure activity
i. The experience has aided in the development of right attitudes toward
social situations
5. The students have received training in the art of listening and sus-
tained attention
6. Writing letters, visiting the principal, and making oral reports after
the trip gave students training in expression of ideas, both oral and
written
7. The teacher-pupil planning which has gone into this activity has af-
forded means for building understanding of democratic procedure on
the part of the student
- h6 -
III. AUDIO-VISUAL AIDS
The following audio-visual aids have been suggested as helps in the
teaching of Latin for creating interest, giving the pupil a sense of the
importance of his subject, broadening his cultural horizon, and expand-
ing intellectual ideas attained in daily study of Latin. The teacher
should remermber that these materials will be merely aids to, not sub-
stitutes for, the learning of Latin.
Atlases and wall maps
American Classical League Service Bureau, Miami Univ., Oxford, Ohio
A. Bruderhausen, h7 West h7th St., New York, N. Y.
Denoyer-Geppert Company, 5235 Ravenswood Avenue, Chicago, Ill.
E. P. Dutton and Company, N. Y., N. Y.
Henry Holt and Company, Chicago, Ill.
Longmans, Green and Company, New York, N. Y.
A. J. Nystrom and Company, 3333 N. Elston Avenue, Chicago, Ill.
Oxford University Press, 1 Fifth Avenue, New York, N. Y.
Rand McNally and Company, 111 Eigith Avenue, New York, N. Y.
Benj. H. Sanborn and Company, Chicago, Ill.
Universal Map Company, 22 Park Place, New York, N. Y.
Bulletin Boards
Bulletin boards have been found extremely valuable for enhancing the
appearance of the room, as teaching aids, and for motivating pupil in-
terest. Boards may be of varying sizes and should be framed to make
them permanent. Whenever it is possible to display a Latin bulletin
board prominently in the school corridors, it is found that much out-
side attention and interest is attracted.
While very good display posters showing the relation of Latin to our
Language today may be obtained from the American Classical League Ser-
vice Bureau, effective displays maybe made from current newspapers and
periodicals. Such materials as cartoons with classical or mythological
references, syndicated columns which give a parallel between classical
history and the world situation today, advertisements which use classi-
cal names, or the front page of the morning newspaper in which all the
words taken from Latin have been marked may be used. These are found
especially helpful in motivating pupil initiative for finding Latin-
English relationships in daily life.
It is essential that all teachers have a folder or file to keep the
material thus collected. Even though you are positive your first year
shall be your last, you may be surprised.
Calendars
The American Classical League Service Bureau, Niani University, Ox-
ford, Ohio, publishes Latin wall calendars each year. Roman and modern
designations for the dates are used, and important Roman festivals and
anniversaries are indicated.
- 47 -
Casts and Statuary
Copies o classic sculpture, busts, statuary, bas-reliefs, range in
cost from about $U.00 upwards, depending upon size and materials. They
may be purchased from the following firms:
P, P. Caproni & Brothers, 1914-1920 Washington Street, Boston, Mass.;
large illustrated catalogue, $1.00
Denoyer-Geppert Company, 5235 Ravenswood Avenue, Chicago, Illp; illus-
trated catalogue sent free to schools
Eugene Lucchesi, Inc., 859 Lexington Avenue, New York, N. Y.; large
illustrated catalogue, $1.00
Coin and Stamp Collections
Edward Gans, Numismatic Fine Arts, 101 1. 55th St., New York, N. Y.
Scott Stamp and Coin Company, 1 West 47th St., New York, N. Y.
Wittlins Coin Dealer, 509 Madison Avenue, New York, N. Y .
Illustrative Texts
American Classical League Service Bureau, Miami University, Oxford, 0.
Bulletin VII The Roman Forum; $.35, stories and notes on the his-
tory of the forum at different periods of history
'Sankey, Hudson and Company, Manchester, England, obtainable through
thetWoolwotthl Stores_ .s
Britain's Story Told in Pictures; $.10 book with a page of written
text followed by several pages of pictures and antiquities repro-
duced from the British Museum
The Story of Prehistoric and Roman Britain Told in Pictures, $.10;
same picture book appeal as above. The one page of story deals
chiefly with Roman-British life under the conquest. The pictures
give excellent details of dress, roads, villas, towns
Motion Pictures
The following companies publish catalogues of pictures and prices:
Educational Film Exchange, 370 Seventh Ave., New York, N. Y.
