The University of Texas Publication 
No. 4804 February 15, 1948 
THE LATIN LEAFLET 
Issued by the Department of Classical Languages in conjunction with 
the Texas Classical Association in the interest of Latin 
teaching ip the high schools of Texas 

0. W. Reinmuth, Editor 
W. J. Battle, H. J. Le·on, Mrs. Minnie Lee Shepard, 
Walter H. Juniper (ex officio), Associate Editors 

Latin Week Number 
By 
Mrs. Mi~nie Lee Shepard, 
Educationai Policies Committee, 
Classical Association of the Middle West and South 

Price Ten Cents 
Additional copies may be obtained from University 
Publications, The University of Texas 
Austin, Texas 


PUBLISHED BY THE UNIVERSITY TWICE A MONTH. ENTERED AS SECOND· 
CLASS MATTER ON MARCH 12, 1913, AT THE POST OFFICE AT 
AUSTIN, TEXAS, UNDER THE ACT OF AUGUST 24, 1912 

The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free govern-m~nt. 
Sam Houston 
Cultivated mind is the guardian genius of Democracy, and while guided and controlled by virtue, the noblest attribute of man. It is the. only dictator that freernen acknowledge, and the only security which freemen desire. 
Mirabeau B. Lamar 
TEXAS LATIN WEEK 
• April 12-17, 1948 
MESSAGE FROM THE PRESIDENT OF THE TEXAS CLASSICAL 
ASSOCIATION 

To E very Teacher and Friend of the Classics: , · As the end of my term of office as President of the Association draws near, I want to take this opportunity to thank all of you not only for the honor you have conferred upon me in electing me but also for your interest and cooperation during these two years. It has been a real privilege to serve as leader of not the largest organiza­tion in the Lone Star State but certainly the most select of them all. I think that your "selectness" cannot be overemphasized, and it applies to all of your students in the same way. Every student of Latin or Greek in our high schools and colleges is the one out of the large number of his fellows who decided upon following the road to a distinctive education. Such students are made of sterner, better stuff, and I do not hesitate the least bit to say so. We are living in a fast-paced age in which material and scientific ad­vances have outstripped spiritual and cultural advances. This age needs, to a degree that no other age before has needed them, the elevating effects of classical studies. You teachers and friends of the Classics are mis­sionaries who must brin2' that word to our modern but unenlightened world. And so I salute you as ladies and gentlemen of true distinction. I am proud to be counted as one of you. ·Most sincerely yours, 
WALTER H. JUNIPER, President, Texas Classical Association. 
MESSAGE FROM THE PRESIDENT OF THE TEXAS STATE JUNIOR CLASSICAL LEAGUE 
To All Latin Students in Texas: 
Have you ever had occasion really to stop and think seriously about . the Junior Classical League? .If you have, you have in all probability queried, "Why should I be a member of the J.C.L.? What do I get out of · i-t? Is it worthy of my time and effort?" As you read on, I hope that you 
will find answers to these questions. 
The bafilc objective of the Junior Classical League is "to further the cause of classical learning." The League works for this purpose by bringing about a unification and centralizatiqn of effort and interest. 
Our organization encourages interest in what is occasionally a difficult and disciplinary field. The knowledge that so many others are working and reaping the benefits of this classical learning tends to focus attention upon Latin. 
Fellowship is an important foundation of the Junior Classical League. When you work or play in the League you know that there are others working or playing at your side. The Pen-Pal movement is another source of friend-making. It is always a joy to meet someone at the convention whom you already know by way of correspondence. 
The Junior Classical League opens up the heritage of the past and guides one in the knowledge of how ancient happenings influence us today, and affords knowledge of what other student groups are doing in connec­tion with Latin. 
Incentive must not be overlooked when enumerating the merits of J.C.L. membership. Reports of what members of other chapters have accom­plished furnish the incentive and desire to do just as much or more. Com­petitio_n is important in augmenting interest and incentive. 
THE LATIN LEAFLET 
Since each chapter is an organization within itself there is a fertile field for leadership training. Even those who cannot be officers may head committees of some sort during the course of their membership. Almost everyone with leadership possibilities may find some way to expr~s his talents. • 
So you see the Junior Classical League is worthy of your time and effort. It has many benefits to offer, namely: comradeship, knowledge, interest, incentive, and leadership training. If you are a member, be proud of it; if you are not, then you may be missing something. Think it over. Would there be so many thousands among our ranks if they were not enjoying and profiting from membership? 
CHARLES MORRIS, 
Greenville Senior High School, 
Greenville, Texas. 

TEXAS LATIN WEEK 
April 12-17, 1948 
Theme: "The Latin You Spe,ak Today" 
Texas has adopted for its Latin Week celebration, April 12-17, the theme of the Classical Association of the Middle West and South, "The Latin you Speak Today," although we could not join in the same date because of other meetings. Each Latin teacher has received a pamphlet from the CAMWS Educational Policies Committee, of which Miss Lenore Geweke is Chairman and Miss Essie Hill, Director of Latin Week. The apt and suggestive material of this pamphlet can be used in many ways to carry out the theme. It was prepared by Dr. Clyde Murley. 
The excellent illustration given below is taken from Nunc et Tune, April, 1947, a publication of Waco High School. 
WHEN WE WALK DOWN THE CORRIDORS 
When we walk down the corridors of our school, we hear students talking "Latin" about all kinds of things, for example: committees, sororities, dean of boys, or dean of girls, fraternities, faculty advisers, or even the janitor. Let's listen in on a conversation between two girls who are sopho­mores. 
Place: On the way to library and stndy hall. 
Time: Three days before examinations. 
Characters: Two girls, Shirley and Joan. Shirley is in the honor society 
and is class president, while Joan is in the chorus and is a clas.s officer. Listen! 
Shirley: Say, Joan, remind me to pay for my Annual on the way back from assembly, and also to see if I might have a special cla.ss instead of having a regular class first period next term. 
Joan: 0. K. But what subject do you want to take? 
Shirley: I have been thinking about science laboratory. 
Joan: That should be interesting. By the way, while you are in the office, wait for me to get an examination schedule and to ask the principal or the grade adviser about my credits so I will know if I am ever going to get a diploma. 
Shirley: Roger. Do you know who is going to sponso1· the student council next term? Joan: No, I don't, unless it would be the assistant principal or else some members of the faculty or even the superintendent. 
Shirley: You know Joan, whoever· did get the position would have to be a good supervisor. Oh, anyway, to run for an office in the student service bureau would require good grades and report cards will be out in a week. 
Joan: Yes, why, some of the seniors are sending letters to colleges to find out college entrance require111ents. Shirley, I hate to admit this, but I have to stay in the detention hall this afternoon. Caught me talking. 
Shirley: Heck, I thought we would go shopping at the department store! Oops! I've got to hurry; see you in assembly. -Edith Ponder, lOB. 
A PRACTICAL USE FOR LATIN 
No better practical plea for .knowing the Latin· we speak today can be found than is c<mtained in this letter from a former student. 
