The University of Texas Publication No. 4106 ~·3'> "-February 8, 1941 ••PrtA.; rPBuo:noti!~· .. '.J~ THE LATIN LEAFLET Midyear Number Issued by the Department of Classical Languages in conjunction with the Texas Classical Association in the interest of Latin teaching in the high schools of Texas Mrs. Ernestine F. Leon, Editor W. J. Battle, H. J. Leon, Dora Flack ( ex officio~, Mrs. Marian C. Butler, Associate Editors Price Ten Cents Additional copies may be obtained from University Publications, The University of Texas ,,,( •.:q:"""'~ ,._.,,. ....:rn~QTJON:­ PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH AND ENTERED AS SECOND-CLASS MATTER AT THE POST OFFICE AT AUSTIN, TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The bene&ta of education· and of useful knowledge, generally diffused through a community, are eHential to the preservation of a free l'Overn­ment. Sam Houston Cultiv.ated. mind ia the guardian l'eniua of Democracy, and while guided and controlled by virtue, the noblest attribute of man. It ia the only dictator that freemen acknowledge, and the only security which freemen desire. Mirabeau B. Lamar THE LATIN LEAFLET Midyear Number for Seuion of 1940-1941 CLASSICS AND STATESMANSHIP The condition of the world today has been attributed by some writers, other than teachers of Latin, to the fact that the pedagogical philosophy by which the present generation was. trained has largely neglected the study of the classics and classical tradition. It must be noted, however, that the spokesmen of the two great democracies, England and the United States, namely Prime Minister Churchill and President Roosevelt, have both had the advantages of the older educational system. · Without seeking any further testimonials from Mr. Roosevelt, the fact that he entered Harvard in 1900 when four years of Latin was an entrance requirement, shows that he must have read the six speeches of Cicero then included in the high-school course. These could not have failed .to influence his speaking ability even if subconsciously. Mr. Churchill's training in the British classical course is evident in all of his speeches. His powerful address of February 9, 1941, shows the periodic style, force, patriotism and touches of humor of an oration of Cicero. Incidentally he began with the translation of a Latin motto, whicli even first-year students have learned, "deeds not words" (facta non verba). It will be-interesting for Cicero classes to stud!Y his other speeches and not difficult to put selections from them into Latin. SONGS FOR LATIN CLUBS Twenty-three year ago, Latin classes amused themselves by putting war songs into Latin. Here are translations of two patriotic songs of today. Since Latin has a tendency to accent in trochaic and dactylic rhythms, while English is prevailingly iambic, some liberties have had to be taken with ·the accents. NOSTRAE AMERICAE DEUS ADSIS (God Bless America) Bellum trans oceanum, Fas vers(um) et nefas, Procul absit nobis­ Adsit libertas. Deo terra pulchra Grates agamus, Vocibusq(ue) unitis Pie oremus. Nostrae Americae, Deus, adsis! Earn iuv(a) ac guberna Per noctes ignibus aeternis. Montes, prata, fiuminaque Mare spumis albescens-­ Haec sunt America, . Terr(a) omnipotens! Nostrae Americae, Deus, adsis ! w. H. JUNIPER. Copyright by Irving Berlin, Inc., New York. Used by permission. EST AVUNCLUS (He's My Uncle) Quis est ille v,ir, Cui altus pilleus Honorandus Salutandus Occurrentibus. Chorus I Chorus II (school version) Est avunclus, Est avunclus, Ego nepos, Ego nepos. 0, quam superbus sum! 0, quam superbus sum! Mei fratres et sorores, Mei fratres et sorores, Consobrini et vicini Consobrini et vicini Se iactant ob eum. Se iactant ob eum. Nam avunclus Ut avunclus, Non rixatur, Sum fidelis Inimicus nemini. Vexillo Americae. Mei fratres et sorores, Mei fratres et sorores, Consobrini et vicini Consobrini et vicini Sunt similes ei. Sunt fidi patriae. Senex pugnare numquam vult Pueri omnes et puellae Sed semper superat; Re publica gaudent Me tamen nimium miseret Et homines liberrimi Eius gloriosi qui eum laedat. Aureum regulum ament. Est avunclus, Est avunclus, Ego nepos, Ego nepos, 0, quam superbus sum! 0, quam superbus sum! Mei fratres et sorores, Mei fratres et sorores, Consobrini et vicini Consobrini et vicini · Se iactant ob eum. Se iactant ob eum. (Note: Girls may substitute nepti.s for nepos and superba for superbus.) . Copyright by Bregman, Vocco, and Conn, Inc., New York. Used by permission. MINUTES OF THE TEXAS CLASSICAL ASSOCIATION The Texas Classical Association met in regular session in the First Methodist Church, Fort Worth, Texas, November 22, 1940, at nine o'clock, with Mrs. Marian C. Butler presiding. In spite of inclement weather sixty­nine members and visitors were present. The minutes of the November, 1939, meeting at San Antonio were read and approved. Miss Nell Ingram, treasurer, made the following report: Deposited in First National Bank, Longview-Jan. 31, 1940 