The times. [volume] (Richmond, Va.) 1890-1903, 1892-09-25
OUR LITERARY BUDGET.
so-oArLrD CLASSICAL ouxsrIos.
xhs<1assieaI Curriculum Has Acce.piished
Much Good--The student mnst be Inter-
sstsd In His Work TO DO benefited

The so-calleds Classical Question" has
IN large measure ceased TO engage public
attention. so far at least as 1t relates to
the place of Greek and Latin in the pro-
gramme of liberal education. A while ago
the mere mention Of the classical curri-
culum had in certain quarters very much
the same effect as the red rag brandisbed
By the matqdore in the face of bull
IN the Spanish arena. lThe somewhat
violent shaking up which it then re-
ceived has had several beneficial results.
While it has helped TO secure for the
sciences and for modern lteratureS due
recognition as elements of liberal culture,
AZ has at the same time accomplished mucn
for the genuine progress OF classical euu-
cation itself. 1t has brought into clear
relief the solid practical dement's 10 pe
derived from the study of the classics'
in the discipline of the mental iacuiues,
in cultivating the taste, Judgment anu
imagination, in helping the student ~
better knowledge of his own tongue, anu
IN bringing the mind into direct cohtdOe
with great peoples remote from our own
time. living under altogether diiIereht
conditions and, especially in the case OF
the Greeks. possessing an lnteHectuni
force and yirility, which have left per-
roanent impress upon Gil suDsequehe
Thought and literature and have gwen 10
modern times the supreme STANDARDS OF
literary form nnd expression. IT. mas ~
fined more distinctly the precise enus
which classical instruction shOulu AZ
wavs keen in view, and thus has led to
revision of the old methods of teaching
those languages, so that they never nave
heon 70 instinct as now with living energy
as material for use in the processes OF
e1ucation. To obtain substantial, lasting
benefit from any study, 1t is necessary
that the student should have his interest
In IL aroused and sustained. 1t must; so
far as possible. be made attractive to him
from the outset The educational world
has been q long time IN reaching ths con-
clusion, and as yet has scarcely more IMAM
berun 10 make it effective IN practlcc.
Food for the body, to be readily asslml,
lated must be eaten with a relish. and
tbe keener the relish for it the more likely
is II 10 contribute it's full measure OF
ftepgth to the physical organism. 1t is
the same with the mind. Unless there
exists q healthy and vigorous appetite for
Intellectual food we cannot expect the
mind 10 obtain from il the nourlshment
and strength it is fitted to lmpSrt Inc
mind must be receptive, eager Tor know
ledge. its faculties on the alert; and II
this BE- the case, the question or methods
becomes of secondary Importance; diihcul-
ties will not only cease TO emOarrass the
students progress-they will contribute
10 il When we consider that the love Of
learning, an interest in the subject matter
of knowledge, is of such absolute impor-
lance on the part of the student, 1t is sur
prising that more attention has not been
directed to the inquiry, how this love,
This interest, may be developed ana
strengthened. Stir the pupils interest
in what he is studying, feed that, as he
moves on with his work, and he will
more patiently undergo all needful druid
gerry. Leave him to be listless and IN
different, or to do his work because he
must, and he will be all the time In
state of mental rebellion against the tasks
that are imposed upon him, and his studies
will come to lame and lmpotent con-
clusion.
learning that is secured with alacity
and interest will be retained and all the
time increasing. 1t is a striking fact,
that the great M SIS Of children finish their
school life without having acquired in
any appreciate degree this thirst for
knowledge How many on the contrary,
become possessed Of q positive dstaste for
IT. The process Of obtaining it is to them
an irksome task. I'm the broad helds or
knowledge their blind eyes see nothing
which they think worth their while to
secure. They enter the shop, the store.
or the factory with no serious thought
that the school is, after all, only the ante
room of education, the pronqos of the
temple Of learning, that it is intended to
do, and, in the nature of things, can do,
not much more than teach them how to
learn. how to use their minds and the
tools of knowledge, as the basis of future
acquisitions. A youth who leaves school
with the love for learning. though he Mt
present knows but little, may be trusted
TO 90 on with his ducatiOn.-Professor
Winthrop d. Sheldon, in School and Col
lege for September.