of the Optimists.

HENRY SEIDEL CANBY
_Yale University_

Footnotes:

[60] Reprinted in revised form from _College Sons and College
Fathers_, Harper and Brothers.

XX

THE TEACHING OF THE CLASSICS

=Significance of recent criticisms of the teaching of the classics=

Methods of teaching are determined to a large extent by appreciation
of the objects to be attained. If teachers make clear to themselves
just what they wish to accomplish, they will more easily develop the
means. The storm of objection now rising against the study of the
Classics indicates clearly that there is a general dissatisfaction
with the result of this study. There is a striking unanimity on this
subject among persons of widely different talent and experience, of
whom some are still students, while others are looking back upon their
training in school and college after years of mature life. Their
adverse criticism is all the more significant because often expressed
with obvious regret. Some, who have had unusual opportunities for
observation, state their opinion in no uncertain language. For
example, Mr. Abraham Flexner, in his pamphlet "A Modern School," on
page 18 says: "Neither Latin nor Greek would be contained in the
curriculum of the Modern School--not, of course, because their
literatures are less wonderful than they are reputed to be, but
because their present position in the curriculum rests upon tradition
and assumption. A positive case can be made out for neither." The
president of Columbia University, in his Annual Report for 1915-1916,
page 15, speaking of the "teachers of the ancient classics," says:
"They have heretofore been all too successful in concealing from their
pupils the real significance and importance of Greek and Latin
studies." Such criticisms, however, do not prove that the study of the
Classics cannot accomplish all that its advocates claim for it, but
only that it is not now accomplishing satisfactory results.

Undoubtedly there are various causes for a depreciation of classical
studies at the present time. Other subjects, such as mathematics, are
suffering from a similar disparagement. In recent years interest has
centered more and more in studies designed to develop powers of
observation, give knowledge of certain facts, or provide equipment for
some particular vocation, to the neglect of those which discipline the
mind or impart a general culture. It