Educational Screen Company, Chicago, Ill., The Blue Book of Non-
theatrical Films
Film Classic Exchange, Fredonia, N. Y.
General Extension Library, University of Florida, Gainesville, Fla.
(Latin films may be available for the current year)
The H. W. Wilson Company, 950-972 University Avenue, New York 52, N.Y.
Educational Film Guide
The following films have been suggested for background as well as a
study of Roman Life and customs:
Ancient Cities of Southern France; 10 min,, sound; Carcassonne castles,
indmills, forts built by Visgoths on Roman ruins, many Roman struc-
tures still in daily use; price $8.75 $17.50; rent $1.00 $1.50;
Nu-Art Films, Inc., 145 W. 45that., New York, N. Y
Ancient Trails in North Africa, 10 min., sound; the'known and conjec-
tured history of ancient man through ancient Rome, Carthage, and the
Berbers; price $36.00, rent $1.50, United World Films, Inc., RCA
Bldg., 30 Rockefeller Center, New York 20, N. Y.
- 48 -.
Ancient World Inheritance, 10 min., sound; relates the achievements
of ancients to institutions of the modern world; price, $4$.00
(Write your nearest distributor for rental price); Coronet Instruc-
tional Films, 65 E. South Water Street, Chicago 1, Ill.
Anton and Cleopatra; 120 min., sound, rent $15.00, Film Classic
Exchange, Fredonia, N. Y,
Bellum Punicum Secandum, 25 min., sound (very good); story of the
second Punic War filmed in Latin, rent t4.00, Film Classic Exchange,
Fredonia, N. Y.
Cleopatra; 120 min., sound, Paramount picture, Claudette Colbert and
Warren lWilliams; shows the Ides of March and Anthony's expedition
to Egypt with considerable historic authenticity and elaborate de-
tail of costume and architecture, rent $1Q.00; Films, Inc., 330
W. 42nd. Street, New York 18, N. Y.
Ho1 Land--From Abraham to Allenby; 80 min., sound; epic history
frMcm Airahai-frtrgh beb days:and later conquests to present
English mandate; rent ~.U; Religious Film Association, Inc., 45
Astor Place, New York 3, N. Y.
Julius Caesar; 18 min., sound; Forum Scene, Act III Scene 2, Shakes-
peare, rent _2.00, British Information Services, 30 Rockefeller Pla-
za, i Y, York 20, N. Y,
Last Da-r of Pompeii, 120 min., sound; story of the blind girl and
erupiic of Ve suvius, the catacombs, and Christian martyrs, rent
$15,00; Film Classic Exchange, Fredonia, N. Y.; 90 min. sound, price
$20.00, Capital Film Service, 22h AbbotRoad, East Lansing, Mich.
Life in a Benedictine IMonastery; 30 min., sound; atows life in a
monastery in Norzaiady, how the monks prepare manuscripts in way.-
unchanged since Medieval Times and Preform prayers. Actual record-
ing of Gregorian chants and Latin Prayers. Write your nearest dis-
tributors for rental price
UIarc Antony of Rome; 25 min., sound; adapted from Cleopatra; traces
part Antony played in crucial period prior to rise of Octavius to
power. Write Teaching Film Custodians, Inc., 25 W. h3rd. St.,
New York 18, N. Y. for price or rental
Spartacus and the Revolt of the Gladiators; 120 min., sound, Roman
Civs l:: ion under tha emperors. Companion picture to Antony and
Cleopatra; rent $15,00; Film Classic Ex:change, Fredonia, N. Y.
