HARKNESS, KIRTLAND AND WILLIAMS' CICERO Published in two forms. The larger volume includes the four orations against Catiline, the oration for the Manilian Law, for the poet Archias, for Marcellus, and for Ligarius, and the Fourteenth Philippic. The smaller edition contains the first six of these orations, which form the requirement of the New York State Educational Department and the minimum requirement of the College Entrance Examination Board. One of the best features of this exceedingly attractive edition is the Introduction, which is unusually comprehensive and vivid. "I have obtained very satisfactory results from D'Ooge and Eastman's 'Cæsar in Gaul' introduced this session. With the excellent grammar material appended, I find it better adapted to second-year work than any of the texts I have heretofore used". JUN 16 1919 The Classical Weekly Entered as second-class matter November 18, 1907, at the Post Office, New York, N. Y., under the Act of Congress of March 3. 1879 Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized on June 28, 1918 The programme of the meeting was as follows: Friday afternoon, Carlyle and the Classics, Mr. Thomas Flint, of Brooklyn, New York, Horace on the High Seas, Professor Roland G. Kent, University of Pennsylvania, Partial Report of the Executive Committee, Report of the Secretary-Treasurer, Appointment of Committees, Extra-Curriculum Activities, Miss Edith Rice, Germantown High School, Germantown, Philadelphia, Accusative of Specification in Latin, Professor William Hamilton Kirk, Rutgers College; Friday evening, at the Annual Dinner, Greetings from The Classical Association of the Middle West and South, Professor Louis E. Lord, Secretary-Treasurer of the Association, delivered, in Professor Lord's absence (enforced by Red Cross Work), by Professor Knapp, Greetings from The Classical Association of New England, Professor George E. Howes, SecretaryTreasurer of the Association, Address, Latin and the War, Mr. Paul Elmer More, of Princeton; Saturday morning, The English of Non-Classical High School Pupils, Mr. Fred Irland, House of Representatives U. S., Washington, D. C., Some Proofs of the Value of Latin for the Mastery of a Practical English Vocabulary, Miss A. Alta Fretts, High School, Monongahela, A Neglected Feature of Latin Study, Professor John C. Rolfe, University of Pennyslvania, Tasso's Debt to Vergil, Professor Wilfred P. Mustard, The Johns Hopkins University, The Proposed American Classical League, Dean Andrew Fleming West, Princeton University, Miscellaneous Business; Saturday afternoon, The Development of Toga Forms (an illustrated paper), Professor C. F. Ross, Allegheny College, Meadville, A Child Portrait of Drusus Junior on the Ara Pacis (an illustrated paper), Professor John R. Crawford, Columbia University, Miscellanea Ludi, Professor W. S. Eldridge, West Philadelphia High School for Boys. Professor Dean Putnam Lockwood's paper, a Miscellany-Greek and Latin, was of necessity omitted, because of Professor Lockwood's illness. In the absence of the President, Professor Robert B. English, of Washington and Jefferson College, who has been for many months in France, engaged in educational work with the American Expeditionary Forces, and who is now doing such work at the University at No. 25 Grenoble, France, Professor Knapp presided at the Friday afternoon session, and Dr. Richard Mott Gummere, Principal of the William Penn Charter School at Philadelphia, and Vice-President of the Association for Eastern Pennsylvania, presided throughout the remaining sessions. It may be noted here, further, that this meeting was marked by the happy cooperation of The Classical Club of Philadelphia, The Philadelphia Society for the Promotion of Liberal Studies, and The Classical League of Philadelphia, with The Classical Association of the Atlantic States. At the Friday afternoon session, Dr. Gummere appointed the following Committees: on nominations, Miss Jessie E. Allen, Professor Walton Brooks McDaniel, Mr. Samuel E. Berger; on Resolutions, Professor Roland G. Kent, Miss Edith Rice, and Professor W. S. Eldridge. Of the papers there is not room to speak in detail here. They seem to have been regarded as uniformly interesting; at any rate, they called forth a good deal of discussion, more than is usual. Most of the papers will be published presently in THE CLASSICAL WEEKLY. The following resolutions, presented with the unanimous approval of the Executive Committee, in each case, were unanimously adopted by the Association. Resolved, that The Classical Association of the Atlantic States approve, in full, the agreement entered into by the Executive Committee of the Association, in November last, with The Association of Colleges and Preparatory Schools of the Middle States and Maryland, as represented in the following articles of agreement: "I. The Classical Association of the Atlantic States shall, after Saturday, November 30, 1918, take under its auspices and its conduct the Classical Conference held under the auspices, hitherto, of The Association of Colleges and Preparatory Schools of the Middle States and Maryland; and the Classical Conference shall be regarded after that date as the fall meeting of The Classical Association of the Atlantic States. 