LATIN
&
GERMAN
Aim.
1. To provide the pupil with the knowl-
arid incentive of discovering at first hand the lit¬
erature and history of the Latin language.
2. To give a clear understanding of the
meaning of English words derived from the Latin
language, and by oral and written translations
from one language into the other to show the
value of the choice of words and the principles
of sentence structure.
8. To present something of the institution¬
al life of the Romans which to so large an extent
determined the forms of our own institutions.
4. The study of Latin finally produces a.
mental discipline, which ages of good methods
and good instruction in this one subject yield as
its peculiar frn.it.
Latin is usually the first foreign language
studied. Because of its structure, Latin offers an
excellent introduction to the study of other foreign
tongues. It develops language power, so that the
pupil who has studied Latin with a fair degree of
success will find other languages normally easy.
Latin an Elective
A pupil may elect Latin for two years or
four years. Xo credit is allowed for less than two
years,—four courses,—of any foreign language.
The courses herein outlined aim at the fol¬
lowing results:
1. A given amount of Latin for intensive
study.
2. A reasonable modicum of prose com¬
position .
3. The acquisition of the power to trans¬
late accurately and the ability to translate at sight.
Two courses constitute a year's work.
First year Latin—Courses I and II
"Second year Latin - courses III and IV
Third " " — " V " VI
Fourth " " — " VII " VIII
First Year
In the first year stress is laid upon the
mastery of Latin forms. During the first half
•of the year pronunciation, declension, conjuga¬
tion, the uses of the several cases, and the tenses
of the verb are learned, and applied in the
translation of Latin sentences into English and
English into Latin. In the second half of the
first year there is an advance to more complex
Latin syntax. Phrases and clauses of various
•kinds, indirect questions and indirect discourse,
conditional sentences, are studied, and a more
•detailed study of the use of certain verb forms
such as the infinitive, gerund, gerundive, and
the participle is made. Analysis of such con¬
structions and the translation of simple Latin in¬
to English and English into Latin chosen with spe¬
cial reference thereto forms the method of attack.
Course I
Time: Five periods per week
Text-book: Collar and Daniell—First Year Latin
Amount Covered: Lessons I-XXX (Minimum)?
Course II
Time: Five periods per week
Text-book: Collar and Daniell—First Year Latin
Amount Covered: First Yrear Latin completed.
Simple composition illustrating easier construc¬
tions.
Second Year
The first half of the second year is taken
up with a review of the forms and simple construct-
tions, and thereailing of the second book of Ceasar
•in simplified form. To train the pupils in the
correct method of translating.' The instructor
for two periods studies the lesson with the
pupils, pointing out the need of accepting
each word as it occurs for what it is worth,
getting thereby an idea of the meaning conveyed,
and finally securing a correct translation after
going over a sentence or paragraph at least three
times with the definite object of obtaining (1)
general meaning, (2)of finding out the meaning of
new words,(3) of making a correct translation.
The study of difficult constructions is now begun;
through comparison of simple English and Latin
idioms and translation into Latin of connected
prose based on Caesar.
In the second half year a large part of Cae¬
sar Books I to IV, inclusive, is read; the study of
idioms, syntax and prose composition based on
Caesar are continued. Sight reading of simple
unprepared passages from Caesar, Nepos, and
FabulaeFaciles also constitutes a part of the work.
Brief explanation of the military system of the
Romans is given.
Course III
Time: Five periods per week
Text-books: Collar's—Gate to Caesar
Lindsay—Cornelius Nepos
Allen and Greenough—Latin Grammar
Amount covered: Gate to Caesar Book II, com¬
pleted. Two Lives of Cornelius Nepos. Sight
Translation. Composition based on text read.
Course IV
Time: Five periods per week
Text-books: Lowe and Ewing—Caesar
Lindsay—Cornelius Nepos
Riggs and Scott—In Latinum—(Caesar)
Allen and Greenough—Latin Grammar
Amount Covered: Books I, III, IV; some chap¬
ters omitted. Nepos—Sight translations; four
lives. Composition based on text; study of
difficult constructions.