Dear Mrs. Shepard: I have been a professional proofreader for about fifteen years now, and each year I ~reimpressed with two things: first, that high schools are not turning out good spellers, due to the fact that syllabication and origin of words are not stressed; and second, that a knowledge of Latin is essen­tial for good speaking and writing. · Printers work with words just as lawyers, writers, teachers, and other professional people do (only we call our work a "trade"). We not only have to have a much· larger working vocabulary than the average person does-because, sooner or later, material from every field will cross the proof desk-but we are always being confronted with new words, some­times so new that they are not yet in the dictionary. Often, the auth.or has dived into his Latin or Greek for a name which will suggest meaning, use, or family. Since English is a mixture as well as a compound (your pupils may-want to try that one on their chemistry professors), it seems obvious that boys and girls who expect some day to rise ·to eminence in any field should learri the roots of their language, which in this case are basically Anglo-Saxon and Latin. In my everyday work, the Latin I studied under you often helps me to detect wrong spellings, wrong divisions, and wrong uses. Sometimes I am able to save customers from embarrassing or expensive mistakes. We print a good many high-school and college annuals, and their editors are fond of working in any foreign phrase which may have happened to stick in their mind1i; almost invariably for their class motto they select a Latin phrase, sometimes, it seems, from hearsay. I hope it will give your pupils a little more zest for their study if I affirm that I believe a knowledge of Latin to be essential today for any person who wants to be a good speller, writer, or speaker; that it has its roots inextricably wound into our modern life; and that it is still the lan­guage respected by scholars of every state and country. 
Sincerely yours, 
FLORENCE WILLIAMS FEUSTON. 

LATIN WEEK IN TEXAS, APRIL 21-25, 1947 
Austin High School: Austin High School had a Latin Week Extra page in the Austin Maroon, the school paper, with these captions on the side: 753 B.C. Romans Founded Rome; 1836 A.D. Texans· Foun<led Texas. There were discussions of the Latin Humanities in Everyday Life, Ancient Advice to the 1.ovelorn, Modern Election Campaigns Correspond to Ancient Roman Political Methods, Capitol or Capital?, and a list of legal phrases from Latin words. The Consul of the Latin Club, Carol Jean Moore, and the Scriba, Charles McDuff, joined in the report of the activities. "Over the public address system we had certain interesting facts concerning Roman civilization. As the first day of Latin Week was a holiday, we announced the Friday before that it was because Rome had a holiday then. We had an assembly program in the form of a beauty contest. The most beautiful girls of the Latin Department paraded on a stage set like a Roman garden, dressed as certain goddesses. Also on the program, awards to the "A" Latin students were presented. "A poster contest concerning Latin in Everyday Life was sponsored with prizes for the three winning posters. These and some from preceding years were posted in various rooms, thus publicizing Latin to a greater extent. "Our banquet was held in the Driskill Hotel. Our program consisted of musical selections, a take-off on certain students in the Latin classes, and a talk on 'The Ancient in Us' by Mr. George Labban from The University of Texas, followed by songs in Latin. The menus were on scrolls tied with 
THE LATIN LEAFLET 
purple ribbons. The place cards were on white cards in the shapes of Roman columns with S.L. (Societas Lat'ina) in purple ink on them. "An exhibition of Roman coins, etc., and old editions of Caesar were displayed in the Library. "Latin students also attended an illustrated lecture on 'Roman Sports,' given by Dr. H. J. Leon, at The University of Texas." During the leave of absence of Miss Helen Hill, Latin ~acher, Mrs. 
H. J. Leon, taught her classes and helped with ideas for Latin Week. 
Cleburne High School: The following report was sent by Miss Allene Gray, Latin teacher. A special edition of the Latin newspaper, Hie et lbi, was published with an editorial by Miss Gertrude Whitehouse of the English staff on "Value of the Study of Latin." The paper contained a list of the week's activities, names of the students making the National Latin Honor Society, etc. On Saturday, April 19, a sunrise breakfast was held. On Sunday, the group attended the West Side Church of Christ, where they sat in a re­served section. Jerry Walker, one of the consuls, spoke over radio station KCLE Monday at 7: 10 A.M., and his remarks were followed by "On with Latin," sung by a girls' sextet. A program celebrating jointly the traditional birthday of Rome and San Jacinto Day was given in the Junior High School auditorium, Monday eve­ning. The playlet, "Final Appearance," from the Llafiet, was put on. A talk on "Traces of Roman Civilization in Texas" was followed by the song, "Beautiful Texas." The name "San Jacinto" was explained by the legend connected with it, and "Place Names in Texas-Latin" was followed by "Place Names in Texas-Spanish." Large illuminated maps of Texas showed the location of these places, and the six flags of Tex.s and the United States flag were carried in procession, as appropriate music was played. Throughout the week Latin badges were worn. Common Latin abbre­viations and phrases and word study based on the special Latin Week leaflet supplemented the regular classroom work. Latin quotations from the Leaflet appropriate to the various subjects were placed in the class­rooms. Altogether, Latin Week was an inspiration to every student of Latin, and it is hoped, to others. 
Conroe High School: "The theater manager had given us all his advertising material-beauti­ful photographs, large pictures, etc., from 'The Sign of the Cross,' reports Miss Ilanon Moon, Latin teacher, "and we made attractive posters of them and kept them in the main entrance hall all week. Using the words suggested in the Leaflet sent us with terms commonly used in different courses, we made interesting posters for different classes. The posters were headed: "You Speak Latin In Chemistry," "You Speak Latin in Mathematics," etc. 'Ve put them in every classroom in the build­ing, also in the Home Economics Cottage, and the gymnasium. Sunday the whole legion went in a body to the Episcopal Church, and at one o'clock had a picnic and swimming party on the river. Monday evening a mother of one of the Latin students gave us a lawn party at her home about ten miles out. One of the fathers attached a long red trailer to his pick-up truck and took us on a hayride to her house. On Tuesday night there was a Treasure Hunt. Wednesday afternoon at two-thirty, we gave our play, "Final Appear­ance," to the high-~chool assembly, the Evaluative Criteria Committee,• and the public. At four o'clock we served tea in the Home Economics Cot­tage, and had the Evaluative Committee as special guests. Our napkins were pastel green and pink with SPQR printed on them in green. The -Orchestra and soloists played during the whole two hours. At intervals guests were conducted to our classroom, where we had on display our various exhibits, drawings, cutouts, annual Latin Week books, etc. For Friday's banquet we went to Conroe's newest and most popular place, Sherrod's, and danced after dinner." 
THE LATIN LEAFLET 
Miss Moon concludes: "My kids have conceived the idea of a Latin Two Weeks in every year, and are planning to advance the idea to you. God forbid! I think I can keep them, however, from communicating with you on that subject." 
Greenville High School: Mrs. Norine P. Morris, Latin teacher, gives this summary of the Latin Week activities: Sunrise breakfast on Sunday, attended in a body the services of the Washington Street Baptist Church, placed flowers in all rooms during the week with "Compliments of the J.C.L.," placed mottoes from the Leaflet in all rooms, a student talked over local radio station, bulletin board in the Library made with spatter paints, presenting album of "Julius Caesar" records to the school, concluding week with a beauty contest and assembly program. 
