The Providence news. (Providence [R.I.]) 1891-1906, 1894-10-26
LAT|N'S VALUE.
Addresses to the R. !. Insti-
tute of Instruction.

The attendance at this forenoon's
exercises at the Rhode Island Institute
OF instruction was equally es good
as that which characterized yesterdays
sessions. The study of languages occu-
pied the attention of the audience and the
comprehensive and exhaustive lectures
and discussions formed fund of inter-
esting material in which to debate.
After another fine organ recital
by Mr.. Kenyon, very excellent
singing by Providence High School pupils,
led by Emory 7. Russell, and devotional
exercises conducted by Rev. Matthias
Hoyt Of the High School wa.
introduced. Mr.. Hoyt read a profound
paper on "The Benefits to be Derived
from study of Latin by Pupils Who do
not 60 to College," Among other things
he said:
"Experience shows that those who
study only English do not understand
that so we'll as those who have studied
another language. Especially is this
true in the matter Of infections. of his
torical changes and OF shades OF thought.
For this purpose profound knowledge of
some other language Is not essential.
ut is more important that o language
should be studied than chat some
particular one should be selected. A
living language may be more useful for
some persons, but for educational value
we should select an iniiectional language.
Some OF the old claims for the study
OF Latin are no longer valid, but some
knowledge of Latin is still re-
quired in law and medicine, and the no.
menclature OF botany, zoology, geology
and astronomy is based upon this Lam
guage.
"The fact that the study has been pur-
sued for SO many centuries Is itself worthy
OF some consideration.
"The study of Latin is TO be preferred for
the intellectual training it gives. The
principal reason for the study OF Latin is
the sid it renders in the mastery of the
English language.
Latin is also an excellent foundation
for the study OF any one of the European
languages derived directly from it. III it
is the best training for one class Of pupils,
il ought to be the best for ALL"
Discussion followed, opened by Charles
T.. Dennis OF the Providence High School.
His stand was that there is an old
idea that the mind, in the
study of classics can store up energy
which may be used with effect iveness in
the pursuit of any other subject whatso-
ever.This view IL becoming discredited and
II IL now believed that the power to COM
prehend any subject is most easily to be
gotten In the study OF that subject.
Latin Is one OF the most difficult
studies known TO the school curricula
and TO get from it the advantage il is
persistepcy during long term of years.
The prscticability of Introducing Latin
into English courses will not be increased
by improved methods in teaching. IL
would be unwise TO take for the study of
Latin one -haif, or even one-third OF the
available time and energy OF boy who
does not intend 10 go 10 college.
All the advantages that have been
mentioned as coming from a short study
OF Latin are acknowledged, but they do
not compensate for the time that, for Q
boy who is not TO 60 10 college, Is thereby
lost TO other more practical subjects.
After an intermission, Superintendent
Benjamin. Baker of Newport discussed
What knowledge OF English Should the
Grammar School Graduate Have, and How
May This BE Gained ?" He said:
There Is kind OF educational ca Mt that
declares language TO be the most import
ant subject taught in the elementary
grades. Whether this statement is cant
or not, still it is true that language is the
most important subject In the curriculum.
This subject deals only with speech
culture In certain grades OF schools.
What should the graduate OF the
grammar sehoo! know about the
laws and principles OF language?
His training in language should have
given him such momentum that he should
60 on to wider and fuller
knowledge OF the science OF language.
The study OF the science OF language Is
only inferior TO the practice OF ne art of
writing and speaking. The old educa-
tion msgnised the rules, laws and princi-
pies OF language aud minimized the art of
speaking and writing. This was bad.
We're "a child TO hear only perfect syntax
and speak ouly masterpieces OF style, he
might read aud write correct, and possibly
elegant, English, yet might be almost
feeble minded.
The grammarien formerly seemed to be-
licve that his pupils should Know all thsre
was 30 bo known OF grammatical form.
He should have mcmbered that IL Is
natural for the child 10 lie inaccurate
ard that many of-.he most important ex-
press .ons a,e inexplicable even to the
sdult. Who can tell what gravits-
ton isl What magnetism is3
What life hi To acquire o