period of the Roman language and literature. In this way only can we maintain the prestige we hold, and do the effective and useful work for our students which the times demand.

MISS ABBY LEACH, professor of Greek, Vassar College, Poughkeepsie, N. Y.-The one great aim in teaching the classics is to make their living power felt. "Drill" and "discipline" were the old words to conjure with, but now the striving is for quickened intelligence, breadth of knowledge, historical imagination. Read in this way, the Anabasis becomes the living record of men entrapped by circumstances, but clever enough and brave enough to extricate themselves and make the Retreat of the Ten Thousand famous for all time. This higher aim calls for teaching power first of all-that subtle power of sympathy that enters into the mental struggles of the individual and shows how victory can come; that can keep the minds of pupils alert, full of interest and enthusiasm for their work; that does not depend upon iteration or reiteration to carry home a truth, but knows how to vary the presentation so that apperception will surely come. And this higher aim demands, too, abundant knowledge on the part of the teacher; wide and thoro study; a mind liberalized by much reading in the classics, that has grasped a knowledge of the living and the thinking of these peoples, knows what archæology has revealed, what history can teach, and so, with rich stores of knowledge to draw from, takes up the work of the class-room, and with living interest and vital force re-creates the great past of Greece and Rome and unites it with their struggling but hopeful present. More knowledge, more study under competent teachers, is the great need of those who essay to teach the classics in such a way that the storied past becomes the actual present. In teaching Greek prose composition the teacher should have time enough to spend on each pupil so as to learn his difficulties and help him conquer them.

Study without illumination is profitless. No part of the work of learning a language should be treated as drudgery, and all the faculties should be brought into play. The aim ought to be, not to make the work easy by sliding over difficulties, but to make it so interesting that the pupil likes to work and has something for his mind to feed upon when his lessons are over. This is the natural result if the teacher has ability and adaptability, sympathy and understanding, ample knowledge, whole-hearted enjoyment in the work, and genuine appreciation of the value of classical study.

Aristotle has much to say of κá@apois in connection with tragedy, meaning by this medical term the purging of the emotions that comes when we see the tragic experiences of others vividly depicted before us, and our self-pity and our sorrow and pain are merged into the universal sorrow and grief and pain, so that we rise out of our own petty, narrow experiences into broad sympathy with humanity. This universalizing of experience is what the classics should do for us. The drama of life is enacted before our eyes, and our present fluttering hopes and fears are stilled as we see before us the past, with its hopes and fears and ambitions, its failures and successes, its magnanimity and generosity, and its envy and jealousy, and feel that times and places change, but human nature abides unchanging and unchanged. This is why the classics have won the name of the "humanities." It is because of the humanizing influence they exert.

And, further, the aim should be to make pupils feel the power of the intellectual life, and the possibilities of the intellectual life, and the love of the intellectual life, that never displayed themselves so richly and so gloriously as in these wonderful Greeks who in their responsiveness to the beauty and the joy and the charm of life, and their inimitable expression of it, are still our masters.

MAYNARD M. HART, St. Louis, Mo.-One who has taught classics for any length of time cannot but recall that often he has felt as if he were beating the air; in other words, that his subject was not interesting, or perhaps was not made interesting. For my own part, I have often had this feeling, and at times have been discouraged over the results of my labors. How, then, shall we make classics more interesting? Our answer

It pleases

will be found chiefly in the manner of instruction during the first year or so. me to note that of late much has been said in favor of employing thoroly competent teachers for the junior work in Latin and Greek. This means much, but it is not enough. There is a great advantage in having a resourceful, tactful teacher.

Let us take an ordinary case. A high-school teacher has before him thirty beginners in Latin. After imparting instruction, as well as he knows how, for a week or two, he becomes convinced that the class is practically divided into two or three parts: there are those who seem to master and enjoy the work, those who with frequent helps or words of encouragement may do fair work, and those who seem hopeless and appear to be discouraged almost at the outset. Is it right pedagogically, psychologically, or in any other respect to keep together these students of varying mental qualities? One may say, let the weak ones alone until after the examination, and then they will be permitted to take the same work over again. But is this best for all classes? Many pupils so treated have decided to give up the study of a language, simply because of discouragement at first or failure at the end of the first term. Some pupils cannot be made to believe that there is something in them, that their brains work slowly or differently from those of others. In my opinion, it is best for such slow or backward pupils to be placed in a class by themselves, just as soon as the instructor finds out the relative abilities of the members of his class. By being together these slow workers can go only so far as is best for them, understanding every step of the way. A person can be interested only in what he grasps or understands. It may happen that these slow workers will increase their pace and within a year or a year and a half be able to unite with other classes. The first class will certainly make much more progress than would be the case if the members of it remained with the so-called "dunces," tho I would not use that word at any time. Good work will create a wholesome rivalry, and by the time the class is ready for graduation or entrance to college you may be sure that all will have covered, not only the prescribed work, but much in addition thereto; and so the colleges will be better off. If the slow ones do not manage at length to complete the course in four years, they certainly will in five, at the least. My own thought is that after a thoro training in elementary work, even if it take a year and a half or more, they will thereafter proceed more rapidly. This may not be feasible in all schools; but I see no reason why it should not be applied in most high schools and preparatory institutions. It was tried in one of the Chicago schools, and with signal success, according to the statement of the former director of classics.