Total Savings account --------------------------------------------------------------------------$75.00 Checking account -------------------------------------·----------··-------------·------26.27 Total _ --------·_______________________ _________ _:__ ____ -----·--------------------$101.27 Deposited from Jan. to Nov. 22 Checking account ---------------------------------------------------------------------, 21.00 122.27 Total in checking account_ ________________________________________________$47.27 Disbursements for publicity for November meeting ____________ ______ 16.95 $105.32 Balance in checking account, Nov. 22___________________ __________$30.32 Mrs. Butler spoke of the urgent need for members to pay their dues to carry on the work of the Association. She also asked all present to send in their subscriptions to the Classical Journal, which would be of great help in their teaching. She stated that at the Louisville meeting of the Southern Classical Association, Texas had made an increase of only one new subscription. The financial report of the Latin Tournament as given in the August, 1940, Latin Leaflet was given by Miss Dora Flack and accepted as read. Mrs. Butler announced receipt of several bulletins from the American Classical League including the "Preliminary Report of the American Clas­sical League Committee on Recruiting Students," headed by Professor Walter R. Agard. Miss Ingram as a member of this committee was asked to make a report. She announced that she had sent in the material fur­nished by Texas Latin and Greek teachers and that she would make avail­able copies of Professor Agard's report to those wishing them. Dr. H. J. Leon of The University of Texas made the following report on the Present Status of Latin in Texas High Schools. He announced that he was handicapped by the inadequate files in the State Department, so that his figures would be only approximate. Number of Senior High Schools (White) offering Latin in 1939-40______ 253 Number of Junior High Schools (White) offering Latin in 1939-40______ 30 Number of Negro High Schools offering Latin in 1939-40________________________ 30 Total ------------~-----------------------------------------------------------------------------··-----------------313 Number of white schools offering 2 units_____________________ _____________________________ __ 150 Number of white schools offering 3 units_ ______________________________________________ 35 Number of white schools offering 4 units__------------·---------------------------------------68 253 In comparison with the 1935-36 report there was a sharp decrease in the number of schools offering 2 units: 1935-36 ------··------------------------------------------------------------------------------------------------·---209 1939-40 -----------------------------~-------------------------------------------------------------------------150 In schools offering 3 units there was also a decrease: 1935-36 47 1939-40 -------------------- -------------------------------------------------------------------------·-------------35 In schools offering 4 units there was a slight increase over 1935--36: 1935-36 ----------------------------------------------------·------------'--------'----------------------------65 1939-40 ----··--·-------------------------·------------------------------------------------------------------------68 The approximate number of students taking Latin was as follows in the 1939-40 report: Senior White ----i-----------------------------------------------------------------11,200 Junior White ---------------------------------------------------------------------3,600 Negro High Schools_________________________________________________________________________ 2,500 Total ------------------------------------------------------------------------------------17,300 Report for 1938-39___________________________________________:______________________________ 17,700 Report for 1935--36_____________________________________________________________________ 18,900 The tendency to drop the third unit was leveled off rather than having the sharp drop of previous years. The tendency to drop all Latin was for the most part in the smaller schools. The program of the day was to have been opened by Miss Rona Collier, of Houston, but because of illness she was unable to attend. The secre­tary was instructed to write an expression of regret to Miss Collier for her absence on behalf of the Association. Mrs. Anne Harris Robertson and Miss Hattie L. Paxton substituted for Miss Collier and Miss Paxton read the paper prepared and sent in by Miss Collier. It was entitled "Latin Salesmanship in the Junior High School." Mrs. I. H. Devine of Ball High School of Galveston discussed the Latin Teachers' Institutes held at Austin the last two summers and what they had meant to her. · Dr. Battle voiced his pleasure at Mrs. Devine's report and asked all members present to write him in regard to the continuance of the Institute and the type of programs desired and the time of meeting. · "Experiments with Enrollment in High School" was discussed by Miss Elor Osborn, of Waco. She called attention to the "Golden Key,'' a pamphlet by Florence Parry, which she enclosed with letters to parents of students in their second year of Latin. Miss Osborn passed out copies of this pamphlet to members. Some of the methods used by the Waco teachers are as follows: 1. Correlation of Latin with .other subjects taught by the Latin teachers. 