Page 56 - 1916 February - To Dragma

TO DRAGMA OF ALPHA OMICRON PI 135

For English History the books given below are authoritative, read-

able, and interesting:

\\. Early Tudors—Moberley

Epoch Series J 2. The Age of Elizabeth—Creighton
]3. Houses of Lancaster and York—Gardiner

[4. The Age of Anne—Morris

5. Europe i n the M i d d l e Ages—Thatcher and Schwill

6. A Short H i s t o r y of the English People—Green

7. Readings i n English—Cheyney

8. A Social and Industrial History of England—Cheyney

9. Social E n g l a n d — T r a i l l (Six volumes)

10. History of England—Terry

For Medieval and Modern history, in which the time for reading
is necessarily limited, I have found the f o l l o w i n g books of great help:

. j l . The T h i r t y Years' War—Gardiner
Epoch Series j 2 Frederick'the Great—Longman

3. Europe i n the M i d d l e Ages—Thatcher and Schwill

4. Civilization in the Middle Ages—Adams
5. Readings i n European History—Robinson

6. A H i s t o r y of Prussia—Tutrle
7. M y Scrap Book of the French Revolution—Latimer
8. France i n the 19th Century—Latimer
9. T h e Story of P'rance—Watson ( T w o volumes)
10. Jeanne d' A r c — M a i d of France—Bangs

HELPS IN TEACHING LATIN

EI.SIE FORD PIPER, Z '04 Neb.

Head of Latin Department, State Normal Sehool, Wayne,

Every teacher is always anxious to find some new suggestion as
to a manner or method of presentation of his subject that w i l l
arouse or increase the interest of the student, and we who are en-
gaged i n the teaching of the L a t i n are by no means an exception.

I n the last f e w years, especially, we have been more concerned
about making the class extremely interesting, alive, and keen, because
we feel that we have an external force that must be combatted. Re-
cently, throughout the West, the so-called "vocational" subjects have
attracted so much attention that L a t i n , w i t h other classical and
cultural studies, has been crowded into the background, and in some
schools even abolished.

This fact cannot but leave its influence on the attitude of mind
of the student on entering the course. H e has heard the cry that the