—and they attempted almost all their composition, like their sculpture, has been to the greatest modern artists an example to be looked up to with hopeless admiration, but of inappreciable value as a light on high guiding their own endeavors."

Has not Mr. Mill covered the whole case?

III. The reasons for retaining Greek as well as Latin :—

1. There is time to teach both without injuring other studies. This has been abundantly proved in the Prussian gymnasia, or classical schools. Latin and Greek form the central core of instruction, occupying half their entire time. They also teach the Christian religion, German, French, history, geography, arithmetic, algebra, plane and solid geometry, plane trigonometry, natural history, physics, writing, drawing, music, gymnastics. Where do they save time for this? Mainly in mathematics and physical science, which receive jointly less than half the time given Latin and Greek, or but a trifle more than is given Greek alone.

We should imitate the German example. First, by lessening the excessive time devoted to such study, for example, as arithmetic. In some States it has received over half the entire schooltime in certain years. Why should mathematics, either in general or in particular, receive three times the attention it receives in Germany? Second, we should teach Greek better, both before and in college. Here time is saved by really using it. Our trouble is not too much Greek, but too much badly taught Greek.

2. Two important languages are better than one. Especially is this true in Latin and Greek, whose differences are even more remarkable than their resemblances.

3. While these differences give Latin a directer connection with our civilization, yet Greek offers a finer instrument for personal culture. Latin is the mother of modern tongues, the language of law, history, empire, practical energy, collective movements of men. But Greek is the mother-tongue of pure thought, the perfect instrument of human reason. The inexhaustible source for deriving the newest scientific terms to record the latest advances of thought in other languages, it yet never seeks to borrow for itself. It is subtler and more exact than Latin, more distinct in separate forms, more complex in masses, and more intimate in its mental attitude.

4. The Greek spirit, best studied at its original sources, is distinctively the great incentive to high creative effort in art.

Antique sculpture and architecture-indispensable to art-students to-day—were its early children. Homer was its first poet, and his spell has worked in every world-renowned epic since. Its light was hidden in the Dark Ages, but when the Reformation unlocked man's conscience, the Florentine Greeks unlocked his intellect. Canova, Leonardo da Vinci, Raphael, Michael Angelo, -these were but Greeks late born. Greek rhythms rule modern music. Read the scores of Palestrina, any fugue of Bach, or Beethoven's symphonies. Read Wagner's great letter on "The Music of the Future." All are Greek throughout.

5. It is the truly scientific spirit. Not that the Greeks observed so many facts, but that they taught the world how to think. Huxley to-day vindicates Aristotle's scientific acuteness. Agassiz has shown that he also observed important facts about Mediterranean fishes, and, though the fishes remained abundant, the facts were only brought to light in modern times by consulting Aristotle's work. The facts were the same; the observers were not Aristotles. Passing these minutiæ, look at our standard scientific conceptions: "ideas," "method," "theory," "practice," "hypothesis," "energy," "atoms," and the nomenclature of science, all essentially Greek. Examine conflicting schools of thought. All have Greek prototypes. Men to-day are naturally—what the Greeks first were historically,—stoics and epicureans, dogmatists and skeptics, materialists and idealists, agnostics and theists, and battle in the endless war of ideas bequeathed from their Greek ancestors. The stream of history is one. Who shall divide it?

6. Lastly, Latin itself is injured by separating it from Greek. Withdrawing Greek means crippling Latin. This helps to disintegrate classical culture, and so disastrously affects liberal education. As to the injury done Latin. This follows from the relations of the two languages, but I pass this and again appeal to the invaluable experience of Germany. The studies of the Gymnasia have been already stated. Alongside of this stands the Realschule, whose general make-up is the same, except that, though Latin is retained, Greek is dropped, English and chemistry added, and mathematics and science increased one-half. In revised plans of instruction issued in 1882 for secondary schools, by the Ministry of Education, and containing criticisms on the past twenty-five years' experience, these comments occur: "In the Realschulen the result from the Latin

instruction by no means corresponds either with the amount of time devoted to it or to the importance assigned this instruction in the general plan of these institutions." This arises from the small number of hours given Latin, and from the excess of natural science which has proved "decidedly disadvantageous." No such complaints arise about gymnasial teaching either of Latin or science. Wherein does the Realschule fail? Just where it differs from the Gymnasia-that is, in the absence of Greek and consequent excess of science. “The main point,” says the "Opinion" of the University of Berlin, "is that the instruction given in the Realschule lacks a central point; hence the unsteadiness in its system of teaching. In a word, it has not been possible to find an equivalent for the (two) classical languages as a center of instruction."

