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The Classics in America

Published online by Cambridge University Press:  05 January 2009

Mary Trowbridge Honey
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Extract

The position of the Classics in the United States has been determined very largely by the development of the public school system. Between the founding of the first Latin grammar-school in Boston in 1635, or of Harvard University in 1638, and the numerous public (free), State-directed schools of the present day, vast changes have come about in the student body and in the curriculum—changes which have decidedly affected the study of the Classics.

Type
Research Article
Information
Greece & Rome , Volume 9 , Issue 25 , October 1939 , pp. 36 - 42
Copyright
Copyright © The Classical Association 1939

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References

page 36 note 1 In 1937 there were 20,765,000 pupils in public elementary schools; 2,691,033 in private and parochial schools (excluding kindergarten); 6,500,000 in high schools; 1,055,360 in colleges and normal schools; 69,773 in graduate schools (American Year Book).

page 36 note 2 ‘The Significance of the Essentialist Movement in Educational Theory’, The Classical Journal, xxxiv (1939), 330.Google Scholar

page 36 note 3

page 37 note 1 Sabin, Frances, The Relation of Latin to Practical Life (New York: Service Bureau for Classical Teachers, New York University, 1917)Google Scholar; West, A. F., Value of the Classics (Princeton: Princeton University Press, 1917)Google Scholar; Hutchinson, Mark E., Outline and Bibliography of a Latin Teacher's Course (Ann Arbor, Mich.: Edwards Brothers, 1937), 1 ff.Google Scholar

page 38 note 1 The Classical Investigation: General Report, Part I (Princeton: Princeton University Press (1924)), 29.Google Scholar

page 38 note 2 Wagener, A. Pelzer, ‘Progress and Problems of the Committee on the Present Status of Classical Education’, The Classical Journal, xxxiv (1938), 1.Google Scholar

page 38 note 3 Bagley, W. C., op. cit. 326.Google Scholar

page 38 note 4 Jessen, C. A., ‘Registration in Languages’, School Life, xxiii (1937), 22Google Scholar; Ullman, B. L., ‘Enrollment in Latin’, The Classical Outlook, xvi (1939), 34.Google Scholar

page 38 note 5 General Report, Part I, 78 f.

page 39 note 1 General Report, Part I, 83–168.

page 39 note 2 Ibid. 169–235.

page 39 note 3 Gray, Mason D., The Teaching of Latin (New York: Appleton, 1929)Google Scholar; Woodring, and Sabin, , Enriched Teaching of Latin in the High School (New York: Columbia University, 1930)Google Scholar; Mark E. Hutchinson, op. cit., 1–33; Hill, Victor D. et al. , Teaching First-Year Latin (Athens: Ohio University, 1938)Google Scholar; Latta, Dorothy Park, Director of Service Bureau and Publications for Classical Teachers, American Classical League, New York University, New York City.Google Scholar

page 40 note 1 Gilchrist, D. B., Doctoral Dissertations Accepted by American Universities 1936–7 (New York, 1937), xiii.Google Scholar Nearly a score of dissertations, however, listed under other headings are in the field covered by Departments of Classics, and might just as well have counted under the same heading.

page 41 note 1 Paxton, Susan, Handbook for Latin Clubs (New York: Heath, 1916)Google Scholar; Lawler, Lillian, The Latin Club, Bulletin XII, Service Bureau.Google Scholar

page 42 note 1 Thanks are due Professor W. A. Oldfather, of the University of Illinois, for helpful suggestions and verification of data.