The accent in Greek.In one point, however, I differ from the authors of this pamphlet—that is, on the question of Greek accentuation. It is generally agreed that the Greek accents must be learnt, and rightly so, for many interesting linguistic points turn on them; but it is also the invariable practice not to try to pronounce them. To be taught as far as practicable.But there is really no reason why most of them should not be pronounced. The Greek accent, as is well known, was a musical intonation; the acute[11] denoting a rise in the tone, the circumflex a rise followed by a fall, i.e., a kind of drawl. The circumflex can always be pronounced with ease; so can the acute, when final; so can the great majority of internal accents. It is just as easy to say ἐλΕΙποντο as ἐλειΠΟΝτο. The only cases of real difficulty are words like φέρηται, άνθρωπος, where a long vowel follows an accented syllable. These might be waived for beginners, but these are few compared to the rest; and even to pronounce the accent and quantity in these is not very difficult, especially with the reformed pronunciation. This plan has been tried, and found to work fairly, with young boys from twelve to sixteen.
[11] The grave on finals, when written for acute, is practically the same.
Value of old English translations.There is a means by which the classical teacher may be greatly helped, and that is if the general course of studies in the school be so arranged, that good English translations of the classics form a fair proportion of the English authors read. Many of these translations are themselves English classics, such as Chapman’s and Pope’s Homer, North’s Plutarch, Dryden’s Virgil and Juvenal. Others there are in plenty, no less excellent than these, if less known—Phaer’s Virgil, Holland’s versions of Livy, Suetonius, Plutarch’s Morals, and many other works; Hobbes’ Thucydides, Barnard’s Terence, Echard’s Plautus—indeed there is hardly a classical author of repute who did not find a worthy translator in the Elizabethan age. A few of these are accessible in cheap reprints,[12] and if there were a demand for any of them a reprint would appear at once. By reading these the children will become familiar with the subject-matter of classical authors before they have to translate them; and they will also have made acquaintance with some fine works of literature, many of which (such as North) are interesting from association with Shakspere. When Roman or Greek history comes in the regular historical cycle, some of these books might well be read along with them.
[12] Messrs. Dent & Co., in the Temple Classics, have brought out Chapman, and intend to include North and others.
Models and illustrations.The last thing to be mentioned is the use of models and illustrations. There is almost no limit to the number of such things that can be had; the real limit is the depth of the teacher’s purse. But the schools ought to provide these things for use; it is too much to expect that teachers should spend their sparings and savings in educational plant. Any money spent in this way is amply repaid by the interest added to the work. Classical teachers ought to have at their disposal lantern slides illustrating classical life and history, wall pictures and maps, photographs and models. Slides may be hired from the Hellenic Society, or bought through the Teachers’ Guild;[13] for wall pictures there are two excellent series, those of Cybulski and Launitz. Of photographs there are thousands. The wise teacher will travel and collect them; but for those who will not, one or two addresses of photographers are given below,[14] with the names of some useful works. The pictures can be kept in the school library, and hung up for the term when they will be useful. For the photographs, frames with movable backs are most to be recommended, as the pictures can then be changed at will. The teacher should talk about them, and question his class, and (as already suggested) they may form a topic of Latin or Greek conversation. It is astonishing how much children will learn from these things. In addition, it is highly desirable that each pupil should have his pictorial atlases as he has an atlas of geography.
[13] There is a large collection in the Guild Museum, Gower Street, London. Here also models may be seen.
Recapitulation.The writer has now pointed out what, in his opinion, is the place which Latin and Greek should take in a girl’s education, and the methods best calculated to teach them. If in these there is not much that is new, they are at all events such as experience has proved to be sound. One or two points may be indicated which are apt to be weak in girl students, and must therefore be specially guarded against. Weak points to be strengthened.They are apt to be shaky in grammar, and they seem to have less mental self-reliance than boys. As regards those who learn late, they must go over the same ground; for no teacher and no book, no not if angels wrote it, can point out a royal road to learning. These late-learners bring to the task a mind already more or less trained, and so they will get on faster; but let them beware of trying to get on too fast. They must make up their minds that grammar has to be learnt, and work at it with a will. If they have already done half of the drudgery by learning Latin, as here recommended, their task will be not easy indeed, but not beyond their powers; and even if both Latin and Greek are begun late, they need not even then despair. I have known several, both men and women, who have begun late and ended with success, even with distinction; although it must be admitted that these were persons of exceptional powers. But it is of the utmost importance that the most capable teachers should have charge of the late-learners. The greater the difficulty, the greater need for a teacher who has his subjects at the ends of his fingers, who can see a short-cut, and is able to judge how much of the preliminary work can safely be shortened, or even omitted for the time. When skill in the teacher meets with will in the taught, between them they may remove mountains.