University of Texas Bulletin No. 2809: Marcia 1, 1928 IUJ,90llCl... C!¥iA0 tl1li:at\:~ hsued by the Department of Classical Languages in the interest of Latin teaching in the high schools of Texas Roberta F. Lavender, Editor W. J. Battle, Ruby Tenill, Mrs. H.J. Leon, Associate Editors NUMBER 20 e.. ' PUBLISHBD BY THB UNIVERSITY FOUR 'tlf4BS A MONTH, AND BNTBRBD AS SECOND-CLASS MATTER AT TtlB POltOFFICB AT AUSTIN. TBXAS, UNDER THB ACT OF AUGUST 24, 1912 ~u1vers1t7 of le&aG TEXAS LATIN TOURNAMENT \ direetly, from the contests. The results are more far reaching than "''''·'-­ (Conducted under the auspices ot the we ~an measure by immediate gains.Texas Classical Association) To illustrate, let us consider how long . . . and arduously Dean West, of Prince-Time: Apnl 13, 192g ton, worked for the Classical League. He has devoted to this organizationPlaces: sottie of the best y~a~ of bis pro­ 1. Childress, Mrs. Clarence E. fessional life. He might well be. dis­ Baley. 2. Commerce., Miss Dora Flae.11. couraged, now that he is ill and that ... the work has been put into '>ther 3. Corpus Christi, Miss mary ha·nds to carry forward, and yet Dean Carran. VIest has cause for comfort. Out of 4. Eastland, Miss Ivie Q. Wilson. the League came the Classical In­ 5. Lufkin, I. A. Coston. ve1tigation, a glgantic and heroic 6. Minel"al Wells, Miss Laura piece of cooperation that is just now Wallaee. beginning to bear :truit in better 7 · Palestine, M. D. Stewart. texts, revised courses of study-an 8. San Marcos, E. 0. Tanner. impetus that is reaching down to the 9. Waco, Miss Annie M. Forsgard. teachers in the high schools and arous­ lt will be noticed that for 192S ing them to an ambition for wider there are nine centers f Ol" the tour-reading, for graduate study, and for nament. Up to this time 111 schools travel. Let us take courage in Texas have registered with more than six and press on. hundred contestants. WHAT WILL YOU DO WITH YOUR Little has been said in print about vACATION? the Tournaments. This does not mean that preparations are not being Every year the editor of the made in every center. The general LllAFLET asks this question. It would director, Mrs. Marian C. Butler, 2316 be a great satisfaction if letters Colcord A venue, Waco, knows pre-would come pouring into the office eisely what is going on. The teach-te1ling of plans for study and for ers of Latin in Texas owe a great travel. The fact that many of the debt of gratitude to this busy teachel" Texas teachers of Latin do use the who, out of love for the cause, gives summer months to advantage should unstintingly of her time. be an incentive to others who have Those who have had a part in the not acquired the habit. It isn't alto­Tottmaments can testify to the im-gether a bad idea to choose a differ­petus received, either dinctly or in-ent university each summer, but teachers would do well to take work for credit rather than to register as visitors. Credits which accumulate can be transferred. Summer cata­logues are to be had for the asking. If you have not seen the circulars advertising Yale's interesting pro­gram, read this: You are invited to participate in the Linguistic Institute to be held at Yale University from July 9 to August 17, 1928, by the Linguistic Society of America. Courses will be given to meet the needs of the teachers who attend. Professor Showerman of the Uni­versity of Wisconsin, who directs the American Academy in Rome, gener­ously offers to lend money to young and healthy teachers who desire work in this institution. Such opportunitiesdo not arise every year. To those teachers who feel that physical rest is necessary, it is sug­gested that a bit of Latin be read at home, and that some parallel reading be done. A list of books will be given in the next issue of the LEAFLET. A PERSONAL APPEAL TO LATIN TEACHERS IN TEXAS FELLOW-TEACHERS: If you want to receive the LEAFLET; If you want to encourage us to make the LEAFLET better; If you want to keep in touch with other Latin teachers in Texas; Please within two weeks after yourschool begins next fall send us your name and address. ROBERTA F. LAVENDER. University of Texas, Austin. TWO BOOKS OF INTEREST TO TEACHERS OF LATIN The Founm0t on Earth, by Dr. Ralph Van Deman Magoffin. Published by the American Classical League and the Service Bureau for Classical Teachers. Pages 38, with 50 illustra­tions. Price, 25 cents. This pamphlet is perhaps the most complete and certainly the most at­ tractive non-technical description of the ancient Forum and the history of its subsequent demolition and exca­ vation. It is admirably illustrated with photographs of the present state of the Forum and copies of drawings from the Renaissance period and his­ torical paintings depicting scenes in the Forum. It will prove a great addition to those schools which have no access to the larger works on to­ pography and is far more readable for the high-school student. The proceeds from the sale of this pamphlet go toward the development of Latin over the entire country, through the channels of the League. Professor Magoffin has generously al­lowed a rebate of 5 cents each per copy sold in Texas, the proceeds to be used for the Latin Tournament. The Latin classes in the University