Third Year
The third year is devoted to the study of
Cicero. Six orations are read, four against Cati¬
line, the ManilianLaw, and the oration for Archi-
as. A more detailed study of the Latin idiom, of
difficult constrictions and pro?e composition based
on Cicero also form a part of the work. In addi¬
tion, attention is called to the civil and political
institutions among the Romans, and the Roman
literary style as shoAvn in the oration for Archias.
.Selections from Sallust's Catiline are read at sight.
Course V
Time: Five periods pei week
Text-books: Allen <k Greenough—Cicero
Greenough & Daniel 1—Sallust Catiline
Riggs & Scott—In Latinum—(Cicero)
Allen & Greenough—Latin Grammar
Amount Covered: Cicero—Three orations against
Catiline. Sallust—Short selection for sight
translation. Composition based on the text
read; study of the Latin idiom.
Course VI
Time: Five periods per week.
Text-book: Allen & Greenough—Cicero
Greenough & Daniell—Sallust Catiline
Riggs & Scott—In Latinum—(Cicero)
Allen & Greenough—Latin Grammar
Amount Covered: Cicero—Fourth Oration against
Catiline; Oration for Archias, selected portions
of the Manilian Law. Composition based up¬
on the text read; Study of the Latin idiom
continued.
Fourth Year
Virgil's Aeneid is read in the fourth 3Tear.
Books I to VI, omitting Book V, are translated.
Some study is given to the peculiarities of poetic
constructions and Latin versification. Scansion
im class is uniformly required. The Private Life
of the Romans, by Johnston, is used as collateral
reading. Study of prose composition with special
reference to the idiom and the periodic sentence
is continued.
Course VII
Time: Five periods per week
Text-books: Greenough and Kittredge—Virgil's
Aeneid.
Bennett—Latin Composition
Allen & Greenough—Latin Grammar
Amount Covered: Aeneid—Books I,II, III. Prin¬
ciples of versification and scansion of text.
Study of poetical constructions. Attention is
given to Mythology and the private life of the
Romans. Prose composition.
Course VIII
Time: Five periods per week
Text-books: (i reenough & Kittredge—Vergil's Ae¬
neid
Bennett—Latin Composition
Allen it (Jreenough—Latin Grammar
Amount Covered: Book III completed, IV, V,
(selected portions), YL Principles of versifi¬
cation and scansion of text. Mythology, ar¬
chaeology and private life. Prose composition.
GERMAN
Aim.
The study of German mny be said to have
a threefold purpose: First, an acquaintance with,
and an increasing mastery of the spoken language,
proportionate to the length of time a pupil pursues
it. At the end of a four-year course a pupil ought
to be able to understand and speak simple idiomatic
German. Secondly, to develop in pupils after
four years of German the ability to interpret the
meaning of German works of ordinary difficul¬
ty without the necessity of formal translation.
Thirdly, through the spoken and written lan¬
guage, to develop tolerance, sympathy and appre¬
ciation for a contemporary people of a foreign
nationalty.
Method.
German is taught as a living language.
As far as possible it is the language of the class¬
room, and thus is created an atmosphere which
makes an understanding of the language easier.
Particular attention is given throughout the course
to pronounciation. In the beginning the pupil
imitates the teacher; but gradually he learns the
sounds, the letters representing them, exact pro¬
nounciation of them through type words and def-
inite instructions from teacher as to the proper
manipulation of vocal organs. The teacher him¬
self should know phonetics.
In the first year the pupils are drilled in
German forms. The first ten days or two weeks
are given up to pronounciation. The pupils are
impressed with the difference between German
and English sounds. For the greater part of this
time, the instruction takes place without reference
to books, for the purpose of mastering elementary
sounds. Finally sounds and symbols are associ¬
ated, and the pupils begin at once to read with¬
out reference to translation.
