College Teaching Part 45

=Methods commonly pursued=

The methods as well as the aims of such courses are well exemplified in the following pa.s.sages contained in the _Circular of Information_ for 1915-1916 of the University of Chicago, page 211: "Ability to read Greek with accuracy and ease, and intelligent enjoyment of the masterpieces of Greek literature are the indispensable prerequisites of all higher Greek scholars.h.i.+p. All other interests that may attach to the study are subordinate to these, and their pursuit is positively harmful if it prematurely distracts the student's attention from his main purpose."

It is not immediately apparent what distinction is made here, if there is any, between the "prerequisites" and the "main purpose" of cla.s.sical scholars.h.i.+p. What the chief aim of cla.s.sical teaching is according to this view, however, is made clear by the two paragraphs which follow, as well as by the descriptions of the individual courses offered by the Chicago faculty.

"In the work of the Junior Colleges the Department will keep this principle steadily in view, and will endeavor to teach a practical knowledge of Greek vocabulary and idiom, and to impart literary and historic culture by means of rapid viva voce translation and interpretation of the simpler masterpieces of the literature.... In the Senior Colleges the chief stress will be laid on reading and exegesis, but the range of authors presented to the student's choice will be enlarged."

=Value of such courses=

The advantage of such courses is that they make the students who take them familiar with at least some limited portions of the best of the ancient literature in its original form, and most people are agreed that this is the only way in which students can be taught to appreciate that part of this literature, the value of which lies chiefly or wholly in its form. But people are not agreed upon two most serious questions which arise in this connection. The first is whether all students are capable of appreciating at all literature of this sort, especially when it is conveyed in an ancient and difficult language. The other question is how much of the cla.s.sical literature really depends for its values chiefly upon its form. To say that the Psalms and the Gospels have no value or little value for the world apart from the original form and language in which they were written would, of course, be absurd. Is it any less absurd to say that the study of the Homeric poems, the Attic tragedies, the works of Thucydides and Plato would have little value for students unless this literature were studied in the original language? These questions cannot properly be ignored any longer by teachers of the Cla.s.sics.

=Defects of these courses=

The defects of such courses are manifest to most persons. Students who pursue these courses through most of the years of secondary school and college fail to acquire either such a knowledge of the Greek and Latin languages as would enable them to read with pleasure and profit a Greek or Latin book, or such a knowledge of the Greek and Roman literature and civilization as would enable them to appreciate the value of cla.s.sical studies. Many of them graduate from college without even knowing that there is anything really worthy of their attention in the cla.s.sical literatures. The fact stares the teachers of the Cla.s.sics grimly in the face that they are not accomplis.h.i.+ng the aims which they profess.

One explanation of this fact suggests itself. In the cla.s.sical courses commonly given in American colleges the attention paid to the content of the literature, to the author and his times--the lectures and readings by the instructor, the discussion of archaeological, historical, literary, and philosophical matters introduced into the course,--distract attention from the study of the language itself, and check this study before a real mastery of the language has been secured. On the other hand, the time and still more the attention devoted in these courses to the mere process of translation detracts from the appreciation of the literature and obstructs the study of the life and thought. In attempting to accomplish both purposes in these courses the teachers fail to accomplish either, and the result is chiefly a certain mental training, the practical value of which depends largely upon the mental capacity and skill of each individual teacher, and is not readily appreciated.

=Courses not requiring knowledge of the ancient languages=

To obviate some of these defects, and also to provide courses on Greek and Roman culture for those unfamiliar with the ancient languages, courses which require no use of these languages are now given at various colleges on Cla.s.sical Literature or Civilization.[82] A course on the "Greek Epic" at the University of California is described as follows: "A study chiefly of the Iliad and the Odyssey; their form, origin, and content; Homeric and pre-Homeric Aegean civilizations; relative merits of modern translations; influence of the Homeric poems on the later Greek, Roman, and modern literature. Lectures (partly ill.u.s.trated), a.s.signed readings, discussions, and reports." The course at Harvard ent.i.tled "Survey of Greek Civilization" is "A lecture course, with written tests on a large body of private reading (mostly in English). No knowledge of Greek is required beyond the terms which must necessarily be learned to understand the subject." "The prescribed reading includes translations of Greek authors as well as modern books on Greek life and thought." The lecturer frequently reads and comments upon selections from the ancient literature. At Brown University a course is given on Greek Civilization, including the following topics: I Topography of Greece, II Prehistoric Greece, III The Language, IV Early Greece (The Makers of Homer, Expansion of Greece, Tyrannies, The New Poetry, etc.), V The Transition Century, 600-500 B. C. ((_a_) Government and Political Life, (_b_) Literature, (_c_) art), VI The Cla.s.sical Epoch, 500-338 B. C. ((_a_) Political and Military History, (_b_) Literature, (_c_) The Fine Arts), VII The h.e.l.lenistic and Graeco-Roman Periods, ((_a_) History, (_b_) Literature, (_c_) Philosophy, (_d_) Learning and Science, (_e_) Art), VIII The Sequel of Greek History (The Byzantine Empire, the Italian Renaissance, Mediaeval and Modern Greece). This is described as "Wholly a lecture course, with frequent written tests, examination of the notebooks, and a final examination on the whole. Definite selections of the most conspicuous authors are required in English translations."

