XX
THE TEACHING OF THE CLASSICS
Significance of recent criticisms of the teaching of the classics
Methods of teaching are determined to a large extent by appreciation of the objects to be attained. If teachers make clear to themselves just what they wish to accomplish, they will more easily develop the means. The storm of objection now rising against the study of the Classics indicates clearly that there is a general dissatisfaction with the result of this study. There is a striking unanimity on this subject among persons of widely different talent and experience, of whom some are still students, while others are looking back upon their training in school and college after years of mature life. Their adverse criticism is all the more significant because often expressed with obvious regret. Some, who have had unusual opportunities for observation, state their opinion in no uncertain language. For example, Mr. Abraham Flexner, in his pamphlet "A Modern School," on page 18 says: "Neither Latin nor Greek would be contained in the curriculum of the Modern School—not, of course, because their literatures are less wonderful than they are reputed to be, but because their present position in the curriculum rests upon tradition and assumption. A positive case can be made out for neither." The president of Columbia University, in his Annual Report for 1915-1916, page 15, speaking of the "teachers of the ancient classics," says: "They have heretofore been all too successful in concealing from their pupils the real significance and importance of Greek and Latin studies." Such criticisms, however, do not prove that the study of the Classics cannot accomplish all that its advocates claim for it, but only that it is not now accomplishing satisfactory results.
Undoubtedly there are various causes for a depreciation of classical studies at the present time. Other subjects, such as mathematics, are suffering from a similar disparagement. In recent years interest has centered more and more in studies designed to develop powers of observation, give knowledge of certain facts, or provide equipment for some particular vocation, to the neglect of those which discipline the mind or impart a general culture. It is certainly important, therefore, to consider the relative values of these various studies. To do so it is desirable to examine the aims of classical teaching and the methods by which these aims may be realized; for it is at least possible that the widespread dissatisfaction with this teaching is due not so much to the subject itself as to defects and insufficiency in the methods employed.
The present aims of classical teaching
Not all teachers of the Classics agree in all respects as to the aims of their teaching. Certain aims, however, are common to all the classical departments in American colleges. These are:
1. To train students, through the acquisition and use of the ancient languages, in memory, accuracy, analysis and logic, clearness and fluency of expression, and style.
2. To enable certain students to read with profit and enjoyment the masterpieces of Greek and Latin literature.