t1nt....ers1 ty or Pub1 l'exaa 1oattons University of Texas Bulletin No. 2308: February 22, 1923 Latin Leaflet No. 7: February, 1923 Roberta F. Lavender, Editor W. J. Battle and Clara M. Parker, Associate Editors PUBLISHED BY THE UNIVERSITY FOUR TIMES A MONTH, AND ENTERED AS SRCOND·CLASS MATTER AT THE POSTOFFICE AT AUSTIN TEXAS, UNDER THE ACT OF AUGUST 24, 1912 The Latin Leaflet is issu.ed by the Department of Classical Languages in the interest of Latin teaching in the high schools of Texas. Editor. ---o--­TO THE CLASSICAL TEACHERS OF TEXAS plan to attend the next session or not, to keep up your membership, and to attend to the matter without delay. Those who have been attending re­cent meetings will not need to be told how much they are accomplishing or how much real enthusiasm is being engendered. For the benefit of those who have not had this privilege it The chairman of the Classical Sec-, should be stated that the Classical tion of the State Teachers' Associa­tion is urging that all the teachers of Latin in the state pay as soon as possible their dues to the Association, taking care to indicate the section to which they belong. The reason for this is that twenty-five per cent of the membership fee goes to the de­partment to be used in securing suit­able speakers from without the state; and it is extremely desirable to know as early as possib'e what funds will be available for this purpose, as t~e great demand for lecturers at this time makes it difficult to secure the right persons unless the matter is taken up early in the year. The fact that Texas is so far from the great centers makes it more expensive as well as more difficult than it would otherwise be to bring noted leaders. We need the inspiration of such lead­ers. Thorn who can attend the meet­ings will derive a direct benefit; but it is no less incumbent upon those who cannot attend to he·lp to advance the cause. You are urged, therefore. entirely regardless of whether you Section has launched a campaign to improve Latin teaching in the state both by securing information as to its status and by devising ways and means for . improving the conditions that exist. Every Latin teacher should have a part in this. Experienced teachers in col1ege or high school will be needed. for inspiration and leader­ship. Those of small experience need the instruction, the fellowship, and the enthusiasm that these meetings afford. May we not count upon a registration of at least one hundred and fifty? And may we count on you? ----0•---­CLASSICAL STUDENTS IN THE UNIVERSITY OF TEXAS WHO WERE ON THE FALL TERM HONOR ROLL Summa cum Laude Best 37 out of 3032 Almon, Vera ___________Gainesville Beall, Mildred L. ______Nacogdoches Cole, R. Taylo:·____________Franklin LATIN LEAFLET Decherd, George M. ---------Austin I NOTES FROM THE FIELD Dorroh, Joe L. ____________Rosebud Penick, Ruth________________Austin Reveley, Cora T. -------San Antonio Sampley, Arthur M. ---------Austin Sparert\1eTJ?:, Charles Herman__Austin Taylor, Sallie Bernice________Lorena Whyburn, Gordon T. _____Lewisville Cum Laude Ampla et Magna Best 97 out of 3032 Casey, Bertha Florence______Austin Coldwell, Eugenia --------Galveston Green, Vivian M. ___________Austin Hair, Marion B. ________Big Spring Hassell, Floyd__________San Angelo McDowell, Martha ________Lockhart Marshall, Eugenia ----------Hearne Mitchell, Melba ------------Victoria Stolterfoht, Beatrice__corpus Christi Wilson, Ivie ______________ Eastland Witherspoon, Mrs. Anna C.___Austin Magna cum Laude Best 148 out of 3032 . Beckham, Perla. -------------A.ustm Miss A. L. Walker, Junior High Sc.boo!, Fort Worth, ·sends in ma­terial for these two notes: 1. I am a great believer in sight reading. In order to get time for this reading I have the pupils, at stated times, prepare in writing at home the lesson assigned. When the class meets, I take up this work and answer any questions that may be asked. The hour is then given to sight work. At first, I allow the use of the vocabulary. Later, after the pupils have acquired confidence and proficiency, they are asked to trans­late without any aids. 2. Latinists declare that one of the objectives in the study of their subject is to improve one's English. We must, then, as teachers, see that no bad ha:bits in translation are formed. The place to begin is with the first year classes. It may be te­ dious to it will accomplish, and cer-Henderson, Cormne _________Lmd~n Itainly require daily vigilance on the Moore, Myrtl.e E. Todd______Aust1_n part of the teacher. A pupil should Nayfach, Juhus________San Antomo 1 1 never hear or say such phrases as: Sledge, W. TerrelL____________Kyle Amplii cum Laude Best 201 out of 3032 Chapman, Martha __________Lufkin Hander, Ethel ___________Beaumont Newcomer, J. Donna_________Silsbee Titsworth, Coma A. --------Sabinal Cum Laude Best 291 out of 3032 Andrews, Nannie ________Lancaster Hamilton, Robert H., Jr.