of Texas have just ordered 100 copies. It is hoped that other colleges will do the same thing this year and that later on, perhaps next year, teachers in high schools will find a place for the pamphlet in their courses. Induce your students to subscribe. Send your order with 25 cents for each copy to Mrs. M. C. Butler, 2316 Colcord A venue, Waco, Texas. She will forward 20 cents to the pub­lishers and keep 5 cents for the Tour­nament. The pamphlets will be sent you direct by the publishers. AN ENCOURAGING LETTER FEDERAL TRADE COMMISSION Washington WASHINGTON, D.C., March 18, 1926. To THE PRESIDENT OF THE UNIVERSITY OF TEXAS, AUSTIN, TEXAS, DEAR SIR: Someone gave me a while ago the LATIN LEAFLET, No. 1: January, 1922, published by your University. I wish very much that I might have any others that you have published and that you would place me on your mailing list for future issues. Any charge therefor I will be glad to pay. Thank you for any attention you may pay to this. I am a lawyer, trial and appellate, and I find much interest and profit in reviewing and keeping up my Latin studies. I had recently oc­ casion to make use of an oration by the Greek orator Lysias, his "On the Corn Laws," in a brief of mine in an action against the Chamber of Com­ merce of Minneapolis, filed in St. Paul and argued there last May, in the Eighth Circuit Court of Appeals, United States Court. On certain points, e.g., the public interest, there was nothing to add to the argument of Lysias. With very best wishes, I am, Sir, CHARLES MELVIN NEFF. AN EXAMINATION PAPER IN FRESHMAN LATIN COMPOSITION (First Semester Final Paper for Latin 202 in the University of Texas, January, 1928.) I. Turn into Latin (express itali­cized phrases in two ways) : 1. (a) After delaying for a few days, he set out for Car­thage. (b) On finishing this work, what will you do? ( c) After encouraging his men, the general leads them into battle. (d) After encoumging . his men, the general led them into battle. ( e) After encouraging his men, the general will lead them into battle. 2. The mother sat at home read­ing a book; there she sits every day reading; you will find her in the evening by the window reading. 3. The boy intending to go to the circus on the following day arose early; arises early; will arise early. 4. Comment on the participles found under 1, 2, and 3 above. II. Change the following actives into passives (setting down only the words changed) : 1. Graeci urbem Troiam ceperunt. 2. Pater filios linguam Latinam docebat. 3. Amicus mihi persuasit ut do,. mum redirem. 4. Milites acriter pugnaverunt. E •. Parentes filiam luliam nomina­bunt. 6. State briefly the steps taken in turning from the active to the passive voice. III. 1. Give the infinitives, active and passive, for: facio, duco, tango, video, audio. 2. Express in Latin : The messenger reported that the army had plundered the fields, were plundering at that time, and would plunder on the following day. 3. State briefly the rule for the choice of each separate infini­tive in an indirect statement. IV. 1. Give the Latin form of question for each ablative cited below, making a brief question and answer for each: (a) instrument, (b) separation, ( c) time, (d) manner, ( e) agent. 2. Give the Latin form of question for teaching two accusatives­both of person or thing; one of person, one of thing. Illus­trate each by question and an· swer. V. Express in Latin: 1. (a) The father inflicted pun­ishment on his son. (b) The son suffered punish­ment at the hands of his father. 2. (a) The father gave his daughter in marriage. (b) The man married the woman. ( c) The woman married the man. 3. I wish to ask you, whence you have come, what you are carry­ing, and when you intend to set-forth. 4. I invite you to go with me today to Geneva. 5. With what motive does the farmer go into his fields? Ob­viously, to plough. VOCABULARY nubo moror conficio porto mane lego solvo surgo sedeo duco sumo vasto circus Genava liber videlicet fenestra posterus supplicium BEGINNERS' GREEK AT THE UNIVERSITY OF TEXAS, 1927-1928 Following a custom in several col­leges over the country, the Dean of the College of Arts and Sciences, together with the Registrar, proposed in the spring of 1927 that the Univer­sity of Texas offer an option of Latin 1 or Greek 1 for Mathematics 1, as a prescribed freshman course toward the bachelor's degree. The motion, after being discussed back and forth by the Geeneral Faculty in three lengthy sessions, was finally passed by a large majority-approximately two to one. In the September registration ninety students enrolled for Greek 1, making a group large enough for three sub­stantial sections. Out of this number the rolls show that 58 survived the final examinations for the first se­mester. Of these there are 12 seniors, 17 juniors, 12 sophomores, 17 fresh­men. The grades made by these students are: A's, 10; B's, 16; C's, 8; D's, 17; E's, 5; F's, 2. It is inter­esting to note that 41 of the 58 stu­dents have had Latin from one to six years, counting the work done in high school and in college. It is illuminat­ing also to note that in general the A's and B's were made by the stu­dents with the Latin background. A few of the 'higher grades, however, were