2. Plays in Assembly showing the advantages to be derived from the study of Latin. 3. Letters to parents of Junior High School students sent out just before choice cards were filled out. 4. Second-year work made more interesting in order to hold students. Results of the Waco experiments showed from 17 per cent to 60 per cent increase in First-Year Latin and 122 per cent over last year in Third Year. Miss Ingram opened a discusi>ion on the Junior Classical League by stating the purposes, organization, and benefits to be derived. She then dis­cussed the Longview chapter and its activities and gave suggestions for programs, money-making schemes, and possibilities ·for a club in helping to equip the Latin classroom and library. Miss Lourania Miller told briefly of the activities of the league at Forest Avenue High School and spoke of the value to be gained from State organization of the group. She moved that a committee be appointed to discuss State organization of the Junior Classical League with a pos­sible meeting date early in the summer. The motion was seconded and carried. Mrs. Butler appointed the following to serve on this committee: Chairman, Miss Lourania Miller, Dallas; Miss Nell Ingram, Longview; Miss Hattie L. Paxton, Goose Creek; Miss Helen Hill, Austin; Miss Elor Osborn, Waco. Dr. James F. Cronin of Southern Methodist University discussed a topic of interest to all at this time-"Athens and the Fifth Column." Dr. Battle introduced the guest speaker of the day, Dr. W. A. Oldfather of the University of Illinois. His subject was "The Increasing Importance of Latin and Greek for a Knowledge of English." Dr. Oldfather and his assistants have .made an extensive study of the classical elements in the English language. He stated that more benefit could be derived from study­ing Latin and Greek than old English if a person desired a better knowl­edge of his own language. "The vocabulary of the High School student is well over 60 per cent classical and when he increases his vocabulary to more scientific terms, it becomes even more than 60 per cent. English has become preponder­antly Latin and unless a decided change is made toward the native Eng­lish, it will become overwhelmingly Latin and Greek." The meeting was adjourned for luncheon . at 12:30 in the Centennial Room of the Texas Hotel. At the luncheon Dr. W. J. Battle presided as Arbiter Bibendi. Dr. D. A. Penick gave the invocation in Latin. Attractive folders containing the menu and program marked the places of the guests. Favors were copies of an original Roman lamp. These were made of plaster of Paris and then painted by Miss Gardner. After the luncheon, Dr. Battle introduced Dr. Walter H. Juniper of Baylor Univer­sity, who spoke on "Mourning Becomes the Classicist?" His remarks were humorous but very much to the point. This paper appears elsewhere in this Leaflet. Dr. Penick, in behalf of the Texas Classical Association, gave an appre­ciation of the work of Dr. Battle, who will retire to part-time work after years of faithful service. The nominating committee composed of Dr. H. J. Leon (chairman), Misses Josephine Brinkerhoff and Mary Emma Rosson, moved that the present officers be reelected by acclamation. The motion was carried. A vote of thanks was extended by the Association to Misses Anna Gardner, Grace Boone, Annie Laurie Walker, and Mrs. Ireta ·-Simon and their assistants in appreciation of their courtesy and hospitality and to the pianist, Miss Betsy Feagan. On behalf of the group, Dr. Battle expressed thanks to the officers for their untiring efforts during the past year. Miss Miller announced receipt of a letter from Miss Roberta Lavender asking her to bring greetings to the Association and regrets that she could not be present. Dr. Penick especially recognized the speeches of Dr. James Cronin, a. new member of the Association, and Dr. W. A. Oldfather, the guest.speaker. Led by Dr. Juniper, the entire assembly sang songs in Latin, after which the meeting was adjourned until November, 1941. PROGRAM OF 'J;'HE LUNCHEON Q. B. F. F. Q. S. PR;\NDIVM SOCIETATIS CLASSICAE TEXANAE IN HOSPITIO TEXANO CASTELLI VIRTVTIS X. KAL. DEC. ANNO MILLESIMO NONGESIMO QVADRAGESIMO. CELEBRATVM 0RDO FERCVLORVM GVSTATIO IVS TO:MATARVM OLIVAE· SEJLINVM NVCES CAPVT CENAE OPVS COCI: FRVSTA BVBVLI IN IVRE FLORIS LACTIS ET BOLETORVM PATATAE BVTYRATAE ET APIATAE PHASEOLI RECENTES CRVSTVLA CALIDA ET BVTYRVM ACETARIA VALDORFENSIA SECVNDAE MENSAE CRVSTVM LIMONATVM