Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1879-01-22

which cannot fail to create deep impression.
Grammars, and Instruction in
Latin and Greek.
have, in recent years, heard so much
dissatisfaction and regret expressed by stu
dents of our classical schools and colleges of
all ranks, both undergraduates and graduates,
on account of the manner in which instruc-
ton in the Latin and Greek languages has
been administered to them and have, from
my own observation, become so satisfied of
the failure of such instruction to serve the
practical needs of the student, that have
determined to attempt to hit the matter by
few random strokes-not so much in the
expectation of enlightening, as in the hope
of provoking attention TO the subject on the
part of some who need to be provoked by
some means to fresh consideration of it,
and to efforts to do something for the relief
and benefit of the students who are burdened
and suffering.
Without further preface, and taking the
Latin for subject and illustration--I proceed
to remark, that the Latin teacher-especi-
ally the Latin Understanding conse-
Grated his life to his chosen calling, natu.
rally regards his department to be the one
thing needful, and is unable to understand
why everybody else should not entertain
the same idea. He, hence, regards it to be
his peculiar prerogative and highest duty to
make Latin to the college classes what it is
to himself To him, of modern days, the
language is embodied and embowelled in
the modern grammars to know those gram
mars is to know the language. To translate
the text of the Latin authors is but an ex-
ercise in illustration of the grammars. The
literature of the language is to be studied
as mere grammatical exercise-as mere
parsing lesson. So, in his hands, Horace
and Cicero, Virgil and Caesar, and Ovid
and Tacitus, are the subjects of study and
recitation, as passages from Pope and Gray
and Addison and Milton, are used r.arsiny
lessons by boys and girls in studying English
grammar. But what would be thought and
said of the teacher or professor of the Eng
ish language and literature, who should
present the leading authors of the English
language as being of chief interest as the
subjects of study, for the purpose of illus
trating the formulated substantial or
Notwithstanding what is called the
grammar of the language? He would, as
does the Latin professor, fud his parallel in
the tailor under the Niagara Falls. who ex-
claimed" Heavens, what place to sponge
coat" The grammar is subsidiary 10 the
language and the language is subsidiary to
the literature the idea embodied in the
language The grammar is helpful only as
it leads to such mastery of the language
as enables one to read aud appreciate the
literature which the language embodies.
The requisite study, in acquiring such a
mastery Of the language, is serviceable, as
study, in training the faculties to facility in
the art and practice of study But the chief
object and end of linguistic study should
be the training and cultivation of the mind
by study of the language as embodying the
thought, and thus constituting the literature
of the language. To such object and end,
the modern grammars, and the modern
teaching of the Latin, are not helpful, but
the contrary.
Again the professor, conscious of his own
experiences in all the fullness of knowledge |
enshrined in the modern grammars, and re-
joicing in the preciousness of such knowl- |
edge seems to deem it his duty and his
highest service to the Freshman, or ether
grade of college students, to open to the stu
dent at once, and in full, his own stores, and |
to urge his taking in and appropriating the
same kind and quality aud amount of such |
knowledge as the professor esteems to be his
own GROWING attainment. 1t seems not to |
occur TO him that much of his own gram |
NAUTICAL knowledge can be comprehended, |
appreciated aud remembered only by such as
have become expert by long-continued and
measurably exclusive study; that what he |
metes out TO the students for immediate |
mastery aud ready use has come to himself |
as the result of many years of patient and |
curious study, and by small and successive |
increments, beginning with the simple aud |
essential elements of the grammar of the |
language. lie seems to proceed in his line |
and modes of instruction, as If he supposed |
it to be for the highest interest of every stu.
dent, and the goal of the students ambition,
to become such professor and teacher as is
the professor himself. Now, it is true ia |
fact, that much Of what is exhibited aud in
sisted on in the recitation by the learned |
professor is unintelligible to most of the clas-
SEES in the manner and order and quantity in
which it is exhibited, and is valueess, when |
understood, for any of the practical purposes
for which most of the students are pursuing
the study of the language is valueess to
any but such as are curious, like the profess
sor himself, in the obscure aud impalpable |
theories and curiosities of linguistic gram
mar. But this is not all. To most of the |
students the study of the language becomes |
a distasteful task, aud the hour in the recita-
ton room an modifying bore, yet by some
bravely encountered aud endured from a
sense OF duty by some by reason of ambition
for class rank; while others-largely in the
majority--worry themselves as little as they
may without endangering the receipt of
their graduating "A. b." take no time
now in debating the matters above presented.
| may again refer TO them, with some re-
marks in connection with some things on
this subject which have in mind to furnish
for print. sESKx.