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 yogue. The 
