living who understand Greek and Latin more thoroughly than Plato and Xenophon, than Cicero and Virgil understood them. But in the ability to use them there is a wide difference. In order to understand a language we must know its relation to other languages; in order to be able to use it we need to know it only. It profits nothing for the acquirement of a good style to study a foreign tongue. There is no evidence that the Greek classic writers knew any language except their own. When they discuss problems of philology they usually indulge in puerilities. It was not until the rise of the science of language, about a century ago, that scholars began to see the connection of languages with each other and to classify them according to their affinities. But none of the men who have put upon record the results of their investigations were great writers. It would almost seem as if profound thought and facile expression are incompatible. A knowledge of the etymology of words gives us their history and a clue to their meaning; it does not enable us to understand them exactly, nor aid us in the structure of the sentence. Skill in the use of language is a matter of native ability and something which the most painstaking study can not give us. There is a wide difference between the bald statement of facts and grouping them in their relations in such a way as to gratify the esthetic sense. In the latter the imagination plays a large part; but if it be allowed to become unduly prominent, the result is disastrous.
We have no classical Latin that is suitable for boys. This is a strong objection to giving it a place in the lower schools. Almost all the Latin read in both school and college deals with war and politics. Besides, it is too difficult for beginners. More than a century ago a French teacher compiled an elementary reading-book from good writers by omitting difficult constructions and the less interesting passages. It has been in use in Germany and France ever since his time and has been introduced in this country to some extent. Nevertheless, it is merely the old matter somewhat simplified in form. More recently Professor F. W. Newman made an abridged translation of Robinson Crusoe into Latin with a view to providing reading matter for beginners that is both correct in form and interesting at the same time. But his little volume never found a place in the schools. In this respect the ancients were no better off than we are. As soon as the young Greeks and Romans had learned to read a little they were set to work on Homer or some similar author. No account was taken of their mental immaturity. Perhaps the work has already been done; if not, I am sure that he who shall trace the rise and development of textbooks for elementary schools will make an interesting contribution to the history of education.
Although the Latin taught in the European schools for more than fifteen hundred years was not that of the classic writers, the proceeding was in many respects more rational than that now in vogue. The