Henderson High School: _Enthusiasm for, an~ during, Latin Week ran high in Henderson, reports Miss Belle Gould, Latm teacher. The week began with a banquet on April 18, at the Randolph Hotel, to which J.C.L. members from neighboring towns were invited. Eight came from Nacogdoches, fourteen from Gladewater, thirty-two from Kilgore, eighteen from Longview, and fifty-five from the local chapter at Henderson. There were bright scalloped bullas as place cards, inscribed "Junior Classical League, 1947." An Oracle gave the guests typed slips with stunts to perform, such as: "Get the signature of the Longview secretary," "Ask the Henderson teacher to discuss her hobby," "Rap on your glass and lead a Latin song," "Introduce a Kilgore boy to a Nacogdoches girl." As the assignments were completed, judges chosen from the crowd affixed stars to the bullas. At ten o'clock all the stars were added by schools. Kilgore .had the most and was given five silver dollars as a prize. This stunt was a good ice-breaker and friend-maker. Miniature Cumeras, the Latin paper, at each plate contained the program, menu, songs, and light reading. Dancing followed, with bridge, dominoes, and yo-yos for the wall flowers. "On April 21,. we had a Roman birthday party to which we invited the faculty and the Latin Club mothers. Latin Week was explained and atten­tion called to about twenty-five attractive posters showing how Latin words occur in every activity. Teachers selected the posters pertaining to · their fields and exhibited them in their "classrooms. A game slightly suggestive of Roman amusements was played, and refreshments served to over fifty guests, while a photographer made scrapbook pictures. An exhibit of clothespin dolls in Roman costumes aroused interest." Representatives were sent to talk with possible Latin students, and the Latin newspaper was distributed. The town newspaper gave much pub­licity, with five different items. In an assembly meeting awards were given to high point winners, and the principal made a talk about the importance of Latin to the average individual, and praised highly the activities of the Latin Club. Ex-students who rallied around of their own accord worked as hard as active members. 
Paris High School: The following report was sent by Miss Martha Hankins, Latin teacher of Paris High School. On April 21, a special Latin Week edition of Hodie et Heri came out; April 22, copies were distributed to eighth grade stu­dents, encouraging them to take Latin; April 23, the movie, "The 26 Old Characters" was shown to each Latin class during the day in conjunction with senior English classes; April 24, the Latin Club presented an assembly program, consisting of two skits, "In Gallia" and "Let's Kill Latin," and of a Latin quartet; April 25, a free movie, "The Last Days of Pompeii," was presented to all students and parents interested in the study of Latin. 
Tyler High School : Miss Mary Bourne, Latin teacher, reports that the high-school newspaper gave Latin Week ample publicity, that the Latin Club gave prospective students from the junior high schools a "coke party," that the entire Latin department had a picnic, prepared by a committee of mothers. 
THE LATIN LEAFLET 
Waco High School: Waco began its activities, reports Miss Elor Osborn, on April 18 with a proclamation by the Mayor of the School Government. Feature stories appeared in the Wacoan, the school paper, mention was made of Latin Week plans over radio station KWTX, and the Waco Sunday papers also carried announcements. Exhibits, consisting of models of Roman life made by students, were · arranged in the library and the large display cases in the hall. Special posters were placed on bulletin boards at the entrances to the building, headed by banners carrying the theme of Latin Week. Posters were also displayed throughout the school, where possible chosen to suit the subject or activity located in each room. Suitable mottoes were written on black­boards in colored chalk. (A list of these was printed in the 1947 Leafiet for Latin Week.) More than 200 copies of the special edition of Nunc et Tune were sold, and quiz programs based on it were given in the Latin classes. Student speakers appeared before six service clubs and distributed badges or book­marks advertising Latin Week. The latter were printed folders with Latin phrases in daily use (with translations) on the back. At an open house honoring parents 275 attended. A social hour followed a skit, "March of the Caesars," and a musical program. On Wednesday a group of twenty-six students appeared on a fifteen-minute program over station WACO, and on Friday two students were interviewed on the same station in the program, "What's Doing Around Waco?" Ninety were present at the banquet on Friday night, including students from the junior high schools. Dr. Walter H. Juniper, State President of the Classical Association and Assistant Dean of Baylor University, spoke on "Ancient Man's Best Friend" (the dog in classical antiquity). There was a musical program, and awards were presented to the high point winners in J.C.L. Favors were a pair of Roman sandals in purple and gold attached to a folder containing the words to "America" in Latin, which was sung as a benediction. 
Waco, Moore High School: 
The Latin teacher at this high school for colored students is Mrs. M. C. 
B. Ballenger, who reports that her students have celebrated Latin Week for five years, although this is their first report to the State Chairman. It is hoped that other colored schools will follow her lead. 
The students of each class designed their class badge from some myth studied during the year. Much emphasis was placed on mottoes and Latin songs, and there was a speci.al display of posters made in class by the students, illustrating the Latin Week theme. 
At an assembly program, Mrs. Marian C. Butler, Assistant Superintendent of High Schools, spoke on the subject, "The Importance of Latin in Any Pupil's Life." The students sang songs and recited the Lord's Prayer and the American's Creed in Latin. 
Wills Point High School: Mrs. T. K. Provence is Latin teacher and sponsor of the Latin Club, whose Scriba, Fern Scott, made this report. Latin Week stretched over a period of three weeks, beginning with a banquet on April 10. The program consisted of "Crazy Couplets," a quiz, a skit, "Orpheus and Eurydice," and a talk by a former colonel in the service, Mr. Archie B. Swank, who illustrated his remarks with pictures of scenes described. During Latin w ·eek on three successive days talks were made to gram­mar school students on the advantages of studying Latin. There was a theater party, a picnic, and a tea for mothers and friends of Latin students. Later there was a program put on by all the Latin students to make money for a bond for American Academy in Rome Fund. 
Palestine High School: Miss Olive Williams, teacher, made the following report: "We wrote on the board of each department a suitable Latin motto from the list suggested by Miss Osborn of Waco. This did much to creat~ 
interest and curiosity on the part of the student body as a whole. I guar­antee this to be an effective means of getting the other students to take notice of Latin. 
"One day during Latin Week the students wore white cotton blouses with familiar Latin phrases, such as, non compos men tis, facile princeps rara avis, etc., in colored crayons or in ink. During class each student was'called upon to translate another's blouse. 
"Radio broadcasts by members of the speech class included comments on what was done by the Latin students that week. My two small classes felt quite gratified over the results of their efforts to make Latin Week out­standing. This year my first-year class is exactly double that of last year." 
Goose Creek, Robert E. Lee High School : 
Under the leadership of Mr. Sherman Childres, Latin teacher, the J.C.L. of Goose Creek observes Latin Week with many activities. Their first annual "Information Day" was held on April 23, when each Ll1-tin student wore a tag stating the topic of a classical subject about which he was well informed. Teachers and stlJ!ents questioned the Latin students about 
their subjects, thus making Latm more widely known .. On another day a light musical was presented by this chapter in an assembly. The celebra­tion was climaxed with a Roman banquet, to which Roman costumes were worn. Outstanding Latin students were honored. 
With the account of the week's activities, Mr. Childres sent a "Hand­book for 1947-1948" of the J.C.L., and many pictures made of the year's work and play. A tentative budget set for the year lists the total of $1,040, receipts and expenditures, the largest item, $450, from an annual Soiree, expenditures for which are listed as $265. "The Soiree is always Robert E. Lee's outstanding social event of the year. A net profit of $245 was made, and this picture appeared in Tee:n Magazine." 
Kilgore High School: · 
On Wednesday of Latin Week members of the J.C.L. lunched together 
and held open house in the Latin room, where handiwork of students was 
displayed. Next day a social was held for the club in the activity room, 
with dancing and amusement booths providing entertainment. Mrs. W. E. 
Houchin, Latin teacher, chaperoned the club to Henderson on Friday eve­
ning, where it joined the hostess club and those from Gladewater, Longview, 
and Nacogdoches in a banquet at the Randolph Hotel. 
Highland Park High School, Dallas: 
Miss Hilda Masters writes that her school does not make a formal cele­
bration of Latin Week, but she usually gives about that time two lectures, 
one on the development of the alphabet, and another on the stages in the 
formation of the English language. For the latter, she has mimeographed 
sheets showing the stages of Latin contacts, the language elements that 
enter, periods of Old, Middle, and Modern English, with illustrations of 
each, and an outline of periods, with a list of words of Anglo-Saxon origin 
for which the students are to find corresponding words of Latin origin, 
perhaps French or Greek also. She has other mimeographs for work on 
the alphabet. 
