Indiana University - Arbutus Yearbook (Bloomington, IN)

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Hariiui Whetstone John- ston, Professor of Latin. A. B. Illinois College, 1870; A. M., 1882; Ph. D., 1891 ; Principal of Whipple Academy, 1880-84; Instructor in Latin (in charge of department), Illinois Col lege, 1882-86, and Professor of Lat 1886-95; Professor of Latin, Indiana versity, from 1895. Joseph Henry Howard, Assistant Professor of Latin. A. B., Indiana University, 1888; A.M., 1890; graduate student, Lcland Stanford, Jr., Univer- sity, 1891-92; graduate student, University of Chicago, 1S92-93; Johns Hopkins Univer- sity, 1895-96; Instructor in Latin, Indiana University, 1893-94; Assistant Professor of Latin, from 1894. Edgar Howard Sturtevant, Tu- tor in Latin. A. B., Indiana Uni- versity, 1S97. Charles Stevens Maltby, Aurora, Ind. - X. Francesca Louisa OTTO, Auburn, Ind. k a e. Ella Marthens, Indianapolis, K A e.

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Xatin HERE was a time in the history of the University when the Latin department was little more than a name. Now, however, it compares favorably with the best. It is making itself felt, not only as an important part of Indiana University, but as a factor in the national educational system. As the department library is amply supplied with lexicons, reference works, commentaries and critical editions, thorough work is possible and required. There is a popular idea that we study dead languages that we may be able to interpret derived English words. Those who have this impres- sion are unaware of the true purposes of classical study. The idea that years should be spent in acquiring knowledge through which we might recognize words which could be learned direct in months, is nothing if not absurd. We do not study the works of old Roman authors with a view of learning Latin vocabularies ; we study them as literature. Latin as it was spoken and read, as near as it is possible to determine it, is the Latin taught at Indiana University.

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IRomance Xanouaoes N a liberal education French is an important factor. First, because the English language is the result of a fusion of Saxon and Norman speech. Second, because of the great influence of French literature. Third, because the French are foremost in taste, diplomacy and art. The study of the French language is the shortest way to these things, for in it are embodied the nation ' s individuality, genius and best thought. In the elementary study the student learns English history by com- paring the relation of Saxon to Norman-French words. The Saxon peasant had a board for his food, the Norman lord, a table. The former tended the swine, the latter ate the pore. So it was with sheep and mutton. In the sophomore and junior years, the masterpieces of Corneille, Racine and Moliere receive most attention, while the writers of the nineteenth century are studied by the seniors. All this work is supplemented by lectures, conversation and composition. French taste in etiquette, dress and art sends out its edicts from Paris. Students from all parts of the globe flock to the Louvre to study art. These, especially, need to study the French language, itself an instrument of grace and art, and to this day the language of international diplomacy. While the four years ' course of French in Indiana University can not and does not aim to turn out French linguists, artists and diplomats, it does lay a practical foundation for a historic, literary and scientific basis of French. It infuses into the student French vivacity, taste and culture, and this is a sufficient raison d ' etre for a place of French in a college education.