Pictures, Portfolios, Charts
American Classical League Service Bureau, Miami University, Oxford,
Ohio, has many posters which show Latin being used today in English
and in foreign lIriu j;e
4 Dictionary C:lrt; 19X25; $.50; portrays, by a picture of an
open dictionary, the percentages of English words of Latin and
Greek origin
Bruderhausen, A., 47 West 47th St., New York, N. Y., write for a com-
plete list of titles
hntntLL-nts at Rome and Pompeii; 26 pictures of the Forum, Pan-
theon, lossoua, etc., priced from $1.0O to $2.00
Roman Life: 9 pictures of costumes, house, athletics priced from
Roman History and Roman Arrmy; 27 pictures of coins, camps, maps,
etc.,'price.d froom 7 0o tro pl.O0
49 )
Special Set; 8 Roman charts including weapons, houses, villa,
for $6.003 13 books and portfolios, priced from $1.10 to $10.00,
such as Roma: Ruinae, 20 pictures, 8XlO, $2.00
Seemann Photographic Wall Charts, 10 charts, size 2lX31, of
Venus, Colosseum, Pantheon, etc.; each $1.75
.Gall and Rebhann Wall Charts; 8 charts, size 26X34, of houses,
temples, costumes, etc., each $1.25
#176 The Roman iall; size 25X30, shows the building of a wall;
price f. 2
Blackhurst Book Company, 1066 U. P. Station, Des Moines, Iowa
Stars of Spring and Summer, $1.95, 24 charts show the constella-
tions such as Orion, Cassiopeia, Gemini, with their mythological
pictures drawn
Stars of Fall and Winter, $1.95 companion to above, 24 charts
Denoyer-Geppert Company, 23 Ravenswood Avenue, Chicago, Ill.
Informative Classroom Picture Publishers, 40 lonia Avenue N. W.,
Grand Rapids 2, Michigan
Christmas In Many Lands; 21 plates and text, $2.95, one plate
"The Saturn liaI
Early Civilization, 21 plates and text, $2.95, depicts manner of
life in ancient Egypt, Phoenicia, Babylonia, Palestine, Greece,
and Rome, a 25 inch chart presents the flowing story of 4000
years history
How Man Has Put Himself on Record; 12 plates and text, $2.00,
pFltes-5 and"-parallel Egyptian, Phoenician, Greek, Latin, and
American alphabet; plate 7 gives Roman writing, and plate 8 gives
Roman sculpturing
Life in Ancient Rome, 16 plates and text, $2.00, sight seeing
trip through classical Rome
Transportation, 20 plates and text, $2.95, one plate "Roman Mer-
chant Ships", Museum of Fine Arts, Boston, Mass.
Roman Daily Life, portfolio, $5.20, 40 or more plates, 12X16a
inches, -T page text
A. J. Nystrom and Company, 3333 N. Elston Avenue, Chicago, Ill.
Postcards and Prints
Various postcards and small prints on Roman or classical themes may be
ordered from the following:
American Classical League Service Bureau, Miami University, Oxford, 0.
Art Extension Press, Westport, Conn.
A. Bruderhausen, 47 West 47th St., New York, N. Y.
Metropolitan Museum of Art, Fifth Avenue and Eighty-second Street,
New York 28, N. Y.
Museum Extension Publication, Museum of Fine Arts, Boston, Mass.
Oxford University Press, ll Fifth Avenue, New York, N. Y.
Perry Picture Company, Malden, Mass.
University Prints Company, Newton, Mass.
Walters Art Gallery, Baltimore, Md.
