diom. This view has been directly or indirectly 1 by some of the foremost educationalists in The late John Stuart Mill, in his Rectorial the students of the University of St. Andrew's, to the growing discontent that so much. ime was wasted at our schools and universities g, or too often not learning, Latin and Greekh might otherwise be saved for the study of ience and other essential branches of a liberal -rightly vindicated the claims of the classics to ent place in higher education, not as against, side of, the so-called modern subjects. Why, ently asked, should not time be found for both? ys the fault of the dilemma, in which those are 10 in regard to these conflicting claims feel say in the words of the popular song

rational system, or like our "mother tongue." Sti since the days of Pestalozzi and Fröbel, among a intelligent educationalists the belief has been gainin ground, that the only true method of teaching, bot morally and intellectually, is to proceed from the know to the unknown, and not from the unknown to the known that the learner should be dealt with not as a parrot, bu as a human being; that, e. g. we should begin the stud of history with the reign of Queen Victoria, and not wit the creation of the world; and so on with other subjects

In accordance with these principles it is well wort consideration whether the student of Latin ought not i England to begin with French, and thence proceed to the cognate and more archaic Romance dialects, a Portuguese, Spanish, Italian, Roumanian, and so on thence to the older Norman and Provençal, and fron them through the later Latin of the period of the declin to the Latin of the Augustan era. Else, to be consistent why begin with Sallust rather than with Oscan and Umbrian, or the Salian hymns?

But as regards Greek the problem is immensely simplified. Ancient Greek has but one modern representative, which is spoken with comparatively insignificant variations throughout Turkey, Greece, and the Levant. Whoever is thoroughly conversant with Modern Greek will find no more difficulty in reading the Greek Fathers and the New Testament, than an Englishman of the nineteenth century finds in understanding Spenser. The passage from the New Testament or Septuagint to Xenophon is incomparably easier than that from Spenser to Chaucer; and from Xenophon to Thucydides, from

Thucydides to the Traxedians from them to Herodotus

Herodotus to Homer, is far more simple than he somewhat analogous transition in English cer to Piers Plowman, from Piers Plowman to and Ormin, from them to the Anglo-Saxon of ed, and from the Saxon of King Alfred to the Ulfilas.

the change which has passed upon the Greek since Homer's age is so very much slighter which English has undergone in the far shorter ervening between the times of the Saxon kings esent reign, that there are whole lines of Homer ld scarcely require the alteration of a word to em into idiomatic Modern Greek; for example,

Rome and the modern Latin or Romance language inasmuch as Greece never suffered that complete break-1 of its grammar which befell the Latin language on t dissolution of the Roman Empire. When the schol has become thoroughly familiar with the Modern Gree declension and conjugation, which for the most part a identical with the classical forms, so far as they go, will be an easy step to add the dual number, the archa conjugation in -μ, the perfect tense, and the extende use of case-endings and infinitive moods, almost all which survive, or have been revived, in isolated phrase even in Modern Greek.

Perhaps in no department of classical learning will th benefit of Modern Greek be more apparent than wit regard to accentuation. The rules of prosody are learn at Eton, Rugby, Harrow, and all our great public schools rules which are numerous and intricate enough in al conscience, but few and simple by comparison with thei exceptions. And what is the result? After seven o eight years' hard study, scarcely the most eminent o living Greek scholars unacquainted with Modern Gree is able to write from memory a single sentence in Greel without the accents being at fault. Let a man b accustomed from the first never to pronounce a singl Greek word without its appropriate accent, and he wil never be in doubt how to write it, or "hardly ever;" the cases where he might hesitate between a circumflex and an acute being very soon mastered when not only the ear but the eye and ear together are exercised by writing and reading aloud with due regard to the accent.