Turning now to the test sentence itself, it should be noted that it is the statement of a philosophical dictum, quoted without context, and couched in the cramped Latin of a modern writer (Arnauld). This is just the sort of sentence which, on general principles, we should expect school children not to be able to handle. Indeed, the mature reader migh easily experience a momentary check due to the artificial order of words and the rather "forced" meaning of cogi. Apparently Arnauld meant to say: Studium discendi voluntate constat, quae sua sponte excitanda est.

But quite aside from this consideration, the test sentence is wholly unsuited for the use to which it is put. Since the publication of Lodge's Vocabulary of High School Latin and Byrne's Synatx of High School Latin, it has become possible to determine almost at a glance what may be expected of school children at a given point in their study of Latin. The key to the test sentence lies, of course, in the special meaning of constat, and in the idiomatic use of the ablative case with it. What chance would a second year Latin student have of solving the problem? Let us

see.

Lodge's Vocabulary shows that, in the first four books of Caesar, the verb consto is used five times, always in the form constat, with dependent infinitive, meaning "it is certain that." Finding no light in this direction, if he chanced to know the verb sto (not quoted from the first four books of Caesar, the unfortunate student might attempt to reach the meaning by resolving constat into its parts; this would give sto "stand" and con "with." Surely there is no way of escape here either. Add now the complication of an unfamiliar idiomatic ablative construction, and the hopelessness of the situation is abundantly obvious.

Even after four years of Latin, the student would not be in a much better position with reference to this particular test sentence. In the Cicero and Vergil ordinarily read in the schools the verb consto occurs four times;-once again in the sense "it is certain," twice in the meaning "be fixed" or "be in working order,” and just once (pro Archia 8. 18) with the construction found in the test sentence. If, therefore, a student were confronted with this sentence just at the end of his third year of Latin, there might be a chance that he would recall the solitary case in the Archias.

At any other point in his course, anything that he remembered about the meaning and use of consto would be more likely to hinder than to help him.

Without taking into account any of the above mentioned facts, Professor Kennedy concludes, in view of the poor showing made by the students to whom the test sentence was presented, that Latin does not "function." By way of contrast, he cites manual training as a subject which does "function," if it does nothing else. He finds that a boy, after a year of training, arrives at a point where he is able to go ahead with confidence in the manufacture of certain kinds of joints. This, of course, is true; and for the simple reason that, by the expenditure of many hours, the boy has fully learned to handle that specific detail. If Latin were to be tested on the same basis, i. e. if the student were examined on details which he has had a chance to master, Latin too would be found to "function." To test students in the second year of Latin, sentences like the following should be set:

Pueris persuasit, ut Roman iter facerent.

To employ a test sentence like the one used by Professor Kennedy would be matched by requiring the boy who has had a year of manual training to handle a problem in mechanics which can be solved only by an algebraic operation to which he has no clue. With such a test, manual training, too, would "function" but weakly.

The whole test, therefore, falls to the ground. It is absolutely unscientific, and does not even bring to light any new facts; for the results could have been accurately forecasted by any competent teacher of Latin. All the subjects of the high school curriculum must sooner or later be critically weighed; and those who teach them have no legitimate ground for complaint if the work is done on broad and comprehensive lines, and with scientific precision and thoroughness, and by persons fully acquainted with all the conditions of the problem. But there is no room for the cursory dabbling which is now so prevalent, and which some seem to mistake for scientific method.

To revert to a point already referred to. Under the conditions of present day Latin teaching, when the majority of students do not continue the subject beyond the second year, the chief value of the study of Latin is not, of course, to be sought in the student's

first-hand acquaintance with the literature, nor yet in facility in translating difficult Latin at sight. Rather the value is cumulative, arising in part from several important by-products. These by-products are much more tangible and easily measured than those of a subject like algebra. No test of the functioning power of Latin will be valid unless it takes into account all these factors. A suggestion of the results which adequate investigation may reveal is afforded by a striking article on Latin as a Vocational Study in the Commercial Course, by Albert S. Perkins, in the Classical Journal, October, 1914. The next few years promise important developments along these lines.