SPVMOSVM KVPHA 0RDO RERUM DOCTOR GVILIELMVS I. BATTLE Disertissimus Linguarum in Vniversitate Texana Professor, Arbiter Bibendi praesiiiebit DOCTOR DANIELVS A. PENICK Clarissimus Linguarum Classicarum in Vniversitate Texana Professor, Deo gratias aget DOCTOR GVALTERVS H. lVNIPER Insignis Linguae Latinae in Vniversitate Baylorensi Professor, Orationem Lingua Barbarica Habebit: Mourning Becomes the Classicist? Societas Classica Texana Principem Salutabit Novi Magistratus Creabuntur Ad Finem Carmina Latina ab Omnibus Cantabuntur Haec Omnia Perbenigne Instruxerunt Anna Gardner, Gratia Boone, Domina R. V. Simons PRINCIPEM NOSTRVM SAI,VTEMVS Virum liberalem, probum, magno animo praeditum, ac magistrum aequum amabilem praestantissimum.Quae venustas sermonis, quae gravitas auctoritasque, quanta notitia antiquitatis et quidem artium omnium aetatum ! · Eminet autem inter omnes in omni genere operae, lumenque Vniversitatis suae immo civitatis exstat. . Semper est in omnibus rebus diligentissimus atque amicis suis et Deo suo fidelissimus. Ob ea quae fecit quaeque se facturum esse sperat gratias agimus. Diu beateque vivat! THE TEXAS STATE JUNIOR CLASSICAL LEAGUE About two hundred high-school pupils met in Waco on Saturday, Janu­ary 11, 1941, and organized a Texas State Junior Classical League affili­ated with the national organization of the same scope. The following officers were elected: President, James Leo Garrett, Waco; Vice-President, Robert Lanier, Goose Creek; Secretary, Willa Wayne Withers, San Angelo; Treasurer, Loyce Lambert, Forest Avenue High School, Dallas. It was voted to hold the annual meeting in Austin June 9, 10, and 11, 1941. Details of the program will be sent to schools before the meeting. Through Dean Moore of The University of Texas the housing problem has been arranged. The girls are to be cared for in Kirby Hall and the boys in several larger boarding houses. The price w;ll be one dollar per day for lodging and three meals. The quarters will be ready on Monday, June 9, the assumption being that the meals would begin with the eve­ning meal qn the ninth or the noon meal on the tenth. FINAL DATE for REGISTRATION including payment of fee for hous­ing and board will be Monday, JUNE FIRST. REGISTER with Miss Lourania Miller, 2543 Gladstone Drive, Dallas, Texas. · · MOURNING BECOMES THE CLASSICIST? Walter H. Juniper (Read at the November meeting of the Texas Classical Association) When the singular honor of speaking to you at this luncheon meeting was conferred upon me, I asked Mrs. Butler to suggest a subject. Of course, she said that whatever suited me would suit you. But when I pressed her further, she expressed the hope that the paper would contain no bitter tears. The recent addition of a Boston terrier in our home suggested a study of Dogs in Antiquity. But a few hours in the library revealed the fact that the dog in antiquity was very much like the dog of today: there were big dogs, little dogs, affectionate dogs, and cross dogs; there were hunting dogs, dogs which howled when Hecate was near, and lazy house dogs which gaped hungrily under tables; the dog then as now was a man's best friend. So I decided that the material I had uncovered might be more suitable for publication in the annual volume of the Transactions and Proceedings of the American Kennel Club. Thus in my quest for a subject which would prove refreshingly differ­ent, I shed bitter tears. For comfort I sought the files of the Classical Journal and W eekly and other educational publications, and began to fol­low the history of classical teaching in the United States in this century. I was amazed to find how very lacrimose the years have been. And when I came up dripping from the pool of forty years of classical tears, I was refreshed with the realization that our problems as classical teachers today are so little different from those of our fathers that we should not only refuse to be pessimistic, but we should be optimistic about them. THE LATIN LEAFLET So with all apolog:es to Mrs. Butler who suggested this paper rather negatively than positively, I hope that you will find in the tears of the past some such emotional purgation as did I. Backward, then, 0 Time in your flight-to the early days of this Twen­tieth Century when life, we think, was simpler; when the horseless car­:riage became more frequent on the streets; when the position of Greek was tottering in the colleges; when in 1906 J. W. Scudder of Albany Col­lege asserted, "The disinclination of the present class of high school stu­·dents for earnest, steady, sustained, hard work is to be attributed to the amount of social frivolity by would-be society young men and ladies who, had they wiser parents, would be simply high school boys and girls." Whereupon, the high-school · students of 1906 grew up and became high­school teachers. And some twenty years later when I was in high school, they told us the same thing. In 1910, when the New York Journal was moved