78 BULLETIN OF TrfE LABORATORIES 



plexity of German and French idioms They assert that Greek and 

 Latin are taught as mere abstractions, that instead of Cireek and Latin, 

 there is taught a universal grammar, for which German or EngHsh 

 could be used, for which Goethe or Shakespeare would answer as well 

 as Sophocles or Horace. They assert too that this method of training 

 is unjust to the man ; that thereby it is possible for men to enter the 

 Christian ministry or to be admitted to the bar, even though ignorant of 

 the simplest processes of nature and of the most commonplace facts 

 in agriculture and the mechanical arts ; that men who pass through col- 

 lege courses and enter upon business pursuits, show unfitness for con- 

 crete things and lose valuable time in learning to utilize their mental 

 training. They maintain that a study of God's works of creation is a 

 vastly better occupation for the present and for the future than is the 

 study of the human intellect, which, by some accounts, has fallen sadly 

 from its first estate and by others has risen none too far above it. 



As in very many other cases, the truth lies between these extremes, 

 but it lies nearer to the modern school than to the other — a truth which 

 has gained recognition rapidly durmg the last score of years, as appears 

 from alterations in the college curriculum. The times have changed 

 and our methods must change with them. Two centuries ago Latin 

 was the common language of learned men and its place in the curricu- 

 lum was as important as French and German should be now — and for 

 the same reason. But that reason no longer avails for the retention of 

 Latin in its exceedingly prominent place. Greek is necessary still for 

 the the theologian just as is Hebrew, which is begun usually in the 

 seminary, though a wise regard for the needs of theological students 

 has led some colleges to place it among the electives. The great 

 value of Greek and Latin as now taught lies in the polish imparted; 

 the teaching does little toward expanding the intellect, it tends rather 

 to make the mind great in little things ; its place is not at the beginning 

 but at the close of training. The intellect must first be shaped, then 

 polished ; the great effort i)rior to the college course must be to de- 

 velop : true training will endeavor to assist, not to thwart nature. 



In the earliest training, the studies of greatest prominence should 

 be such as to aid the natural order of development ; elementary botany, 

 mineralogy and zoology have materials everywhere, alongside of every 

 path. Observing under the care of a teacher, who knows not merely 

 what, but also how to observe, leads to the habit of comparison ; the 

 relationship of groups becomes apjjarcnt and how to make inductions 



