CLASSICS V. SCIENCE.

Dominion, Volume 9, Issue 2686, 4 February 1916, Page 6

CLASSICS V. SCIENCE.

THE LITERARY SCIENTIFIC UNIVERSES OF THOUGHT. Sir, —There can be no doubt that an undue importance had been attached to a classical education until comparatively recent times. Now, however, there is a marked tendency to discredit the classical and literary equipment of other days, if not to regard it as valueless. No doubt the long entertained belief that everything good and great was given us by God at the beginning, or was communicated through specially privileged individuals at the dawn of human history, accounts for the fact that ancient literature came to acquire such importance. The ancient alphabets, not to speak of ancient literatures, gradually acquired a special sanctity. Those whose intelligence enabled them to record human experience. in artistic or in literary form" (by tho use of pictorial or of alphabetic symbols) came to be regarded as spokesmen of God, and the day of priests and prophets dawned. Literature soon came to bo regarded as practically the only source of knowledge concerning things that really mattered. The old literatures thus acquired tho status of Revelations of God. We know that until comparatively Tecent times all real learning and knowledge were supposed to be accessible only through books. Now, all this is changed. The enlightened world is to-day looking to the future, rather than to the past, for real knowledge and learning. Not unnaturally, therefore, the old classical and literary regime is "getting discredited."

Now, while I am quite prepared to believe tlftit the communication of Teal knowledge i* more a thing of the future than of the past, and that what is "revelation" on God's part is but "discovery" on man's part, I entertain a strong conviction that, sucli a knowledge of the human mind and of human institutions as comes of careful and serious study' of ancient languages .and literatures is of the lushest value in connection with real human culture and with a genuinely liberal education. At the same time, I readily admit that the conditions of life today, and the enormously extended range of human interest render it impossible to justify our continuing to devote as much time, in the future, as in the past, to classical studies. Nevertheless, some less arduous and less exacting method of/ imparting a knowledge of the classical spirit and influence to the pupils and students of the future, could easily be devised. Tliero can be no justification for continuing to make so much of the details and idiomatic niceties of Latin and Greek grammar, as in tho past. While Latin was the language of learned men —virtually an international language—it acquired a status in a system of liberal education, which justified its retention as the most importand factor in a liberal educational equipment. A century ago, almost all the lectures in our Universities were, I believe, delivered in Latin. Now, while it cannot be disputed that the time has come for doing with (relatively) "little Latin and less Greek," it should be borne in mind that the significance, value, and character of much in modern art and literature is completely lost upon minds that have not "partaken of the nectared sweets" of a sound classical education. The interpretation of modern art, literature, and philosophy (as well as of most ancient art, literature, and philosophy) cannot be attempted, with much prospect of success, unless the interpreter has had a sound classical education.

At the same time, if the study of Latin and Greek were conducted in a live way, and on up-to-date lines, a working knowledge of thom, and of all that is of essential value in them for the modern mind, could be acquired in from two _ to three years. A person of average intelligence can acquire a working knowledge of a modern language in a year. All that even a

scholar, who is not likely to bo called upon to live jn Prance or Germany, can find of real value to him, in French or in_ German, is that he bo able (with the aid of a reliable dictionary) to translate such French or German as falls within his province as a student or as a scholar. _ I 1 or not a few of the learned professions a thorough classical training is eminently desirable, if not quite indispensable; at the same time, for the vast majority of the professions chielly occupied with the world's business a classical education is but "learned ber." It is high time, therefore, that serious consideration should be given to the question as to tho claims of th< ancient classics to retain the status in modern education hitherto accorded them. Our Now Zealand educationists would, however, be committing a grave mistake if they were to strike out on their own in this matter. When wo pose ns up-to-date reformers, we should sco to it that wo are not making ourselves the laughing-stock of educational experts in the more educationally enlightened and experienced communities of tho world. It is to bo hoped that the University Board of Studies and the University Senato will give the mat. ter their fullest and most serious consideration during the coming year—l am, etc., EILE MIT WEILE.