2, The details of the meeting, being technical matters, shall be arranged entirely by The Classical Association of the Atlantic States except that 3. The Classical Association of the Atlantic States shall submit, annually, the name of the proposed Chairman of the fall meeting or a list of three or four persons some one of whom the C. A. A. S. proposes to select as Chairman, to the Association of Colleges, etc., for its approval". Resolved, that the details of the fall meeting shall be vested, as are details of the spring meeting, in the Executive Committee of this Association. Resolved, that The Classical Association of the Atlantic States approve the formation of the proposed American Classical League, provided that the Constitution of the proposed League shall contain a provision for representation on the Governing Body of the League of each of the four great Regional Classical Associations, said representation to consist of some member of each Regional Classical Association chosen by the Association itself. Resolved, that The Classical Association of the Atlantic States recommend to the Proposed American Classical League that the Governing Body of the League, when established, shall contain not more than twelve (12) members, in all. Resolved, that the incoming Executive Committee of The Classical Association of the Atlantic States be and hereby is authorized to appoint, at the proper time, some member of the Association to represent the Association at the next meeting of the National Education Association, at the Classical Conference to be held in connection with that meeting of the National Education Association, and on the Governing Board of the Proposed American Classical League, if that League shall be established, and if its Constitution shall contain definite provision for such representation of the four great Regional Classical Associations as is provided for in Resolution I above. Professor Knapp presented the following proposed amendments to the Constitution. City, Mr. Arthur S. Chenoweth, High School, Atlantic The Committee on Resolutions presented the following report, which was adopted, ordered to be spread in full upon the Minutes, and to be transmitted to those concerned. The members and friends of The Classical Association of the Atlantic States, gathered in annual session at Haverford College, desire to record the pleasure which this occasion has afforded them; and they desire to express their great gratitude and sincerest thanks to those whose friendly and hospitable attentions have been responsible for the success of the meeting: to the authorities of Haverford College, for the ready hospitality with which they have placed all the facilities of the Institution at the disposal of their guests; to President W. W. Comfort, for the hearty and Amend Article V, Section 1, relating to Dues, by sympathetic welcome which he has extended to us; striking out of the Article all the following words: Formally organized Classical Clubs, 25 or more of whose members are members of The Classical Association of the Atlantic States, shall be entitled to discounts of 50 cents on account of each such member's dues. Amend Article VII, relating to Meetings, by rewriting Section I to read as follows: The Association shall meet in the Spring of each year, and in the Fall of each year. The time and the place of the Spring Meeting shall be determined by the Executive Committee. At the Spring Meeting, papers shall be read, general business shall be transacted, and the Officers shall be elected. The Fall meeting shall be held in conjunction with the Annual Meeting of The Association of Colleges and Preparatory Schools of the Middle States and Maryland. This meeting shall be devoted only to the reading of papers. Amend Article III, Section 2, to read as follows: There shall be an Executive Committee, to consist each year of the Officers named in Section I of this Article, of the Editor-in-Chief or Managing Editor of THE CLASSICAL WEEKLY, and of the President of the preceding year. Five members of the Executive Committee shall constitute a quorum. Amend Article V, Section 1, to read as follows: Every member shall pay into the treasury of the Association annually a fee of Two Dollars. Of this fee $1.50 shall be set apart to cover subscription to THE CLASSICAL WEEKLY, which is hereby declared the official organ of the Association. The Committee on Nominations presented a report, showing the following list of nominees: President, Dr. Richard Mott Gummere, Principal of the William Penn Charter School, Philadelphia; Secretary-Treasurer, Professor Charles Knapp, Barnard College, Columbia University; Vice-Presidents, Mr. J. P. Behm, Central