The LATIN GAMES Verb Games-1, 2, 3, 4 and 5 Game of Latin Authors, $1.04 Any or all sent postpaid on receipt of price. THE LATIN GAME COMPANY THE Publication Dates OF THE CLASSICAL WEEKLY Volume 7, are as follows: October 4, 11, 18, 25 Problems in Periclean Buildings By G. W. ELDERKIN Preceptor in Art and Archaeology in Princeton University This is the second volume to appear in THE CLASSICAL WEEKLY the series of Princeton Monographs in Art and Archaeology. Quarto, 66 pp.; Cloth, $1.75 net. By mail, $1.87 PRINCETON UNIVERSITY PRESS Princeton, N. J. MAY BE SECURED BY WRITING TO Professor Charles Knapp THE CLASSICAL WEEKLY is published by The Classical Association of the Atlantic States, weekly, on Saturdays, from October 1 to May 31 inclusive, except in weeks in which there is a legal or school holiday, at Barnard College, Broadway and 120th St., New York City. All persons within the territory of the Association who are interested in the language, the literature, the life and the art of ancient Greece and ancient Rome, whether actually engaged in teaching the Classics or not, are eligible to membership in the Association. Application for membership may be made to the Secretary-Treasurer, Charles Knapp, Barnard College, New York. The annual dues (which cover also the subscription to THE CLASSICAL WEEKLY), are two dollars. Within the territory covered by the Association (New York, New Jersey, Pennsylvania, Delaware, Maryland, District of Columbia) subscription is possible to individuals only through membership in The Classical Association of the Atlantic States. To institutions in this territory the subscription price is one dollar per year. Outside the territory of the Association the subscription price of THE CLASSICAL WEEKLY is one dollar per year. Managing Editor CHARLES KNAPP, Barnard College, Columbia University Associate Editors CHARLES E. BENNETT, Cornell University WALTER DENNISON, Swarthmore College WALTON B. MCDANIEL, University of Pennsylvania B. L. ULLMAN, University of Pittsburgh Business Manager CHARLES KNAPP, Barnard College, New York City Communications, articles, reviews, books for review, queries, etc., inquiries concerning subscriptions and advertising, back numbers or extra numbers, notices of change of address, etc., should be sent to Charles Knapp, Barnard College, New York City. Single copies 10 cents. Extra numbers, 10 cents each; $1.00 per dozen. Printed by Princeton University Press, Princeton, N. J. The Relation of Latin to Practical Life A Manual and 85 cards (22 inches Teachers in preparing a Concrete Price, $5.00 Orders should be sent to FRANCES E. SABIN, 224 N. Oak Park Avenue, OAK PARK, ILLINOIS STATEMENT OF THE OWNERSHIP, MANAGEMENT, ETC., of The Classical Weekly, published weekly from October 1 to May 31 in each year except weeks in which there is a legal or a school holiday, at New York, N. Y., required by the Act of August 24, 1912. Publisher, The Classical Association of the Atlantic States Printer, The Princeton University Press, Princeton, N. J. Owners: (If a corporation, give names and addresses of stockholders holding 1 per cent or more of total amount of stock.) The Classical Association of the Atlantic States President (Professor) W. P. Mustard, The Johns Hopkins University, Baltimore, Md.. Secretary-Treasurer: Charles Knapp, Barnard College, Columbia University, New York City Known bondholders, mortgagees, and other security holders, holding 1 per cent or more of total amount of bonds, mortgages, or other securities : None such CHARLES KNAPP, Business Manager (Signature of editor, publisher, business manager, or owner.) Sworn to and subscribed before me this 29th day of September, 1913. TIMOTHY RIORDAN, Notary Public. (My commission expires March 30, 1914.) A New Way to Fix the Latin Vocabulary of the First Year Student A Series of Perception Cards to accompany PEARSON'S ESSENTIALS OF LATIN. Arranged by SUPERINTENDENT WALTER H. YOUNG, Peekskill, N. Y. Tag manilla, 500 cards, 7 x 11 inches. Price, $2.00 per set This series of cards presents for drill 500 important words, phrases, and idioms, practically all those given for intensive study in the special vocabularies of Pearson's Essentials of Latin. Each card has on one side the Latin form of the word and its English equivalent on the other side. The type used is large and can easily be read across the schoolroom. Long vowels are so marked and other necessary information is also given. The cards are numbered according to the order of their use and also of their introduction in the lessons in Pearson's Essentials. The aim of these cards is to fix firmly in the pupil's mind all those Latin words which should be familiar to students in the first year of the study. This is done by making the reactions of the mind automatic, so that when the pupil sees the Latin or English word he instinctively thinks of its equivalent in the other language. Such results have heretofore been obtained only after prolonged and distasteful drill work. By this card method, however, the interest of the pupils is closely held; the drills are short, rapid, and require concentrated attention. After the teacher has acquired facility in handling the Perception Cards, 40 words from Latin to English and 20 words from English to Latin can be recited in a minute. With these cards, the pupils, at the close of the year, know 500 Latin words, phrases, and idioms, together with their English equivalents. BICE'S Sight Reading in Latin For the Second Year includes selections from Caesar, Nepos, Eutropius, Aulus