- 50 -
Records
In English
America lasssical League Service Bureau, Miami University, Oxford,
Ohio; two records in each set with a "shadowgraphed" needle for each
record; Bond-Base records, set $1.50, Steel-Base records, set $2.50
March of the Caesars; Caesar's campaigns compared with those
of Hitler's in "The March of Time" style
A Radio Program; the derivation of significant words now in
use, an appropriate selection from Virgil, the ancient basis
of wedding customs, and some Latin songs
Death of a Democracy; the conspiracy of Catiline with its les-
son for our times
A Radio Program and Cabbages and Kings; a comparison of Presi-
dent Roosevelt s oratory today with Cicero's Philippics against
tyranny. Also a short play on derivation
Patriotism in the Roman Republic; to the tales of Roman citi-
zens and heroes are added Latin songs and a short history of
the Roman Republic to which we owe so much
A Radio Program; in addition to the derivation of words in the
news are Latin songs and an amusing skit based on the story of
Dido and Aeneas
Blackout in Hades; a humorous play which gives an account of
the war between the Axis leaders and Pluto for control of the
underworld
Who Killed Caesar; a play
ColumbtiaRecords
C-MC-10 Julius Caesar; Shakespeare; album $12.50, complete
play, 22 sides, Orson Wells and the Mercury Theater
MM-325 the above, 10 sides; album $5.50
Decca Records
DA-475 Tales of the Olympian Gods; album, Ronald Coleman
RCA (Victor) Records
17257 Dido and Aeneas, Purcell, $1.25, ip III "When I Am Laid
in Earth" Marion Anderson
M-753 Julius Caesar Shakespeare, album $3.85, 1 record from
album, Act III, Scene 2, Antbny's oration, Cornelia Otis Skinner
In Latin
Harvard Phonograph Records, Harvard College Library, Cambridge 38,Mass,
CL 3-4 The beginning of Virgil's The Aeneid, "Caesar Meets Ario-
vistus"
Gallic WIar 12 ", express collect, $2.65
Album I; 7 double-face 12 records (4,5,6 temporarily unavail-
able as of Jan. 15, 1947), set, express collect $1l.70; single
records: shellac $2.10; flexite (marked *) $2.65; each set
accompanied by text and translations; text, translation only
$1.00; with one or more records $.50
Plautus, from The Two Menaechmi; Terence, from The Lad
of Andros
Lucretius, from The Poem on Nature
Catullus, from Poems to Lesbia and poems on his life in
Rome and in letters
Cicero, from Tusculan Disputations, Oration in Defense of
Plancius, and The Dream of Scipio
Virgil, from The Aeneid, E 0logues, and Georgics
51 -
Horace, from the Odes
Livy, "Comedy of te Sabine Women" and "Tragedy of Lucretia"
from From the Founding of he City
Ovid, "Comedy of the Sabine Women" and "Tragedy of Procis
from Art of Love and "Arethusa's Flight"
from Metamorphoses
Pliny, from the Letters; Martial, from Epigrams; Juvenal,
from Satires
Tacitus, "Three Judgments" from the Annals and the Histories
Album II, 10 double-face 12" records, express collect $25.95.
There is no duplication of selections in the two albums. Single
records and text--see Album I for prices
Plautus, from The Haunted House- Terence, from The Eunuch
Lucretius, from ThePoem on Nature ...
Catullus, from Poems to bibabi aan others
a Cicero, from On the MeiaT Law and The Verrine Orations
Virgil, from Eclogues, Georgics, and Aeneid
Horace, from Odes
Livy, from Fr-om-he Founding of the City; Ovid, from Meta-
morphoses
Martial, from Epigrams; Juvenal, from Satires
Pliny, from Letters Tacitus, from Agricola
Apuleius, frm The olden Ass; St. Augustine, from Confes-
sions
Decca Records
550 Adeste Fideles Bing Crosby
RCA Records
8032 Ave Maria; Back-Gounod, John McCormack, $1.25
Latin themes sung in French
Comlbia Records
Mop,-1l Orpheus and Eurydice; Gluck, 16 sides, complete opera
71365 from the above; "Che Faro Senza" and "Che Puro Ciel",
Rise Stevens, $1.25
Record Catalogues
RCA Victor) Manufacturing Company, Camden, New Jersey, Victor Recordr
Catalogue
World Book Company, Yonkers-on-Hudson, New York Recordings for School
Use: A Catalogue by Miles, Ror;
ELoderEilk, R. R.; and Tyler, I. Keith;
Recordings are listed according to sub-
ject fields with good descriptions give
of each record
S52 -
Recordings made
Department ofthe Classics, Florida State University, Tallahassee,
Florida. A program is now in effect whereby teachers may request
recordings of any desired sections (reading passages, declinsion, etc)
from the state adopted texts. There is no charge for this service
except the cost of the record and postage.