The Lecturer also reads selections from Homer, the Greek drama, Pindar, etc. Similar courses on Roman civilization are given at both Brown and Harvard. There is also a course of fifteen lectures on "Greek Civilization" at Vermont; "The Culture History of Rome, lectures with supplementary reading in English," at Was.h.i.+ngton University; "Greek Civilization, lectures and collateral reading on the political inst.i.tutions, the art, religion, and scientific thought of ancient Greece in relation to modern civilization," at Wesleyan; "The Role of the Greeks in Civilization" at Wisconsin.[83]

=Defects of the lecture system=

Whatever success such courses may have, they are open to one criticism. Most, if not all of them, appear to be primarily lecture courses, with more or less collateral reading controlled by tests and examinations. The experience of many, however, justifies to some extent the belief that college students derive little benefit from collateral reading controlled only in this way, because such reading is commonly most superficial. Little mental training, therefore, is involved in courses such as those just described, and the ideas which the students acquire in them are chiefly those given to them by others. And it may reasonably be doubted whether the value to the students of ideas received in this way is comparable to the value of those which they are led to discover for themselves. So far, then, as such courses fail to accomplish the purposes for which they were designed, their failure may be due wholly to this cause.

=The study of literature apart from its original language=

It is entirely possible to conceive of courses in which no use of the ancient languages would be required, but in which the students would acquire by their own efforts a knowledge of the cla.s.sical literature and civilization far more extensive and more satisfying than in courses largely devoted to translating from Greek and Latin. Such courses would not merely subst.i.tute English translations for the originals, and treat these translations as the originals are treated in courses of the traditional type; the ancient literature would be studied in the same way as English literature is studied. For example, in a course of this kind on Greek literature, in dealing with the Odyssey the students would discuss in cla.s.s, or present written reports upon, the composition of the poem as a whole, and the relation to the main plot of different episodes such as the quest of Telemachus, his visit to Pylos and Lacedaemon, the scene in Calypso's cave, the building of the raft, the arrival of Odysseus among the Phaeacians, his account of his own adventures, his return to Ithaca, the slaying of the wooers, etc.; also the characters of the poem, their individual experiences and behavior in various circ.u.mstances, and the ideas which they express, comparing these characters and ideas with those of modern times. In dealing with the drama, the students would study the composition of each play, present its plot in narrative form, and criticize it from the dramatic as well as from the literary standpoint; they would discuss the characters and situations, and the ideas embodied in each.[84] In dealing with Thucydides they would discuss the plan of his book and the artistic elements in its composition; also the critical standards of the author, his methods, his objectivity, and his personal bias. They would study the debates in which the arguments on both sides of great issues are presented, expressing their own opinions on the questions involved. They would study the great descriptions, such as the account of the siege of Plataea, the plague at Athens, the last fight in the harbor of Syracuse, making a summary in their own language of the most essential or effective details. Lastly they would discuss such figures as Pericles, Nicias and Alcibiades, Archidamus, Brasidas and Hermocrates, their characters, principles, and motives. In dealing with Plato they would study the character of Socrates and those ideas contained in the Platonic dialogues which can be most readily comprehended by college students.

=Cla.s.sical studies not confined to the ancient authors=

The study of "The Cla.s.sics" is not properly confined to the Greek and Latin literatures: it includes the military, political, social, and economic history of the ancient Greeks and Romans, their inst.i.tutions, their religion, morals, philosophy, science, art, and private life.

The geography and topography of ancient lands, anthropology and ethnology, archaeology and epigraphy contribute to its material. It is not necessary that all these subjects be taught by members of a cla.s.sical department. In particular it is the common practice in this country to relegate the study of ancient philosophy to the Department of Philosophy, whereas in England and on the Continent such distinctions between departments are not recognized. But certainly these branches of the study of the cla.s.sical civilization should be taught best by those most familiar with the cla.s.sical 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 cla.s.sical 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 Cla.s.sics 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 cla.s.sical scholars.h.i.+p. The historical courses given by most cla.s.sical 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 cla.s.sics=

The aims of the teaching of the Cla.s.sics in American colleges should be to give, in addition to a training of the mind:

1. An appreciation of the best of the cla.s.sical 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 vicissitudes of fortune, and their experiences, would of itself be a valuable possession and equipment for life.

