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PRELIMINARY REPORT OF THE COMMITTEE OF
TWELVE ON COURSES IN LATIN AND
GREEK FOR SECONDARY
SCHOOLS.
At the Buffalo meeting of the National Educational Associa-
tion, in July 1896, a communication was ordered to be sent
to the American Philological Association, then in session,
requesting the latter to prepare model courses in Latin and
Greek for secondary schools. The Philological Association
directed its Committee of Twelve, which had already put
forth reports on the study of Latin and Greek in secondary
schools, to prepare courses of study in the two languages as
requested.
The Committee of Twelve held a preliminary meeting in
New York City on December 30, 1896, and voted to send a
circular of inquiry to teachers in all parts of the country,
requesting information regarding the present condition of the
study of the classics, and suggestions in relation to classical
programs. The Committee decided also to invite representa-
tive men engaged in the work of secondary education, scholars
of undoubted pedagogic ability and experience, to coöperate
with it, as auxiliary committees for Latin and for Greek, and
to have a meeting of the combined committees in the spring
vacation of 1897. The Committee agreed that in its work the
following aims should be kept in view:
(a) To provide standard or normal courses for the guidance
of teachers, indicating how the time set aside for the study of
Latin and Greek in secondary schools can in general be
utilized to the best advantage as regards the range of work to
be covered and the order of subjects and of works of literature
to be studied.
(b) To justify on pedagogical grounds the courses that
should be laid out.




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(c) To point out how the entrance requirements in Latin
and Greek of the leading colleges and universities can be so
adjusted to the courses recommended, as to admit to collegiate
work students from any part of the country who shall furnish
sufficient evidence that they have satisfactorily completed
these courses.
The Committee of Twelve is now constituted as follows:–
Cecil F. P. Bancroft, Principal of Phillips Andover Academy.
Franklin Carter, President of Williams College. * *
Wm. Gardner Hale, Professor of Latin, University of .
Chicago. - * :
William R. Harper, President of the University of Chicago.
Francis W. Kelsey, Professor of Latin, University of Michi-
gan. -
George L. Kittredge, Professor of English, Harvard Uni-
versity.
Abby Leach, Professor of Greek, Vassar College.
Thomas Day Seymour, Professor of Greek, Yale University.
Charles Forster Smith, Professor of Greek, University of
Wisconsin.
Minton Warren, Professor of Latin, Johns Hopkins Univer-
sity.
Herbert Weir Smyth, Professor of Greek, Bryn Mawr
College.
Andrew F. West, Professor of Latin, Princeton University.
The Latin Auxiliary Committee was constituted as follows:
George B. Aiton, Inspector of State High Schools, Minne-
apolis, Minn.
J. Remsen Bishop, Walnut Hills High School, Cincinnati,
Ohio.
David Y. Comstock, Principal of St. Johnsbury Academy,
St. Johnsbury, Vt.
E. W. Coy, Principal of the Hughes High School, Cincin-
nati, Ohio.
Lawrence C. Hull, Lawrenceville School, Lawrenceville,
N. J.
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Richard A. Minckwitz, Kansas City High School, Kansas
City, Mo. -
Oscar D. Robinson, Principal of the Albany High School,
Albany, N. Y.
Charles H. Thurber, Dean of Morgan Park Academy, Mor-
gan Park, Ill.
A. W. Tressler, Superintendent of Schools, Monroe, Mich.
W. R. Webb, Principal of Webb School, Bell Buckle, Tenn.
The Greek Auxiliary Committee was constituted as follows:
Edward B. Clapp, Professor of Greek, University of Cali-
fornia. -
E. G. Coy, Principal of the Hotchkiss School, Lakeville,
Conn.
J. G. Croswell, Principal of the Brearley School, New York
City.
Wm. Gallagher, Principal of the Thayer Academy, South
Braintree, Mass.
R. P. Keep, Principal of the Free Academy, Norwich,
Conn. -
C. A. Mitchell, Classical Master of the University School,
Cleveland, Ohio.
W. D. Mooney, Principal of the Mooney School, Franklin,
Tenn.