to defend baseball cSlang and the Pennsylvania Railroad offered a tour of Mexico from New York at $440, J. R. Bishop told a meeting of the Classical Association of the Middle West and South, "Many men of the last generation who had a thorough classical education do not cease to love the classics. Today nigh-school and college students hate Latin and sell their textbooks." Alice M. Wing of Century High School, Springfield, Massachusetts, com­plained of the difficulty of "coordinating the conditions in which the pupil lives and works with the conditions imposed by higher institutions." Like­wise, she found "small salary and the desire to travel and study by the teacher" difficult of coordination. And George H. Libby, principal of the Manchester, New Hampshire, High School noted that the tendency to increase the number of subjects and shorten the time of study, especially increase of science, was lowering the quality of scholarship in the high ·school. In 1911, George Arliss was appearing in New York in Disraeli, Enrico Caruso endorsed the Angelus Player Piano, and the Classical Journal -editorially lamented the fact that universities would accept two years of Latin for entrance, thus offering "a convenient excuse to high school -students for dropping the subject when they might have gone farther." At a meeting of the Kansas and West Missouri Classical Association, A. T. Walker, University of Kansas, spoke on the "Unpreparedness of the Latin Teacher." Gilbert Scroggin of the University of Missouri attended a meeting of the Chicago Classical Association, and looking back upon it in 1917, wrote: "Most of the papers and discussions took the form of 1amentations about .the widespread unpopularity of the classical studies, and I returned home so despondent that it was five years before I had the heart to attend another meeting." The year 1912 saw the campaign of Taft versus Wilson. A New York Janitor invented an automatic floor scrubber. Theodore Roosevelt barely ·escaped assassination in November. The classicist jubilantly hailed the announcement of the financial support of New York banker, James Loeb, for the Loeb Classical Library. Mason D. Gray began a series of articles· in the Classical Journal on the "Coordination of Latin with the Other High School Subjects." To the Eighth Meeting of the Classical Associa­tion of the Middle West and South in Cincinnati came Frances E. Sabin from Oak Park High School with a huge exhibit of pictures, diagrams, ·charts, posters, and signed testimonials as a "Concrete Illustration of an Abstract Statement in Answer to the High School Boy's Question, What's the Use of Latin?" On the whole, it was not such a gloomy year, though A. T. Walker spoke of the loss of ground Latin was suffering because of competition with "easy vocational courses which make no real demand ·upon students' energies or mental powers." In 1913, Adolphe Pegoud, French aviator, demoMtrated the art of fly­ing upside down. And under the caption, "'How this wise old Roman would have loved them!" a bust of Marcus Aurelius was used to adver­·tise Grape Nuts. In 1913,-the Classical Weekly quoted a commissioner of education: "Any teacher who maintains by magazine article or by private conversation that the study of Latin is not rapidly dying in the American public high school is either blind to the drift of educational tendencies or is like the small politician, always verbally sure of election during his campaign speeches." Clarence P. Bill of ' Western Reserve University mourned the passing of the feeling among college students that the use of a pony was not quite honorable. "It is hardly too much to say," he tells us,· "that the practice is adopted by three-fourths of the students of Latin and Greek." Writing in Forum Magazine, Economist Edson N. Tuckey attacked Latin and Greek and asked, "What should be done with those college professors who are wasting human energy and life and capital by mis­directing students and misrepresenting the relative values of studies?" In 1914, safety glass was invented. Archduke Ferdinand of Austria was assassinated. And a Red Cross steamer bearing 30 doctors and 125 nurses was dispatched to Europe. · In answer to the Forum article, A. A. Trever of Lawrence College rose in protest: "What," said he, "shall be done with those college professors who in the name of a false pratice write high-sounding sophistries about. what is useful, and who sit .in oracular judgment upon subjects about which they apparently know nothing?" Harry L. Senger instituted a Latin course for the commercial department of Woodward High School, Cincinnati. And B. M. Bisbee of Exeter, New Hampshire, in a paper, "Latin Without Tears," made proposals designed "to save Latin from the lamentable fate which Greek has suffered." The year 1915-16 saw large gains in the Woman Suffrage movement. Cartoonists poked fun at women and drew pictures of them in men's clothes, going to barber shops, and running for public