Still Picture Projection
-fit~~ -
Slides
A. Bruderhausen, t7 West 47th St., New York, N. Y., price $.50 a
slide or in sets as indicated. Complete list of titles mailed
for $.10
226 Set number It 74 slides to illustrate Virgi]'s Aeneid,
$37.00
227 Set number II: 83 slides on ancient mythology (of these
slides 34 are also contained in set
number I); $41.50
228 Set number III: 50 slides on Romn .House .-Z00
229 Set number IV: 80 slides onJflamn tistoWr and-'~1t i(tf-
tiese.'lides 9 are also contained in
set No. I $40.00
Eastman Educational Slides, Johnson County Bank Building, Iowa
City, Iowa, size 34X4 inches, price $.60 a slide, black and white;
$.80 sepia; $1.00 color, or in sets as indicated (first price
given is for black and white, second for sepia) Sets are ac-
companied by complete descriptive notes. Write for complete list
of titles or sets marked with will be sent on loan for payment
of shipping charges from Bdpartment of the Classics, Florida
State University, Tallahassee, Florida:
Set #101 The Roman House, 50 slides showing exterior, in-
terior of houses and equipment $30.00 $40.00
Set #102 Wearing Apparel and Ornaments; 50 slides showing
tunic, toga, palla, stola, does, beard, coiffure,
etc. from statues and paintings $30.00 $40.00
Set #103 Games and Amusements, 50 slides showing various
playthings, circus, theater, amphitheater, and
equipment .30,00 $40.00
Set #104 Communication and Travel, 50 slides showing writing
materials, streets, Roman roads, vehicles
$30.00 40o.oo
Set #105 Trades and Crafts, 50 slides showing implements
from the original and scenes of farming, cl6th
making, baking, carpentering, etc. $30.00-$40.00
Set #106 Julius Caesar, 51 slides dealing with Caesar's life
n general and including pictures of consuls,
schools, maps of Rome and Dominions $30.00-$40.00
SSet #107 Julius Caesar, 50 slides dealing with the military
phase of Caesar's life and including army and
equipment $30.00 $40.00
Set #108 Roman mythology, 61 slides $36.60 $68.80
Set #110 The Waandrings of Aeneas, 50 slides $30.00 $0.00
Set 111U Roman Life in Britai, $0 slides showing Roman
remains, pottery, etc., from British Museum,
Hellenic Society $30.00 $10.00
5;3 -
Set #112 Pompeii at Present, 50 slides showing the most in-
teresting places now shown at Pompeii $30.00-$40.00
Set #113 Art Remains of Pompeii, 50 slides $30.00 $40.00
Set #114 Eperors of Homes, l slides showing busts of emperors
from Julius Caesar to Gordianus Africanus
$9.00 $12.00
Set #115 The Appian Way, 15 slides, two pictures on each, show-
ing ancient life on the Appian Way
$9.00 $12.00
Set #116 Baths of Caracalla, 8 slides, two pictures on each
$s.O $6.40
Set #117 Historical Views, 12 slides, two pictures on each
showing points of historical interest
in Rome a picture of the present con-
dition with a picture of a reconstruc-
tion $7.20 $9.60
Set #118 Views of Present Rome, 25 slides $15.00 $20.00
Set #119 Roman Forum, 50 plates showing various temples and
buildings $30.00 $40.00
Set #120 Virgil and His Times, 51 slides including some illus-
trations for The Aeneid $30.00 $40.00
Filmstrip
Informative Classroom Picture Publishers, 40 lonia Avenue, N. W.,
Grand Rapids 2, Michigan
Ancient Rome 35 mm., 32 frames and student text $2.50
Christmas 35 mm., 31 frames and student text $2.50
EarJl Civilization 35 mm., 39 frames and student text $2.50
Man on Record 35 mm., 26 frames and student text $2.50
Transportation 35 mm., 43 frames and student text $2.95
see content descriptions under Pictures
- 54 -
IV. THE WELL-PLANNED CLASSROOM
The physical equipment of the classroom is of vital importance to any
teacher and pupil in attaining the objectives of the course. The follow-
ing suggestions are offered by the Latin teachers:
1. Space for seating at least 35 students' in movable desks, with
additional space for one or more large tables with chairs
2. Special desks for left-handed students
3. Adequate heating and ventilating systems
4. Adequate lighting with windows equipped with Venetian blinds
5. Floor of proper material for deadening sound and as dust free as
possible (Some composition floors wear off and cause a great deal
of dust in the room.)
