LEARNING FOREIGN LANGUAGES 565 



living who understand Greek and Latin more thoroughly than Plato 

 and Xenophon, than Cicero and Virgil understood them. But in the 

 ability to use them there is a wide difference. In order to understand 

 a language we must know its relation to other languages; in order to 

 be able to use it we need to know it only. It profits nothing for the 

 acquirement of a good style to study a foreign tongue. There is no 

 evidence that the Greek classic writers knew any language except their 

 own. When they discuss problems of philology they usually indulge in 

 puerilities. It was not until the rise of the science of language, about a 

 century ago, that scholars began to see the connection of languages with 

 each other and to classify them according to their affinities. But none 

 of the men who have put upon record the results of their investigations 

 were great writers. It would almost seem as if profound thought and 

 facile expression are incompatible. A knowledge of the etymology of 

 words gives us their history and a clue to their meaning; it does not 

 enable us to understand them exactly, nor aid us in the structure of 

 the sentence. Skill in the use of language is a matter of native ability 

 and something which the most painstaking study can not give us. 

 There is a wide difference between the bald statement of facts and 

 grouping them in their relations in such a way as to gratify the esthetic 

 sense. In the latter the imagination plays a large part; but if it be 

 allowed to become unduly prominent, the result is disastrous. 



We have no classical Latin that is suitable for boys. This is a 

 strong objection to giving it a place in the lower schools. Almost all 

 the Latin read in both school and college deals with war and politics. 

 Besides, it is too difficult for beginners. More than a century ago a 

 French teacher compiled an elementary reading-book from good writers 

 by omitting difficult constructions and the less interesting passages. 

 It has been in use in Germany and France ever since his time and has 

 been introduced in this country to some extent. Nevertheless, it is 

 merely the old matter somewhat simplified in form. More recently 

 Professor F. W. Newman made an abridged translation of Robinson 

 Crusoe into Latin with a view to providing reading matter for begin- 

 ners that is both correct in form and interesting at the same time. 

 But his little volume never found a place in the schools. In this respect 

 the ancients were no better off than we are. As soon as the young 

 Greeks and Romans had learned to read a little they were set to work 

 on Homer or some similar author. No account was taken of their 

 mental immaturity. Perhaps the work has already been done; if not, 

 I am sure that he who shall trace the rise and development of text- 

 books for elementary schools will make an interesting contribution to 

 the history of education. 



Although the Latin taught in the European schools for more than 

 fifteen hundred years was not that of the classic writers, the proceeding 

 was in many respects more rational than that now in vogue. The 