office. Italy shrouded her statues and public works of art in bomb shelters. Nurse Edith Cavel was executed, and the Lusitania was sunk off the coast of Ireland. Pop­ular in the United States was ·a song, America, I Love You. "He kept us out of war" was the slogan for Woodrow Wilson's presidential campaign. The question of whether or not actors should be required to go to war was raised in England. Meanwhile the Classical Journal sounded the alarm: "The colleges are filled with students who can never have high intellectual interests. A real danger lies in the fact that we may be inclined to accept the loudly proclaimed doctrines of the new education as a final verdict, whereas we should stand up and defend the right!" The Connecticut section of the Classical Association of New England made stern pronouncements against the lack of aggressiveness of Greek and Latin teachers. In 1917, Pa Ferguson was Governor of Texas. Submarine warfare menaced the high seas. The United States broke off diplomatic relations with Germany on February 3d, and in June the first American troops landed in France: Songs of the year were Over There and Goodbye Broadway, Hello France. Editors throughout the nation wrote heatedly about war profiteers. It was the year which saw the one hundredth anni­versary of the birth of Theodor Mommsen, and the death of Ludwig Lazare Zamenhof, deviser of Esperanto. H. C. Nutting spoke belligerently against policies which were degrad­ing university standards and bringing students to the colleges who wished to learn merely to cook, sew, and dance. A letter to the Journal lamented the impossibility of teaching Virgil to students who had not had Greek. Campbell Bonner, University of Michigan, advised teachers to use restraint in vitalizing the classics. "The teacher should learn hjs authors," he warned, "and teach them-not delight parents with plays in which Jane and Mary shine as Roman Brides or Greek Heroines." The year 1918 saw price'S go sky high, and Herbert Hoover was ap­pointed food administrator. The famed Mademoiselle of Armentiers was No. 1 song on the hit parade. On November 11 the world was officially safe for democracy-for the next twenty years. And just six years after the enthusiastic reception of the Loeb Series, the Journal editorially voiced alarm at the growing danger of transla­tions : "Even a very limited use of translations is likely to · undermine the work of classical departments." As a part of a movement to establish better relations with South America, Spanish was gaining in the high schools, and Charles Knapp saw in this a new menace to Latin. Com­menting on the effects of the war on classical studies, an editorial in the Classical Journal stated as late as October, 1918: "In the girls' colleges there is as yet no falling off in attendance. But in the men's colleges, Latin and Greek are in the Slough of Despond. One does not have to count the seniors. He can take them all in at a glance. Assistant pro­fessors have changed their occupations. Many faculty members are in their country's service at Washington and elsewhere. There are those who take a pessimistic view of the status of the classics and look forward to an inconclusive peace during which the world will remain an armed camp in readiness for the next and more terrible war." With this dismal note which promises the end of the classical studies if not the end of the world, we who know that it did not come to pass may do well to stop. · Turbulent have been the years behind us. And he who has lived and taught through them has .Perhaps seen much that he did not like, and yet much that he did like. For in spite of social or economic change, educational fads or frills, war or peace, the classicist has labored patiently in the library and in the classroom to preserve and augment the worth­while of the past for the generations of the future. And what of the present? Like every other year-danger on this side of the horizon and a ray of encouragement on that. No less a person than the Honorable Cordell Hull recently suggested to the readers of Good Housekeeping a concrete way in which to better relations among ·the Americas-learn Spanish and Portuguese. Good Housekeeping asks, "Does your local high school boast a teacher of Spanish or Portuguese? If not, talk to the principal or district superintendent. Place the idea before your women's club. Think about this problem. Discuss it with your friends. Ask your husband,'' etc. As did Charles Knapp in 1917, some classicist will soon view the situation with alarm. Meanwhile, Dr. Fred C. Zapffe, Secretary of the Association of Ameri­can Medical Colleges, along with leaders in medical schools, launches a campaign for Latin and Greek in premedical education. And Dean W. H. Moursund of the Baylor Medical School, although he does not wish to be · specific as to which language, recommends a more general course with a minimum of science on the college level; and he states, "Latin