High School, Syracuse, New York, Professor Helen H. Tanzer, Hunter College, New York to the representatives of the Classical Associations who are our neighbors on East and West, for their greetings, which are this year an earnest of a closer union in years to come; to Mr. Paul Elmer More, for his scholarly and eloquent address upon a topic which, especially at this time, is much in our minds and close to our hearts; to the others whose stimulating papers made the meeting one of great profit to all in attendance; to The Classical Club of Philadelphia, to The Philadelphia Society for the Promotion of Liberal Studies, and to The Classical League of Philadelphia, for their cooperation and participation in the gathering; in especial measure, to Mr. Franklin A. Dakin, who has taken upon himself the duties of an entire local committee of arrangements, and, though serving as sole member of that committee, has managed all arrangements in a way that defies criticism and sets a splendid standard for the future; and to those young men who as clerks and guides efficiently assisted Mr. Dakin in his functions. We record our gratitude also to the Secretary-Treasurer of the Association, Professor Charles Knapp, who has again demonstrated, as in all previous years, his energetic and felicitous facility as manager-in-chief of the Association and of its sessions. The report of the Secretary-Treasurer, in summary, was as follows: The balance on hand in the treasury of the Association, April 27, 1918, was $446.48. 48. The receipts during the year were as follows: dues, $1126, interest, $15.62, from sale of the pamphlet, Practical Value of Latin, $15.20, from sale of reprints of Professor Cooper's paper, $7.42, from The New York Classical Club, for extra copies of THE CLASSICAL WEEKLY, Volume 12, number 3, and for envelopes, $19.40, from THE CLASSICAL WEEKLY, refund on account of clerical assistance, $100, sundries, $1.00, a total of $1284.64. The amount in the funds was thus $1731.52. The expenditures were as follows: Annual Meetings, 1918 (balance), $45.68, 1919 (on account), $32.23, to THE CLASSICAL WEEKLY, for subscriptions of members, $563, interest transferred to Emigrant Industrial Savings Bank, $12.64, clerical assistance, $400, postage, $101.70, printing, $9, supplies, $5, rebates, $56 ($42.50 to The New York Classical Club, $13.50 to the Pittsburgh Classical Club), Liberty Loan Bonds, $300, Beck Duplicator supplies, $11.50, conferences in connection with the Proposed American Classical League, $92.54, travelling expenses, $19.45, telephones and telegrams, $2.57, refund of duplicate payment of dues, $2, a total of $1653.31. The balance in the current cash account, on March 29, 1919, was $78.21. In addition to this the Association has $388.63 in the Savings Bank, and the sum of $300 invested in Liberty Loan Bonds. The total assets of the Association are thus $766.84. On April 27, 1918, the balance to the credit of THE CLASSICAL WEEKLY, current account, was $605.84. The receipts during the year, from all sources, were $2056.25. The total in the funds was thus $2662.09. The expenditures of all sorts were $2478.61. The balance in the current account, March 29, 1919, was $183.48. To this must be added the sum of $584.41, in the Savings Bank, and the further sum of $500, invested in Liberty Loan Bonds. The total assets of THE CLASSICAL WEEKLY are thus $1267.89. During the year the sum of $252.83 was sent to the University of Chicago Press, to cover 126 subscriptions to The Classical Journal, Volume 14, and 57 subscriptions to Classical Philology, Volume 14. The Great War made itself felt in a loss of members in the Association, and in a loss of subscribers to THE CLASSICAL WEEKLY outside the territory covered by the Association itself. The membership fell from 681 to 582, and the subscription list fell from 704 to 542. It was reported last year that rising costs had caused the increase in subscription price of THE CLASSICAL WEEKLY to $2.00. This, of course, had its effect in diminishing the number of subscribers, though the income of THE CLASSICAL WEEKLY as a whole profited. No one can obtain THE CLASSICAL WEEKLY now without making an outlay of $2.00. Such a system of absolute equality is sound at once in business and in morals. Taking into account the conditions set up by the Great War, and recalling what we know of the experiences of periodicals in general, we may regard the showing for 1918-1919 as one in no sense discouraging. It may be noted that no special effort was made last year to proselyte for members or subscribers. By next fall conditions, let us hope, will move so far toward normal that efforts in this direction may be made with fair prospect of success. It should be remarked that the total income of THE CLASSICAL WEEKLY from members and subscribers both in 1917-1918 was $1779.20, in 1918-1919 $1664.60. It will be seen that, in 1918-1919, the subscriptions to The Classical Journal fell from 161 