In the history of theatre there has always been a conflict between engagement and disengagement on politics and relevant issue, between satire and grotesque on one side, and jest with teasing on the other.  Max Eastman defined the spectrum of satire in terms of "degrees of biting", as ranging from satire proper at the hot-end, and "kidding" at the violet-end; Eastman adopted the term kidding to denote what is just satirical in form, but is not really firing at the target.  Nobel laureate satirical playwright Dario Fo pointed out the difference between satire and teasing ( sfottò ).  Teasing is the reactionary side of the comic ; it limits itself to a shallow parody of physical appearance. The side-effect of teasing is that it humanizes and draws sympathy for the powerful individual towards which it is directed. Satire instead uses the comic to go against power and its oppressions, has a subversive character, and a moral dimension which draws judgement against its targets.     Fo formulated an operational criterion to tell real satire from sfottò , saying that real satire arouses an outraged and violent reaction, and that the more they try to stop you, the better is the job you are doing.  Fo contends that, historically, people in positions of power have welcomed and encouraged good-humoured buffoonery, while modern day people in positions of power have tried to censor, ostracize and repress satire.  
We exist to call the Church, amidst a dying culture, to repent of its worldliness, to recover and confess the truth of God’s Word as did the reformers, and to see that truth embodied in doctrine, worship, and life.
JSTOR is part of ITHAKA, a not-for-profit organization helping the academic community use digital
technologies to preserve the scholarly record and to advance research and teaching in sustainable ways.
©2000-2017 ITHAKA. All Rights Reserved. JSTOR®, the JSTOR logo, and ITHAKA® are registered trademarks of ITHAKA.
Visiting Professor of Philosophy, New York University School of Law Fall 1998
A: Academic credit is usually a concern for students in grades 9–12, as colleges only evaluate high school transcripts. However, transferring a student into a school (or from one school to another) in any grade can also raise concerns about credit. Latin for Children (LFC) will generally satisfy foreign language requirements for any student in grades 3–8. In some cases, LFC may even satisfy high school requirements. We consider each book (typically completed over the course of a year) to be one half of a high school language credit. Students who complete two LFC books in a year could count their work as one full high school credit.
For a complete high school level credit of Latin, we recommend teachers and parents consider using the Latin Alive! curriculum.