made by gifted freshmen who had had no Latin, this exception merely proving that there is no sub­stitute for brains. By a questionnaire it has been found that those who registered for Greek as an option for Mathematics 1 to­taled 30 out of the 58. In answer to other questions included in this same questionnaire, it was found that more than 20 expect to take Greek another year and that with one or two ex­ceptions the entire group is enthusi­astic about the subject. To make the facts stand out clearly for closer in­vestigation a table is here appended. GREEK 1 FOR 1927-1928 1. Enrollment ------------------------------------90 2. Number surviving first semester 58 3. Rank: seniors, 12; juniors, 17; sophomores, 12; freshmen, 17____ 58 4. Grades: A's, 10; B's, 16; C's, 8; D's, 17; E's, 5; F's, 2__ __ ______ 58 5. Number of those have studied Latin ----------------------------------------------41 6. Number of those not having studied Latin________________________ __ _ ___ 17 7. Prospective students for another year of Greek_ ________________ ____________ 20 8. Number who like Greek (ap­proximate) ------------------------------------55 There has been this year no per­ceptible increase in Latin 1, as an op­tion for Mathematics 1. The reasons for this lack of increase are not read­ily at hand. A few, however, can be cited. Many of those who enrolled for Greek registered at the same time for Latin. Moreover, a rather large group taking the Greek are students from the Presbyterian Theological Seminary. Others in all probability would have registered for Latin, if the option had included Latin B, the course open for those who present two high-school units. Let it be said here parenthetically that it was at first proposed to include Latin B in the optioP for Mathematics 1 and that it was a member of the classical staff who made the motion to eliminate this elementary course. As a result of this option Greek will have a chance to make its own apoeal. Those who have had it and liked it will naturally pass the word along and others in increasing numbers will have the courage to try it. For the past few decades, Greek has suffered because it has had so few students prepared to champion its cause. CERTAIN FRESHMAN WEAKNESSES University of Texas freshmen are particularly deficient in English but they fail in swarms in other subjects as well. More than nine hundred failed to pass the first-year course in botany, chemistry, geology, physics, and zoology. At last it looks as though something were wrong with our educational program. We have sowed the wind; now we are reaping the whirlwind. Surely, if enough pub­licity can be given to facts, every per­son responsible for this chaotic con­dition will share in the effort to find a way out. No one person or group of persons is wholly responsible. It is easy for the college professor to hold the high­school teacher responsible for fresh­man failures. The teachers in the senior high schools can easily claim that they do the best they can with those who are allowed to come up from the junior high schools. Junior high­school teachers in turn are sure that the trouble lies back in the interme­diate grades. The faithful teachers in these grades say that they might se­cure results if they could get the cooperation of the parents. It is a vicious circle. We all know that some­thing is the matter and desperately the matter. Are we willing to con­fess that we all lack courage? In spite of the pressure that is brought to bear to get pupils through grades, are we-all the way down the line-giving the pupil exactly what he makes and no more? What too many pupils of the present day desire (and, alas, what too many parents de­l!!ire for their children) is grades. Caring little for knowledge, these pupils juggle words and count them­selves fortunate to "get by." They refuse to make an effort to think ex­cept spasmodically. Such pupils should be failed wherever and when­ever they deserve it. No standard of scholarship or of honor can be maintained in a school where the teachers are not left free and unhampered in the matter of grades. If every step is taken in fairness, if the teachers, though firm and immovable, are sympathetic and approachable. the pupils will soon learn that thev must work or fail. It is not expected that a pupil must "grind," but that he must get the habit of using his mind, that he should scorn to use the work of his class­mate, that he should acknowlPdge franklv his mistakes and be willinJ? to profit bv them, and that he should take a pride in work well done. Ad­ministrators and teachers should set this standard as their goal, counting anvthing short of this standard a failure. As illustrations of the hazy notions that pupils get when they have been supposed to be thinking, note these answers taken from some first-semester papers in Latin and Greek in the University of Texas. The first answers quoted were taken out of the Freshman Greek class after repeated drill_s had been given on the principles involved. This was one question: How many voices are possible for an active transitive verb? Define, and illustrate each voice by an English sentence. Note three answers received: 1. "The present, middle, and passive voices are possible for an active transitive verb. The present is an act being done in present time, the passive is the subject in the past being acted upon." 2. "The three voices are the present, aorist, and perfect. The present voice signifies action taking place in the present time, aorist one time." 3. "The three voices are active, middle, and passive-active is action happening in active time, passive in passive time, middle is on self." In defining a deponent verb the writers of Nos. 1 and 2 above an­swered: 1. "A deponent verb is one that does not have a regular present voice." 