to 126 and those to Classical Philology from 67 to 57, losses of 35 (22%) and 10 (15%) respectively. These losses occurred in spite of very vigorous efforts to keep the subscription lists intact. The total cost of the pamphlet, The Practical Value of Latin, printing (15,000 copies) and postage, to March 29, 1919, was $280.75; the amount received from sales of the pamphlet was $310.90. There was thus an apparent profit of $30.15. From this must be deducted, however, (unknown) postage costs, in mailing copies to purchasers, that were not kept separately until two years ago. The cost of 5,000 copies of Professor Cooper's paper was $30.77. The sum received from sales, to March 29, 1919, was $48.90. The apparent profit was thus $18.13. Over against this lie unknown postage costs; they have not at any time been kept separately. С. к. THE CLASSICS AND THE PROFESSORS OF An apology is due the reader for a new entrant upon this jousting place which has so scintillated recently with Launcelots and Parsifals. It is that the newcomer bears as his emblem a small white flag: he would fain be a peacemaker. A long time ago everybody believed in 'faculty' psychology. About 1892, with a suddenness that was quite a shock to some of themselves, the psychologists1 discovered that the faculties of the mind are nonexistent, quite like the substances of the Scholastic realists. The unpardonable misdemeanor of the classicists is that they cling to this discarded tenet. Ask one hundred teachers of the Classics to distinguish between 'faculty' and 'functional' psychology, and ninety will modestly decline. They are fighting none the less! But the classicists ought to know the difference. It is annoying in the midst of serious apologiae to find the most eminent of them doffing their helmets in this wise: "capacity for voluntary effort and attention" (1918)2; "training in ability to handle one's mind" (1917); "some trained faculty of appreciation" (1917); "develop the logical and historical faculty" (1911); "discipline the intelligence and the other faculties" (1910); "trains the reasoning power and general intelligence" (1914); "trains the dialectic faculties and the rhetorical faculties" (1911); "the faculty of independent reflection" (1916); "power of generalization" (1911); "we believe absolutely that power is transferable" (1917); "when this power to use and control the mind is once thoroughly attained, the boy or girl can learn anything" (1917); "the faculty of error can be atrophied like any other human faculty, and the best way to inhibit error is to create by constant practice an instinct <sic> for correctness" (1912). Now of course no one would deny that some persons are able to give attention, to use their minds after a fashion, even to think logically, etc. The point is that these things should be thought of, and spoken of, not as powers, but rather as habits. To permit oneself to dwell upon powers of the mind involves a treacherous tendency to assume a unification of mental processes which may not exist. Instead of basing all sorts of conclusions and conduct upon an assumed unity, we must begin by demonstrating the unity. How can the mind be trained? We may disregard those psychologists who seem to wish to say that it can not be trained at all. Professor Shorey has disposed effectually of them: "If you are a competent psychologist, you know that it is false". Perhaps it would be better to quote the words of an empirical Apologies to the Herbartians. The numbers indicate the years of publication of the articles from which the quotations are made. psychologist (Rugg, The Experimental Determination of Mental Discipline in School Studies [1916], 116)3: The writer believes that formal school subjects find a large part of their disciplinary value in the developing of this ability to analyse a problem and to organize a method of procedure; to build up ideals, or to organize a method of attack. But it is undoubted that they also make habitual or automatic many specific constituents of the complex abilities that function in many complex situations. The habitualizing of these specific reactions is accentuated by the building up of a background of fundamental attitudes of orientation, or familiarity with the content of the situations to be met. , The misunderstanding has centered in the word 'formal'. This does not mean systematic or organized, as sometimes has been assumed. It means a training which can find application in a field of activities different from that wherein it was received. The accepted terminology now is transfer of training. 