The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-08-25

their out-of-date suit o. mediaeval In
tollectual armor.
There is a growing disposition to
substitute for the c.assicg, especially
Greek modern languages, for lam
guase still seems to be regarded as
the prime requisite Of education or
learning, both among educators and
the public. Ones scholastic attaln-
mcnts IRE popularity estimated by tho
number OF languages with which lie
IS supposed to be acquainted. In fact,
tho education OF the schools, whether
IN the classical or any other course,
Is mostly matter Of studying Lam
guagcs by the grammatical method.
10 other studies, even including mathe-
mates, teachers or Students and frc-
uuent1y both, are supremely indiffer-
cnt.
There Is, however. n growing feel
Ing. not often expressed, that language
study Is not mans work. The move
ment to make the college course three
years, instead OF four Is combined
with n tendency to raise the, standard
OF admission and relcgate most Of the
schoolhoy Latin and Creek and even
modern languages, to the secondary
schools. This reveals the fact that
there would be little left OF the icgu-
lar college course, which might be
reduced to one ortwo years as well as
to three years.
Most cultivated people, and prob
ably most OF our educators. would be
entirely It seq for an educational pro-
gram If they We're deprived OF their
easy refuge In the classics or modern
languages. 1t is getting to be a Sc
rious problem to keep the colleges In
their position in the educational sys-
tenn Sensible men see that the clns-
scnl farce must soon end, when such
strong and advanced universities as
Cornell, Michigan, Wisconsin and STAN
ford are granting the A. B. degree
without either Creek or Latin. 1t Is
plain to everybody that without these
time consumers there would be no
excuse for holding young men seven
to ton years in the higher schools. 1t
Is perfectly plain that the modern
Language polyglot Is not a man of
liberal education.
Tho educators are In dilemma.
They must further increase the time
spent In the schools, SO that the coll
leges may get classical!y educated
men Of twenty-one to put through a
philosophical course IN real science or
undertake to make photographers Of
boys OF sixteen They plainly see that
an education that makes the doctor,
when he begins life In this age Of
quick netting intellectual force. Is i'm
possible. It is also perfectly plain
that the body Of modern science and
real knowledge cannot BIO stuffed. In
bulk into boys. with advantage. Then
why not let the boys go into appren-
ticeshp to their trades. occupations
and professions at sixteen or eighteen
and pick up the knowledge they need
as they need IT.
AS in the case OF all other venerable
Institutions. the existence OF the COL
.lege course tends to be made secure
and everlasting because 1t Is ingrained
in the habits and traditions OF many
people and is defended by the vested
interests of those directly affected. 1t
is not likely that the classical studies
could long stand before the common
sense of the world were 1t not for the
vested Interests concerned. The schools
are prepared to teach little else.
Men are making their living teaching
Greek and Latin. Millions OF dollars
are invested by the publishers In the
books without end devoted to tho
dissection OF Latin and Greek words.
grammar and literature. These books
are still9 increasing In number. Be-
tween teachers. school plants and tho
publishing interests thousands OF peo-
pie and millions In property depend
on the patronage OF the classical
learning.
Yet. after all. 1t seems miracle
that the formal. verbal education
called liberal should have such hold
on the most advanced OF the races
which seem most to dwell In pure rea-
son. But habit. tradition and custom.
with their attendant vested Interests,
constitute the greatest power In the
world. They affect the greatest In
tellects and the most intellectual ma
lions. and seem sometimes to nullify
all the power Of the intellectual force.
w. ALDRICH.
. Jefferson. Va, August 18th.