3. A knowledge of the ideas of the ancient Greeks and Romans, revealed and developed in their literature, and tested in the realities of their life. Many of these ideas are of the utmost value today, and are in danger of being overlooked and forgotten in this materialistic age of ours, unless they are constantly recalled to our minds by such studies.

4. A knowledge of the actual experiences of the ancients, as individuals and as nations, their experiments in democracy and other forms of government, in imperialism, arbitration, and the like, their solutions of the moral, social, and economic problems which were as prominent in their world as in ours.

To realize these aims old methods should be revised and improved, new methods developed. For there can hardly be a study more valuable and practical than this.

WILLIAM K. PRENTICE _Princeton University_

Footnotes:

[61] For example, at the University of Kansas.

[62] Leland Stanford, Michigan, Princeton.

[63] California, North Dakota, Harvard, Idaho, Illinois, Kansas, Leland Stanford, Michigan, Oberlin, Otterbein, Pennsylvania, Vermont, Wisconsin, Yale, etc. Some of these courses are offered only to graduate students, and some are given by the Departments of Pedagogics.

[64] In New Testament or Patristic Greek at Austin, Bucknell, California, Cornell, Harvard, Illinois, Lafayette, Michigan, Millsaps, Trinity, Wesleyan. In Patristic Latin, Bucknell and elsewhere.

[65] Brown, Cornell, Leland Stanford.

[_N. B._ These lists are by no means complete.]

[66] History of Greek Tragedy. Lectures with reading and study of the plays of aeschylus, Sophocles, and Euripides. Requires no knowledge of the Greek language.

[67] E.g., Columbia, Lafayette.

[68] California, Was.h.i.+ngton University.

[69] Colorado, Idaho, Syracuse, Vermont, Was.h.i.+ngton University, Wesleyan, Wisconsin.

[70] It should be noted that at Brown the t.i.tles of the cla.s.sical departments are "The Department of Greek Literature and History" and "The Department of Roman Literature and History."

[71] At Cornell and Oberlin, for example.

[72] See especially Clarence P. Bill. "The Business of a College Greek Department," _Cla.s.sical Journal_, IX (1913-14), pp. 111-121.

[73] See the article by Mr. Theodosius S. Tyng in _Cla.s.sical Weekly_, VIII (1915), Nos. 24 and 25. Also M. J. Russell: "The Direct Method of Teaching Latin," in the _Cla.s.sical Journal_, XII (1916), pages 209-211, and other articles on this subject in the _Cla.s.sical Journal_ and the _Cla.s.sical Weekly_ in recent years.

[74] For example, "Latin Conversation," at Columbia; "Oral Latin," at Leland Stanford; "Sight Reading and Latin Speaking," at New York University.

[75] See Professor Allen's article, "The First Year of Greek," in the _Cla.s.sical Journal_, X (1915), pages 262-266.

[76] As early as the seventeenth century books were produced which may be regarded as the forerunners of this sort of modern composition in the ancient language. One of these was published in 1604 under the t.i.tle: "Iocorum atque seriorum tum novorum tum selectorum atque memorabilium libri duo, recensente Othone Melandro." Another is the "Terentius Christia.n.u.s seu Comoediae Sacrae--Terentiano stylo a Corn.

Schonaeo Goudono conscriptae, editio nova Amstelodami 1646": this includes dramas such as Naaman (princeps Syrus), Tobaeus (senex), Saulus, Iuditha, Susanna, Ananias, etc. Still another is the "Poesis Dramatica Nicolai Amancini S. J.," in two parts, published in 1674 and 1675. A century later there appeared a story which, judging from its t.i.tle, was designed primarily for students: "Joachimi Henrici Campe Robinson Secundus Tironum causa latine vert.i.t Philippus Julius Lieberkuhn," Zullich, 1785.

[77] See the _Cla.s.sical Journal_, XI (1914), pages 25-32; _Cla.s.sical Weekly_, IX (1915-16), pages 149-151; X (1916), pages 38 f.; _Cla.s.sical Weekly_, X (1916), pages 37 f.

[78] See note 2, page 411.

[79] Columbia.

[80] This is true of the courses in secondary schools and graduate courses in universities also; but in the secondary and graduate schools the proportion of translation courses to the others is smaller.

[81] For example, at Harvard one course includes Plato, Lysias, Lyric Poetry, and Euripides, with lectures on the history of Greek literature; another Livy, Terence, Horace and other Latin Poets.