In favour of this alternative, it is urged that the classics, if entered on at all, should be entered on thoroughly and entirely. The two languages and literatures form a coherent whole, a homogeneous discipline; and those that do not mean to follow this out should not begin it. Some of the upholders of classics take this view.
4. More thorough-going still is the scheme of complete bifurcation of the classical and the modern sides. In our great schools there has been instituted what is called the modern side, made up of sciences and modern languages, together with Latin. The understanding hitherto has been, that the votaries of the ancient and classical side should alone proceed to the Universities; the modern side being the introduction to commercial life, and to professions that dispense with a University degree. Here, as far as the schools are concerned, a fair scope is given to modern studies.
As was to be expected, the modern side is now demanding admission to the Universities on its own terms; that is, to continue the same line of studies there, and to be crowned with the same distinctions as the classical side. This attempt to render school and college homogeneous throughout, to treat ancient studies and modern studies as of equal value in the eye of the law, will of course be resisted to the utmost. Yet it seems the only solution likely to bring about a settlement that will last.
The defenders of the classical system in its extreme exclusiveness are fond of adducing examples of very illustrious men who at college showed an utter incapacity for science in its simplest elements. They say that, by classics alone, these men are what they are, and if their way had been stopped by serious scientific requirements, they would have never come before the world at all. The allegation is somewhat strongly put; yet we shall assume it to be correct, on condition of being allowed to draw an inference. If some minds are so constituted for languages, and for classics in particular, may not there be other minds equally constituted for science, and equally incapable of taking up two classical languages? Should this be granted, the next question is—Ought these two classes of minds to be treated as equal in rights and privileges? The upholders of the present system say, No. The Language mind is the true aristocrat; the Science mind is an inferior creation. Degrees and privileges are for the man that can score languages, with never so little science; outer darkness is assigned to the man whose forte is science alone. But a war of caste in education is an unseemly thing; and, after all the levelling operations that we have passed through, it is not likely that this distinction will be long preserved.
[CLAIMS OF THE MODERN SIDE.]
The modern side, as at present constituted, still retains Latin. There is a considerable strength of feeling in favour of that language for all kinds of people; it is thought to be a proper appendage of the lay professions; and there is a wide-spread opinion in favour of its utility for English. So much is this the case, that the modern-siders are at present quite willing to come under a pledge to keep up Latin, and to pass in it with a view to the University. In fact, the schools find this for the present the most convenient arrangement. It is easier to supply teaching in Latin than in a modern language, or in most other things; and while Latin continues to be held in respect, it will remain untouched. Yet the quantity of time occupied by it, with so little result, must ultimately force a departure from the present curriculum. The real destination of the modern side is to be modern throughout. It should not be rigorously tied down even to a certain number of modern languages. English and one other language ought to be quite enough; and the choice should be free. On this footing, the modern side ought to have its place in the schools as the co-equal of classics; it would be the natural precursor of the modernised alternatives in the Universities; those where knowledge subjects predominate.
The proposal to give an inferior degree to a curriculum that excludes Greek should, in my judgment, be simply declined. It is, however, a matter of opinion whether, in point of tactics, the modern party did not do well to accept this as an instalment in the meantime. The Oxford offer, as I understand it, was so far liberal, that the new degree was to rank equal in privileges with the old, although inferior in prestige. In Scotland, the decree conceded by the classical party to a Greekless education was worthless, and was offered for that very reason.[[11]]
[SURRENDER OF CLAIMS FOR SOME.]
Among the adherents of classics, Professor Blackie is distinguished for surrendering the study of them in the case of those that cannot profit by them. He believes that with a free alternative, such as the thorough bifurcation into two sides would give, they would still hold their ground, and bear all their present fruits. His classical brethren, however, do not in general share this conviction. They seem to think that if they can no longer compel every University graduate to pass beneath the double yoke of Rome and Greece, these two illustrious nationalities will be in danger of passing out of the popular mind altogether. For my own part, I do not share their fears, nor do I think that, even on the voluntary footing, the study of the two languages will decline with any great rapidity. As I have said, the belief in Latin is wide and deep. Whatever may be urged as to the extraordinary stringency of the intellectual discipline now said to be given by means of Latin and Greek, I am satisfied that the feeling with both teachers and scholars is, that the process of acquisition is not toilsome to either party; less so perhaps than anything that would come in their place. Of the hundreds of hours spent over them, a very large number are associated with listless idleness. Carlyle describes Scott's novels as a "beatific lubber land"; with the exception of the "beatific," we might say nearly the same of classics. To all which must be added the immense endowments of classical teaching; not only of old date but of recent acquisition. It will be a very long time before these endowments can be diverted, even although the study decline steadily in estimation.
The thing that stands to reason is to place the modern and the ancient studies on exactly the same footing; to accord a fair field and no favour. The public will decide for themselves in the long run. If the classical advocates are afraid of this test, they have no faith in the merits of their own case.