The unborn cry to thee,

The dying pray to thee,

The living look to thee,

The Cry.*

Oh thou, blessed in the light of freedom,

And the favor of democracy

The fulfillment of the cherished dream of ages-
Give us of thy light,

Lead our dream to the perfect end of achievement,

Lend us thy strong hands to break the bars,

'Gainst which our souls have bleeding pressed,
Through which our eyes have longing strained
To the far horizon,

Where the bird of liberty fans the living waters,
O'er which sails thy bark of state.

The long night is upon us,

But thy heaven-born stars

Cast through the gloom the blessed rays of hope.

The myriads of thy glorious dead,

From the everlasting tramp

To the bivouac of the past,

Sent back the cry, "Fraternity and Liberty,

Brothers, strive on, strive on!"

No, we were not deceived

Again the tramp, tramp, tramp of millions

To the bivouac of the living comes,

Hailing us in life and hope;

Again the cry, "Fraternity and liberty!"

Promise of the stars and stripes pledged in blood and deed"Brothers, we come, we come!"

Grace Gordon.

We greatly regret that the beautiful poem entitled "Naples," which we published in January Education was inserted without the author's name. It, as well as this poem, "The Cry," was written and contributed by Miss Grace Gordon.

Moral Education in the Public School.

T

BY E. E. CATES, LOS ANGELES, CAL.

¤ HAT it is possible to teach morality without sectarianism is demonstrated every day before our eyes. Morality is conformity on the part of the individual to the manners and customs found essential to the well-being of society as a whole. Social combination in institutions is civilization. In civilization the moral individual acts so as to re-enforce all his fellows. The school is a social body, it is an institution, and all its discipline fits the pupil for combining rationally with his fellows.

"There must emanate from the teacher a moral influence going to make manly men and womanly women. It must command obedience. It must induce cleanliness and neatness. It must enjoin temperance and sobriety. It requires attention and industry. It must sharpen the wits. It must promote respect for society and law. It must encourage independent thinking. It must cultivate a love for the beautiful. It must exact loyalty to the truth. It must inspire reverence for God."-Dr. A. S. Draper.

The first essentials of morality self-control, truthfulness, obedience, unselfishness-must be not merely constantly enjoined in our schools, but have to be practiced for the successful working of any school. Modesty, purity, chastity of word and act must be strictly required of every pupil, not only in school, but about the school grounds. Many pupils obtain almost their whole training in all these virtues from the influence of the school, since they are not taught them at home and many never go to church or Sunday school. If besides all this they are subject during five or six hours every day to a teacher who exhibits all these virtues, the influence is incalculable, inasmuch as example is more than precept. A morally earnest teacher through the silent influence of his personal example, and through the spirit in which he performs the daily duties of his office unconsciously exerts a subtle moral in

fluence, which is more potent than formal instruction in morals can possibly be.

The relation of teacher and pupil creates numberless occasions for private, personal, direct appeals to the instincts of manliness that are seldom wanting in boys. The trouble with the dishonest and vicious is not so often their ignorance of the true and the right as their failure, through neglect and evil example, to have formed those habits of thought and action which constitute a well-ordered, a self-controlled, a moral character and life.

Things which have a moral and ethical value in the school are:
ORDER,-As "order is Heaven's first law" so it is the first and

abiding law of the school room. But excellence in government is no longer measured by the test of folded hands and slumberous stillness. The expensive thing in the educational, and indeed in the divine economy, is disorder. Disorder is immoral. Every school executive is willing to give every teacher a chance except the teacher of a disorderly school; for somebody else must have a chance and that person is the child. The teacher who after months or years still finds her pupils disorderly, restless, and idle, and is compelled often to resort to the principal for aid may well ask herself whether her powers might not be better employed in some other pursuit. She should have secured, on the part of her pupils, such a habit of orderly industry, such an appreciation of its benefits, such loyalty to herself, and such a love of right, that they would themselves frown down the lawless attempts of any newcomer. The old-time topics of whispering and tardiness should give place with the experienced teacher to the questions bearing more directly upon their mental growth. Order, to be of an ethical value must be of a moral character.

It was always a pleasure to visit the room of the first grade teacher in a certain school. Activity and zeal were on every hand and happiness danced on every face. She remarked one day that she thought she was not much of a success as disciplinarian. "But", she added, "I am happy in my work and the children are always happy." "So long as you feel that way," I replied, "you are a great success and you have nothing to fear on the score of discipline." Other teachers were absolute failures in government. I dreaded to visit their rooms on account of the confusion and dis