2. "A deponent verb is one that has passive endings but present mean­ing." Although the question included a request for an illustration of each voice, the students giving the answers quoted above ignored this request. Mark these examples given, if it can be believed, by a young woman who is a senior in the University: 1. "I hit Mary." (Active.) 2. "Mary hit me." (Passive.) 3. "Mary herself hit me." (Middle.) It should be said that these lan­guage classes contain many students who have been well trained in English and who think clearly and with exact­ness, but there are others, many others, who have been allowed to go from grade to grade and to graduate from the public schools without earn­ing their promotions. Let us call attention to a few other prevalent weaknesses in the matter of syntactical principles: It is rare that students, even those who have had Latin three years or even four in high school, have any definite knowledge of noun clauses. Ts it any wonder. then. that they are confounded when required to diagram tives, genitives, and ablatives when sentences containing such clauses or the governing verb is made passive? to turn English sentences of this type These may seem to be simple ques­into Latin'! Noun clauses are com-tions, too simple to be discussed in a mon in English. Noun clauses are LATIN LEAFLET. If any one thinks so, likewise common in Latin and Greek. let him test his class whether it be They are found over and over again English, Latin, Greek, or a modern in Caesar and Cicero. They are found foreign language. A decade or more as objects of certain types of verbs, ago, a language teacher in college and as subjects of these same verbs could have taken for granted that when impersonally passive; they are freshmen knew these principles, along found in apposition to a preceding with other principles equally common neuter demonstrative pronoun (e.g., and fully as difficult. Those were hoc, id, illud). The pupil should be years when English grammar was required to discover the type of verb taught throughout the school system. that governs each of the five noun If we have found the cause for our clauses. The verbs under each group failure in language study and if the should be memorized. The pupil remedy is at hand, why not apply it, should be led to look keenly for these and that speedily? clauses, and to copy them in note­books under the five separate head­CICERO'S ORATORICAL ings: (1) indirect statement, ( 2) in­TECHNIQUE*" direct question, (3) indirect com­mand, (4) quod-the fact that, (5) That Cicero was the greatest of noun result. Roman orators, one of the greatest, Another principle that gives trouble in fact, that the world has produced, to students in Latin and Greek is the has been universally recognized from so-called second-accusative. Again the Cicero's own time until the present pupil should be made to discover the day, but scholars have been satisfied type of verb that governs two accusa-to take his greatness for granted. tives: (1) the first accusative (the Not until very recent times has any outer object) being a person or a serious effort been made to study the thing, and the second accusative like-technique of this great orator, to ex­wise a person or a thing, e.g., appe~ amine minutely the devices through lare puerum Marcum; (2) the first which he secured those effects to accusative being a person, and the which he owed his success in his second a thing, e.g., docere discipulum lifetime and his fame with posterity, historiam. These verbs should be col-a fame which he so eagerly craved. lected and memorized and illustrations It is now recognized that these amaz­should be copied into notebooks. It ing effects are not the unpremeditated may surprise many teachers to find product of unconscious genius, not the that these principles are common in spontaneous outpourings of righteous Caesar and Cicero. It would aid the emotion, but the result of a conscious pupil when collecting these sentences technique, in which every detail is to practice turning the governing verb carefully worked out beforehand ac­into the passive. Let them be re-cording to definite rules; a technique quired to know what becomes of the in which as little as possible is left to second accusative. Let them be met chance, in which every effect of spon­with a number of questions like these: taneity is as much the result of a 1. Can a passive verb govern as painstaking preparation as a young accusative object'? woman's apparently random curl, 2. Why is rogatus est always per-which has cost no end of manipulationsonally passive'? Name other verbs before the mirror. that are always personal in the pas-In this brief paper it will, of course, sive. be quite impossible to consider Cicero's 3. What is meant by a personally technique as a whole, for that could passive verb'? What is meant by a well be the subject of a volume, a verb that is impersonal in the passive volume which, incidentally, needs still voice'? to be produced, for although numer­ 4. Why must quaesitum est or ous books have been written about petitum est be impersonal'? Name many aspects of Cicero, none has yet other verbs that must be impersonal dealt comprehensively with his tech-in the passive. nique as an orator. 