Forest Avenue High School, Dallas: 
.Miss Ethel Masters, who succeeded Miss Miller at Forest Avenue, sends 
plans for 1948 Latin Week as follows: "Our work this year is going to 
emphasize the debt of the English language, government, and customs to 
the Latin language, government, and customs. Our Latin Club of about 
sixty members will have their programs on those subjects, and our annual 
banquet will be on Friday, at which the Eta Sigma Phi medals, the four. 
year Latin pins, and the Senior Efficiency key will be presented." University Classical Club: Under the sponsorship of the Classical Club of The University of Texas, 
Dr. H. J. Leon gave an illustrated lecture on "Roman Outdoor Sports" to 
which the Austin High School Latin students and the public were invited. 
An exhibit on "The Practical Values of Latin" was arranged by Dr. Battle 
in the Main Building ground-floor exhibit cases. A $100 bond was given 
to the AAR fund by a club member, Miss Frances Gilmore. 
PROJECTS AND PLAUDITS 
Many Texas Latin teachers, working with and through their students, 
have from year to year devi~ed projects of inestimable worth in teaching 
classical background, and have promoted assembly and public programs 
that have been equally valuable in establishing traditions for their school 
as a whole, as well as recognition for the Latin Department in particular. 
Not all these take place during Latin Week, but they merit attention. They 
do not lack an organ of publicity: they have the Latin L eaflet, which is 
sent free to every classical teacher in Texas, to all officials of all classical 
organizations and publications and to all libraries on the exchange list in 
this country. Many a meritorious project or program has gone unhonored 
because it lacked a hand at the place of its origin to limn its praise. 
Meriting exceptional plaudits is the "White Gift Service," spomored annually by the Latin students of Wills Point High School, at which on December 19 the twelfth century liturgical play, "The Adoration of the Magi," was given for the eighteenth time It has come to be a community project in which every citizen wants to ha~a part. The Knights of Pythias lend colorful robes; the merchants send stage decorations and join the children in bringing food for the needy and money for the Red Cross. At the close of the service the gifts are accepted by the Mayor and the Junior Red Cross Chairman, and Girl Scouts deliver them to the needy of the community. "Sometimes," writes Mrs. Provence, "I feel very humble when I find that through the years the children have built up a reverent feeling about it all." 
The dialogue of the play is in medieval church Latin, preserved with the music in a thirteenth century manuscript. The story-follows the Vul­gate but contains a few Virgilian lines. It was first performed about 800 years ago in a Benedictine monastery in northern France. The cast consists of Brothers of the Order, choir master, choir boys, and students in the monastery. The spectators are the inhabitants of the town-knights, ladies, artisans, peasants, students, and pilgrims from other countries. Since the entire play is in Latin, the story is told in English before the performance begins. An outline of the program follows. 
White Gift Service 
Wills Point High School 

I 
Band Concert 
Christmas Music by the Junior and Senior Bands 

II 
The Adoration of the Magi A History of the Miracle Play Processional, "Adeste Fideles" ------------------------------------------·------------Latin Students Invocation "Ave Maria," with tableau -----------------------------··--------------------------------Lati'n Students 
::~a~;!aN~~~"__:::::::=::::::::::::::::=:::::::::::=::::::::::::::::::::::::::::::::::::L~ti~ -ci~~uch~e;~: 
Act I 
The Arrival of the Shepherds 
"Gloria in Excelsis" and "Adoremus Te" ______________High School Choral Classes 
Act II 
The Wise Men at Herod's Court 
"We Three Kings of Orient Are"-----------------------------------------------------Three Kings 
"O Parve Vice Bethlehem" -----------------------------------------------------------Latin Chorus 
"Hark 0 Shepherds" ---------------------------------------------------------------High School Chorus 

Act III 
The Wise Men Adore the Saviour 
"There's a Song in the Air" ----------------------------------------------------------------------Quartette 

~~~~r:1i:h1i;~--~~~~::::_-~:~:~:_-:_-~:~~~--::~~----:--~~~--:~_-::::_-:~.-~:::~~:_-~:-·:::~:~:~~::::_~_i :~--~-~~~ls~~~:~~ "Adeste Fideles" -----------------------------------------------------------------------·______ 
Angel Chorus
Presentation of Gifts ___________________________________ 
__ 
__
_______________
________Latin Club Consul Acceptance of Gifts -----------------------------------------------------------------------------------------Mayor Benediction 
The following project merits our plaudits, also: 
Brownwood High School Project (Exhibited at the San Antonio Meeting of the State Classical Association) The second year Latin class of Brownwood High School selected as its project the assembling of as many songs and literary works with Latin titles as possible. The project is mounted on a board approximately eight by twenty-four inches, shaped in the form of a scroll, and is divided into three divisions: "Pure Latin Titles of Songs," "Pure Latin Titles of Literature (Modern Authors)," and "Pure Latin Titles of Literature (Ancient Authors)." The first section, containing the titles and authors of 64 songs, has for its cover a picture of Apollo, the god of music, and his nine muses. The second group, with titles of 44 modern authors, has a painting of Minerva, goddess of the fine arts, and of Father Time, representing the culture handed down through time. The last group, with 56 titles, uses for the cover a reproduction of the painting "A Reading by Homer." 
Nune et Tune 
Waco High School 
Our greatest plaudits for the activity of most continued benefit to the students themselves go to the Waco High School Latin Department, which, under the sponsorship of Miss Elor Osborn, has published a small maga­zine four times a year for the past several years, called Nune et Tune. Written by the students and published under their name and class, the articles are varied and stimulating, each designed to inform on some topic connected with Roman history, literature, or mythology. In lighter vein, there are usually jokes written in Latin. The last issue of the year is the Latin Week number, on which the students exert themselves to carry out as effectively as possible the week's theme. From the 1947 Latin Week num­ber is taken the article reproduced at the beginning of this bulletin, which is illustrative, also, of the 1948 theme. 
NEWS OF TEXAS CLASSICAL FOLK 
During the Christmas vacation, four members of the staff of The Uni­
versity of Texas attended the combined meetings of the Archaeological 
Institute of America and the American Philological Association, held in 
New Haven, Conn. Dr. H. J. Leon spoke before the former on "Symbolic 
Representations in the J ewish Catacombs of Rome." 
Mrs. Leon read a paper before the American Philological Association on 
"The Roman Matron's Instita." 
Dr. 0. W. Reinmuth gave a paper before the American Philological Asso­
ciation on "The Ephebate and Citizenship in Attica." 
Dr. 0. S. Powers read a paper before the same Association on "Hera­
clitus of Ephesus, Fragment 28 D: A New Interpretation." 
On January 15, 1948, Dr. W. J. Battle was guest S!Jeaker before the Dallas 
Philological Association, giving a slide lecture on "The Parthenon." 
Dr. H. M. Hoenigswald will have an article on "Declension and Nasaliza­
tion in Hindustani" in the Journal of the American Orienta.I Society, in 
·June, 1948. 
Dr. Harris L. Russell has written for the Classical Journal an account of "Old Brass Guts," telling of the life of Didymus Chalcenteros, the professor at Alexandria at the beginning of the Christian era who published 3500­4000 books, all of which have been lost. 
Dr. Roy F. Butler of Baylor University is a newcomer to the ranks of Texas classicists. He received his B.A. degree from the University of Chattanooga, M.A. from the University of Tennessee, and Ph.D. from Ohio State University. After serving three and one-half years in the armed services, he taught in the University of Tennessee and in the Ohio State University. His paper given before the Texas State Classical Association, "Vocabulary-Building Through Etymology," is printed in this bulletin. 