J. H. Pratt, Principal of the Milwaukee Academy, Wis.
Julius Sachs, Principal of Collegiate School, West 59th st.,
New York City.
H. G. Sherrard, Classical Master of the High School,
Detroit, Mich.
More than six thousand circulars of inquiry were sent to
teachers of Latin and Greek, superintendents and principals of
schools, and others who are prominent in educational work in
this country. To these inquiries about one thousand replies
were received, giving to the Committee a mass of material for
consideration,-exact information and opinions of specialists,
such as had never been gathered before for this subject.
Great and general interest in the undertaking of the Commit-
tee was evinced by the care with which most of these replies
gººms4—
were prepared. These replies were carefully tabulated by .
Dr. Arthur Fairbanks, of Yale University, and lay before the
Committee at their meeting in New York City on April 14
and 15. The Committee was then in session for two days, and
worked diligently. After listening to a statement with
regard to the answers to its inquiries, and to discussions on
certain general questions largely based on presentations of
the best methods of Greek and Latin instruction in Europe,
the Committee divided into two sections for the preparation
of the programs for the schools.
The Greek programs presented a simple problem, in view
of the limited time which can be given in the schools to the
reading of Greek literature, and of the small amount of Greek
literature which is suitable for classes of beginners. The
problem had been still further simplified by the discussions
and actions of recent conferences, particularly the Greek Con-
ference of the Committee of Ten, the Commission of New
England Colleges, and the Greek Conference held at Columbia
University in the spring of 1896,-all of these being in
substantial agreement, and already approved by many of the
most able teachers of the country. The replies to the Com-
mittee's circular of inquiry gave abundant information, both
as to what is actually done in our schools, and as to what is
desired. From California, Wisconsin, and Tennessee, in par-
ticular, had come letters which presented a most hopeful view
of the position of the classics in the schools, and urged that
the Committee should yield to no suggestion of a weaker,
less-exacting course of preparation for college. The Greek
section of the Committees was unanimous in reaffirming the
position taken by the Greek Conference of the Committee of
Ten, and proposed a program which is in essential agree-
ment with those of the Commission of New England Colleges
and the Columbia Conference of 1896. This action was con-
firmed by the whole Committee of Twelve with its auxiliaries.
Since the Committees were composed of such representative
teachers and scholars, and had before them so full information
with regard to nearly all the schools in the country in which
Greek is taught, and had learned the opinions of so many
teachers, and had based their action in form on that of so
important commissions and conferences, the Greek program
—5—
may be considered in nearly its final form, but the Committee
desires to lay its plan before the chief educational organiza-
tions of the country before making its final report. That
every teacher will be satisfied, no one can expect, nor that the
program will be suited to the powers and conditions of every
school. In some parts of the United States work is crowded
into two years, to which three years are devoted in other
schools. Under exceptional circumstances, with earnest
scholars and skilful teachers, and long school years, the work
of preparation for college in Greek may be done well in two
years; but in general, with less earnestness and skill, this
work is likely to be superficial if it is so hurried, and the Com-
mittee of Twelve still (and more earnestly than ever) urges the
maintenance of a three-year preparatory course in Greek.
The Committee was not directed to prepare a plan which
could be carried out at once in every school, but the best pro-
gram which is practicable for the schools of our country under
prevailing conditions,—for public high schools, as well as for
endowed academies and private “fitting schools.” Substantial
uniformity of action, however, is highly desirable, and the
Committee will welcome further light.
The problem before the Committee with regard to a pro-
gram for the study of Latin in the secondary schools was
much more intricate. The length of the course is greater,
and the number of works of Latin literature available for the
reading of schools is three times as great as those available
for Greek reading. The possible number of combinations is
five or six instead of one. In the limited time at the disposal
of the Latin section of the Committees, it was unable to do
more than to lay out, tentatively, a four-year course, and it
referred the whole matter of five-year and six-year courses to
a special sub-committee consisting of Messrs. Hale, Kelsey,
Thurber, and Tressler, with whom Dr. A. F. Nightingale,
Superintendent of the Chicago High Schools, was invited to
serve as an additional member. The Latin sub-committee
met in Chicago on May 21 and 22. Reports were presented
by Dr. Nightingale and several of the assistant superinten-
dents on the results of the introduction of Latin into the
seventh and eighth grades of the Chicago schools. The
—6—
reports were uniformly favorable, and may well afford
encouragement to the friends of Latin study. . The sub-com-s
mittee drew up a six-year course, but thought it best not to
undertake to lay out a five-year course at present.
