osophy, respectively, courses on the
Methods and Equipment of Teaching the Classics by the Department of
Pedagogy.

Others, less extreme in their views, hold (_a_) that any study of the
Greek or Roman civilization apart from the original ancient literature
would be vague, discoursive, and unprofitable, and in particular that
a discussion of a literature or of literary forms without an
immediate, personal acquaintance with this literature or these
literary forms in the original would not be useful, and (_b_) that
such courses would have little permanent value for the students
because it would not be possible to compel the students to make much
effort for themselves.

Quite the opposite opinion on this most important question is held by
those who believe (_a_) that the study of the Classics should not be
confined to those who are now able, or may in the future be expected,
to read the ancient literature in the original, (_b_) that there are
some things even about the ancient literature and civilization which
can be taught more effectively without the loss of time and the
division of attention involved in reading the ancient authors in the
original, and (_c_) that in courses such as those dealing with ancient
history ancient books on these subjects, either in the original or in
translations, cannot properly be used as textbooks for the reason
that, quite apart from their errors and misconceptions, these books do
not contain, except incidentally, those phases of the ancient life
which are the most interesting and valuable to the modern world. Such
persons consider that the attempt to convey an appreciation of the
ancient literature through those limited portions of it which can be
read by the students in the original is necessarily ineffective. They
hold that to appreciate any literature one must study it as
literature,--i.e., as English literature should be studied by English
students, French literature by French students,--and that literary
study of this sort properly begins where translation and exegesis
leave off. And finally, they maintain that the effort to give students
a lively knowledge of ancient life or ancient history through the
ancient texts is precisely like the effort to illustrate ancient life
by ancient works of art; e.g., to give a student an idea of an ancient
soldier by showing him an ancient picture of a soldier. Such
illustrations convey instead the impression that ancient life was both
unattractiv