Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1894-01-14
HE daily classes and be

kent In touch with the active "orid'
"Do YOU think" the scribe ventured 10
ask. that Richmond can furnish an au-
dIence capable OF reading Greek p"tuy,
or can we be interested In the topic Wi'ncu'
ability 10 read the origlnaiF
"Irnnuestionably," he replied. those'
,ybo in former days have read. or can
now read. Homer and Plnder anu
Sonhocles I'm their own beautifui tohsue
will be best prepared 10 appreciate 'nc
lectures but that IL not essential 10
Measure and profit in hearing them. Die-N
IS I'm one sense, dead language III an
other and truer sense the crea.ions v.
Hellenic genius are immortal anu eFeIy
cultured man, every graceful woman
,,,,'so,onsiv or unconsciously feels TIER
influence" Herewith he turned 10 a book
lviro, on his desk and read: The hlefd-
ture Of the Greeks has for the last three
centuries formd the basis OF our educa-
ton. their thoughts and sentiments on
closed like precious perfumes In seaied
vases. spread themselves abroad anu
steep the soul In hOncy-sweet aronas'
And from another page: "Al ciVliiIeu
nations. I'm all that concerns the acuVlty
OF the intellect. are colonies OF lielas.
DETACHABLE. EVEN IN ENGLISH.
"Yos. I know" persisted the rcporter.
that our cultured people are indebteu
10 the Greeks. and ought 10 be interested
"a much as you yourself are N their
splendid poetry. But the question is, VIII
they know enough about the sealed ynse
OF the language TO get the aroma or me
literature"
"Xyhy not; II some one unstops it for
them? They say that our conees lose
aroma by the long voyage across the
ocean. and while we might get a bettef
article in the land of its growth we can
vet even here enjoy cup or steamtHS
Mocha. So ancient poetry loses in trans
lation. but even when done into English
prose or verse it remains delectdoIe.
But our aim will be rather 10 ct "A
general Introduction to the basal piincI-
pies OF literature. for. as is "el Known
that OF the Greeks developed most ma
turally with very little influence from
without, making II the proper beginning
OF any historical study Of literary growth
and these principles are IN no sense loi-
eigu. Remember, TOO. that the 20 try or
the Creeks like their sculpture. has been
the model for an subsequent aces. not
so much I'm its IDEAS. as IN the cquiaite
grace and symmetry OF their expr silon.'
How much time beside the lecture
hours will be needed for study
well. the method outlined IN the
printed syllabus provides for half an hour
OF personal conference just after e1cn
/
books especially worthy OF careful read
ing. eight or ten others to be examined,
IL time will allow I DO not expect any
one person 20 read them an. but should
be glad IL some who may do me the
honor TO attend. Will read one, ana some
another, according 10 their time and taste.
IN the conferences I shall be glad 10
give some further suggestions on courses
OF reading. and also on the preparation
OF essays"
WRITE BRIEF ESSAYS.
Essays. did you say?'
"Oh, yes. Look at this syllabus. You
see not only am outline Of each lecture.
bur references TO several works, In which
may be found fuller. sometimes a dii-
ferent treatment OF the subject. and then
q list OF topics for essays. We cannot
insist upon it, but we cordially invite as
many ass may choose to write q page or
so of legal cap on some one % the topics
discussed I'm each lecture. For Il IS not
what we eat but what we digest that
strengthens us; not what We hear or
read. but what we can, i'm our own way,
reproduce that gives mental Vigor. But
your last question turned ne or from
what ! was about TO say. In my opinion,
from three 70 five hours Il eek. spent
in reading with such directions rs / may
give from time to time, Will make the
course exceedingly valuable. BIt / an
ticipate that the great majority Of my
auditors will give only the lecture hour,
and | shall try TO make il for these as
Instructive and as interesting as possible.
with the hope of inducing Them under
more favorable circumstances 10 pursue
the subject further"
"Why are the lectures not delivered at
the college. and why in church build
ing2'
Not at the college? Because. while
some OF my students Gny senior class.
for example, Will attend. they are not
intended primarily for students. but for
. popular audience And in tho lecture
room Of Grace-Street Baptist church. be-
cause IT is comfortable, convenient, and
easily accessible. In several other cities
churches have been SO used with eX-
cellcnt results"
THE OTHER COURSES.
"Can you :ell us something about
the other courses that are 70 follow
yours"
There ~ every reason 70 expect that
they will prove more popular than mine.
Professor Boatwright, whose ability was
50 we'll established by his course on
German literature last winter. VIII fol-
low me with six lectures On French