Miss Hattie Lucile Paxton is now an instructor in Latin at Sam Houston State Teachers College. · 
Miss Lourania Miller was a visitor at Wills Point for the anriual produc­tion of "The Adoration of the Magi," by the Latin Club, on December 19, 1947. 
Professor and Mrs. H. E. Gibson of Seguin were guests of The University of Texas Classical Club Christmas Carol program at the University Club, December 12. Professor Gibson directed the singing. 
Miss Ilanon Moon was flown to the San Antonio meeting in the private plane of the Conroe School Board. Her paper, "Michael McGee Takes His 
B.A. Degree" will appear soon in the Classical Outlook. 
Mr. Fred Beaty, formerly a student of Latin in The University of Texas, now a graduate student at Harvard, was recently appointed a Rhodes Scholar from Texas. 
Professor J. N. Brown, State Teachers College, Denton, Vice-President of the Classical Association of the Middle West and South, Southern Branch, presided at the afternoon meeting of November 27, at Birmingham. 
Miss Dorothy Thompson of Waco High School, after six years of editing the Torch, published by the Texas State Junior Classical League, has re­signed. Miss Thompson deserves the highest acclaim for the excellence of her work. 
Mr. Sherman Childres of Robert E. Lee High School, Goose Creek, suc­ceeds Miss Thompson as editor. He and his J.C.L. chapter have the repu­tation of doing things well and handsomely, and without doubt the Torch will continue to advance under his leadership. 
Among classicists should be mentioned young Edward Ladd II, of Paschal High School, Fort Worth, who sent in dues and asked to join the Texas Classical Association. He expects to major in classics in college. 
Under the direction of Miss Kathryn Bowen, the Classics Department of Trinity University has added new courses in Greek and Roman Civilization and in Classical Mythology to the curriculum. The enrollment in Greek and Latin has doubled, Miss Bowen reports. 
NEW COURSE ADDED AT WACO HIGH SCHOOL 
Miss Elor Osborn writes that she is excited over a new course in Classical Mythology offered for the first time this spring. "A very promising class has been formed, and I look forward to adventure with them. I hope to draw on the individual talents of the class personnel. I know that I have dramatics, music, art, and creative writing represented. I hope that they will be interested in tracing the use of mythology in their fields, and also in producing original work using it. I shall ask each person to choose a deity or hero and become an authority on him; the whole class will collect references from every available source, and these will be distributed as they come in to the individual collector to be presented in the most attractive way which his originality can devise. I hope to get much material from the class which will be usable for Latin Week exhibition, incidentally." The catalogue description of the course follows. · 
Classical Mythology. The course deals with the famous stories of Greek and Roman gods and heroes as they appear in our literature, advertising, cartoons, radio scripts, movies, and news commentaries. In addition to the reading of the stories and their literary references, there are projects such as posters, scrapbooks, dramatizations, crossword puzzles, and similar games.• 
A knowledge of mythology affords vast help in understanding literature, 
·especially poetry and countless allusions met in everyday life. Half-year course. Elective. Local credit. Prerequisite: None. One-half credit. (Not offered until Spring, 1948.) 
MINUTES OF MEETING OF THE TEXAS CLASSICAL 
ASSOCIATION 

The Tex:i-s Classi.cal Assocfation met for lu~cheon in the Menger Hotel, San Antonio, on Friday, November 28, 1947, with the President Dr. Walter 
H. Juniper of Baylor University, presiding. The invocation vlas given byDr. W. J. Battle of The University of Texas. After the luncheon, Dr. Juniper extended greetings. He then presented pr. Roy F. Bu~le~ of Baylor University, who read a scholarly paper on 
Vocabul~ry-B~ildrng Through Etymology," discussing the swing to cul­tural su~Jects m the last five years, the use of etymology in the teaching of English prefixes and suffixes, the use of Latin derivatives in English and the development of appreciation of literature by the use of etymology to supplement and animate interpretations. 
Dr. D: A. Penick of The University of Texas then led the group in sing­
ing Lahn songs. Miss llanon ~oon of Conroe High School gave a delightfully humorous and pungent satire of so-called modern methods in a paper "Michael McGee 
Takes His B.A. Degree." ' A business meeting followed. Dr. Juniper thanked the hostess committee composed of Misses Cecile Lawrence, Kathryn Bowen, and Pearl West fo~ the beautifully arranged luncheon, for the charming programs, and e~cel­lent menu and service. Attention was called to a splendid exhibit of the work done by second-year Latin students of Brownwood High School under the direction of Mrs. Olive Walker. The President urged Latin teachers to try for one year the work suggested in Auxilium Latinum, and to use the tests as substitution for the Latin Tournament in order to raise standards of scholarship. The Secretary-Treasurer read the minutes of the last meeting, which were approved, and reported a balance of $194.90 in the treasury. A letter was read from Miss Belle Gould inviting the group to partici­pate in the next convention of the State Junior Classical League at Hen­derson, and one from Mrs. Norine P. Morris of Greenville requesting that the date set for the convention not conflict with that of the Interscholastic League on April 23-24. Mrs. Butler suggested April 17 or 24 for the Classical Committee meeting at Waco, and the latter date was decided upon. Dr. Leon moved that Latin Week in Texas be set for April 12-17, and his motion was adopted. Mrs. Shepard stated that she had received only a few reports of last year's Latin Week activities for ·the March Leaflet, and the President urged that they be sent in. The President asked for other item:; of business. Dr. Leon stated that the enrollment in classical studies in The University of Texas had reached 
375. He gave Latin teachers an invitation to take graduate courses in Summer School and reminded them of new courses being offered in lin­guistics by Dr. H. M. Hoenigswald, recently added to the University staff. Dr. Leon also presented the request of the Classical Association of the Middle West and South that Texas join in establishing a scholarship fund for sending high-school Latin teachers for summer study at Athens or Rome. 
Questioned about the status of the fund for purchasing a permanent membership for the University in the Ameri~an Academy in . Rome, Mr:s. Shepard said that there was now over $1300 m bonds and a little cash m the fund and that the amount needed, $7500, seemed far off. She sug­gested that the teachers might be ~rofited more and that more intere~t might be secured if a fund were raised for a Texas summer scholarship for teachers. Dr. Battle expressed sympathy with the project of sending teachers to Rome, but thought it was problematical because Gf pr~sent con­ditions. Dr. Reinmuth suggested that the cash on hand be apphed to the CAMWS scholarship fund. Miss Paxton moved that a committee be ap­pointed to investigate the matter of scholarships for recommendations both as to contributions to the CAMWS fund and the establishment of a separate scholarship for Texas teachers. The motion was carried. 
WALTER H. JUNIPER, President, 
MRS. ANVALINE M. PROVENCE, 
Secretary-Treasurer. 
COMMITTEE ON SCHOLARSHIPS 
Dr. Walter H. Juniper, President of the Texas State Classical Associa­tion, has announced the following Committee on Scholarships: 
Miss Kathryn Bowen, Trinity University, Chairman 
Miss Elor Osborn, Waco High School 
Mrs. Olive Walker, Brownwood High School 
The committee will present its report at the Waco meeting, April 24, 1948. 
AMERICAN ACADEMY IN ROME FUND 
One contribution has been made the American Academy in Rome Fund since the report given in the Leafiet of October 15, 1947. 