While the work of the committees is far from complete,
they desire to present to the consideration of those who are
interested the results already reached. The following pro-
grams and recommendations are published as provisional,
inviting criticism and suggestions especially from educational
organizations. The Committee of Twelve has endeavored to
make conscientious and diligent use of the thousand letters of
information and suggestion which it received last Spring from
persons interested in, and conversant with the subject. But
the concrete form of these programs perhaps may elicit more
definite expressions of opinion, or suggest new points of view.
Those who are interested in this subject are invited to send
their views in regard to the programs to the Chairman of
the Committee of Twelve. When the programs are put out
in their final form, this Committee proposes to accompany
each recommendation with a concise statement presenting the
justification of it on pedagogical grounds.
PROPOSED FOUR-YEAR LATIN COURSE.
FIRST YEAR.
Latin lessons, accompanied from an early stage by the reading of simple selec-
tions, such as those in Gradatim.
Easy reading, -twenty to forty pages of a consecutive text, such as Viri Romae.
The reading of Latin with an understanding of the sense independently of,
and preliminary to, the formal rendering into idiomatic English.
Practice in reading aloud, with due attention to quantity and accent.
Memorizing of short and interesting passages.
SECONID YEAR.
Any three or four books of Caesar's Gallic War, or any two books with an
equivalent for the other book or books in selections from Nepos or other prose
writers.
Ovid, 5oo lines of the Metamorphoses, to follow the reading of Caesar.
Practice in writing Latin. Reading Latin aloud and translating, together with
training in correct methods of reading, both of prepared and of unprepared
passages.
Memorizing of selected passages.
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THIRD YEAR.
Sallust, Catiline, selected passages.
Cicero, Orations against Catiline.
Virgil, Aneid, Books I and II.
Writing of Latin. Reading of Latin aloud. Memorizing of selected passages.
FOURTH YEAR.
Virgil, Aneid, Books III-VI.
Two orations of Cicero.
Ovid, 1,000 lines (where practicable).
Writing of Latin. Reading of Latin aloud. Memorizing of selected passages.
NoTE.—As regards the work of the third and fourth years, the committee was
not ready to prescribe authoritatively a detailed order of studies. In view of the
variety in practice among the different schools represented, the committee
resolved, after debate, to go no farther than to present a statement of the quantity
of work advisable for the last two years, as follows :
Sallust, Catiline ; six orations of Cicero; six books of Virgil's Aeneid, and
(when found practicable) Iooo lines of Ovid for rapid reading.
This work may be done at the convenience of the different schools in any one
of three orders:
First plan: Sallust, Cicero, Virgil.
Second plan : Virgil, Sallust, Cicero.
Third plan: After the model Latin course recommended by the New England
Commission of Colleges, as above.
PLAN OF A SIX-YEAR LATIN COURSE.
FIRST YEAR.
The work of the first year should be devoted to the acquisition of an exact
knowledge of forms, and the application of that knowledge in translating from
Latin into English and from English into Latin. The vocabulary employed
should be of moderate compass, but should be thoroughly mastered. The study
of the exercises should be accompanied, from time to time, by the reading of
easy connected passages involving the words, forms, and construction already
learned. -
Attention should be given to simple etymologies, especially such as throw light
upon the meaning of English words.
In all written exercises the long vowels should be marked, and in all oral exer-
cises pains should be taken to make the pronunciation conform to the quantities.
The student should be trained to grasp the meaning of the Latin indepen-
dently of, and preliminary to, the formal rendering into idiomatic English ; and
should be taught to read the Latin aloud with intelligent expression.
—8—
SECONID YEAR.
For the first four months the work should be continued on the lines already-
indicated for the first year, the same text-book being used, when practicable.