It never pays to allow students to start the regular translation of texts until they know well the forms and have a fair idea of constructions. My experience has taught me that herein lies a great defect in our classical instruction. Under ordinary circumstances students are not ready for the serious reading of an author in Latin until nearly one and one-half years have been spent in elementary work and a year at least in Greek. If the forms, etc., are concluded in Greek, say, at the end of the third term of the first year, I would spend the rest of the year in a thoro review and in reading interesting light selections, as, for instance, may be found in Turner's selections. When the author's textbook is taken up, be it Nepos or Cæsar in Latin, or Xenophon in Greek, the pupil will be less liable to use a translation—the bane to the proper study of the classics—and thereafter intelligent advancement will be made.

Finally, let me make the following suggestions:

1. The possibility of getting an introductory book taking up the declensions, pronouns, irregular verbs, etc., in the good old way, with illustrative sentences thruout. There is no use in worrying about the memorizing of these forms, for the boys find it easy enough to remember the base hits, errors, runs, etc., of eighteen players, and can find them all on Wednesday or Saturday and Sunday games. It has been said that freshmen do not know as much grammar as formerly when teachers did not despair so much of the memories of their pupils. A little more system and less high living would be a good thing for the student.

2. The need for some interesting illustrated reader prior to the taking up of the first regular text-book; for instance, Viri Roma or Ritchie's Fabula Faciles. We should not rush the students into the critical study of an author.

3. The study of Greek and Roman history. If ancient history were started at the beginning of the high-school course, it would not be amiss. Perhaps the curriculum is full enough; for it does not pay to burden the minds of the pupils with too many subjects. At any rate, by the use of a historical reader enthusiasm may be created for the private study of ancient history. The student of classics ought to be encouraged to study history and literature. Certainly the teacher ought continually to keep up his studies in this direction. So many neglect this and devote their time and energy to syntax. As far as possible, matters relating to history, literature, mythology, and antiquities in general ought to receive more attention than has been the case. It might be advisable to have on the instructor's desk—not necessarily in the library—a number of books of reference. Maps ought always to be in the room of the classical teacher; otherwise the subjects will to some extent be aimless and dry reading. As much life as possible ought to be put into the work. I have found pupils really interested in classical geography - a study which may be regarded as a handmaid to ancient history. Attention should be paid to archæology—a subject of great interest at present.

4. The need of prose thruout the course. The translating of English into Latin, dry and difficult as it may seem to many, may be made interesting, if properly taught. English sentences involving the various constructions should be given for translation at least once a week after the beginning of author work. The teacher ought to receive and correct the papers, and return them marked according to merit, say by letters: a, a3, a2, b, b1, b2, c., etc. This method I tried in Greek and Latin, and found that it succeeded well. The pupils, in Greek especially, did their best to do the work as well as possible. By keeping up this prose work until the last the student gets a familiar acquaintance with declensions, verb forms, and syntactical points; he gains in accuracy, finds translation easier and more interesting, and has certainly more confidence in attacking a piece of sight work. My experience has taught me that a person may read author after author without gaining materially in facility in writing prose. To a very great extent prose is the key to the classics. It gives strength and creates a stimulus for rapid reading.

5. Impatient nagging and finding of fault prove a great hindrance. While being exacting in the matter of pronunciation, in the explanation of constructions, and in the reciting of poems, I believe it is best to help over the difficulties and to give encouragement and now and then to tell of the difficulty that you had. The feeling of sympathy is not pronounced enough in the class-room.

6. In our American schools we hurry too much. This restless hurrying is especially unfortunate for those who are beginning the study of subjects which, above all else, demand thoroness. What we want is more depth and less superficial work. Habits of thought- and character-building ought never to be obscured in our teaching.

There are many things that I should like to take up, but cannot because of lack of time. Methods have their place and go a long way to make the imparting of knowledge more interesting; but there is something else that we must not overlook. The mistaken idea of liberty of the young American must be taken into consideration. In certain sections of the country there is too much laxity. Children do not understand the meaning of "respect." Good discipline must be upheld, or our efforts will be largely a failure. The teacher must be the master in the class-room; otherwise the work will not be altogether interesting, let the methods be what they will.

DANIEL W. LOTHMAN, East High School, Columbus, O.-In attempting to create an interest in Latin let me keep in mind what is to be attained by the pupil in the study of this language. It is obviously not so much information as power, not so much the translating of a certain fixed amount as the power to get the meaning. In discussing

1

the means of acquiring this, I wish to speak, first, of the reading of the Latin; secondly, of translating at sight.

There is too little reading of the Latin, and too much of that which is done is not of the right sort. The reading ought to be a means of getting at the thought. Ordinarily, however, the pupil reverses the natural order, and gets the meaning first, then reads the Latin. An excellent way to get a pupil interested in the reading is to have him read a portion he has not translated, and to ask him simple questions in Latin which he can answer from the context, and which will help him get the thought without actually translating.