______Austin McFarland, Mary Agnes__Galveston O'Neal, Josephine _________Franklin Peters, Roger P. ____________Austin Taylor, Mary _______Corpus Christi Traylor, Lucile ________ New Waverly Attention is called to the honor roll above. The Dean of the College of Arts and Sciences in the University of Texas each term uses this means of honoring students whose records are worthy. This he does with the hope that other students may be in­spired to raise their grades. Not only should deserving students be reward­ "having been influenced." "these things having been found out." Let him say and hear rather: "the leader on being influenced," "Caesar, after he had heard this," "the father, because he was moved with compassion," etc. The loose use of participles is per­haps the commonest weakness in translation. The Latin Leaflet expresses its ap­preciation of these notes, both because of their content and because someone out in the field has been interested enough in the work that is now being attempted to send in suggestions. It is urged that every teacher es­tablish the habit of having sigh~ translations and that these results be allowed to count as a large part of the pupil's grade for the month or term. It is well to keep this fact from the pupils, because better re­suits are obtained when they feel free from pressure. It is sugi;ested fur­ther that even on memory passages in examinations, the text be varied eel, but the schools from which they enough to call out individual think­come should have their share of merit. ing. This can be done by throwing It is worth noting that out of a list direct passages, for instance, into in­of thirty-seven here printed seven-1 direct, or vice versa. By carefm teen come from small towns. This thinking and planning, examination should furnish food for reflection on questions can be made short and yet the part of those who maintain that comprehensive. The pupil should be Latin should be eliminated from small trained from the beginning to judge high schools. Editor. : his translations. If a passage mean~ LATIN LEAFLET nothing to him, it is sure to mean nothing to anybody else. A PHYSICIAN'S TRIBUTE TO THE CLASSICS Dr. H. A. Royster of Raleigh, N. C. in speaking before the State Medical Association gave the following tribute to the classics: "Brains are the alpha and omega of the man of medicine.... The study of medicine bestows no more brains and adds not one cubit to the mental stature. It provides only a few more implements of the mind to be used for good or for ill. Unless the roots are deeply planted in the soil of real learning, the study of any science nar­rowly pursued takes away from the natural resources of the mind more than it puts in. In other words, a finely endowed intellect is needed to carry on in the realm of science, to withstand its temptations toward the illogical, to keep clear headed in the midst of fact and fancy. "Make no mistake about culture. ceptions. But the observation is prob­ably correct, and its explanation lies in the small stress placed on actual scholarship required of one entering the profession of medicine. "We are living in an age of inac­curacy. We are inaccurate in thought, in speech, in spelling, in writing. We know a great deal; but do we know anything very well? Short cuts and practical preparation are the order of the day. Language, the only medium through which thoughts are given out, has been almost forgotten. Will it be considered very old fashioned if I should suggest that the neglect of the languages, and particularly the ban­ishment of Greek, may be responsible for our loose thinking and our lack of scholarship? The value of Greek for the medical student might be a theme for a discourse in itself. If you should go over the evidence, you would be surprised to find how much medi­cine owes to the Greek language, what a very large number of our words re­ferring to diseases, operations, and or­gans are derived from the Greek-fully as many as from Latin. And Culture is refinement, accuracy, poise, I many of those coming through the resourcefulness; it is not effeminacy, Latin were taken originally from weakness, conventionalism, imprac-Greek. 'We suspect, too, that our men ticability. We have been getting too of science who are supposed to be op­far away from the humanities, from posed to "so much Greek" must study classical education, from academic that language secretly or they as­scholarship, if you please. In the suredly could not name the tools of quest of science-and there is no their own trade.' The chief advantage nobler pursuit-we have set up utili-1 of the study of Greek is a training in tarian courses, called premedical and accuracy. in the expression of nice certainly premeditated, for the pur-shades of meaning, the very essence pose of reducing to a minimum all of a cultivated mind engaged in those things which do not bear di-scientific thought. We cannot divorce rectly on the matter in hand, and science and culture: we cannot go on swelling to a maximum those that are rearing-a race of seekers after truth concerned in the material things of who are not trained thinkers; we can­medicine. In