As to the injury done to liberal education. To prove this I take the best test in the world,-comprehensive educational experience of undoubted authority. In 1870 the Prussian Ministry of Education determined to try the experiment of granting university privileges to Realschulen graduates alongside of those coming from Gymnasia. After over ten years of such trial, the Philosophical Faculty of the University of Berlin has recorded its judgment on the matter in an “Opinion” addressed to the Ministry of Education. This is the central faculty of the university, including all departments except Law, Medicine, and Theology. It numbers over one hundred instructors, and provides about two hundred courses of lectures. It enrolls such names as Helmholtz the physicist, Kirchhoff in spectrum analysis, Hofmann in chemistry, Ranke and Droysen in history, Mommsen and Curtius in the classics, and Zeller in philosophical criticism. If we desired a supreme court of culture to decide the classical question, to what better tribunal could we appeal than this?— the central faculty of the most illustrious university of the best educated nation in the world. Its judgment, always weighty, is here simply irresistible, because based upon careful investigation, and unanimous.

The "Opinion" rests upon the testimony of those instructors who have taught Realschule and Gymnasia graduates together. These are the professors of mathematics, astronomy, chemistry, descriptive natural science, philosophy, economics, statistics, and modern languages. Their testimony, detailed with great clearness, is strongly adverse to allowing Realschule graduates a

continuance of university privileges. Many grave evils due to their admission are enumerated, and the Faculty expresses the conviction that, unless Prussia is ready to surrender her historic university system, "it is doubly hazardous" to shut their eyes to causes that, unchecked, will bring about this deplorable result. The essence of their judgment is in these words:

"The preparatory education acquired in Realschulen is, taken altogether, inferior to that guaranteed by the Gymnasia." This is for many reasons, “but above all, because the ideality of the scientific sense, interest in learning not dependent on nor limited by practical aims, but ministering to the liberal education of the mind as such, the many-sided and widely extended exercise of the thinking power, and an acquaintance with the classical bases of our civilization can be satisfactorily cultivated only in our institutions of classical learning." Such is the strongest plea yet made for classical education in all its integrity. Is it sufficient? If not, what can be?

Greek need not go. Let it remain. Rather let it begin to come. It was born in the morning of history. Mythology fabled that its heroes were the children of immortals, and the records of humanity promise to confirm that claim. It schooled antiquity; it has been the historic safeguard for freedom of thought; it awakened the modern mind; it contains the most precious literary treasures of the race. Its corporeal form-the ancient civilization-has perished. Its material works of art, of priceless value, survive only in the crumbling column, the ruined temple, or the statue insecurely housed in some museum against Vandals of future time. But its best monument is its literature, multiplied a thousand-fold by the printer's art and 'imbedded in succeeding civilized thought. This still remains to challenge mankind in “charmed accents." In the pages of its texts, saved by centuries of diligence, the scholar by his quiet lamp reads back, through long perspectives of perfect thought, to the very beginnings of things intellectual. He gains a viewpoint where all lines of his intellectual being center and whence they broadly radiate. He sees the past sweeping on through the present and flowing widely into the far future. He sees that humanity, both individually and in the mass, is thus always one, and its generations, separate in time, united in nature; and so, instead of studying Greek because it is Greek, he studies it to understand himself.

THE MEASUREMENTS OF EFFECTS OF LATIN ON ENGLISH VOCABULARY OF HIGH SCHOOL STUDENTS IN COM

MERCIAL COURSES 1

In our own country today, even among the educated, only too few recognize the importance of the Latin element in the English vocabulary. Rarely do we find the case for Latin stated more forcibly than in the words of Prof. Page, of Dartmouth College.2

As a matter of fact, the extent to which our scientific words are taken from the Latin may be seen at a glance by quoting from well-known books in science such statements as the following: "The aqueous solution has a neutral reaction;" and again: "This question of the influence of the solvent on the molecular weight of the dissolved substance is one of practical importance."

That the vocabulary of commerce has been taken from the Latin nearly to as great a degree as the vocabulary of science is evident if one will merely read at random a page or two of any textbook in commercial geography, commerical law, or history of commerce. Hence, we are not surprised to find the following statement in the Century Dictionary: "The vocabulary of literature and commerce contains a majority of words of foreign origin, chiefly Latin or Greek."

The inference, therefore, seems to be clear, that a commercial student, unless he is to be seriously handicapt in the struggle of life thru ignorance of the meaning and use of English words of Latin origin, which form so large a part of the vocabulary of commerce, ought to be thoroly grounded in the Latin language.

Thus it happens that in the Dorchester High School not only college preparatory and scientific pupils study Latin, but commercial students as well. In fact, during the present year there are seven sections of commercial or vocational Latin, numbering in all nearly 275 students.

1 Albert S. Perkins. Educational Review. 52:501-6. December, 1916. 2 Ninth Annual Bulletin of the Classical Association of New England, p. 12. "If the bone and sinew of the English language are Anglo-Saxon, the brain of it is Latin and Greek. Both the scientifically exact statement of any but the most elementary facts, and the expression of all abstract thought, in English, depend mainly upon words of classical origin." 3 Roscoe and Schorlemmer, Vol. 2, p. 377.

4 Walker, Introduction to physical chemistry, p. 194.

5 Vol. III,p. 1932, quoted from G. P. Marsh, Lectures in the English language, XXVIII.