Gellius, Pliny, Cicero, and Livy. The book is so arranged that it may be used with or without previous preparation for the difficulties of the passage involved. The earlier exercises are preceded by helps intended for outside preparation in whole or in part. Each passage is accompanied, however, by the usual footnotes and by a vocabulary of difficult words so that it may be read without previous preparation if desired. AMERICAN BOOK COMPANY New York: Cincinnati Chicago GINN and COMPANY 70 Fifth Avenue New York THE CLASSICALWEEKLY Entered as second-class matter November 18, 1907, at the Post Office, New York, N. Y., under the Act of Congress of March 1, 1879 In The School Review for January, 1913 (21.11-25), there is an article by Professor Charles H. Judd, of the School of Education, University of Chicago, on The Meaning of Secondary Education. The author begins by pointing out that the work of the present High School frequently duplicates in part that of the Elementary School below it, and is in part duplicated by that of the College above it. As an example of the latter sort of duplication he instances the fact that in every American College (so he says) there is elementary work in Modern Languages, science, and history. To him such duplication seems a grievous waste of time, not to be justified by any plea that such work may be regarded as needed review; it appears to him particularly unfortunate, also, because it deadens the pupil's interest. What, he asks, is the remedy? To be concrete in his reply, Professor Judd passes on to consider in detail the work of the Elementary School and the High School of the University of Chicago; these Schools he characterizes as "the laboratories of the Department of Education, and the business of the department is to understand as fully and immediately as possible the opportunities of economy and coordination of organization". He describes how, by coordination of work in the two Schools, in the judgment of the School of Education, economies were effected in the work in English, in science, in Modern Languages, and in mathematics. As a result, in 1911 the eighth grade went from the Elementary School to the High School "sufficiently advanced in its studies so that it could be classified as well through the first year of high-school work". It is expected that soon "the major part of the present seventh grade will be promoted directly into the first year of the High School". I quote now a paragraph of more direct interest to lovers of the Classics (page 17): One further interesting experiment is being made this year. The eighth-grade children are being offered an opportunity to take voluntarily, after the regular hours of school, some Latin work which is given to them without any requirement of home study. They are meeting one of the best Latin instructors that we have in the High School for a period each day, and with this teacher they are studying the elements of Latin. To such economies of time in education Professor Judd attaches the utmost importance; the same gen No. 2 eral plan, he believes, will presently be followed in all schools. There is at present, he holds, much needless reviewing in the seventh and eighth grades of the Elementary School; with this view, he declares, many teachers in the Elementary Schools are in accord. One year of the present eight given to the Elementary School must be saved. Having thus dealt with the problem of extending the present High School downward, Professor Judd turns to the problem of extending it upward. He proposes that the first two years of the present College course be fused with the High School; he believes that the work now done in four years in the High School and two in the College can be done in five years. This period of five years he speaks of "for convenience . . . as a secondary school" (19), and thus answers the problem raised by the title of his paper. His arguments I have not space to consider in detail. With one I am in hearty general sympathy, though I view the matter from a somewhat different angle, his vigorous objection to the admission to College of students with conditions. He argues that the large number of failures in the High School in some subjects, e.g. algebra, proves that these subjects come at present at wrong places in the High School course. He has no patience with the teaching in the College course, "from the point of view of philological science", of "the elements of any language which is to be taught for general purposes". "In short, the colleges as now organized ought not to teach elementary languages" (22). The next paragraph in Professor Judd's paper is the one which has called forth the present writing (22-23): When it comes to the classics, one hesitates to offer any comment lest he should be regarded as intruding upon sacred ground. Greek teachers have nearly succeeded in arranging it so that there is little occasion to speak of that subject outside the Classical Association. Latin teachers are beginning to feel the pressure of the competition of the modern languages. Why doesn't someone who has the temerity to offer advice to these sometime autocrats of the high-school course suggest that Latin ought to begin earlier and ought to be made the key to all classical culture through the grafting on during the third and fourth year of enough Greek to give the ordinary student all that he wants of Greek, namely, an opportunity to know in a very introductory way what the language of Homer is like? This compromise with the common people is not unlikely to bring a few |