Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1878-09-27
Classical studies.

Greek and Latin in our high schools. We wish
to present some why this retrograde
movement should not be taken.
Our thoughts find expression through the medium
of language. If one wishes to express his
thoughts with clearness and precision, as well as
dramatically, he must study language. This
knowledge results from the study of its principles,
photography e,ymology, and syntax. If one would
understand the English language thoroughly,
he must study the languages which form its basis.
An examination of all the languages, traces of
which exist in the English, would be wearsome
task. for its vocabulary Is one the most hetero
geneous.
Leaving ont of consideration the smaller in.
gradients of the language, let ms compare the
Teutouic with the Latin. One writer who esti-
mates the whole number of English words at
80 go, assigns % 000 to a Saxon, and Is 900 to
classical source. NJ. Thommerel counting every
word in the dictionaries of Robertson and Web
ster, has established the fact that the number of
Teutonic or Savon words in Engli-h. amounts to
cnly 1880 against % 354 which can either me
diat'ly OF Immediately he traced to Latin source.
When we examine page 10 any Eng'h book.
may think tins estimate incorrect that the
propo ton Of words derived from The Latin i not
greater than those Of Saxon origin but we must
remember thai he articles, pronouns, p epositions
and auxiliary verbs, all of which are Of Saxon
growth, occur repeatedly on the same page. The
fact is established that the English language is to
a great extent derived from the Latin: hence the
Importance of understanding the Latin.
Let us consider some Of the advantages grow
my out of classical study. In the first place, it
Can be shown by numerous examples that the
study of ancient languages affords knowledge
of The derivation, composition, formation, and
definitions of manv English words.
10 many schools, the study of Greek and Latin
has been too superficial. Students have been
taught few general principles and have not
a
thorough and exhaustive sDalysls. The student
should know not only what part of speech word
is hut also WHY has one form rather than another
whether its form,ti n Is regular or irregular
He should learn he law by which it changes its
form, whether IT is simple or compound, primitive
or derivstlve. and It's primary and secondary
meanings. 1t is necessary 10 compare the differ
ent declensiops and coDjugations, making the
CORE poadences and d ffei ences why MOOD is
used instead of another, why this tense instead of
that. 10 connection with these, the student
should study mythology, geography, history, bi
ography, rhetoric, logic. poetry, aud synonyms.
Such thorough and critical examination of
these and kindred topics is attended with the
most important results Classical studies strength
EN- the memory, give habits OF fixed attention
and close observation, give discrimination and
accuracy, develop the powers of reason. compar-
ison, and ansly establishments invaluable and
indispensable to a student wishing to reach any
great degree of excellence in scholarship.
Thus classical study. nv its disciplinary eff, ct,
gives the student the requisite qualifications TO
enable him to solve difficult problems and enter
into abstract Investigations.
Again, the study of mythology is worthy OF at
teuton from the fact that more less of it is in
terwoven with the legends, traditions, history
philosophy. ora DRY. poetry, and religion OF the
anceuts, and even macy passages OF the Bible
may be Interpreted by the and of NEUROLOGICAL
Knowledge. The names of Jupiter. Apollo. Mars,
Minerva, Bscchus, Vulcan. Juno, Venus, ana,
Ceres, Nesta, Neptune, and others awaken in the
minds Of many no special interest or spiit OF in
quiry. They think the myths and legends relating
to the supernatural acts Of the gods an heroes
beneath the dignity of true scholarship. But
such belief arises from ignorance. from not un-
derstsnding toe intimate connection between
these ID, tbs and such branches rs history, phos
ply, and poetry, which are studied with 50 great
iuteies pleasure, and profit, and to which a
knowledge of mythology furnishes wond, rfully
increased delight
Again the theology of antiquity exists in the
form of myths. 1t does not deal with marvellous
fctions invented for the purpose OF creating won
der and amusement; but 1t embodes the funds-
mental, moral and religious ideas Of man. For
these reasons, we can see the value OF study ing
mythology.
Nv the faithful stpdy Of the classics in the man.
ner above mentioned, the student Acquires taste
for history, poetry oratory, and philosophy. In
the writings Of the poets historians and philoso-
pliers of Greece, we see unmistskable evidences
OF culture and genius. Their production. teach
the world and command its admiration. We are
introduced to Herodotus, the Father of History,
or as he has been called, the Homer of History,
who impaired such clearness and lively interest TO
| his narrative. We also become acquainted with
| Thucyides and Xenophon. We listen to the ora
tors Aniiphon, Lvclas, lsocrstes, Il Chimes, and
| Demos,henes. The power aud eloQueLce of the
last are evnced in his mastery orstions which
have come down to us.
The Had and Odyssey have long been the
the objects of praise aud commentator in the lit.
| erary world. Virgil, Dante and Milton have their
| excellencies but they are surpassed bv Homer
| The seven wi.e men lived in Greece. Socrates IS
| called the first moral philosopher. He gave i'm
| pulse TO Plato, and Plato. in turn, to Aristotle.
| Rome had her literary characters, although they
| we've eclirsed by Greciau talent Sallust, Cicero.
| Cp-ar, IiVv Juvenal Tacitu-, Horace and Fir.
gil are familiar names to every classical student.
| The study Of Latin aud Greek synonyms 10 q
| beneficial exercise for we are led to examine
| words having substantially the same meaning but
with slight shades. of difference. The practice
instituted by studying the classics NAV be applied
to the English language. Thus we learn to use
| language with proprety.
Speaking of classical studies, Prof. S. c. Bart
lett saws: "The agitation of the su sject of elias al
cal stndies j. not likely to cease nor probable tho
| difference of opinion. Men of certain experiences
certain aims in life, certain standards Of culture
and action, ard certain ideas of humanity will
dispai age and discourage them. Men Of diff ,ren,
stsmp-rclnding most Of those who have prose.
cuteu thfib-"ll ueir'u theth hs an indlspedslb lie
Ingredient In any hut the most restricted educ !.
! ton. While, in the wonderful expan ion of sc;.
ence, the Greek and Latin languages and lera.
ture must cease to occupy an absorbing, much
more an exclusive place. they will still he promi
nent; and great number of the mosi thoron hly
cultivated ard intelligent persons will still believe
that the hest education cannot he given to thei,
sons and daughters without including that specific
training Who are better PREPARED to appreci
ate the benefits Of classical studies than those
who have prosecuted theni Almost all who have
had this particular training, and especially those
who have studied most thoroughly are its most ar.
dent defenders while those who are ignorant Of