5. What is the only case used as At the outset we had best bear in object that can be made the subject mind certain essential differences be­when the governing verb is turned · ? *A paper read before the Texas Classtcal into the passive· Association at its meeting in Houston, No­ 6. What becomes of original da-vember, 1927. tween the ancient and the modern whether he is addressing a jury or a concepts of oratory. body of voters. We find, consequently, First, the ancient orator laid greater in the orations of Cicero a large ele­ stress on form, whereas the modern ment of the purely emotional and sen­orator stresses substance. The ac­ timental, many effects calculated to complished orator of Greece and Rome elicit tears from his hearers, effects paid careful attention to artistic ar­ which may perhaps leave us, his un­rangement, to balance of sentences, emotional twentieth-century readers, to fine effects of emphasis, to meticu­ quite cold; but we must remember lous choice of words, to the securing that the effect must have been far of harmonious combinations of words. different in the crowded courtroom, Hence the ancient oration was more amid the deep excitement of a stirring often a work of art than the speech trial, where the jurors had before of a modern orator. In fact, rarely their eyes the mourning relatives of does the modern criminal lawyer pub­ the wretched defendant, and ringing lish his court orations as works of in their ears the harmonious cadences literature, whereas in antiquity most of the great master of pathos. great lawyers regularly published We must, therefore, judge these their speeches. orations not according to the criteria Secondly, the ancient orator tended of our own day and our own country, to be more personal than would be but according to the requirements of considered proper in modern times; the situation in which they were de­that is, he would often dwell more livered. That Cicero's orations were upon personalities than upon issues. ideally adapted to the audiences which Hence the more frequent references he addressed is evident from his ex­to himself and his own achievements, traordinary reputation and success, for modesty in referring to oneself for he rarely lost a case or a cause. was not yet recognized as a virtue. Cicero states, in more than one Hence also the more extensive use of place, that the functions of the orator invective and of coarse personal abuse. are threefold: dooere, delectare, mo­The Greeks and Romans were much vere; that is, to give information, to less sensitive about such matters than impart aesthetic pleasure, to stir the we are, and one could call a man a emotions. For the first of these liar and a libertine in public without (docere) a lucid exposition of the sub­losing his friendship. Accordingly, ject matter and a clear, straight­many passages in both Cicero and £orward handling of the theme are es­Demosthenes, which seem to us dis­sential; for the second (delectare) the gustingly personal, were not so re­requisites are an artistic literary style garded at the time they were uttered, and an attractive delivery; for the because the airing of the unsavory third (movere), which is by far the secrets of an opponent's private life most important, the orator must em­was considered an entirely legitimate ploy every device of his art: telling weapon. At least the ethical, if not argument, skilful arrangement, eff ec­the artistic standards of oratory are tive style, impressive delivery. For­ higher in our day. Besides, we must tunately for our study of Cicero, there remember, there were no laws against have come down to us several ancient slander in those days. works which treat in detail the rules and devices which the orator mustThirdly. and most imnortant, tht! master. The most important of these ancient orator appealed chiefly to the rhetorical works are by Cicero him­emotions of his hearers, while the self, and they include first, De lnven­modern orator professes, at least, to tione, on rhetorical invention, a hand­appeal to their intellects. The logical book written in his early twenties;accuracy and the close reasoning second, De Oratore, on the training which characterize the masterpieces and equipment of the orator; third,of modern British and American ora­ Orator, a picture of the ideal orator; tory are rarely to be found in an an­ fourth, Partitiones Oratoriae, a sort cient oration. Nor is this surprising, of catechism on the rules of rhetoric. for the ancient Greeks and Romans Cicero's Brutus, a history of oratory, were a more emotional people than our comparatively cold Englishmen or also yields much valuable information