The Republican journal., 1900-01-04
Greek in the High Schools.

Greek is not necessary in the curriculum
of to- day, if discipline of the mind be the
main consideration. For the life of to-
day there are many more pressing de-
mands which must be listened to, and can
be obeyed without loss Of mental power,
while at the same time the newer studies
give a better equipment for the struggle
for existence. The study of Greek, as at
present carried on, is study of the gram
mar of the language, and does not acquaint
us with the best that has been known and
said in the world, and thus with the his
tory of the human spirit. This knowl-
edge and culture, by far the most valuable
part of literature, can better be gained
from translations.
In the United States there are barely
above 3 per cent. of the pupils in the
public high schools studying Greek, The
average size of classes in Greek for the
whole country is six; while in many cases
they dwindle down to three, two, and
even one. Greek has certainly been the
protected industry in our schools; and
no subject could have endured these con-
ditions unless it had been sheltered by
the tender care of college professors and
school superintendent. To teach such
microscopic classes is an expensive luxury,
stiuotlii'Co lioiuS w |4oo PuPIi POI
annum-a luxury that some communities
refuse to pay for. Now, as the State is
one great school system, and as there are
those who wish to study Greek, is it not
economy to gather them together at the
university or college where large classes
can be formed-for no one should begin
Greek who does not expect to take col
lege course-there under compe ent in
structors to begin the study of Greek
under the most favorable conditions? 1t
woald save money, and the pupils would
be better served.
Besides economy, another matter is
worthy of consideration. 1t is a good
pedagogical principl that, other condi-
tions being equal, the easier subject should
precede the more difficult. AS the CLASH
cal student takes Latin, Greek, German
and French before he finishes his college
coulse, it would seem the part Of wisdom
for him to take the easier, German or
French, with his Latin, before the more
difficult Greek. There is no reason for
| maintaining the old order; and the only
reason why we maintain it is that we have
had it. A the time Of the Renaissance,
| Greek and Latin were the only literatures
| in the universities; and the preparation
| for reading them was the work OF the
I secondary schools. Now that conuuonS
| have changed, and there is great litera-
ture in German and in French, and as
| these literatures are a part of the clasSi-
cal course the old order should be mod:
| fed. Again, as pupils are expected to
speak the modern languages, the necessity
Of beginning them early is more emphatic
thanif they were only to read them. The
! language habit is fixed very early in life
and if the youth is to gain any t1uency in
| a language, he should begin it befo the
university period. In the case of Greek,
however, this consideration is OF little
/ Importance, as no one to- day hopes to be
| come Greek orator 50 that as long as
no injury is done to the Greek, the de
mand that German and French be taught
when most profitable would place Greek
| 'a-er in the course.
This, then, is the conclusion that Gree k
is not needed for its disciplinary value;
that, as the study is at present carried on,
it is giving but little culture; that if
theologians and philologans, and dilet-
tante idlers will have it, the university is
the rational place to pursu it. L'Shall
Greek be Taught in the High Schools?'
by W. F. Webster in the December Forum.