Secondly, in order to acquire the power we are after, the pupil should "translate at sight," which I define as "getting all the meaning possible out of a sentence or section before getting any outside help." Getting help is perfectly proper, provided the pupil does not get it until he has exhausted his own power. Never tell a pupil to guess, if he does not know. Translating ought not to be a guessing contest; it ought to show the very best kind of reasoning and thinking.

To recapitulate, in order to create a proper interest, show the pupil that what we want is power, and let all his efforts be directed toward the acquisition of this power. Get him interested in reading the Latin properly, and in translating always so as to get the kind of exercise that will give him the desired power.

II.

PRINCIPALS' CONFERENCE

THE FORMATION OF A FEDERATION OF SECONDARY SCHOOL
ASSOCIATIONS

WILLIAM J. S. BRYAN, PRINCIPAL OF NORMAL AND HIGH SCHOOL,

ST. LOUIS, MO.

In November last a letter was addressed by the officers of this department to superintendents, inspectors of high schools, principals of high schools, officers of teachers' associations of various kinds, and others in the several states and territories who were identified with efforts to improve the work of teachers thru the influence of organizations. This extensive correspondence disclosed the fact that there is a separate association of secondary-school principals and teachers in ten states, a department of secondary schools connected with the state teachers' association in fourteen states, and an association of colleges and secondary schools in four states. In other states no information was obtained of the existence of separate or combined organizations of teachers of secondary schools. The non-existence or obscurity of such organizations in many states shows plainly the necessity of work along such lines. The importance and benefit of conventions of workers of all kinds seem to be admitted generally, and there is no present need of argument to establish the conviction already existing in the minds of men that meetings for conference are of great value as clearing-houses of thought and inspiration and improvement. To change the figure, conventions of teachers are seedtimes of suggestions that will germinate in conviction, grow into action, and bear fruit in the reorganization of vitalized methods of education.

A resolution was unanimously adopted by the Department of Secondary Education of the National Educational Association at its last meeting, in Minneapolis, namely, “That the officers of this department be instructed to act as a committee to seek a federation of the secondary associations in various states, and secure such an association in states where it does not exist."

From the correspondence of the officers of this department, it appears that before a federation of associations can be secured there must be created in many states the conviction that an independent organization of secondary-school men is desirable and necessary for the promotion of the best interests of secondary education. It further appears that it will require very great effort on the part of those who see the advantage to be gained by a federation of secondary-schoool associations to awaken and direct the thought of those actively connected with secondary schools thruout the country to the far-reaching importance of the modest resolution which was passed at the Forty-first Annual Convention of the National Educational Association and which has just been read in your hearing.

The great development in secondary education in this country in recent years has demonstrated the existence of a deep-rooted conviction that such schools are essential to the proper education of youth, requisite to the healthy growth in intelligence of states, cities, towns, and rural districts, and necessary for the stability and maintenance of republican institutions. The vast sums of money invested in high schools, the thousands of buildings, the tens of thousands of teachers, and the hundreds of thousands of pupils proclaim aloud the imperative need of organization and co-operation of the forces of secondary education for the accomplishment of the greatest possible good to the greatest possible number within the reach of available resources of secondary schools. Changes in courses and plans for equipment ought to originate, and to reach the practical stage, thru the co-ordinating agency of councils of principals and teachers of such schools. To be directed most wisely, the affairs of secondary schools must be ordered from within rather than from without. The college professor can regulate most wisely the higher education of the country, but he is not sufficiently acquainted with the conditions of secondary-school work to legislate for the secondary schools. He may know the stage of preparation seemingly most desirable for entrance upon the work the college has laid out for its students; he cannot know so well as the secondary teacher, who is familiar with the stage development and the immaturity of youth of high-school age, whether or not such preparation is to be secured within the years allotted to the high school. It is easy for the college to say to the high school: "Your pupils cannot enter until they have done the amount of work required for entrance." It were easy for the secondary school to pass the word along and say to the grammar school: "Your pupils cannot enter until they have done the work required for entrance to the high school, which is to fit for college in four years." But to meet these requirements the grammar school must say to its pupils: "You must stay with us long enough to acquire the preparation that the high school demands of those who enter, that they may be able in four years' time to make the preparation that the college requires of those who would reach a certain stage of development in four years at the most, but in three years if possible." The beginning of life is fixed; the beginning of school life can vary but a few months. The possibilities of education up to certain years of childhood are not hard to discover. The kindergarten has done much for childhood in making the entrance to school life natural and pleasing; but it has its limitations. It does not seek to burden infancy with the tasks of later years, nor to hasten the end of the period of education, so called. It does not seek to force maturity, but to utilize natural tendencies.

It has been said that high-school teachers are lacking in initiative; that they are not students of youth; that they are indifferent to the problems that are pressing for solution; that they have been subservient to the colleges and universities to which their pupils expected to go. If this state of things exists anywhere outside of the mind of the critic, it surely is not to be found in the high schools of the north central section or the great middle West, which have had a natural development, and have given relatively little thought to the preparation of pupils for college, because not more than one in four intended to