Abstract
Proponents of Latin as a subject in the curriculum of secondary schools have included among the valuable outcomes of teaching Latin the fact that by study of the language, students would experi ence growth in the mastery of English grammar, spelling, and vocabulary. The doubters have either denied these claims or insisted that the increments of growth attributable to the study of Latin are indeed small, if not negligible, and dis proportionately small in comparison with time spent on the study of Latin in or der to achieve them. Since growth in the mastery of these acquisitions does not submit read ily to casual observation or even to the most accurate means of measurement avail able, until the last two decades, the is sue has only within recent years been attacked by methods other than specula tion, most frequently partisan, and therefore inviting little confidence.
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