'Common-sense' used to make some rather extravagant claims for transfer: "It does not matter upon what the mind is exercised, provided only the exercise be vigorous and long-continued" (1901); "As any form of exercise will develop some muscles. so any kind of study properly pursued will develop the muscles of the mind" (1917). In reaction to this a few psychologists were disposed to deny utterly the possibility of any transfer. But in the last ten years so many experimental data upon the matter have been accumulated that there is no longer any disagreement about the fact. The questions that remain are how, under what circumstances, and to what degree does transfer take place. Perhaps the best non-technical discussion of this whole question is in the chapter entitled Generalized Experience, in Professor Judd's Psychology of High-School Subjects (1915)6. There has been a side-show over the word 'discipline'. Assuming that it means something else than training or development, many persons have leapt to the conclusion that indispensable elements therein are compulsion and unpleasantness (the explanation of this phenomenon, it has been suggested, is to be found in pre-medieval theology). Professor Dewey's analysis of the process of rational thinking, which unquestionably has carried us a long step in advance, opens a vista of the truth in this controversy, at least in the higher intellectual activities. Perhaps it will not be unfair to summarize thus the conclusions of his mono This book contains an excellent summary of the experimental data to date on the transfer of training. Compare the volume edited by Professor West, Value of the Classics (Princeton, 1917), 20. It relates, therefore, to the 'form' or 'fixity' of the mental process, as distinguished from the 'reality' or 'variableness' of the object-material; and is not concerned with the organization of the latter. "See also page 213, in the chapter entitled Foreign Languages. The reader may be referred also to Colvin, The Learning Process (1911), 242, 246: "The possibility of a general training is thus seemingly established both in theory and in fact, and it becomes the business of education to consider how such a training can best be secured. Other studies which are not now so well developed will, perhaps, some day take the place of mathematics, or natural science, or the classics and modern language, but to-day they are less valuable from a disciplinary standpoint". "How We Think (1910). graph, Interest and Effort in Education: interest and effort are not opposed, but identical-there can be little or no fruitful effort where there is no interest, just as one can not increase the inner growth of a tree by jerking, pulling, or stretching; and real interest of itself brings forth effort. Therefore, if the purpose of your instruction be mental training, either arouse the pupil's spontaneous interest in the study or quit before you begin. However, to allay the fear that difficulties are to be an inhibition of either interest or effort, we may quote from a recent editorial in the Journal of Educational Psychology: One of the chief values of educational procedure is the demand it makes of the pupil to concentrate all his intellectual resources and master the difficulties that he encounters. In other words, one must be trained to maintain, or even to increase, interest and effort in the face of difficulties. The next onslaught upon the classical stronghold came from educational sociology. There was a time when one hundred per cent. of the pupils in the Secondary Schools contemplated continuance of their schooling to or nearly into adult life, followed by the practice of a means of livelihood which depended upon intellectual activities; and had, presumably, a mental equipment which justified them in that endeavor. But all those things have changed. When the overwhelming numbers came in of those who were going forth this year and next to manual pursuits, did the classicists at once set to work to devise means of distinguishing between those who would profit by their ministration and those who could not? Did they quickly become aware that there must be a radical change in the methods and the content of their work, if they were to be offered at all to the newcomers? The professors of education tried to tell them of these necessities, but the only answer that one can recall is: 'We have been doing these things a thousand years. Do you suppose we are going to change now?' Let us now take the professors of education to our bosoms as helpmates and friends. Let us admit that until ten years ago there was no science of education, only a conglomerate of rules of practice and personal opinions; it is an inchoate science now, it is reaching upward into the Secondary and Higher Schools, and we need its help. Let us admit that until very recently psychology was entirely speculative and introspective; it is empirical now, it has learned to temper enthusiasm over novelties, and it has much to teach us. Let us forgive those, from Professor Thorndike down, who claimed transfer of training for their several hobbies in the same moment wherein they were most rabid against us for the plea that we had seen mental growth not in the laboratory, but in real life. All that is changed now. Let us forgive and 4. Compare Theory of Mental and Social Measurements1 (1904), |