INTRODUCTION. AT no time, probably, in the history of classical controversy have the criticisms upon classical studies and their value as educational means been more numerous Present state of classical controversy. say more unfriendly? - than now. of the reasons for this are, shall we Some 1. The utilitarian character of the age, which demands immediate and "practical" results. 2. The far-reaching importance of scientific studies, arising from their commercial value and their close relation to our every-day life, as well as the attractive character of such studies. 3. The increasing value, especially for commercial and scientific purposes, of the modern languages, and the comparative ease with which a reading knowledge of them is acquired. 4. The proportionally great amount of time demanded for the Greek and Latin in curricula of study, thereby excluding other studies. 5. The (so-called) unsatisfactory results of classical study in view of the expense of time and labor compared with that required for certain other subjects. These "results" are not so meagre as some facts would seem to warrant, but they are not, as many friends of the humanities admit, what improved books and appliances would lead us to hope for. Is it not reasonable to expect that an earnest learner shall, from a course of study extending Results of classical study. over a period varying from five to seven or eight years, obtain something more than a reading knowledge of Latin? And yet, granting that much "discipline" is got, and not a little grammatical knowledge acquired, many - does not truth require us to say, most? students who receive the bachelor's degree, have no confidence in their ability to read Latin, except with dictionary and grammar. That is, they have not read and cannot read Latin with a view to its importance as literature. They have too often read merely certain prescribed "selections" greater or less in quantity, Reasons for unsatisfactory results. rather than acquired any ability to read Latin as a language. Many reasons might be adduced in explanation of such results. Two at least are prominent, viz.: inefficient (or mis-directed) teaching, especially during the period of preparation for the college, and bad habits of study. Faulty teaching. Modern methods have so far emancipated us from the educational notions once commonly accepted, that we no longer cram a pupil with the Latin Grammar (exceptions, notes and all) before he is called upon to put to use any of the knowledge acquired, but it is yet too frequently true that the teacher neither has himself any definite aim in his teaching, nor does he set such an aim before his pupils as an inspiration to study. The great majority of boys who commence Latin are never made to understand, nor so much as told, that there is any objective result or end to their work. They are not encouraged to try to learn to read Latin as they are in the case of the modern languages. Consequently, if they start out with, or acquire, any enthusiasm in the work, they are apt to lose it. The second cause of at least some of our failures every genuine teacher appreciates and deplores. The very general use, even by elementary pupils, of "ponies," "cribs," "inter Vicious habits of study. linears," and like labor-saving helps has come to be regarded in many quarters as a necessary evil connected with teaching Latin and Greek: "necessary" in the sense that no ordinary class questioning can to any extent obviate it, for every teacher knows that a boy reasonably well-drilled in the elements can use his "pony" and then prepare himself for the questionordeal.1 The latter may, or may not, detect the use of the translation; it cannot per se prevent it. Assuming these facts to be correct, any relief ought to be welcomed by the teacher. In some schools little or nothing remains to be desired, for in many places improved methods have displaced such as deserved to go; in others methods and results are alike poor. Well-meaning teachers would seek a pleasanter and better way, if they could. In a letter to the writer a classical teacher once used these words: "I believe that the salvation of classical studies in this country is to be found in Reading at sight. sight-reading"-and the state of the case seems to justify the opinion. This ability to read Latin at sight should be the first end aimed at by the teacher in his teaching, and by the pupil in his study. The student should be made to understand at the start that his ability to read the language is the first and, perhaps for him, the only thing essential in his study of the language. Until the pupil can read Latin well, such subjects as com 1 Of course there is a legitimate and helpful use to which translations may be put. The remark above refers solely to the work of boys at a stage when learning to translate should be an important part of their work. 2 An immense impetus to good teaching in secondary schools would result, if the college, instead of subjecting candidates for matriculation to examination on certain prescribed books, should require all to show ability to read and write Latin and Greek and should test knowledge of grammar, the elements of mythology, “antiquities,” etc. parative grammar and textual criticism should be severely let alone, and many students—perhaps the most — will never care, nor be able, to do more than learn to read Latin as literature. And in order to read Latin fairly well, much less grammatical knowledge is necessary than is often thought essential, provided that it be thoroughly learned and perfectly at command. How much grammar will suffice? Says Mr. D'Archy W. Thompson: 1 Amount of grammar necessary. "We find that all that requires unreasoning memory may be reduced to the following heads: (1) The five declensions, which include all adjectives and participles; (2) the rules for gender, and exceptions; (3) the four conjugations, active and passive, which latter voice includes sum; (4) the irregular verbs eo, volo, nolo, malo, possum; (5) Syntax: two pages. All this might easily be comprehended within twenty-four octavo pages." While many teachers would doubtless take exception to this estimate and prefer to add to the quantum here prescribed, it is undeniably true that, if regard be had merely to the minimum necessary to a reading knowledge, much less is now insisted on or prescribed by the best introductory books than was formerly considered essential before the learner was allowed to read an author like Caesar. What, then, is reading at sight, or extemporaneous translation? By it we mean reading Latin previously unseen, that is, getting the thought in the order and form of the Latin itself by adding one idea What is sight-reading. complete, to another until the clause or sentence is although every word may not be clear at first sight reading without a slavish dependence on lexicon Many a 1 'Day Dreams of a Schoolmaster,' Edinburgh 1864, p. 62.live teacher has proved that the title of J. M. Whiton's 'Six Weeks' Preparation for Reading Caesar' is not a misnomer. and grammar. The amount read in a given time will, ceteris paribus, increase with practice.1 How to make it practicable and easy. How can reading at sight be made practicable and easy? Certainly not by the unaided efforts of the teacher. And yet from him must emanate both inspiration and help, if the pupil succeed. How then can the teacher help his pupil to acquire confidence in himself and ability to read? By insisting that reading-at-sight shall in a natural way commence early in the Latin course of study, even with the work in the "Latin Lessons" or "Principia." When the simplest paradigms of noun and verb have been learned, the teacher, using the vocabulary now at the learner's command, may form new combinations (phrases and even short sentences, as soon as the simple sentence is reached) both orally and on the blackboard for extemporaneous translation, and likewise until the reading of the first text is begun. But certainly, when the student begins to read his first author regularly, reading at sight should be insisted upon. The case of the student once enslaved to the "pony" is well-nigh hopeless, but, if the early temptation be removed or overcome, there is little danger that the student will fail to appreciate the better way. Let the teacher impress upon him the necessity of availing himself of every opportunity for practice, both in the preparation of his daily tasks and in special work. This should be consistently kept up. That is, he must somehow get daily practice and can most Reading at sight must be insisted on. 1 It is in some respects unfortunate that we have in our practice departed so far from good methods of teaching, that we are at last actually compelled to use an expression like "reading at sight" to mark the distinction between the prevailing habit of "digging out" the meaning by the assiduous use of grammar and dictionary and of seeking the meaning of the original in a sensible and natural way, as in the case of a modern language. |