After the early lessons in pronounciation
the teacher gradually employs German names for
grammatical topics which are being studied, in
order to make them a part of the pupils working
vocabulary and to eliminate as far as possible the
use of English during the recitation. He also in¬
troduces at the very beginning such stock express¬
ions as, noch einmal, alle zusammen, wie heissen
Sie, wie befinden Siesich, etc,—expressions which
pupils readily understand and make part of their
usable vocabulary.
Drill.
As accuracy comes only from constant prac¬
tice, the first year's course is characterized by con¬
stant review of grammatical forms, in oral drill,
a,nd in written exercises. As the class advances
through each new lesson, every opportunity is
seized upon to bring in forms already learned,
the purpose being to present the same forms from
many points of view so as to make them a part of
correct language habit.
Thinking in German.
To give the language work reality the stu¬
dent is led to think in German by suiting his actions
to the thoughts. An example of this may be
taken from a lesson in prepositions that govern
the dative and accusative cases: the pupil walks
to the door saying at the same time, ich gehe an
die Tiir. Having arrived there, he remains stand¬
ing and says, Jetzt stehe ich an der Tiir. In like
manner he describes the use of the other preposi¬
tions: Ich gehe nebendas Fenster. Jetzt stehe ich
neben dem Fenster.' 'Ich gehe hinterdenTisch.'
etc.
Grammar.
Grammar work in the first term comprises
mastery of the article, noun, pronoun and part of
verb forms. In the second term of the first year,
drill in the grammar already studied is continued,
the three word orders are taught, and the verb is
completed. Constant additions are made to the'
stock phrases and simple idioms learned during
the first term, and conversation based both upon
the reading material and the gnimmar topics forms
an integral part of the work. In the teaching of
grammar, as far as possible, examples should come
before rules, observation of concrete instances
should precede generalizations.
In addition to the usual method of studying
forms and rules through translation, the pupil
should be required to fill in forms and termina¬
tions and to make direct transformation of one Ger¬
man sentence into another without using the Eng¬
lish sentence as a medium. Such transforma¬
tion may include changes with regard to number,
person, tense and voice; changes of word order,
transferring of direct into indirect discourse;com¬
bining of two independent sentences into a com¬
pound sentence, etc.
The learning of paradigms must not be
such as will give wrong impress of word order,
etc. Phrases and entire sentences should be
inflected. For example: "Ich habe meinen Brief
gefunden" Du hast deinen Brief gefunden, etc.
in order to fix the proper word order in mind; not
Ich habe gefunden einen Brief." The same prac¬
tice should be followed in case of inverted and
transposed orders as: Wenn ich nieinen Brief ge¬
funden hatte; Wenn du deinen Brief gefunden
hattest.
Throughout the course attention should be
given to review and analysis of rides, forms and
word formation essential to interpretation and
mastery of the language.
In the first year it is expected that the pu¬
pils will acquire a mastery of simple grammatical
forms, that they will learn to speak simple Ger¬
man, and will make some progress in the art of
translating.
Course I.
Time: Five periods per week
Text-books: Lehrbuch der deutsclien Sprache-
Spanhoofd
Lessons I to XV.
Gliick Auf—Mueller and Wenckebach
Marclien und Erzahlungen—Guerber
Course II.
Time: Five periods per week
Text-books: Lehrbuch der deutsclien Sprache
Spanhoofd
Lessons XV to XXX
Gliick Auf—Mueller aud Wenckebach
German Reader—Thomas and Hervey
Kleine Geschichten—Volkmann
In the second year review of the grammar
is continued. The emphasis however, is placed
upon the development of the power to read.