this we have left out the not fail to perceive that the education very bed rocks of learning: the ca-of a candidate for a learned profession pacity to interpret the phenomena and means for us. as it has meant for all the power to express the findings. If the older nations, a thorough ground­the average trained laboratory worker ing in the ancient and honorable arts in our country today has any weak-and classics before we approach the ness, it is his inability to convey his special study needed for our dignified ideas, to put down what hel has done, calling. That way trod our great to express his results in terms clear. fathers, who outstripped us with the and terse. Generally his work sur-means at their disposal; that way lies passes his words. And it is not the our hope of elevation, of bringing back misfortune of the individual, but of the well rounded medical man and the plan which essays to substitute adding to him the marvellous scientific scientific research for sound scholar-attainments of the present age. My ship; to get the one without the other, thoughUwas expressed by Thomas L. when we may have both. It is the Stedman, in these words: 'Some day common failing-of the later genera-the pendulum will swing the other tion of medical men that they do not way and a new renaissance will once write so lucidly or think so accurately more join culture to knowledge to as those just before them. There are, make the nerfect physician.' "-Class­ of course, numerous and notable e··-i.cal Weekl71. LATIN LEAFLET CATILINE'S CONSPIRACY A Motion Picture Scenario I. Cicero and Catiline in Boyhood A. Catiline. 1. A spoile~, paY!lpered child who has all his desires grante~. He tribe urging them to make war on the Roman Empire. These letters were signed by some Ro­man citizens. B. These conspirators, Lentulus, Cethegus, Statilius, and Cassius are taken prisoners. VII. The Trial A. Volturcius turns state's evidence. becomes very an.gry at his pa-I B c· roves each of the con- rents or nurse if they do not · ic~ro P d th f d th" th t •t h" spirators gm .1ty, an ey con ess B. Cicer~. mgs a sm im. their guilt. 1. A normal. studious boy who C. Cicero is .g!eatly honored b~ the has to do things for himself. Roman citizens after the trial. II. Early Manhood VIII. Death of Catiline A. Catiline. A. Catiline is killed in battle when 1. A pugnacious, bullying young the army of Manlius is . anni­ fop, who is a leader in all hilated by the Roman soldiers. cruel or wicked undertakings. IX. Death of the Other Conspirators B. Cicero. ators 1.. An h o n e st, straigh~forward The other cospirators are put to young l:iwyer, puttmg his death in the Tullianum after they whole _mmd and. energy into have been found guilty. pro~ec~mg the . mnocent and LOU INGRAM pumshmg the wicked. . · ' 1 III. The Consular Election Student in Terrell High Schoo· A. Cicero elected. o•----­ 1. C~cer~ is congratula~ed by all CICERO VS. CATILINE his friends and relatives. 2. C:itiline .vows to take .out on\ .. Cicero his anger at being de-, How long will you, O Catiline, feated. . I Our patience so abuse, IV. T~? Conspira~y How long will you make sport of us, A. Catiline and his colleagues meet your talents to misu~e? at the house of Marcus La~ca Do not the guards of Palatine, and make plans for overthrowing The gathering of good men, the government and taking pos-The looks upon the faces here, ses.s~on of Rome. Affect your lieart an4 mind? B. Catiline sends men to Cicero's And do you think O wicked man, house to kill him while pretend-You know thos~ plans alone? ing to be v_isiting. him. . Your thoughts are clear as day to us; C. A woman gives Cicero a hint that Your1meetings too, are known. there is a conspiracy against him. o murderer, you' should be killed, He does not allow the would-be Men died for less than that, assassins to enter his house. And yet we do not punish you V. The Accusation For fear of wrong-or what? A. Cicero makes a speech before the I knew you met in Laeca's house; Senate, accusing Catiline of mak-I knew you would rebel; ing plans against the Roman gov-I knew your whole conspiracy; ernment. And yet I cannot tell . B. All of the senators get up from What kept me from destroying you. their seats and leave Catiline Unless that it should be sitting alone. A fear of how the world would talk- C. Muttering a threat against Cicero, Unpopularity. . Catiline leaves the Senate with all Set out with all your wicked friends of the senators sneering at him. And make our city pure, D. Cicero shows that Catiline's de-o you, a profligate of men, parture proves his guilt. To g-rowini?: youths a luri::. E. Catiline flees from Rome. He Go forth. O Catiline, :md live joins the armies of Manlius, one Outside the city wa11. of his allies, who is encamped in 1 I call on Jove to aid me now Etruria. And to protect us all. VI. The Capture of the Conspirators A. Ambassadors of the Allobroges --c;rt;.ibuted to Latin Notes by a iunior in are found bearin2" letters to their the High School at Mauston, Wisconsin.