· 	Amount previously reported ··---------···-···--------··-·-·-·--------·--·----·-·--·$1,363.50 Given by Thomas Jefferson High School, San Antonio ·····-···-25.00 
Present total ---···········-···-----------------------------·-·---------------·-·----$1,388.50 
MEETING OF STATE CLASSICAL COMMITEES IN WACO 
The Spring meeting of the State Executive Committee and the State Latin Committee will be held in Waco on April 24, 1948, at the Hamilton House, 1521 Austin Avenue, at 11 A.M. Cards for luncheon reservation will be mailed by the Secretary, and a large representation is desirable. There will be an important report· f_rom the Committee on Scholarships. 
MEETING OF THE CLASSICAL ASSOCIATION OF THE MIDDLE WEST 
AND SOUTH 

The annual meeting of the Classical Association of the Middle West and South will be held in Milwaukee, April 1-3, 1948. For details of the pro­gram, see the Classical Journal. Texas should be represented, if at all possible. 
AMERICAN ACADEMY IN ROME 
School of Classical Studies, Summer Session, July-August, Hl48 
The second postwar Summer Session of the School of Classical Studies, directed by Professor Henry T. Rowell, will be held in Rome, beginning in the first half of July, the exact date to be announced later. 
Enrollment will be limited to 25 students. Basic expenses including tuition, accommodations, board, and transportation from New York and return may be estimated at $750. A limited amount of scholarship assistance will be available, apart from scholarships given by regional groups. Appli­cation for admission must be received by the Academy's New York office not later than March 1, 1948. Address: Miss Mary T. Williams, Executive Secretary, American Academy in Rome, 101 Park Avenue, New York 17, New York. 
MISS LOURANIA MIL'LER HONORED 
At the meeting of the State Executive and the State Classical Committees 
in Waco, April 26, 1947, a hand-lettered attestation of appreciation of her 
many years of devoted service as a Latin teacher was presented to Miss 
Lourania Miller. Composed by Dr. Leon, it reads as follows: 
Louraniae Miller, quae tam multos annos suis commodis post­
habitis per ardua et aspera patienter fortiter alacriter humaniora 
studia praesertim litteras Latinas pueris et puellis innumeris instillavit moresque eorum et saluberrimis praeceptis et prae­
stantissimo suae vitae exemplo formavit, hoc testimonium pro 
amoris pignore gratissimis animis dederunt collegae et amici. 
Vaconi Texanorum VI Kal Maias A.D. MCCCCXXXXVII. 
A LETTER OF GRATITUDE FROM GREECE 
(Sent to the University for translation, and translated by 
Dr. Harris L. Russell) 
December 8, 1947. Dear Miss! Hello in Texas! 
Through my present letter I am going to thank you for the generous kindness which you have rendered to my family and to me, to whom some of the apparel you sent has come. You have raised our spirits and espe­cially encouraged us at this point in life's struggle. 
However, you realize how wretched the life of our large family is, when conditions do not permit it to work or obtain subsistence or even appear in public, in a country where home and business and whatever lovely things it had acquired have been abandoned, and upon which evils stream one after another. 
My family has suffered at the hands of the revolutionists. It consists of myself, age 65, my wife, 55, my son, 19, my daug·hter, 16, my grand­daughter, 17, and my daughter-in-law, age 23. 
Because we know your generous feelings, and because we find ourselves at an impasse, we have recourse to your generous kindness and beg you to send whatever aid you can spare from your own necessities. 
Relying on your generous sentiments, I close with gratitude to you from the above. Respectfully, 
Euthymias Koblakas. 
22 Leonardopoulos, Kilkis, 
Greece, Macedonia. 

VOCABULARY-BUILDING THROUGH ETYMOLOGY 
Roy F. BUTLER 
Within the last few years, college courses in "Latin Etymology" or 
"Scientific Latin" or "Medical Greek and Latin" have become popular. 
However they are named, their purpose is to increase the English vocabu­
lary of the student, and to teach him to translate Latin into English, by 
giving him a broad acquaintance with Latin stems, prefixes, and suffixes. 
Such courses are uniformly and amazingly successful; the students grasp 
the essentials quickly, and from the first day take keen delight in break­
ing down words into their components for the purpose of determining the 
meaning. They translate English into Latin by making up the proper 
Latin words, with prefix, stem, and suffix, from the English meaning­
a rather startling accomplishment when it is realized that they may never 
have studied Latin or any other foreign language. 
While these courses are aimed primarily at increasing the student's 
knowledge of English, straight Latin courses may be taught in the same 
manner. Even the grammars of Beginning Latin have recently been em­
phasizing the use of etymology in teaching, but hesitantly and half­
heartedly. They fail altogether to indicate the possibilities inherent in 
the use of etymological analysis. 
If its potentialities are fully used, the application of etymology in the 
study of Latin may lead to: (1) the acquisition, more quickly and easily, 
of the required Latin vocabulary; (2) a more profound grasp of the 
fundamental meaning of Latin words; (3) the expansion of the English 
vocabulary, with a like broadening of understanding; and (4) a compre­
hension of the basic principles of word-formation in any language, but 
especially in Spanish, French, Latin, and English. 
In teaching etymology to beginning language students, it is best to keep the explanations on as simple a level as possible. It is not practicable, always, to go back as far as the Indo-European roots. We are concerned, after all, not with professional philologists, but with beginners who are not sure even of their native tongue. Some principles of etymological development, however, will have to be explained and understood thoroughly before any progress can be made. Though unfauiiliar to all students, they are quite simple: a word is not a self-sufficient entity; words change their forms-they have not existed for aeons in a form marked out for them at the Creation; and every part of a word, every letter, has its own very definite and clear signification, and makes its own contribution to the meaning of the word as a whole. 
With this preface, the first step in teaching etymology is, logically enough, to consider the prefixes, the first part of most words. There is no need to give here a list of them; from a to trans there are 21 used in the first and second year Latin, virtually a complete catalogue. Most second and third year texts give a reliable list in an appendix on word-formation. 
Since the final letter of a prefix often assimilates to the first letter of the following syllable, it is well to discuss, in connection with prefixes, the matter of assimilation. As an example, the b of sub-becomes c before a syllable beginning with c, becomes f before f, and so on. The fact that such assimilation occurs in English makes the change easily comprehensible to students. As an explanation of this and similar phenomena, it is per­haps wisest to say that the pronunciation, the sound, changed first, and a change in spelling followed the change in pronunciation. This explanation has the twin virtues of simplicity and correctness. 
From the student's standpoint, it is easiest to go to the other end of the word and take up next, suffixes. Inasmuch as in many words a con­necting-vowel is inserted between the stem and the suffix, a prefatory exposition of the nature and purpose of connecting-vowels is advisable. A connecting-vowel is just what its name says: a vowel that connects. It is used between stems in compound words, or between a stem and a suffix. Its principal purpose is to make the word easier to pronounce by separating consonants; for it is rarely used if a suffix, or the ·second member of a pair of stems, begins with a vowel. Although the vowel most commonly used for the purpose is o, any vowel at all may be used. 
Most grammars give a fairly complete list of suffixes. In the first three years of Latin, 32 noun-forming, 27 adjective-forming, and 4 verb-forming suffixes are used. It will perhaps be well to point out that the suffix indi­cates not only the part of speech, but also in very nearly all cases the gender of nouns and the declension of nouns and adjectives. 
It is easier for the student if the suffixes are taught according to the part of speech that they are used to form, rather than in the manner in which they are listed by the grammars (according to the classification of the stem to which they are added). It is entirely immaterial to a begin­ning student whether the suffix is added to a noun, or to an adjective, or to a verb, stem. H~ cannot tell them apart, anyway. The point in which he will be interested is the part of speech that the suffix is used to form. 