should be included in. the high school preparation of medical students to a greater extent." If there is anyone here who thinks he has heard the death knell of the classical studies, I hope that this survey of some of the tears and fears of bygone years has shown him what it has shown me. The end is not yet! Mourning does not become the classicist unless he finds solace in weeping upon a kindred shoulder-and who is there who does not? Or, as Horace put it some 1963 years ago-Non, si male nunc, et olim sic erit. LATIN IN THE UNIVERSITY OF TEXAS SUMMER SESSION OF 1941 First Term, Thursday, June 5-Wednesday; July 16 Second Term, Wednesday, July 16-Monday, August 25 STAFF D. A. Penick, Ph.D. (Johns Hopkins), Professor of Classical Languages: second term. H. J. Leon, Ph.D. (Harvard), Associate Professor of Classical Lan­guages and Chairman: first term. V. I. Moore, M.A. (The University of Texas), Dean of Student Life, Associate Professor of Classical Languages: second term. Mrs. Minnie Lee Barrett Shepard, M.A. (The University of Texas), Instructor in Classical Languages: first term. Oscar S. Powers, Ph.D. (University of Chicago), Instructor in Classical Languages: both terms and chairman, second term. · Mrs. A. J. Clopton, M.A. (The University of Texas), Teacher in the North Dallas High School: first ·term. Anna Gardner, M.A. (The University of Texas), Teacher in Paschal High School Fort Worth: first term. · · Nell0 Ingram, M.A., Teacher in Longview High School: · first term. Hattie Lucile Paxton, M.A .. (The University of Texas), Teacher in Goose Creek High School: first term. EQUIPMENT The University Library is well equipped for the study of classical lan­ guages. The texts of the classical authors and the best commentaries are of course there, and the Library is strong in works relating to all the phases of classical philology. The collection of journals is unusually large. In archaeology and art the Library contains most of the great publica­ tions of results of excavation of the more important sites, such as Rome and Pompeii, Athens and Olympia, and there is a rich supply of books illustrating classical architecture, sculpture, painting, and the minor arts. The field of ancient history is admirably covered. Further, properly quali­ fied students are given access to the collections belonging to the staff. The Classical Library and the staff offices are housed on the twenty­ seventh floor of the Tower in a series of rooms that are not only well equipped but command superb views of Austin and all the country round about. The Classical Library contains the books most important for the courses given. In the vestibule is a small but valuable collection of ancient statuettes, vases, glass, jewelry, utensils, etc. On the third floor of the Main Building are a large number of casts of Greek and Latin sculpture effectively displayed and four exhibition cases containing pictures illustrative of classical scenery and life. CONCERNING THE COURSES Of the courses offered in Classical Languages for the Sum.mer of 1941, Latin Ba and Bb, Latin la and lb correspond to Latin B and Latin 1 of ·the Long Session. Teachers of Latin who feel the need of strengthening their fundamentals will find these courses of great value in the way of review. For the first time in many years, Greek la and lb (corresponding to Greek 1 of the Long Session) are offered in the Summer School. It is hoped that teachers will avail themselves of this opportunity to secure an introduction to the language of the people who, as Horace said, led their conquerors captive, and whose descendants today, still speaking Greek, have won by their heroism the admiration of the world. Latin 220, a Conference Course in Latin Teaching, counting towards a degree either as Latin or Education, is given on a new basis. There is a director of the course. but she will be assisted by three high-school teachers, and every member of the course is expected to contribute as the lessons of experience suggest. Latin 68x, 68y, 68z, advanced courses intended for seniors and gradu­ ates, cover work not usually offered in the Long Session and should prove · especially attractive to teachers who realize that the best way to vivify their teaching is by the advancement of their own scholarship. Classical Civilization 20x, 20y, and 20z offer to students who have studied little or no Latin the same view of the growth of Latin literature at Latin 68x, 68y, and 68z, the work outside the clas.sroom being in Eng­ lish, not in Latin. NOTES ON DEGREE REQUIREMENTS Candidates for certain degrees are required to present two numbered courses in one foreign language. If the student presents three or four admission units in Latin, this requirement will be satisfied by completing Latin 1 and Latin 13; if he presents two admission units in Latin, by completing Latin B and Latin 1. The six semester hours of mathematics required for the B.A. degree by Plan One may be replaced by Latin 1 or Greek 1 