THE ACADEMIA OF LATIN AND GREEK.
(Summer Term of Six Weeks.)
Professor Shumway writes to the Chancellor of Chautauqua University:
My Dear Doctor Vincent:
It gives me great pleasure to be able to offer this summer, at Chautauqua, a course in Latin and Greek of unusual merit. Of the assistant teachers, Mr. Otto is already favorably known to our pupils of last summer, and to many correspondence students as an energetic and thorough teacher. Dr. Bevier will be a great acquisition for Chautauqua. He was graduated from Rutgers with first honors, having also during his course won honors in Latin and Greek at the inter-collegiate contest. After graduation he studied at Johns Hopkins University (which conferred on him the degree Ph.D.), and then continued his studies in Europe. He was a student at the American School at Athens, Greece, and is now an enthusiastic and successful teacher. He is the author of a paper on the Olympieion (in the report of the School at Athens, published by Professor Goodwin, of Harvard).
Although our session in Latin last year began a week late, and we suffered from other disadvantages, I believe our numbers in Latin reached a total unparalleled in the history of Chautauqua.
What was, however, especially gratifying, was the improved quality of scholarship manifested by students.
For this summer we offer the following course:
1. Roman Law (using the Institutes of Justinian) with information. Not only every lawyer, but every teacher of Latin to-day should familiarize “thon”self with Roman law, lying, as it does, at the base of Roman civilization.
2. The Latin of the early Church Fathers.—Recent publication and discussion have brought into such prominence the influence of the early Latin Fathers on church doctrine that every clergyman, present or prospective, will do well to examine this question for himself.
3. Comparative Philology (using Halsey’s Etymology; Ginn, Heath & Co.)—(Every student preparing to enter either of these three classes should at once communicate with the principal, that there may be no delay at the opening of the session, in securing apparatus.)
4. Plato.—Apology and Crito, Tyler’s Ed. (Appletons.)
5. Cicero.—De Natura Deorum, Stickney’s Ed. (Ginn, Heath & Co.)
6. Homer.—Odyssey.
7. Vergil.—Æneid.
8. Horace.—Chase’s Ed. (Eldridge & Bro.)
9. Cicero.—Orations.
10. Xenophon.—Anabasis.
11. Cæsar.—De Bello Gallico (two hours per day).
12. Beginners in Greek. Harkness’s Text-Book, last ed. (Appletons.)
13. Beginners in Latin (THREE HOURS PER DAY BY THE INDUCTIVE METHOD, WITH CONSTANT USE OF LATIN QUESTION AND ANSWER).
🖙 Latin students must have the “Hand-Book of Latin Synonymes.” (Ginn, Heath & Co.)
🖙 Special rates will be made for correspondence pupils, and all are urged to attend.
I hope you will give us at Chautauqua zealous students, who will concentrate their work on Latin and Greek, and especially two classes: Teachers of Latin and Greek, and those who are absolutely BEGINNERS. A clear-headed student who doesn’t know a word of Latin, can, by devoting six weeks to it, FIVE HOURS per day (Beginners and Cæsar) or ONE HUNDRED AND FIFTY HOURS in six weeks—quite as much time as the average school gives in one year—make decided progress.
It is thought that teachers of Latin and Greek will find of value not only the method, but also the inspiration which indubitably does arise when teachers gather.
It is perhaps hardly necessary to add that the use of Latin not only in elucidating text, but also in discussing syntax, derivations, synonymes, history, geography, archæology, etc., is an essential feature of our work in Latin. Worthy of the attention of teachers is the fact that our colloquial work is not the mere parrot-like repetition of phrases of the text.
Your ob’t servant,
Edgar S. Shumway,
Principal of Chautauqua Academia.
Rutgers College, February 23, 1885.