CHAPTER XIV RECREATIONS IN LATIN Humors of the Study. The humors of Latin study have been famous for centuries. Grave and severe men who seldom indulged in other forms of levity have been merry in the quaint conceits of which the Latin language is susceptible, and almost every school in which Latin is taught has its own folk-lore of happy turns of expression and humorous sallies in the language of the old Roman world. However trivial these may seem, they add zest to the study and lend a charm to what might prove otherwise a form of drudgery. Paronomasia, or Play upon Words. Here are some speci mens of Latin puns: All pupils in Latin are familiar with the query of a college student addressed to an indisposed classmate, "Sic tu?". - Art thou thus ? and with the reply of the ailing boy, "Sum sic!"—I am thus. At a place where hock was a fashionable beverage, a pedantic student once gave to a waiter the order: "Bring me some hock― hic, haec, hoc." The waiter, who was not unacquainted with the Latin grammar, took no note of the order. "Didn't I order some hock?" asked the pedant, some time later, with some asperity. "Yes, but you afterwards declined it," was the reply. It is related that when Lord Napier stormed the famous Indian stronghold, he reported his victory in a single word : "Peccavi" — I have sinned (Scinde). A similar message is the one said to have been received by Queen Elizabeth, announcing the defeat of the Spanish Armada: "Cantharis"-The Spanish fly. Likewise it is said that when an officer of Louis Philippe, in Algeria, failed to secure a famous Barbary prisoner who had fallen into his hands, he reported the escape of his charge in the message: "Perdidi diem" I have lost a day (Dey). Dr. Samuel Johnson wrote as an epitaph for his favorite tabby: and Saxe prefixes to his Sonnet to a Clam the sententious words of Cicero: "Dum tacent, clam-ant" - While they are speechless, they cry aloud. It is said that when Rabelais, the witty priest, came to die, he called for a domino (a priest's hood) which he carefully put on, remarking at the time: "Beati sunt qui moriuntur in domino" who die in the Lord. Blessed are they The pun of a friar (Gregory VII.) has been famous throughout the world. Seeing some English captives at Rome, he was so impressed by the beauty of their features fair hair, blue eyes, and snowy skin-that he inquired who they were. 66 Angli" (Angles), was the response of a bystander. OUTLINE OF MANN'S SCHOOL RECREATIONS THE study of this volume is apportioned among the various months of the Reading Circle year, as indicated below. The analysis has been made in the book in the sub-heads of paragraphs, and with such fullness as to do away with the necessity for appending an analytical outline as an aid to the Reading Circle work. The reading should be thorough, and the teacher should seek constantly to apply to his own school whatever suggestions may be offered in every chapter for the promotion of the pupils' health and growth of mind and body. FIRST MONTH, PREFACE AND CHAPTER I. In reading the Preface, note the ideas upon which the book is based, and consider the responsibility of the teacher in the matter of rendering the school work inviting and invigorating. In Chapter I. make a careful study of the Scriptural parallelisms, and observe how the correlation of Scripture with literature adds to the interest of both. Decide upon your own course in the matter of devotional exercises in the school. Whatever this may be, arrange by yourself an extension of the Scripture readings presented as a means of culture. Prepare an extension of the quotations from authors, and determine the use you are to make of them. According to the advancement of your pupils, adapt and extend the suggestive outline of current events. SCH. REC. & AMUS. - - 22 337 SECOND MONTH, CHAPTERS II., III., AND IV. — Compare your own experience with that of the teacher mentioned in Chapter II. Apply the suggestions to the care of your schoolroom. What can you do in the matter of a school cabinet? of botanical and entomological collections? of pictures? If you have small pupils, you can make use of the singing games of Chapter III. Some of the songs will be suitable for the pupils of more advanced grades. If your pupils are all too old for these games, you will at least find the latter to possess interest in themselves. The game of The Bridge of Avignon is said to be at least five centuries old. The music of The Missing Pupil (Au Clair de la Lune) is famous as the song of "Trilby." The older version of King Will dates back two centuries in English history. Come, Comrades, in some form, is sung in many nations and in many tongues. What profitable use can you make of singing geography? Note carefully the lessons on home geography. What class use can you make of imaginary journeys? of supplementary geographical reading? of sample products? of observations of the weather? of geographical compositions? If you do not teach geography, use the chapter for your own individual advancement. Familiarize yourself with the poems of place, and with various books mentioned; note the etymologies and the variations of geographical names; observe the modern trend of the science, and seek opportunities for advancement in physiography. THIRD MONTH, CHAPTERS V. AND VI. — Consider carefully the described defect in American education. What influence can you exert to remedy it in your school? What are your opportunities for teaching physical culture? Make use of some or all the simple exercises without apparatus, previously mastering them so as to be independent of the book. If you cannot fit up an exercise room, or gymnasium, in connection with the school, probably you can lend your influence in favor of such an enterprise else where. In any event, you will desire for your own use the information contained in the chapter. What is your opinion of the desirability of a general acquaintance with the elements of military drill among the youth of the land, as an element of national safety? Apart from this view of the subject, have you fully considered the value of military exercises as a means of physical culture and of discipline? How can you make use of the military drills among the boys of your school? How can you adapt them to the training of girls in flag drills? Consider the advantages of encouraging your pupils to practice boating, swimming, cycling, etc. FOURTH MONTH, CHAPTERS VII. AND VIII. - Chapter VII. will prove valuable to any teacher, of whatever school or department, as a means of general culture. The mnemonic rhymes in Chapter VII. will prove serviceable as a labor-saving device in the teaching and study of general history. The work of the iconoclasts and the relation of folk-lore to history are necessary to a comprehension of the modern idea of history. If you teach history, make use of the "original sources of history" quoted, and extend the number of the quotations by a selection of your own, as opportunity offers. Acquaint yourself with the mythical British and pre-Columbian American accounts. Follow out, as far as possible, the historical characters and themes mentioned in the chapter. Compare historical writers as to style. Acquire for yourself an appreciation of the essence of history. If you teach the subject, present it in the light of modern thought and criticism. The outdoor amusements presented in Chapter VIII. include various games, some old, some new. Consider which of these can be used most advantageously by the pupils of your school, either on the school grounds or elsewhere as holiday recreations. If you do not find it necessary to exert an active influence in the healthful amusements of pupils, at least indicate your interest in them. Some ac |