but the same course may not be used to satisfy the foreign language requirement. THE LATIN LEAFLET A student who has in mind to present Latin as his major subject for the B.A. degree by Plan One must fulfill the requirements of the Classical Group; that is, he must present at least twenty-eight semester hours in Latin, at least twelve being in advanced courses. As a minor subject must be presented either (a) at least twelve semester hours of numbered courses in one other foreign language, preferably Greek, or (b) twelve semester hours of advanced courses in English. By selecting Latin as the required foreign language for the B.A. degree one may secure as many course credits as are required for a Latin Major and, in effect, present Latin as a second major along with the major pre­scribed in another Group. COURSES FIRST TERM Staff Associate Professor H. J. Leon (Chairman), Dr. 0. S. Powers, Mrs. M. L. B. Shepard, Mrs. A. J. Clopton, Anna Gardner, Nell Ingram, Hattie Lucile Paxton. Greek Greek la. Introduction to Greek.-Valuable to teachers of Latin who have had no Greek. Seven and one-half hours a week. Credit value: Three semester hours. Instructor: Dr. Powers. 10-11.t Latin Latin Ba. Easy Latin Reading.-For those who have credit for two years of Latin in high school or for Latin A. Seven and one-half hours a week. Credit value: Three semester hours. Instructor: Mrs. Clopton. 9-10.* Latin la. Virgil.-For those who have credit for three or :four units of high-school Latin or for Latin B or its equivalent. The reading will con­sist of selections from Virgil, adapted. to the experience of the class. Seven a -· _ alf hours a week. Credit value: Three semester hours. nstructor: Mrs. Shepard, .assisted by Anna Gardner, Nell Ingram, and Hattie Lucile Paxton. ltPll.I atin 220. Conference Course ·on the Teaching of Latin.-The whole question of Latin teaching under modern conditions will be approached from a practical standpoint, with round-table discussions led by successful high-school teachers. In addition, there will be available for reference the newest textbooks and books on the·teaching of Latin, such helpful sugges­tions from progressive teachers in other states as can be secured, and other material aids. Five hours a week. Credit value: Two semester hours. ._hlfM_liolilil~~~lfefJ'M'tt. 8-9. Latin 68x.i. Suri,ey of Latin Literature: The Republic.-Lectures and readings in Latin literature from the earliest period through the age of Cicero. The political and social backgrounds will be studied and literary influences will be traced. The course should be of value to teachers of Latin, since it. will supply them with the necessary perspective for teach­ing Latin literature effectively. Prerequisite: Latin 25. Five hours a week. Credit value: Two semester hours. Instructor: Dr. Leon. 9-10. Latin 68y.i. Survey of Latin Literature: The Augustan Age.-Lectures and readings. See the description of Latin 68x. Prerequisite: Latin 25. Instructor: Dr. Leon. 11-12. *Meets also TuW 7-8 first three weeks, TWT 7-8 last three weeks. tMeets also ThFS 7~8 first three weeks, FS 7-8 last three weeks. 14 . THE LATIN LEAFLET Cluaical Civilization Cla118ical Civilization 20x.i. Survey o.f Latin Literature: The Republic. The same as Latin 68x, except that the authors will be read in English translation. This course is intended for those who do not have the pre­requisite for Latin ll8 and should be valuable to all teachers of literature. Prerequisite: English 12. Instructor: Dr. Leon. 9-10. ClaBBical Civilization 20y.i. Survey of Latin Literature: 'The AuguBtan Age.-The same as Latin 68y, except that the authors will be read in English translation. Prerequisite: English 12. Inst.ructor: Dr. Leon. 11-12. SECOND TERM Staff Dr. 0. S. Powers (Chairman), Professor D. A. Penick; Dean V. I. Moore Greek Greek 1b. Introduction to Greek.-Continuation of Greek la. Seven and one-half hours a week. Credit value: Three semester hours. Instructor: Dr. Powers. 10-11.t Latin Latin Bb. EaBy La.tin Reading.-For those who have credit for two years of Latin in high school or for Latin A. Seven arid one-half hours a week. Credit value: Three semester hours. instructor: Dr. Powers. 9-10.* Latin 1b. Cicero and Terence.-For those who have credit for three or four years of Latin in high school or for I..atin B or its equivalent. Cicero's De Senectute and a comedy of Terence will be read. Seven and one-half hours a week. Credit value: Three semester hours. Instructor: Dean Moore. 8-9.:j: Latin 68z.i. Survey of Latin Literature: The Silver Age.-Lectures and readings. See the description of Latin 68x. Prerequisite: Latin 25. Instructor: Dr. Penick. 9-10. Claaaical Civilization Classical Civilization 20z.i. Survey of Latin Literature: The Silver Age.-The same as Latin 68z, except that the authors will be read in Eng­lish translation. Prerequisite: English 12. Instructor: Dr. Penick. 9-10. tMeets also .TWT 11-12 first three weeks, TuW 11-12 last three weeks.