THE UNIVERSITY COURSE.

Evening Star, Volume IX, Issue 2620, 11 July 1871, Page 2

THE UNIVERSITY COURSE.

PROFESSOR SALE’S OPENING LEGTORE. Last evening Professor Sale gave an introductory lecture to the course of Greek and Latin Classics and English Literature. The room was crowded, and several ladies were present. After a shoit prayer by the Rev, D. M. Stuart, he introduced Professor Salk, who said it would naturally be expected that, on opening the course, he should say a few words on the value of the studies he proposed to direct, in order that their proper place in education might be estimated, and the manner in which he proposed teaching them might be understood. His object was practical, and intended to shew the value of classical studies as a means of education ; to give to his class studies that might be useful; and to pqjut out some errors against which they should guard. He did not propose to coiubat the current objections to them, for the founders of the University had decided—no doubt on sufficient grounds—-that the classics should take a high position in the education given j and few would object to tlieir decision. At

the same time their importance was overrated in England; but a change had taken place in that respect, and they did not hold the high position they once occupied, for it was found that they could not be substituted for the study of nature. If the intellect were employed only in classical studies, it became cramped and stunted. Some might think it strange that he should speak thus of the classics ; but be had experienced the bitter truth. He said earnestly let classical studies be connected with the study of some branch of natural science— chemistry, botany, he cared not what, so long as it was a study ot facta and things, hot words. It was unite possible for a person to take a high position as a classical scholar without knowing the history of his country, and without knowing a single fact in natural science-without, in fact, knowing anything worthy of the name of knowledge. The Greek language was worth studying, chiefly for its literature , the Latin nt only for its literature, but fo. its grammatical construction. On neither of these grounds was it likely to be of ad van tage to the farmer, the mechanic, the mer chant, or the craftsman. He might through them learn more of the definitions of words engrafted into English, and thus far he study might prove useful, but so far as business was concerned, sufli-ci-nt insight could be obtained from an English dictionary. Persons engaged in some professions needed a knowledge of these languages as a necessity. Put the education he wished to speak of was what our grandfathers called ‘‘ polite and what we in these days called liberal —an education that few could obtain in England, what many might have in Scotland, and that every person should have power tc attain to here. As before observed, the Greek language was useful chiefly for its literature. Scientific words were taken from it. But such words as cotyledon and “artery” could only be really understood by dissection of a. P lan J> after a long course of anatomical study, lathis opinion he was confirmed by Maish, who, as an educated American in a higi. position, must be considered free from the prejudices of an English education. To enjoy the stores of Greek literature a stud cm must be able to read the language familarly and this could only be attained by persistent labor. Those who underwent that lahoi would however reap a rich reward, and it would he lightened by the beautiful prospecta that opened upon them as they proceed! d. Tht study of Latin was not only useful for its literature but as a means or ea y attainment of the I’omancand of English. It had been computed that 30 per cent, of our English words were constructed on Latin roots, so that when acquired, a more accurate knowledge of English was obtained ; but its highest valu. was its perfect grammatical structure. US Latin literature he would not speak at great length, for the Romans followed in the steps of the Greeks. It would be impertinent > one who was not a lawyer to tell of the advantage to the profession of a knowledge of Latin. In England every one in the pro fession must possess sufficient knowledge of Roman law in the original Latin to enable him to pass. There were other advantages common to the study of both languages, which though too valuable to be forgotten need not be commented on at length. As the study of Greek and Latin made a man seek for reasons for putting certain constructions on certain words, it possessed a value superior to mathematical and natural science. Ihe chemist having ascertained by experiment the result of certain combinations, knew o) if be repeated the process, that the result would be the same. He never had to reason upon probabilities. The mathematician in his processes, proceeded step by step, and when the result was reached, it was true and certain. His process of reasoning was not that applicable to the ordinary concerns of life. Great discoveries had been made by different processes. Originally, however, they were made by observation and induction—they had nothing to do with ordinary mathematical training. The men who made them were more then ordinary mathemati clans. But the student of the dassi s was constantly employed in comparing words and phrases, and the same faculties were called into play that were useful in deciding upon probabilities in life-memory, comparison, and judgment not mathematical cer tainty. The study of the classicconferred the power of concentrating thought That had been well illustrated by Judge Ohapman in his address. Mathematics might have a similar effect, but by some process the habit of inattention should be cured. It was a most pernicious habit, and unfortunately was fostered by many teachers from early childhood, by teaching the repetition of words and phrases, of the meaning of which a child had no conception. If there was any value in teaching catechisms ami formularies, it was counteracted by that mischief. Those who studied Greek and Latin could uot get into that habit. In English the meaning of words was known and the sound passed by unnoticed ; but in Greek and Latin attention was called into activity every moment, and thus habits of concentration were formed. One further ad vantage was that translating Latin into English, and retranslating the English into Latin, was the best preparation for writing English correctly, by presenting English thought in an entirely different form. The danger to be avoided was mistaking the means for the end, and care must be taken not to write in a careless and superficial manner. The necessary toil of translating and retranslating should nob be grudged ; for there was no other way for attaining facility in using the languages. For instance, in reading Cicero every word should be examined—how used in every sentence. A few hours spent in that way every live or six weeks would amply repay the labor. He had intentionally omitted to recommend committing to memory grammatical rules. Grammars should he used as books of reference. He looked back with astonishment when he thought of page after page of grammatical rules learned, but never understood nor applied in practice. Boys and nearly all men reasoned from particulars to particulars and not from generals to particulars. On account of the reasoning powers required in the study of the classics, it was found at Home that youths should be fourteen or fifteen years old before they commenced. English literature was most to deal with. At Homp be cquhl only form an imperfect idea of the mode in which it was taught in Scotland. In England there were up professors. There was a constant tentondcncy to take other people’s opinions in particulars, passages, and words, instead of exercising their judgment ; and this tendency was increased by the number of reviews accessible to students. The lecturer then described the mode of study he should recommend, and pointed out the disadvaa-

tages of resting satisfied with superficial attainments. He recommended the study of Chaucer, and that every word should be examined in a certain portion of his works. He then said that in Greek the “ Apology,” by Plato, would be studied because it was an account of the old contest between intolerance and enlightenment. In Latin, Cicero’s Cataline oration, chiefly because tis usually considered the most important of his works, and at. any rate cost him his head ; and in .English Chaucer’s prologue ; as in England attention was being directed to the old English language, and attempts were made to recover many of those racy Saxon words, which he embedded in the works of the old authors, and were useful for every day life On that ground the study of English writers was very much pursued. Professor Shand gives his first lecture this evening.