Once the prefixes and suffixes have been learned, lists of the bare stems may be given. By applyil!g his knowledge of t~e meaning of prefix, stem, and suffix, the student will be able to determme the basic denotation of almost any word. As a random sampling, the following stems show what can be done. 
Stem First-Second Year Third Yea,r 
am-am/are am/ icus am/ic/itia in/im/icus 
Stem First-Second Year Third Year 
aug­ aug/ ere  
auc/ tor  
auc/ tor/ itas aux/ il/ ium  
cap- cap/ ere cap/tivus ac/ cip/ ere  muni/cip/ ium prae/cip/ uus  
ex/cip/ ere in/ cip/ ere  
prae/ cip/ ere  
re/cip/ere sus/cip/ ere  
oc/cup/ are prin/ cep/s  
prin/ cip/ atus  
re/ cup/ er/ are  
di­ di/es bi/ du/ um tri/du/um meri/di/ es  di/u/turnus  
coti/di/e coti/ di/anus  
postri/di/ e  
pri/di/e  
fac­ fac/ere fac/tio fac/ ilis fac/ ile fac/ ul/ tas  fac/inus pate/ fac/ ere pro/ fee/to  
dif/fic/ ilis dif/ficr/ul/tas af/fic/ ere con/ fie/ ere  
de/fie/ere ef/fic/ ere inter/fie/ ere per/fie/ere prae/ fic/ere prae/ fec/tus  
pro/ fie/ ere re/fie/ere of/fic/ ium  
pro/fic/ isci pro/ fec /tio satis/fac/ere signi/ fic/are  
fa- fa/ma  fa/ s fa/num  
fa/ teri fa/ tum ne/ fa/ rius  
pro/ fi/teri  

Analysis of some 775 words contained in the vocabulary of the College Entrance Examination Board (from which the above examples were taken) for the first and second years of Latin reveals that they are derived from a total of only 275 stems. The vocabulary for the third year contains some 220 additional words based upon the very same stems. To put it in another way, the student will already know the basic meanings of these 220 words when he begins the study of third year Latin. 
Perhaps these few examples are sufficient to show that the study of etymology is an indispensable adjunct to the study of Latin, even by beginning students-if, that is, the language is to be properly understood. 
The question whether beginning students can comprehend and apply the basic principles of etymology I can best answer by citing my own expe­rience in teaching medical and scientific Latin. · This type of Latin makes use of grammar, vocabulary, and word order that in many ways are easier than those of standard Latin, and· in some ways are harder. After learning the prefixes, stems, and suffixes, students are able to translate the most complicated phrases, with considerable ease and perfect accuracy, after just five days of instruction in Latin proper. 
As it does on the Latin side, so the study of Latin etymology will increase the English vocabulary and the understanding of English words. 
The advantages of a better knowledge of English probably will not be disputed. Our colleagues in the department of English are perforce coming around again to the conviction that an accurate kn.ledge of the English language is impossible without acquaintance with Latin. There is certainly some foundation for their view. For the reading of Shakespeare, nowadays students are furnished elaborate glossaries, in the hope that thereby they may be enabled to understand his English. How much more intelligible Shakespeare is to a student of Latin! 
When he says, for example, 
"Thus conscience doth make cowards of us all," the word conscience does not refer to that internal moral guardian we are normally equipped with, for the regulation of our conduct. If it should, Shakespeare would be guilty of a gross misstatement. He is rather using the word in its Latin meaning (con, scire), "to know thoroughly." He is saying, then, knowing all about a matter gives us pause in our decision; the truth of which observation we can heartily subscribe to. 
Shakespeare says in another passage, 
Virtue cannot so inoculate our old stock, 
a line that is surely oftener read than understood. Virtue is used in the sense of virtus, "manliness"; and inoculate has its Latin meaning, "to put eyes (buds) on," that is, to ingraft. The line means, therefore, courage cannot be grafted on our old stock. 
A random c}l.oice of other words used by Shakespeare in their Latin sense, words for which the student consults his glossary or which he lightly skips over, might show something like this: 
advertising  in the ·meaning attentive  from advertere  
advise  in the meaning consider  from advidere  
approver  in the meaning one who tries  from approbare  
cap  in the meaning top  from caput 
curious  in the meaning careful  from cura  
importance  in the meaning the thing im­ from importare  

ported 
Not every high-school student, however, will spend the rest of his life in reading Shakespeare. But he will be using plain, ordinary, unvarnished English words all his life; such words he will be using every day. The following list of common words is based upon stems found in the first and second year Latin vocabulary. The meanings given here point to the original etymological sense. 
acute made pointed iniquity an abstraction: from iniquus, not level animal pertaining to life audacious full of boldness crescent growing exit place of going out, from exitus 
faculty 
circumference 
science senate integer 
fraction 
auditorium 
nature 
neglect 
duplicate 
THE LATIN LEAFLET 
an abstraction: power of doing 
an abstraction: carrying around 
an abstraction: knowing 
body of old men 
complete, untouched 
the result of breaking 
place for hearing 
result of producing 
result of not choosing 
result of folding twice 

It may sound presumptuous to recommend the teaching of English in a Latin class, when we have already been doing it for years. Where teach­ing the etymology of English words increases the student's knowledge of and interest in Latin, I can see no cause for hesitation. And there is no reason at all why the etymology of English need be taught in a boring manner. The only material equipment necessary for the teacher and the student is an English dictionary. The dictionary ought to be unabridged; but quite satisfactory results may be obtained by the use of one of the standard abridged editions. 
With this minimum of equipment, such questions as the following may be asked and answered: 
(1) 	Why is it all right to throw stones at a dilapidated house? (dilapi­dare: to scatter like stones) 
(2) 	
Of two brothers, would you expect the elder or the younger to be puny? (post-natus: born after) 

(3) 	
Do you think it proper for a barber to trim hair? (barba: beard) 

(4) 	
Did you ever hear of "a sensible fad"? What do you think of the idea? (fatuus: foolish) _ 

(5) 	
When someone is critical of us, we sometimes say, "Sour grapes!" to him. Which should he drink to cure his condition: malted milk, vinegar, or water? (vinum acre: sharp (sour) wine) 

(6) 	
Can you explain etymologically why it might be all right for a prim young miss to primp for a date with her Prince Charming?(primus: first) 

(7) 	
Even if you don't like dogs, you ought to know where a terrier is likely to bury bones. (terra: earth) 

(8) 	
What should you expect to find in an aquarium: fish, herbs, or water? (aqua: water) 

(9) 	
If you're used to thinking of aprons and napkins together you may wonder what a map has to do with either of them. (mappa': napkin) 

(
10) Ought a janitor to take care of the door, the furnace, or the floor? (janua: door) 

(11) 	
Is the moon properly described as crescent-shaped when it is new, or when it is old? (crescere: increase) 

(12) 	
If a· chaperon with a cape read a chapter to an Indian chief who was also a chef, do you think he might capitulate and sell his cattle to her husband, the captain? (caput: head) 


However ridiculous some of these questions are, students enjoy them. In looking up the answers, not only will they learn how to use a dictionary of English-an accomplishment possessed by very few graduates,-but also they will acquire a broader knowledge of both English and Latin. 
hope I have made clear, even at the cost of laborious examples, my 
main thesis: that the application of the principles of etymology in the 
study of Latin will produce a larger vocabulary, and a better understand­
ing of that vocabulary, in both Latin and English. 