Americans. An appeal to their hearts on this subject.We learn from these treatises, was certain to be more successful than an appeal to their reasons. Hence, quite which are to a large extent influenced naturally, the skilful orator sought to by the rhetorical works of the Greeks, direct his appeal where it would be that an oration had five parts: the most effective; for after all, the ulti­ exordium, or introduction; the nar­mate purpose of the orator, ancient or ratio, or exposition of the situation; modern, is to convince his hearers, the partitio, or outline of the heads (usually three) under which the ar­gument would be treated-this point is often omitted; the argumentatio, the argument proper, which involves both positive argument (probatio) and refutation (refutatio); and lastly the peroratio, or emotional conclusion. Each of these parts had its own elabo­rate rules. I shall here consider only -and briefly-the rules for the ex­ordium and the peroration, since in these parts especially Cicero's strength as an orator can most easily be dem­ onstrated. We are told in De Inv.entione that the exordium is that part of the ora­tion which properly prepares the au­ditors for the main speech which is to follow, and that in order to secure this result, the speaker must make his hearers benevolos, attentos, dociles; that is, he must secure first, their good will; secondly, their interested attention; thirdly, their readiness to receive information. Good will (benevolentia) may be se­cured in four ways: first, with refer­ence to the orator himsel:f or his client; second, with reference to the opposition; third, with reference to the auditors; fourth, with reference to the case itself. Under the first of these methods the orator talks modestly about himself or his client. He states that although he realizes that he is hardly adequate to so important a task, he will do his best. He depreciates his own ability as a speaker. He points out the diffi­culties which he has to face, the ob­stacles put in his path by the oppo­sition. It is particularly important to disarm at the beginning any preju­dice that may exist against himself, especially if the orator is defending a man whom he had on a previous occasion accused (as in the case of Cluentius) or if he is opposing one toward whom he is supposed to have certain obligations (as in the defense of Murena, where Cicero opposed his friend, Sulpicius). He must point out that his client is a man of the finest character, although laboring under a false accusation, and that any preju­dice which may be felt against the man is due to a misunderstanding of the circumstances. The second method of securing the good will of the hearers, especially of the jury, is by referring to the oppo­sition. This is done, Cicero informs us in three ways: by arousing against them first, hatred (odium); second, prejudice (invidia); third, contempt ( contemptio). Hatred is aroused against them by stating that they have been guilty of acts that are cruel, immoral, arrogant, malicious, outrageous; especially that they are attempting to use the members of the jury as tools in accomplishing their crimes when other methods have failed. (Thus, in the exordium of the oration, for Sextus Roscius, Cicero points out that after an unsuccessful attempt to murder the young defend­ant, the opposition has trumped up against him the false accusation of parricide, hoping to accomplish the ruin of an innocent man through the medium of the laws and the jury.) Secondly, prejudice is aroused against the opposition bv showing that in this case they are relying not on the jus­tice of their cause, but on such weapons as coercion, political influ­ence, wealth, bribery. (Everyone is familiar with the case of Verres, of whom Cicero states significantly that he boasted that his wealth and influ­ential friends would secure his ac­quittal.) Thirdly, contempt is aroused against those on the other side by showing that they are indolent, worth­less, luxury loving, immoral, stupid. Here the orator may indulge in bit­ing jests and in ridicule. The third method of securing good will is with reference to the auditors. The speaker praises the moral cour­age of the jury, their good judgment, their tender hearts; he states that this is the most select group that he has ever addressed. This must be done in a very subtle manner, we are told, so that it will not appear as flattery. Fourthly, good will is secured by referring to the case itself. The ora­tor points out that the cause is a just one, and is identified with the cause of all good citizens or with the state. He contrasts the justice of his client's cause with the injustice of the opposi­tion. He states that his client has the support of all the best peonle. Having-secured the good will of the hearers by these four methods, the orator next seeks to secure their at­tention. This is done first, bv stating that the speech will be a brief one. The orator does not need to keep this promise, for he can afterwards apolo­gize for going into more detail than was expected by saying that it wilI be easier for his auditors to grasp the situation if they hear all the details. Secondly, attention is secured by showing that this case is