|Stedman and Hutchinson, comps. A Library of American Literature:|
An Anthology in Eleven Volumes. 1891.
Vols. VIVIII: Literature of the Republic, Part III., 18351860
|In Defence of the Study of Greek|
|By James Russell Lowell (18191891)|
[Address on the Two Hundred and Fiftieth Anniversary of Harvard University, 8 November, 1886.Democracy, and Other Addresses. 1887.]
ONE is sometimes tempted to think that all learning is as repulsive to ingenuous youth as the multiplication table to Scotts little friend Marjorie Fleming, though this is due in great part to mechanical methods of teaching. I am now going to tell you, she writes, the horrible and wretched plaege that my multiplication table gives me; you cant conceive it; the most Devilish thing is 8 times 8 and 7 times 7; it is what nature itself cant endure. I know that I am approaching treacherous ashes which cover burning coals, but I must on. Is not Greek, nay, even Latin, yet more unendurable than poor Marjories task? How many boys have not sympathized with Heine in hating the Romans because they invented Latin Grammar? And they were quite right, for we begin the study of languages at the wrong end, at the end which nature does not offer us, and are thoroughly tired of them before we arrive at them, if you will pardon the bull. But is that any reason for not studying them in the right way? I am familiar with the arguments for making the study of Greek especially a matter of choice or chance. I admit their plausibility and the honesty of those who urge them. I should be willing also to admit that the study of the ancient languages without the hope or the prospect of going on to what they contain would be useful only as a form of intellectual gymnastics. Even so they would be as serviceable as the higher mathematics to most of us. But I think that a wise teacher should adapt his tasks to the highest, and not the lowest, capacities of the taught. For those lower also they would not be wholly without profit. When there is a tedious sermon, says George Herbert,
not the least pregnant of lessons. One of the arguments against the compulsory study of Greek, namely, that it is wiser to give our time to modern languages and modern history than to dead languages and ancient history, involves, I think, a verbal fallacy. Only those languages can properly be called dead in which nothing living has been written. If the classic languages are dead, they yet speak to us, and with a clearer voice than that of any living tongue.
| ||God takes a text and teacheth patience,|
| ||Graiis ingenium, Graiis dedit ore rotundo|
|Musa loqui, præter laudem nullius avaris.|| 1|
| If their language is dead, yet the literature it enshrines is rammed with life as perhaps no other writing, except Shakespeares, ever was or will be. It is as contemporary with to-day as with the ears it first enraptured, for it appeals not to the man of then or now, but to the entire round of human nature itself. Men are ephemeral or evanescent, but whatever page the authentic soul of man has touched with her immortalizing finger, no matter how long ago, is still young and fair as it was to the worlds gray fathers. Oblivion looks in the face of the Grecian Muse only to forget her errand. Plato and Aristotle are not names but things. On a chart that should represent the firm earth and wavering oceans of the human mind, they would be marked as mountain-ranges, forever modifying the temperature, the currents, and the atmosphere of thought, astronomical stations whence the movements of the lamps of heaven might best be observed and predicted. Even for the mastering of our own tongue, there is no expedient so fruitful as translation out of another; how much more when that other is a language at once so precise and so flexible as the Greek! Greek literature is also the most fruitful comment on our own. Coleridge has told us with what profit he was made to study Shakespeare and Milton in conjunction with the Greek dramatists. It is no sentimental argument for this study that the most justly balanced, the most serene, and the most fecundating minds since the revival of learning have been steeped in and saturated with Greek literature. We know not whither other studies will lead us, especially if dissociated from this; we do know to what summits, far above our lower region of turmoil, this has led, and what the many-sided outlook thence. Will such studies make anachronisms of us, unfit us for the duties and the business of to-day? I can recall no writer more truly modern than Montaigne, who was almost more at home in Athens and Rome than in Paris. Yet he was a thrifty manager of his estate and a most competent mayor of Bordeaux. I remember passing once in London where demolition for a new thoroughfare was going on. Many houses left standing in the rear of those cleared away bore signs with the inscription Ancient Lights. This was the protest of their owners against being built out by the new improvements from such glimpse of heaven as their fathers had, without adequate equivalent. I laid the moral to heart.|| 2|