Boston Latin School - Liber Actorum Yearbook (Boston, MA)

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-fi f - . 1- . ,f g- 1 Hu' . W I Rx-vi' II ,,,. ' 1 ,. lkvzlj W7 'il ll U fsfgf-'iii A e .e- cz? fg.I.-- . T 1.5 V A VS - - f 4 1 - W Qt ? A . ' i f 51 ?? ? 1 -i ' -A SP2 ft tt .4H: S 1 ,Hs NIR. Il0WTXl'IY lleml :gf Ill'lNll'lllH lf MATHElNlA'l'lCS lioston Latin School, for over three centuries a rigid adherent to the classical tradition, has nevertheless, alwaysgiven adequate and timely attention to the mathematical sciences. From the days ol' its founding mathematics and the humanities have com- plemented each other in the mental training ol' its students. M lloston Latin School the pupil is oll'ered a completely inte- grated and organized course in arithmetic: informal or intuitive geometry: algebra: formal or demonstrative geometry Cplane and solidli trigxonometry fnumerical at lirstlz and. linally. to memliers ol' the Senior class preparing for entrance into scientilic schools and universities. the elements ol' analytic geometry and the cal- culus. 'l'his complete, well-rounded course liegrins in Class Xl and runs continuously through the six classes in such a way as to show how these various suhjects are related one to another and in order that they may reinforce and supplement each other when used in practical situations. ln these days, which have witnessed a most dramatic upsurge ol' interest in the technical sciences. this lmastion ol' classicism has always kept and sometimes even set the pace. .-Xs a projection into the future. there is right now a course in elementary statistics in the planning stage. It is our conviction that the notions ol' prohahility. correlation, and sampling: are among the fundamen- tals of modern social measurement. ln addition. we feel that the student, especially one planning: to concentrate in science. should learn both that mathematics has uncertainties and that uncer- tainty can he mathematically treated. The mathematics department at Boston Latin School is reso- lutely determined to he always un courunl in its special lield and to preserve, and if possible enhance, its long.:-established and universally recognized standards of excellence. First Row: Messrs. McLaughlin. tireenhalge. Dolrliyn. Downey Qlleurll. liozodoy, Gretsch, tiillnert. Second Row: Branca. tlallrey. Weincrt. llarrett. Casey. tl'lirien. llcnnessey. K lein. tiny

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ANCIENT LANGUAGES ln the study of Latin we have two sets of aims: the specific and the more general. Specilic aims include the ability to pronounce and read Lating the acquisition of a Latin vocabularyg the mastery of Latin forms: the ability to apply simple, fundamental rules of syntax: the ability to turn linglish sentences into Latin: and the ability to translate easy Latin at sight. The more general aims are accomplished through the study of Latin and Latin au- thors. One of these is the increased ability in the use of English. with a better understanding of vocabulary and a knowledge of the simpler principles of language structure. This accomplishment should bring about also a greater ability to learn other foreign languages. From the study of Latin authors should come the development ol' a historical and cultural background with Cal increased knowl- edge ol' the life, history. and institutions ol' the Romans: Cb! an appreciation of lioman iullueuce on Western civilization: and C0 a broader understanding ol' social and political problems of today. From the study of Roman literature there should also come about the deyelopment ol' a right attitude toward social relations: service. sell'-sacritice, patriotism, honor, respect for authority. self'-control, love for law and order, loyalty, courage, and the like. Finally, the study of Latin should bring about the development ol' good mental habits, such as accuracy, thoroughness, logical thinking, sustained attention, perseverance in the face of dilli- culties. and dissatisfaction with failure or with only partial success. NIR. ll0l'KlNS0lN llearl of lleparlnzenl v- . , E First Row: Messrs. Jameson. Miller. Sakey. G. Sullivan. llopkinson tlleurlj, Cleary. Dolan. litN'lll'. Second Row: lx1t'SNI'S..ltlt'lilllllllll. llurtridge. O'l3rien. Connors. liichurds. 0'Calla- lmn. Locke. 0'Donncll. -l 9 l-

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GERMAN :Xt the end ol' the freshman year all hoys must make a ehoiee for Class lll hetween the two electives, Greek and Herman. lioughly speaking, three out ol' four hoys eleet German. whieh they nmst then study for at least two years. ln the Senior year tierman heeomes an eleetiye. lsually ahout. thirty hoys eontinue the study for the third year. These hoys. who have shown proli- eieney in the language. prepare themselves hy diligent work to win extremely high marks in the tlerman At'hiey'ement Test for eollege entranee and to ohtain seholarship awards. tbl' the elass ol' WSI more than titty per eent ol' the Senior tier- man elass eontinued sueeessl'ully the study ol' the language at eollege. lioys ol' only two years' preparation have also heen ahle to eontinue the study f espeeially at lXl.l.'l'.. where. after a re- fresher eourse. they proceed with the work in seientilie Herman. 'l'he good results proye that, during the two years ol' preparation in Herman, great et'l'orts are made hy masters in the Herman De- partment to give a sound foundation in hasie yoeahulary and elementary grammar. llupils are taught. hy eonstant praetiee. to read and write the language and, hy means ol' easy eonversation and speeial language lreeords. to understand and speak it.. The HIL VAN STEENBEMQEN tterman Department insists that hoys also learn the essentials ol geography and eultnre ol' tlermany and follow pertinent eurrenl events. 'l'he tlerman tfluh. sponsored hy Mr. llerherl Zoll. hut run hy the hoys themselyrs. presents programs ol' interest to students ol' tlerman. Nlemhers listen to speakers, see lilms, and read news- papers to make their meetings worthwhile. Ilefnl uf Ilepurlrnenl First Row: Messrs. Weinert. J., Van Fteenhergen tlleudl. Zoll. Sem-und Row: 'I'riantal'el. Nliller. till