important, unique, incredible. There has never before been so unusual a case before the courts in all the historv of the state. in all the history of human civilization. The speaker may state here that this case involves not only his client, but also the welfare of his auditors, or of certain illustrious citizens, or that the safety of the in­dividual citizen is imperiled or that the future of the entire cou~try is at stake. The last part of the exordium makes the hearers dociles · that is uncompronusmg decision will put an end to this evil situation. He will point out further, if the situation warrants it, that the crime was one of cold premeditation and not the rash act of a thoughtless moment. He will amplify any element of violence or of cruelty. If the crime was committed ready to receive this imp;rtant in~ against a near relative, or a friend, formation. This is done by present­ing the point at issue in a nutshell and indicating just what the jury must decide. The rhetorical works of Cicero in­dicate with much detail how the ex­position (narratio) may be treated so as to be the most favorable to one's -0wn case; and then, as regards the argument proper, what types of argu­men are to be employed, how they can be most effectively arranged so that the weaker points of the case will be overlooked and the stronger points will be brought into the foreground, how the arguments of the opposition may be undermined, how witnesses are to be handled. After the oration proper has been -concluded, the orator throws all of his art into the final appeal or perora­tion. This consists often of three parts: first, of an enumeratio, a brief summing up of the main argument, done carefully, Cicero cautions, so as not to imply for a moment that the ·orator does not trust the memories of his hearers. The other two narts are the indignatio, by which indigna­tion is aroused against the opposition, and the conquestio, which is the last -appeal to the sympathies of the au­dience. It is an indication of how carefully the technique of the perora­tion was worked out that Cicero, in his treatise De Inventione, details fif­teen ways of arousing indignation and sixteen ways of securing sympathy. Without enumerating all of these, I shall cite several of those which are most frequently used by Cicero him­self. The methods of arousing indigna­ or a host or guest, or an old man, or a cripple, or a woman, or a child, the orator will state that the act was inhuman, that not even savages or wild beasts would be guilty of so heinous a deed. He will compare this crime with other crimes and show that this is far more outrageous and horrible than any other crime that has ever been committed; that it is, in fact, ab­solutely without precedent. He will vivify and amplify each detail )of the crime with exclamations of horror. He will stress the fact that this scoun­drel by his haughtv and arrogant at­titude is adding insult to injury. He will call upon the jurors to imagine themselves in the place of the vic­tim: if the victim was a child, to think of their own children; if a woman, to think of their own wives; if an old man, to think of their parents. It was in the concluding portion of the peroration, the conqu.estio or com­niiseratio, that Cicero's art was most effective. As a lawyer who rarely conducted a prosecution, but appeared almost invariably for the defense, he used every device in his power to arouse sympathy for his client. So successful was he in appealing to the emotions of a jury, that when more than one lawyer spoke for the de­fense, as often happened, Cicero was always selected to make the conclud­ing speech. Here .c~cero's style. is seen in its most brilliant form with its rich, flowing periods, its musical cadences its crashing climaxes, which held his' hearers fascinated and so overwhelmed them that the argu­ments of the other side were forgotten and their hearts were melted with tion will, of course, be employed compassion for the unhappy victim chiefly by a prosecutor, but occa-whom they alone could save. It should sionally will also serve a speaker for be noted here that a final appeal of the defense. Among the fifteen meth-this type was all the more effective ods are the following: The orator with a Roman jury, which cast its will point out that if this crime is not ballots immediately upon the conclu­punished, others will feel that they sion of the case with no opportunity can do the same with impunity; that for retiring and coldl-"· deliberating as a result, no citizen will be safe; together on the evidence. We must that all honest men, even the gods remember. also that n? unanimous vote themselves, are watching the outcome was required, of this trial with anxiety; that all the vote o~ a criminals are watching the trial with 1 for a verd1c~. anticipation, ready to let loose their Itor could stir savage fury if the jury does not act than half of with firmness; that a courageous and : won. as. w~th us, but ~hat maJonty was sufficient If, there~ore, the ora­~he. emot10_ns of more his Jury, h1S case was LATIN LEAFLET Of the sixteen ways of securing sympathy, which Cicero enumerates, the following are especially worthy of mention: Point out, if possible, that your client, who was recently