Manilian Law. Five add "some letters" of Cicero, while a very few report some sight reading or selections from Sallust and Ovid. The facts as to work in (b) grammar and syntax and in (c) the writing of Latin are much the same as reported for second-year Latin, except that a larger proportion do not reply, from which we may conclude that these aspects of the work are not as frequently emphasized as in the first two years or are not as carefully organized. Fourth-year Latin.-(a) All of the 94 schools outlining the fourthyear course in Latin report the reading and translation of Virgil. The amount read is with few exceptions the first six books. But a single school reports less-Books i-iv. Ten schools add selections from Ovid, Cicero, or Sallust, the first-named being most commonly listed. Work in (b) grammar and syntax and in (c) the writing of Latin is much less often reported for the course in fourth-year Latin than for the courses in preceding years, and we may conclude from this that it much less often finds a clearly defined place. However, more than half report such work. Of the 101 teachers who answer on this point 83 state that they are using the "grammar-translation" method in classes in beginning Latin. Twelve report the use of the "direct" method, although 9 of these say they are experimenting with it. The remaining 15 use a combination of the "grammar-translation" and "direct" methods. Table VI shows to what extent certain special devices, materials, and activities are being used by the teachers of Latin. In addition to those appearing in the table, a few teachers mention such supplementary activities as debates, essays, letters in Latin, Roman legion and senate, and the making of Caesar's bridge. The time spent in daily preparation by the students as reported by the teachers varies from 30 to 120 minutes. The modal practices for first year are 45 and 60 minutes, while in 58 per cent of all schools reporting for this year the time spent ranges between 40 and 60 minutes. The modal practices in the second year are 60 and 65-75 minutes, 66 per cent devoting from 45 to 75 minutes to the work. The modal points for both third and fourth years are 60 and 90 minutes, 74 per cent and 76 per cent of the schools, respectively, being included within these limits. It will thus be seen that the Total number making responses to questionnaire.. 105 tendency is to require longer daily preparation in the more advanced courses in Latin. V. AIMS Table VII contains the aims in the teaching of Latin that were listed in the questionnaire and the extent of the concurrence of the teachers in each of the aims listed. It is to be noted that there is very general assent to the aims as given. Although the teachers were asked to give other aims, very few did so, and those aims which were added, with one exception-" correlation with geography"readily classify under those that were already listed in the questionnaire. We cannot be far wrong in concluding that those listed in Table VII comprehend what these teachers aim to make the net results of their courses in Latin. VI. SUMMARY 1. The course of study in Latin extends almost universally through four years. 2. A small proportion of schools teach beginning Latin in the upper grades of the elementary school. This offering in the elementary grades does not seem to affect the last three years of the usual four-year sequence, nor is there any standard practice as to recognition on a high-school basis for such work. 3. Somewhat more than half the schools grant credit toward graduation for a single year of Latin. TABLE VII EXTENT OF CONCURRENCE OF TEACHERS OF LATIN IN THE VARIOUS AIMS LISTED IN THE QUESTIONNAIRE Aims Correct and ready pronunciation.. Number of Concurring 93 Ability to read and understand Latin of the grade usually offered in the Ability to translate such Latin into English. Ability to write Latin of the grade usually required in the Freshman year in college.. A ready, accurate, and fairly complete working knowledge of Latin grammar. A better understanding of English word-meanings and the grammatical structure of the English language. 103 A fair knowledge of the history, manners, and customs of the Romans and their influence on Western civilization........... 92 91 74 105 A fair knowledge of the mythology of the Greeks and Romans. Total number of responses.. 4. High-school courses in Latin are almost always a full school year of not less than 36 weeks in length with five periods of 40 or 45 minutes per week. A few schools have made provision for supervised study. 5. The usual amounts of time required of the students for daily preparation are 40-60 minutes in the first year and 60-90 minutes in the third and fourth years, although a number of schools require less, a few as little as 30 minutes, while others require more, some as much as 120 minutes. 6. First-year Latin is not conceived as exclusively a first-year high-school subject, since more than three-fourths of the teachers reporting signify that it is open to students from the later years of the high school. 7. The content of the course in first-year Latin is determined in all but a few schools by the textbooks used. The reading and translation of subsequent courses have been well standardized, as in almost all schools the second year concerns itself with the first four books or the equivalent of Casear's Gallic War, the third with six orations of Cicero, and the fourth with the six books of Virgil. Although work in grammar and syntax and the writing of Latin appear in the second, third, and fourth years, the proportion of schools reporting it decreases from all in the second to somewhat more than half in the fourth; there is a tendency toward the disappearance of its formal recognition in the later years. 8. The grammar-translation method is most commonly used, although some schools are reporting the use of the direct method, and others a combination of the grammar-translation and the direct methods. 9. The teachers report the use of a number of special devices, methods, and activities. 10. There is general agreement as to the aims that should dominate the teaching of Latin. B. GREEK I. DISTRIBUTION OF THE RESPONSES TO THE INQUIRY Responses to the inquiry in Greek were made by teachers in schools distributed as shown in Table VIII. The small number reporting, as is stated in chapter i, is due in large part to the fact that Greek no longer finds a place in high-school programs of study. Three schools report a two-year and 4 a three-year course in Greek. The work for each year extends through at least 36 weeks in all schools. With the exception of 1 school in which Greek in the fourth year is given but four periods per week, the common practice is five periods per week. These periods are 45 minutes in length, except for 2 schools in which they extend through 50 and 55 minutes. CREDIT FOR A SINGLE YEAR Five of the schools grant credit toward graduation for a single year of Greek; 2 deny it. WHERE BEGINNING GREEK APPEARS Three schools list the first course in Greek as a first-year, 4 as a second-year, and 1 as a third-year high-school subject. Inquiry was not made as to other years in which the student may elect the beginning course. III. ORGANIZATION OF THE COURSES First-year Greek.—(a) The reading and translation in first-year courses include what appears in beginning textbooks, with usually some portions of the Anabasis in addition. The work in (b) grammar and syntax and in (c) the writing of Greek is limited to what appears in the first-year text used. Second-year Greek.-(a) The reading and translation content of this course is either the first four books of the Anabasis (3 schools) or three books of the Anabasis with three books of the Iliad (3 schools). The work in (6) grammar and syntax is either based on a special manual or upon "syntax as met," while that in (c) the writing of Greek is drawn from a composition manual or is based upon the Greek that is read. Third-year Greek.-(a) For reading and translation 2 schools cover six books of the Iliad, one of these adding "some" Odyssey. Two others cover only the first four books of the Iliad, one of them reporting some additional work in a Greek reader. The |