The remainder of the year should be devoted to the reading of narrative prose of
appropriate difficulty, such as fables and adapted portions of Roman history.
The writing of Latin should be continued throughout the year, as throughout
the entire Latin course; the exercises employed should be in the form of para-
graphs, not of detached sentences.
THIRD YEAR,
Selections from Caesar, equivalent in amount to four books; selections from
other prose writers, as Nepos, may be taken as a substitute for an amount up to,
but not exceeding two books.
Writing of Latin. Reading of Latin aloud. Memorizing of selected passages.
FOURTH YEAR.
Ovid, 5oo lines of pentameter verse.
Sallust, Catiline (entire).
Cicero, four orations against Catiline.
Writing of Latin. Reading of Latin aloud. Memorizing of selected passages.
- FIFTH YEAR.
Virgil, Aºneid, Books I-VI.
Cicero, oration for Archias; twenty-five letters of Cicero, equivalent in amount
to about fifteen octavo pages.
Writing of Latin. Reading of Latin aloud. Memorizing of selected passages.
SIXTH YEAR.
Virgil, Aneid, Books VII-IX, or an equivalent amount selected from the last
six books of the Aneid.
Cicero, two orations, of which one shall be the oration for the Manilian Law.
Cicero, De Senectute.
Ovid, Iooo or more lines of hexameter verse.
THE COURSE IN GREEK.
The Greek Section of the Committees makes the following
recommendations, which were endorsed by the joint meeting
of the Committees:
I. It recommends that three years be devoted to the
study of Greek in Secondary Schools, with the understanding
that the year consists of not less than thirty-eight weeks of
—9—
school work, and that five periods of recitation a week, of not
less than forty-five minutes each, be given to this study.
2. It recommends that Homer be read in the last year of
the preparatory course.
3. It recommends that, from the beginning, systematic
instruction be given in Greek composition, and that exercises
in writing Greek, based upon connected reading of Greek
Prose, be continued through the third year.
4. It recommends that exercises in the reading of unpre-
pared passages (commonly known as sight reading), be begun
at the outset of the Greek Course and be continued through it.
5. It recommends heartily a thorough and methodical study
of Greek Grammar as the necessary basis of accurate reading.
6. As a specimen course of study for schools, the Committee
of Twelve desires to accept and embody in its report the
course of study which is laid down in the Tenth Annual Re-
port of the Commission of New England Colleges on Entrance
Examinations (page 9), as follows:
COURSE OF STUDY RECOMMENDED.
FIRST YEAR.
First and second terms: Introductory lessons.
Third term : Xenophon's Anabasis (2O to 30 pages).
Practice in reading at sight and in writing Greek.
Systematic study of Grammar begun.
SECONID YEAR.
Xenophon's Anabasis (continued) either alone or with other Attic prose
(85 to I2O pages).
Practice in reading at sight, systematic study of the Grammar, thorough
grammatical review and practice in writing Greek, both based on study of Books
I and II of the Anabaris.
THIRD YEAR.
Homer (2500 to 4000 lines); e. g. Iliad. I–III (omitting II, 494-end), and VI—
VIII.
Attic Prose (35 to 40 pages) with practice in writing Greek ; Grammar; prac-
tice in reading at sight.
Mote.—If the advanced examination in Greek Composition is not required, the
course may be reduced by one lesson a week the first year.
The preceding program, which is herewith presented, is
the course recommended by the Commission of New Englands
Colleges on Entrance Examinations, amended only in one
point (which brings it into more substantial agreement with
the report of the New York Conference held at Columbia
University in 1896), in that the Committee of Twelve advises
in the second year the requisition of thorough grammati-
cal review based on the study of Books I and II of the
Anabasis, instead of on simply Book II of the Anabasis.
The Committee of Twelve desires further to reaffirm the
statements attached to the report of the Greek Conference
which was made to the Committee of Ten in 1893, and which
is printed on pages 77 to 85 in Document No. 205, 1893, of
the U. S. Bureau of Education.
For the Committees,
THOMAS DAY SEYMOUR,
Chairman of the Committee of Twelve.
YALE UNIVERSITY, November Ist, 1897.
B.A. FINNEY
COLLECTION
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