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Show WHERE LATIN IS NOT TAUGHT. A bulletin from the United Slates; ' bureau of education stales that boys I and girls In the schools of Spanish America do not have to worry over, i Latin. The study of ancient lan-I lan-I guagee has been practically eliminated elimi-nated In Spanish America Latin is not Included in the curricula of sec ondary schools In any of the follow-! ing countries Argentina, Bolivia Chile, ('osta Ri-cn. Ri-cn. Cuba. Ecuador, Guatemala, Honduras Hon-duras Mexico. Nicaragua Panama, Paraguay, Peru Salvador and Uruguay. Uru-guay. It is taught ro a limited extent In the classical schools of Haiti ami Colombia Co-lombia Some Venezuela high schools offer courses In Latin, but the stud-: stud-: ies are very elementary 'Notwithstanding reasons of kinship kin-ship of speech, pride and race and scholastic tradition." says I)r ESdgar Bwlng Brandon, author of the bulletin. bulle-tin. "Latin as well as Greek has almost al-most wholly disappeared from the curricula cur-ricula of South and Central American Ameri-can educational Institutions." In some countries it Is positively forbidden by law to teach Latin in the schools. In the universities there are usually usual-ly courses of lectures on the history of classic literatures, but these are given in the mother tongue and the students who take them are not required re-quired to be able to read the original. origi-nal. In the Instituto Periagogico of Chile an elementary course of three years in Latin is required of those preparing to teach Spanish and French, but even here Latin Is not taught for the sake of Latin, but as a suitable background for the scientific scien-tific study of Spanish or French I grammar A similar plan prevails In , the University of Buenos Ayres. The disappearance of Latin was (not effected without a contest," says Dr. Brandon 'Many educators train- j ed under the old system recognized ; the value of the subject in any scheme of education and fought valiantly for its retention Some states wavered in their policy, under one regime tt was abolished, under another restored, only to be cast out again when Its opponents returned to power. Argentina Argen-tina fluctuated many years in her policy, Uruguay bui recently discard-led discard-led the subject." arious reasons are assigned for ! the abandonment of Latin The question ques-tion of church and state, an important import-ant one in Latin America. Is involved to n large extent. In addition there is the motive of utilitarianism, strong I In the present day Spanish-Ameri-j can, whosn hief ambition is to be "modern." He teels that Latin is an j antique, out of place in modern life. He conceives the purpose of educa-1 tion to be distinctly practical and; uselul. According to his view, the BChool must be a direct agent In the' regeneration of the nation; it must advance civilization, develop the natural nat-ural sources of the country, and bring it into touch with the most progressive progres-sive of its neighbors, and in this program of practical accomplishment' the Spanish-American finds no placo j for Latin. |