6. Wall of attractive and cheerful color
7. Blackboard space on at least the front wall and a portion of one
side (Boards of green slate or glass recommended)
8. Bulletin board at least 4 by 6 feet located near the door
9. Teacher desk with adequate drawer space which may be locked
10. Storage closet with shelves
11. Book shelves and open shelves for display of materials
12. Electric wall sockets at convenient points in the room
13. An electric clock, synchronized with the main clock
1l. Some visual aid equipment in each classroom
15. A telephone or buzzert connection with the office
- 55 -
V. BIBLIOGRAPHY
Outside reading is an important means of correlating Latin with other
subjects. In compiling this bibliography care has been taken to select books
with opposing viewpoints. This will stimulate the student to do critical
thinking and further investigation.
Each teacher should endeavor to have in the school library a large num-
ber of books pertaining to classical subjects. The following list will prove
helpful im selecting books for library orders. Some of these books are out
of print but are often obtainable in large second-hand book stores. Books
marked with will prove especially helpful.
Books Helpful to a Teacher.
Alien, J. H. and Greenough, J. B. New Latin Grammar. Boston: Ginn, 1903
Bennett, Charles E. New Latin Grammar. Atlanta: Allyn and Bacon, 1918
Boak, A. E. R. A History of Rome to 565 A. D. (second edition) New York:
-- f-- --
Macmillan, 1929
Burris, Eli E., and Casson, Lionel. Latin and Greek in Current Use. New York:
Prentice-Hall, 1939
Holmes, T. Rice. Caesar's Conquest of Gaul. New York: Oxford University
Press, 192" --
Lewis, C. T., and Short, Charles. Harper's Latin Dictionary. New York:
American Book Company, 1907
White, Durance. The Teaching of Latin. Atlanta: Scott, Foresman and Co., 191
Books on Mythology
Baker, Emilie Kip. Stories of Old Greece and Rome. New York: Macmillan, 1935
Bulfinch, Thomas. Mythology. New York: Modern Library, Random House, n. d.
* Church, A. J. The Aeneid for Boys and Girls. New York: Macmillan, 1923
* ---Church, A. J. The Illad for Boys and Girls. New York: Macmillan,
---- ---'-- --- ----
* Church, A. J. The Odyssey for Boys and Girls. New York: Macmillan, 1923
Church, A. J. Stories From the Greek Tragedians. New York: Dodd, Mead and
-o -
C-o., 190U~ ---
Colum, Padraic. The Adventures of Odysseus and the Tale of Troy. New York:
Macmillan, 1935
56 -
Colum, Padraic. The Golden Fleece. New York: Macmillan, 1921
Gayley, C. M. Classic Myths in Literature and Art (second edition). Boston:
Ginn, 1911
* Griffith, A. M. M. Stars and Their Stories. Chicago: Henry Holt and Co., 1929
Guerber, H. A. Myths of Greece and Rome. New York: American Book Co., 1932
Hall, Jennie. Four Old Greeks. Chicago: Rand McNally, 1933
* Hamilton, Edith. Mythology. Boston: Little, Brown and Co., 1942
Harding, C. H. and S. B. Stories of Greek Gods, Heroes, and Men, Atlanta:
Scott, Foresman and Co., 193
* Herzberg, Max J. Classical Myths, Atlanta: Allyn and Bacon, 193$
Lang, Andrew. Tales of Troy and Greece. New York: Longmans, 1936
* Sabin, Frances E. Classical Myths That Live Today, revised edition New York:
Silver Burdett and Co., 1935
Tatlock, Jessie. Greek and Roman Mythology. New York: Century Co., 1932
Books on Private Life and Archeology
Baikie, James. Ancient Crete. New York: Macmillan, 1924
Bailie, James. Ancient Greece. New York: Macmillan, 1920
Baikie, James. Ancient Rome. New York: Macmillan, 1917
