This objection was fully obviated a century since, by John Clarke, who translated a number of the lower Latin school books. He advises, when a translation is allowed, to double the number of lines that is regarded as a task without a translation. His reasoning on the subject is irrefutable—and further, that the student be obliged, not merely to translate the Latin into English, but the latter into the former, and, if necessary, twice over. This will as effectually fix the meaning in his mind as if he had spent his precious time in poring over a Dictionary.
On the subject of the extreme facility of learning Latin, the testimony of Locke is conclusive.
“Whatever stir there is made about Latin, as the great and difficult business, his mother may teach it him herself, if she will but spend two or three hours in a day with him, and make him read the Evangelists in Latin to her: for she need but buy a Latin Testament, and having got somebody to mark the last syllable but one, where it is long, in words above two syllables (which is enough to regulate her pronunciation and accenting the words) read daily in the Gospels, and then let her avoid understanding them in Latin if she can. And when she understands the Evangelists in Latin, let her, in the same manner, read Æsop's Fables, and so proceed on to Eutropius, Justin, and other such books. I do not mention this, as an imagination of what I fancy may do, but as of a thing I have known done, and the Latin tongue with ease got in this way.”—Locke, p. 319.
Philadelphia, August, 1836.
P. S. May I not assume that the knowledge of Greek and Latin, acquired by lads in Grammar schools, before they go to college, is superficial and of little use in after life? If this be granted, as I presume it will, it follows as the whole number of students in all the colleges in the United States is only about five thousand;1 that the time devoted to those languages, by all the other scholars, who never enter a college, might be much better employed.
1 See American Almanack for 1836, p. 11.
FOURTH LECTURE
Of the Course on the Obstacles and Hindrances to Education, arising from the peculiar faults of Parents, Teachers and Scholars, and that portion of the Public immediately concerned in directing and controlling our Literary Institutions.