PREPARATION FOR COLLEGE. ig 



that teacher who, combined with the requisite knowledge, has the 

 ability and inclination to endure hard work and drudgery ; who 

 has, in short, the many and rare qualities necessary to give to 

 pupils a good knowledge of their own language, so that they can 

 speak and write it readily, forcibly, and correctly. 



One of the principal arguments in justification of the promi- 

 nence given classical studies is their efficiency in inculcating cor- 

 rect theories of the general principles of language, with the ulti- 

 mate object, of course, that the student be well versed in his 

 own language, as he never expects to speak or write Greek or 

 Latin. Now, if the study of Greek and Latin does give to the 

 student ability to speak and write his own language readily and 

 correctly, all honor to them. If as good results may be obtained 

 by the direct teaching of English, or indirectly by means of the 

 modern languages, then this chief argument in favor of Greek 

 and Latin loses much of its force. I am inclined to the opinion 

 that good results in English may be obtained by a capable in- 

 structor through the medium of almost any subject, and that more 

 depends upon the teacher than upon the subject. Even mathe- 

 matics, which is not generally taught with special reference to 

 English, may be made to have much influence upon that branch. 

 It is beyond question that where there is not clear, logical think- 

 ing, there can not be good speaking or writing, and I have found 

 that apparent deficiency in mathematics is often due to the 

 pupil's inability properly to express mathematical facts which his 

 mind clearly comprehends. 



Good teachers of English are not easily found, and as to the 

 practical effect of classical studies upon the student's English, the 

 Board of Examiners of Harvard College, who last year made a 

 careful examination in English of one of the classes, say in their 

 report that "the reflex influence on the student's English of 

 translating Greek and Latin into the mother tongue seems, when 

 subjected to a practical test, to amount to nothing." 



Till very recently but little preparation in English was re- 

 quired to pass the college entrance examinations, and consequently 

 preparatory schools neglected that subject ; but of late, to meet 

 special requirements in it, the fitting schools have been obliged to 

 give more attention- to English. And yet the board of visitors re- 

 port that of the present Sophomore class of Harvard College, 

 on the entrance examinations only two per cent passed with 

 credit in English, forty-seven per cent were conditioned, and 

 twenty per cent failed to pass the examination. The causes of 

 this may be that the college examinations are not in harmony 

 with the teaching in the preparatory schools, or that the teaching 

 in the fitting schools is not good or is neglected for want of 

 time. In the leading school in Boston for teaching shorthand 