Davis, Vtm. S. A Day in Old Athens. Atlanta: Allyn and Bacon, 1925
* Davis, Wm. S. A Day in Old Rome. Atlanta: Allyn and Bacon, 1927
Guerber, H. A. Story of the Romans. New York: American Book Company, 1924
* Hall, Jennie. Buried Cities. New York: Macmillan, 1922
Harding, C' H. and S. B. The City of Seven Hills. Atlanta: Scott, Foresman
and Co., 1907F
* Johnston, H. W. Private Life of the Romans. Atlanta: Scott, Foresman and
Co., 1932
Lamprey, Louise. Children of Ancient Rome. Boston: Little, Brown and Co.,
1927
Letts, C. F. The Eruption of Vesuvius. New York: Macmillan, 1939
Macgregor, Mary. Story of Rome. New York: Fredrick A. Stokes Co., 1926
57 -
McDaniel, Walton Brooks. Roman Private Life and Its Survivals. New York:
Longmans, 1927
Miller 0-Walter. Greece and the Greeks. New York: Macmillan, 1933
Mills, Dorothy. The Book of the Ancient Romans. New York: Putnam, 1921
Preston, Harriet; and Dodge,'Louise. Private Life of the Romans. Chicago:
Sanborn, 1893
Showerman, Grant. Eternal Rome. New Haven: Yale University Press, 1925
* Showerman, Grant. Rome and the Romans. New York: Macmillan, 1931
Tappan, Eva M. Story of the Greek People. Boston: Houghton-Mifflin Co., 1930
* Tappan, Eva M. Story of the Roman People. Boston: Houghton-Mifflin, 1931
Books About Caesar
Anderson, P. L,.For Freedom and for Gaul. New York: Appleton-Century, 1931
Anderson, P. L. With the Eagles. New York: Appleton-Century, 1929
* Brady, S. G. Caesar's Gallic Campaigns. Harrisburg, Pa.: Military Service
Publishing Co., 1947
* Buchan, John. Julius Caesar. New York: Thomas Nelson and Sons, Ltd., 1938
Clarke, Michael. The Story of Caesar. New York: American Book Co., 1898
Collingwood, R. G. Roman Britain. New York: Oxford University Press, 1932
* Davis, Wm. S. A Friend of Caesar. New York: Macmillan, 1921
Fowler, W. W. Julius Caesar. New York: Putnam, 1923
Froude, J. A. Julius Caesar. New York: Harper, 1902
Lamprey, Louise. Long Ago in Gaul, Boston: Little, Brown and Co., 1921
Lawrence, Isabell. Gift of the Golden Cup.Bobbs, Merrill and Co.
* Mitchison, Naomi. The Conquered. New York: Harcourt, Brace and Co., 1923
* Pearl, Joseph. Companion to Caesar. New York: College Entrance Book Co., 1932
* Quennel, M. and C. H. B. Everyday Life in Roman Britain. New York: Putnam,
1937
Treble, H. A., and King, K. M. Everyday Life in Rome in the Time of Caesar
and Cicero. NOew York: Oxford UniversityP-res, 1930
58 -
Wells, K. F. On Land'and Sea With Caesar. Boston: Lothrop, Lee and Shephard
Coo
m Wells, R. F. With Caesar's Legions. Boston: Lothrop, Lee and Shephard Co.,
--1923
* Whitehead, A. C. The Standard Bearer, New York: American Book Co., 1915
Wilder, Thornton. The Ides of March. New York: Harper, 1948
Books About Cicero
* Anderson, P. L. Slave of Cataline. New York: Appleton-Century, 1932
Boissier, Gaston. Cicero and His Friends. New York: Putnam, 1925
* Church, Alfred J. Roman Life in the Days of Cicero. New York: Macmillan, 1916
Fowler, W. Warde. Social Life at Rome in the Age of Cicero. New York: Mac-
milian, 1915 --
* Haskill, H. J. This Was Cicero. New York: Knopf, 1942
* Pearl, Joseph. Companion to Cicero. New York: College Entrance Book Co., 1932
Rolfe, John C. Cicero and His Influence. Boston: Marshall Jones Co., 1923
Wilkin, Robert. Eternal Lawyer. New York: Macmillan, 1947
Books About Virgil
Atherton, Gertrude. Dido, Queen of Hearts. New York: Liveright Publishing
Co., 1929
* Mackail, J. W. Virgil and His Meaning to the World Today. Boston: Marshall
Jones Co.