New constructions are carefully studied; composi¬
tion based in part upon selected portions of the
reading material constitutes the written work; con¬
versation upon set topics of a very simple nature
carries farther the oral work begun in the first
year. It is expected that during the second year
the pupils will develop sufficient power to read
German stories with a considerable degree of fa¬
cility
Course III.
Time: Five periods per week
Text-books: Lehrbuch der deutschen Sprache—
Spanhoofd
(Reviewed and completed)
GHick Auf—Mueller and "Wenckebach
German Reader—Thomas a Hervey
Im Vaterland—Bacon
L' Arrabbiata—Heyse
Prose composition based on text read.
Course IV.
Time:Five periods per week.
Text Books:Holier als die Kirche—Yon Ilillern
Fritz auf Ferien—Arnold
Im Vaterland—Bacon
(Selection for conversation)
Germ a n Grammar—Thomas
Prose composition
Amount covered: Reading texts completed
Selected portions from Im Vaterland
(Conversation)
Composition based on texts read.
In the third and fourth years the time is
given up to reading,composition and conversation.
The pupils are encouraged to read as widely as pos¬
sible. In the class room resort is made to trans"
lation only now and then in order to be sure that
the work has been carefully prepared, to clear up
difficult passages, and to develop the pow'er of
turning German into good English.
Course V.
Time: Five periods per week.
Text:books. Das Elde Blut—Wildenbrucli
Der Neffe als Onkel—Schiller (Raddaz)
Germelsh ausen—Gerstacker
German Ballads and Lyrics—Hatfield selected
poems
German Daily Life—Newson (Conversation)
German Prose Composition—Hatfield
German Grammar—Thomas
Amount Covered: Reading texts completed; se¬
lected poems; conversation based on daily life;
intesinve study of certain grammatical forms
Course VI.
Time: Five periods per week.
Textbooks: Immensee—Storm
Der Fluch Der Schonheit—Iiiehl
*■ -Nlit Hansel und Wanderstab—Trommel
German Ballads and Lyrics—Hatfield( Selected
poems)
German Daily Life — Newson(conversation)
German Prose Composition—Hatfield
German Grammar—Thomas
Amount Covered: Reading texts completed; se¬
lected poems; conversation based on Daily
Life; intensive study of grammatical peculiar¬
ities in connection with composition
In the fourth year the reading consists large¬
ly of classics. It might be well to call attention
to the fact that beginning in the second half of the
first year and continuing throughout the coarse,
the memorizing of German poems is required.
This is held to be one of the best means of de¬
veloping language sense, and at the same time of
acquainting the pupils with those gems of litera¬
ture that have become national treasures. The
study of difficult constructions is continued and
frequent resort is made to formal grammar by A\ray
of review and in preparation of the written
work. During the first part of the third year com¬
position based upon the reading text will be con¬
tinued. Toward the end of the third, and during
the fourth year, original themes of a very simple
character, and dictation taken in the class room
and corrected at home constitute the written
work.
Course VII.
Time: Five periods per week.
Textbooks: Die Harzreise—Heine
Der Schwiegersohn—Baumbach
Wilhelm Tell—Schiller
German Ballads and Lyrics—Hatfield (Select
ed Poems)
German Daily Life—Newson ("conversation)
German Prose Composition—Hatfield
Amount Covered: Heading texts completed; Selected
poems; conversation based on Daily Life;
intensive study of grammatical peculiarities in
connection with composition.
Course VIII.
Time: Five periods per week.
Textbooks: Die Journalisten—Freytag
Minna von Barnhelm Lessing
Hermann und Dorothea—Goethe
German Ballads and Lyrics—Hatfield (Select¬
ed poems)
German Prose Composition—Hatfield
German Daily Life—Newson (Composition)
German Grammar—Thomas
Amount Co\ered: Reading texts completed; select¬
ed poems; Conversation based on German life;
the German idiom studied in connection with
composition.
Note:—Beginning with the third year
pupils are required to make short studies in the
•history of German literature, especially in con¬
nection with the classical authors they read.
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