so prosperous and fortunate, is now reduced to poverty and misfortune, for nothing so arouses pity as wretch­edness which follows good fortune. Enumerate the misfortunes through which he has passed or is about to pass. State that he least of all men deserves such misfortune because he is a man of the finest character or be­cause he has done noteworthy serv­ices to the state. In a case where the penalty is exile, dwell upon the heart­breaking aspects of separation from one's parents, wife, children, friends. Show that he has been wronged by those from whom he should least of all have expected such treatment, as rela­tives, friends, or persons whom he had benefited. Appeal in the humblest man­ner to the compassion of the jury and beg them to picture their own dear ones in a similar situation. Conclude by say­ing that this unfortunate man will accept courageously whatever hap­pens, for, the writer notes, in many cases fortitude and a noble spirit of resignation will be even more ef­fective than humility and entreaty. In desperate cases this final appeal can be made more potent if the pleader takes by the hand the little son of the defendant or points to his aged father or sorrowing wife, or pretends that his own voice is so choked with tears that he is unable to proceed with his speech. The orator is cautioned, in this connection, not to dwell too long on his emotional appeal, but to stop as soon as his hearers are worked up, because, he remarks, nothing dries more quickly than a tear, especially in the misfortune of others. I shall not touch here on the sug­gestions which . Cicero offers for deliv­ery, especially the modulation of the voice, types of gestures, walking up and down the platform, or, on occa­sion, stamping the foot or tearing the hair; nor shall I cite the elaborate rules which he lays down for choice of words, sentence structure, rhythmic effects. I have sought merely to indi­cate that Cicero's success as an ora­tor was due not only to his great natural genius for oratory, but also to the fact that he had mastered the technique of his profession. UNIVERSITY OF TEXAS Summer School of 1928 COURSES IN GREEK AND LATIN First Term, June 5-July 16 GREEK 1x. Beginners Greek.-Intended for persons who have not studied Greek, especially teachers of Latin who would make some acquaintance with the language of the people who so powerfully affected Rome. With this begin­ning Greek may well be continued by corespondence in the Department of Extension. Two semester hours. DR. D. A. PENICK and DR. H. J. LEON. LATIN 1z. Virgil.-A knowledge of the common forms of elementary syntax is presupposed. Pronunciation and correct phrasing will be stressed. Appli­cants not credited with three admission units in Latin will be admitted only by special permission of the instructor. Two semester hours. MRS. MYRTLE E. CLOPTON, M.A., Teacher of Latin in the North Dallas High School. 202. First Writing Course.-An elementary composition course strongly urged in conjunction with Latin 1 and required for recommendation as a teacher of Latin. Prerequisite: Three admission units in Latin or the special permission of the instructor. Two semester hours. MISS ANNIE LAURIE WALKER, B.A., Teacher of Latin in the Fort Worth Junior High School. 13z. Horace's Oaes and Epodes.-Prerequisite: Latin 1. Two semester hours. DR. H. J. LEON. 25x, y or z. Junior Reading.-May be counted for any term of junior Latin of the Long Session. Prerequisite: Latin 13. The text will be determined when the class meets. Two semester hours. DR. D. A. PENICK. 68x, y or z. Senior Reading.-May be counted for any term of senior Latin of the Long Session. Prerequisite: Latin 25. Two semester hours. The text will be determined when the class meets. DR. H. J. LEON. 83x, y or z. Graduate Reading.-Prerequisite: Latin 68. Two semester hours. The text will be determined when the class meets. DR. D. A. PENICK. Education 215. Teachers' Course in Latin.-A discussion of modern methods with daily attendance on a class in practice teaching. Two semester hours. Prerequisite: Latin 1 and six semester hours in education. MRS. MYRTLE E. CLOPTON, of the North Dallas High School. Second Term, July 16-August 27 LATIN 1 x or y. Cice>·o's De Senectute.-Prerequisite: Three admission units in Latin. Two semester hours. MISS TRUDIE WILSON, M.A., Teacher of Latin in the San Jacinto High School, Houston. 25y. Junior Reading.-May also be registered for as 25x or 25z. Pre­requisite: Latin 13. The text will be determined when the class meets. Two semester hours. DR. D. A. PENICK. 25z. Junior Reading.-May also be registered for as 25x or 25y. Pre­requisite: Latin 13. The text will be determined when the class meets. Two semester hours. DR. DONALD CAMERON, of Boston University. 68x, y or z. Senior Reading.-The topography of Rome and Latium. Illustrated with photographs and lantern slides. Prerequisite: Latin 25. DR. DONALD CAMERON, of Boston University. 83x, y or z. Gradtuate Reading.-For this term the same as Latin 68, with special conference work in addition. Prerequisite: Latin 68. Two semester hours. DR. DONALD CAMERON, of Boston University. For Catalogue of the Summer Session, address E. J. MATHEWS, Registrar, University of Texas, Austin, Texas.