In conclusion, let me restate a fact that the discussion has perhaps ob­scured. I personally do not believe that the chief reason for studying Latin is the fact that it makes easier the learning of French, Spanish, and English. As custodians of the literature and culture of one of the world's great civilizations, we need not feel ourselves,-constrained to offer Latin as the key to other people's doors. 
UNIVERSITY SUMMER SESSION 
The Summer Session at the University will be divided into. two terms of six weeks, from June 2 to July 13 and from July 14 to August 26. Latin teachers will find this an excellent opportunity to take refresher courses, as well as advanced work and thesis direction for graduate degrees. 
In the First Term the elementary offerings will include first-year work in Greek and Latin and a course in Cicero and Ovid (Latin 311) . . A Teachers' Course will be devoted to Background Materials, selected from the language, literature, history, government, social life, archaeology, and art of Rome, adapted to the needs of the class. It may be taken either for Latin credit (Latin 220) or for Education credit (Education 220T). One graduate reading course in Latin (83x) will deal with Roman Comedy. 
In the Second Term the elementary Greek and Latin will be continued and there will be an undergraduate course in Virgil (Latin 312). At the graduate level there will be two Conference Courses (Latin 83y and z), the subjects of which are to be determined later. 
The members of the staff who will teach in the summer are Professors Leon and Powers in the First Term and Professor Reinmuth and Dr. Russell in the Second Term. 
Catalogues of the Summer Term will be obtainable from the Registrar. Queries about the work in Latin may be addressed to Professor H. J. Leon. 
QUIZ PROGRAM 
(Arranged by J. D. Sadler, Consul of the University Classical Club, and printed with the permission of the Boners, edited by Alexander Abing­don, published by Viking Press. Many other questions on classical topics may be found in this book, also. We were permitted to print only ten. An announcer and about four students are necessary, in addition to the quizmaster.) 
Announcer: "Good evening, Ladies and Gentlemen. You are listening to Radio Station SPQR, with studios atop the Capitoline Hill in the heart of downtown Rome. We bring you next the Information Quiz program, brought to you by the makers of Nero soap. Nero-spelled N-e-r-o--<loes not float, contains no special oils, is designed simply to keep you company in the tub. And now, I present to you our Quizmaster for the evening, Mr. I. Q. Flaccus." 
1. 
When was Caesar born? 100 B.C., supposedly on his birthday. 

2. 
What did the soothsayer say to Caesar before his death? Beware the brides of March. 

3. 
What advice did the Spartan mother give to her son who was going into battle? Return with your shield or pawn it. 

4. 
What kind of people lived in the Po valley? Po people. 

5. 
What is the meaning of the following Latin expression, Habeas corpus? It was a phrase used during the great plague of London, meaning "Bring out your dead." 

6. 
What is the name of the system of writing that was used in ancient Egypt? Hydraulics. 

7. 
Give in English the first line of Caesar's Gallic Wars. -All Gaul is divided into three parts, and the Belgians inhabit the fourth part. 

8. 
What is Vesuvius? Vesuvius is a volcano, and if you go to the top you can see the creator smoking. 

9. 
Relate the story of Achilles and his mother. -His mother dipped him into the River Stynx until he was intolerable. 

10. 
What was the Acropolis? The she-wolf that nursed Romeo and Juliet. 


Announcer: Thank you, Mr. Flaccus, and Experts. In closing, Folks, let us once again remind you 
All: 	Nero soap, it hits the spot, 
A ten-ounce bar, and that's a lot; 
Twice as much for a sesterce too; 
Nero soap is the soap for you. 

PROGRESS, EQUALITAR1ANISM, AND THE CLASSICS 
0. S. POWERS 
Among the forces which have militated against the study of Latin and Greek two of the most effective are (1) the widespread belief that progress is ubiquitous, continuous, automatic, and inevitable, and (2) the doctrine that democracy should guarantee not only equality of opportunity and equality before the law and the ballot box but also equality in everything else-even equality of quality or the lack of it. 
The dogma of progress is simply an uncritical extension of the un­doubted progr~s.s in technology and the physical sciences to all other spheres?f human ~ct1v1ty. But how does the dogma affect the classics? Recently, m counselling a pre-law student on the courses which he should take I suggested Latin as a foreign language, pointing out that a large majority of distinguished jurists who had been polled by The American Bar Associa­tion recommended Latin for the pre-law student. The reply was: "I thought we had got beyond that stuff." Like many others, this student simply assumed that, because progress is continuous, the farther we go back into history the more primitive and the more useless subject matter becomes. Such a belief goes far in explaining why students in courses in classical civilization, who are usually innocent of any previous contact with the Greeks and Romans, are regularly surprised at the interesting humanity of those talented peoples. And how else are we to explain the fact that courses in history now usually begin with the renaissance or the industrial revolution? 
The dogma of equalitarianism as applied to education has recently been well expressed by Professor Van Hook as "the claim that all pupils, regard­less of native ability, should be admitted on equal terms to schools and may expect, regardless of their performance, to receive the same rewards." It follows of course that the curriculum must be diluted by the addition of easy courses and the exclusion of hard ones, so that no one will suffer the ignominy of failure. Also the old-fashioned system of grading upon mastery of subject matter, a system which always produced invidious distinctions, must yield to grades upon such ill-defined qualities as citizenship, coopera­tion, attitude, etc. This we ·call progress in education. 
In The Atlantic of November, 1947, Sir Richard Livingstone, Vice­Chancellor of Oxford University and a distinguished classicist, has ably defended "inequality" in education. The present emphasis upon equality, Sir Richard says, is a reaction to the injustices of inequaltiy in the past and is to that extent wholesome. But equality also has its limitations and its dangers; for Nature, not being equalitarian, has failed to give us equal aptitudes, and it is dangerous to persist in obliterating distinctions. The result is simply a comfortable mediocrity, to which the first-rate in brains and all other talents is sacrificed. Can democracy, Sir Richard asks, con­tinue to neglect its best talent without impoverishing its whole society and eventua~ly discrediting itself? 
To the demand that Latin and Greek must go because they cannot be mastered by the many Sir Richard eloquently replies: "I will not ask whether the study of the people which gave birth to liberal democracy, which came far nearer to a civilized democracy than either we or America have yet got, and in whose literature is written the finest description of its ideal, is irrelevant to the education of a democratic people. 
"But I wish very strongly to object to such a criterion for settling the place of Latin and Greek or any other subject in education. There is only one proper criterion: not whether the majority of the nation or of its secondary-schbol pupils can or will learn them, but whether they afford, or do not afford, the best education for those fit to lear~ them. If Greek and Latin are among the great things of the world, give them to as many people as are capable of receiving them; if they are not, get rid of them. But do not reduce their place in education because they are studies which only a minority can master." 
By the finest description of the democratic ideal Sir Richard surely meant the famous funeral oration of Pericles, as recorded by the peerless Greek historian Thucydides. Among the other virtues of the Athenian 
THE LATIN LEAFLET 
democracy Pericles boasts that his city is democratic without being equali­tarian: "Our form of government is called a democracy because the adrnin· istration is in the hands not of the few but of the many, and we are all equal before the law in our private disagreements. And yet to each wht; excels in any pursuit public recognition is granted not because of the clas~ to which he belongs but because of his own merits." 
In harmony with Sir Richard's contention that the classics offer the finest that has been thought and said is a heartening report of the Com­mission on Liberal Education of the Association of American Colleges, as summarized in Time, January 19, 1948. The Commission states: "Though the remark may sound austere, it is still true that the study of Greek offers the finest discipline that may be had in literature."