* Pearl, Joseph. Companion to Virgil. New York: College Entrance Book Co., 1932
* Sellar, W. Y. Roman Poets of the Augustan Age, Virgil. New York: Oxford
University Press, 191
Miscellaneous Books
Allinson, Anne C. Children of the Way. New York: Harcourt, Brace and Co., 1923
Anderson, P. L. Pugnax the Gladiator. New York: Appleton-Century, 1939
Atherton, Gertrude. Jealous Gods. New York: Liveright Publishing Co., 1928
Atherton, Gertrude. The Golden Peacock. Boston: Houghton Mifflin Co., 1936
Bacheller, Irving A. Dawn. Grand Rapids, Mich.: Zondervan, 1927
- 59 -
Barrett, Wilson. The Sign of the Cross. Philadelphiat Lippincott, 1897
Bennett, Florence M. The Garland of Defeat. Boston: Harold Vinal, 1927
Bently, Phillis. Freedom Farewell. New York; Macmillan, 1936
Best, Allena C. The Winged Girl of Knossos. New York: Appleton-Century, 1933
Blake, Gladys. The Fortunate Shipwreck. New York: Appleton-Century, 1933
Bulwer-Lutton, Edward. Last Days of Pompeii. New York: Pocket Classics, Mac-
millan, n. d.
Cheney, David M. Son of Minos. New York: McBride, 1930
Church, A. J. Helmet and Spear. New York: Macmillan, 1900
Church, A. J. Lucius, The Adventures of a Roman Boy. New York: Dodd, Mead
and Co., 192I
Cowles, J. D. Our Little Roman Cousins of Long Ago. Boston: L. C. Page and
and Co., 1922
Crewe, Helen C. Lost King. New York: Appleton-Century, 1929
Crewe, Helen C. Singing Seamen. New York: Appleton-Century, 1930
Crewe, Helen C. The Trojan Boy. New York: Appleton-Century, 1928
* Davis, V~. S. A Victor of Salamis. New York: Macmillan, 1916
Donaver, Friedrich. Swords Against Carthage. New York: Longmans, 1932
Douglas, Lloyd C. The Robe. Boston: Houghton Mifflin, 1942
SDoyle, A. Conon. The Last Galley. Toronto, Musson, 1934
Farjeon, Eleanor. Mighty Men. New York: Appleton-Century, 1925
Gaines, C. K. Gorgo. Boston: Lothrop, Lee and Shephard, 1903
Graves, Robert. I, Claudius. New York: Modern Library, Random House, n. d.
Haaren, J. H. and Poland A. B. Famous Men of Greece. New York: American
Book Company,-T90"
Haaren, John H. and Poland, A. B. Famous Men of Rome. New Yok : American
Book Company,- 93-0
Hamilton, Edith. Great Age of Greek Literature. New York: Norton, 1942
Hamilton, Edith. The Greek Way. New York: Norton,1930
Hamilton, Edith. The Roman Way. New York: Norton, 1932
60 -
Hutchinson, W. M. L. The Golden Porch. New York: Longmans, n. d.
* Jacks, L. V. Xenophon, Soldier of Fortune, New York: Scribner, 1930
Kingsley, Chas. The Heroes. New York: E. P. Dutton, 1939
Koestler, Arthur. The Gladiators. New York: Macmillan, 1939
Kraus, Rene. Theodora the Circus Empress. New York: Doubleday, Doran and co.
trans. by June Head, 1938
Lawler, Lillian. Easy Latin Plays. New York: Macmillan, 1925
Ludwig, Emil. Cleopatra, the Story of a Queen. trans. by-Bernard Miall, New
York: Viking Press, 1937
MacKaye, A. L. The Slave Prince, Boston: Page, 1926
McCartney, E. S. Warfare by Land and Sea (Our Debt to Greece and Rome Series)
New York: Longmans, n. d.
Mitchison, Naomi. Black Sparta. New York: Peter Smith, 1933
Mundy, Talbot. Purple Pirate. New York: Appleton-Century, 1935
Paxton, Susan. Handbook for Latin Clubs. Chicago: Heath, 1916
Picturesque Word Origins Springfield, Liass.: G. and C. Merriam Co., 1933
Plutarch's Lives. New York: Modern Library, Random House, n. d.
* Powers, Alfred. Hannibal's Elephants. New York: Longmans, 1944
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