TRANSACTIONS OF SECTION L. 831 



the less he regarded as an important part of a sound general education.' In face 

 of this conclusion it would have been logical to make a modern language rather 

 than Latin the alternative to experimental science: obviously the Committee 

 dared not omit the modern language. It is true the recognition of experimental 

 science and Latin as possible alternatives may be regarded as a high compliment 

 to the latter, but it was never intended to be such ; in truth it marks the recog- 

 nition of the inevitable : that Latin will ere long be deposed from its high estate, 

 and intellectual freedom granted to our schools, greatly to the advantage of 

 Latin, I believe. There is no doubt that the relative value of Latin as an 

 educational subject is grossly exaggerated ; those who dwell on its merits are 

 rarely conversant with other subjects to a sufficient extent to be able to appreciate 

 the effects these would produce if equally well taught. As a matter of fact, in 

 the case of Latin the most capable teachers have been chosen to teach the most 

 capable boys ; the results obtained have been unfairly quoted in proof of the 

 superior value of the subject. We have yet to discover the highest value of other 

 subjects, their depth of power as disciplinary agents having been most imperfectly 

 sounded. And if we consider results, do not they aiford proof that the belief in 

 Latin (as taught) is misplaced ? It has been the staple subject of education and 

 has been supposed to afford the most valuable training possible in composition.* 

 Nevertheless the complaint is general — not only here but also in Germany 

 where Latin is far more taught and believed in — that composition is the one 

 subject of all others which the schools do not teach. The fact is, Latin is a subject 

 which appeals to the minority of scholars ; the time of the majority is wasted 

 in studying it. I would give to all an opportunity of proving their aptitude in Latin 

 and Greek, or at least some opportunity of appreciating the construction of these 

 languages; but I am inclined to favour the proposal — made by high authority, I 

 believe — that such studies should follow that of modern languages rather than 

 precede it. The true .study of classical languages should be reserved for the 

 University. In any case, it is beyond question that a very large proportion of 

 those who would make magnificent officers are incapable of learning Latin to 

 advantage; such will in future enjoy the inestimable advantage of studying 

 Experimental Science ; but if those who talje up Latin are in consequence to lose 

 all opportunity of acquiring some power of reading the secrets of Nature and of 

 thereby developing thought-power and mental alertness — and such must be the 

 effect of the adoption of the recommendations of the Committee — they will prove 

 to be of little value to the army in comparison with their colleagues whose eyes 

 have been trained as well as their ' intellect.' In the course of the evidence given 

 to the Committee, Dr. Warre expressed the view that Science would kill Latin 

 eventually. Nothing could be more unfortunate, but the course adopted by the 

 (!!ommittee is that most calculated to bring about such a result, as Latin is thereby 

 put in competition with a subject which must ere long be regarded as a necessary 

 subject of school instruction under all conditions. Latin should be made one of 

 the optional subjects along with Greek. 



In their scheme of marks for the examination, the Committee put Latin, 

 French or German and Experimental Science en an equality by assigning 2,000 

 marks to each ; but English and Mathematics are rated at a higher value, each 

 receiving 3,000 marks. It would have been better to have assigned equal values 

 to the several group-subjects regarded as essential to a sound general education. 

 It should scarcely be necessary to put a premium on the proper study of a man's 

 own language ; the subject has naturally a great advantage over others. As to 



' Dr. Warre was continually harping on this point in his questions to witnesses 

 examined by the Committee. Thus (Q. 3,124) : ' I want to put Geography and 

 History into English, and your composition would be tested in that waj'. We think, 

 for instance, that Composition is admirably taught by translation from Latin or 

 Greek. (To the witness :) Would you agree with that, that translation from another 

 language is teaching English Composition ? ' 



Again (Q. 3,129) : 'When oificers have talked to us of the uselessness of Greek 

 and Latin, they have neglected the fact that Greek and Latin are the great instructors 

 in English.' Witness (the Eev. A. Kobertson) : ' I quite concur in that.' 



