ivilization should be
taught best by those most familiar with the classical civilization in
all its phases, and most thoroughly trained in the interpretation and
criticism of its literature. It is also obvious that the teaching of
the classical literature would be emasculated if it were separated
from these other subjects mentioned. Only, such subjects as history
should not be taught from the literary point of view. History should
be an account of what actually took place, derived from every
available source and not from a synthesis of a literary tradition. In
this respect the teachers of the Classics have from the earliest times
made the most serious mistakes. To some extent the same charges may be
brought against the methods and traditions of the teachers of modern
history. The teaching of Greek and Roman history, however, is affected
in a peculiar degree by the traditions of classical scholarship. The
historical courses given by most classical teachers are based upon the
translation and discussion of the works of certain ancient authors,
whose accounts are not only false and misleading in many respects, but
characteristically omit those factors in the ancient life which are
the most significant and interesting to the modern world. Such courses
begin by implanting false impressions which no amount of explanation
can eradicate. The ancient world, therefore, is made to appear to
modern students unreal and unworthy of serious attention: it is not
strange that they are dissatisfied with such teaching, and that it
seems to many practically worthless. A true picture of the life and
experience of the ancient Greeks and Romans would appear both
interesting and profitable to a normal college student.

=Summary of objects to be sought in the teaching of the classics=

The aims of the teaching of the Classics in American colleges should
be to give, in addition to a training of the mind:

1. An appreciation of the best of the classical literature. For this
is, in many respects, the best literature which we have at all, even
when without any allowances it is compared with the best of modern
literatures. Much of it is universal in character. It is also the
foundation of the modern literatures. By learning to appreciate it,
students would learn to judge and appreciate all literature.

2. A familiarity with the characters and narratives of the ancient
literature. The knowledge of these characters, their behavior under
various vic