Greek primer, colloquial and constructive

GREEK PRIMER
COLLOQUIAL AND CONSTRUCTIVE
J. STUART BLACKIE
EMERITUS PROFESSOR OF GREEK IN THE UNIVERSITY OF EDINBURGH
Scribendo dicimus diligentius, dicendo scribimus facilius.
Quinctilian.
London MACMILLAN AND CO. AND NEW YORK 1891
All rights reserved
One cannot have moved much in the world without hearing complaints, both from parents and young persons, about the amount of time and brain spent in the learning of languages, and the little profit derived from this outlay. These complaints, no doubt, arise partly from the want of judgment on the part of the parents, and the want of capacity and inclination on the part of their young hopefuls: parents often acting thoughtlessly on the vulgar notion that far birds have fair feathers, and preferring what is foreign to what is native, and what lies at a great distance in time or space to what is near; and young persons being forced to submit themselves to a grammatical indoctrination in which they feel no interest, and from which they derive no benefit. But it is no less true that these complaints are due in no small measure to false methods of linguistic training generally, or to some cherished prejudices in favour of certain languages on the part of the teachers; and it becomes therefore, at the present day, a matter of great practical importance to inquire how far our traditional methods of teaching languages are in conformity with the method of Nature in her great art of thought-utterance, and how far they may justly be called on to submit themselves to a revision and a reconstitution. We say at the present day emphatically, because it is quite evident that education, following in the train of democratic reform, is one of the watchwords of the hour, to which every good citizen must lend an obedient ear; and not only so, but circumstances have so changed since our schooling received its traditional form, that the wants which were satisfied by our school curriculum and school practice in the days of Milton and Locke now demand an altogether different treatment. In particular, the so-called learned languages, two hundred years ago the only medium of culture to an accomplished English gentleman, have now become the luxury of the leisurely, or the arsenal of the professional few, while other languages, such as German, not named in those days, are now sought after as the keys to the most valuable storehouses of all sorts of knowledge. Add to this that Great Britain, which was then a secondary naval power, and following the French and the Spaniards slowly in the great world-transforming process of colonisation, is now mistress of a world-wide empire from the Ganges to Vancouver Isle, through which stretch she exercises a dominant influence, combining the political virtue of ancient Rome with the commercial activity of Carthage. In these circumstances it becomes the special duty of every British man to acquire a familiar knowledge of the languages of the various races with which he may be brought into political or commercial relations; and, as languages after all are not valuable in themselves, but only as tools by which effective work in certain fields falls to be performed, we ought to see to it, both that we get the proper tools for doing the work, and that we learn to use them in such fashion as to work pleasantly and profitably; and in this view it may be truly said that, while the wrong language in the wrong place is of no use at all, even the right language in the right place, when imperfectly learned, is a tool with which the best workman can do only bad work, and perhaps cut his own fingers in the process.