FOOTNOTES:
[578] There exists a vast literature on this subject. Of more recent publications we mention only those of a man whose opinions must be of special interest to American educators, viz. those of the United States Commissioner of Education, W. T. Harris: A Brief for Latin—On the Function of the Study of Latin and Greek in Modern Education—Place of the Study of Latin and Greek in Modern Education, and Herbert Spencer and what to Study (Educational Review, September 1902). In this last article Commissioner Harris very ably refutes Spencer’s attacks on the study of the classics.—Of older works we wish to call attention to one of an American ecclesiastic, which is almost unknown: Bishop England’s Address on Classical Education (Bishop England’s Works, vol. V, pp. 13–31), in which the advantages of a classical education are set forth with admirable force and lucidity.
[579] As early as 1843 in the College of Freiburg, Switzerland, besides Latin and Greek, French, German, English, Italian, and Spanish were taught, some as obligatory, others as optional branches. Pachtler, vol. IV, pp. 546 ff.
[580] See Report of Commissioner of Education, 1889–90, vol. I, pp. 343–398; and especially Schmid, Geschichte der Erziehung, vol. V, Abteilung I, pp. 357–422.
[581] Duhr, p. 89 foll.
[582] Schmid, l. c., p. 379. (Rep. of C. of Ed., l. c., p. 372.)
[583] Schmid, l. c., p. 443.
[584] Verhandlungen über Fragen des höheren Unterrichts, 1902, pp. 10, 18. Be it said, however, that Professor Slaby of Charlottenburg maintained that the graduates of the Gymnasium in his school were not as successful in the sciences as those of the scientific schools. Ibid., p. 378.
[585] Die Mathematik im Reform-Gymnasium. Neue Jahrbücher, 1901, vol. VIII, pp. 190–218.
[586] The same idea is well expressed by Edw. Thring in his Theory and Practice of Teaching: “The trained mind is like a skilled workman with his tools, the mind merely stocked with knowledge is like a ready made furniture shop. The one needs but a small outlay to equip, and when equipped he can always produce the things he wants. The other is costly to provide, and when provided is good only for the exact articles it contains.” The Month, February 1886.
[587] Contemporary Review, August 1880.
[588] See The Month, Febr. 1886, pp. 170–176.
[589] North American Review, June 1899.
[590] The Forum, Jan. 1901, p. 584. However, in the Report delivered at the Commencement of Yale 1902, President Hadley could quote the following words of a leading employer of railroad labor: “When I want a college man, I want a man who knows that it is hard work to use books that are worth anything; and, as a preparation for railroad service, I would rather have a man who has used one hard book without liking it—a Greek dictionary if you please—than a man who thinks he knows all the experimental science and all the shop work which any school can give him, and has enjoyed it because it is easy.” The Yale Alumni Weekly, July 31, 1902, p. 433.—And the Electrical World said recently (October 25) in the article “The College and Business”: “In our profession such doubts are settled once for all by the great electrical companies in demanding a college education in those who cast their lot with them for technical training.”
[591] The Works of Bishop England, vol. V, p. 35.
[592] See Buffalo Commercial, June 29, 1901.
[593] Mommsen, History of Rome, vol. II, ch. 1.
[594] Newman, Idea of a University.
[595] See Professor Münsterberg’s article in the Atlantic Monthly, May 1901.
[596] Buffalo Courier, Oct. 16, 1893.
[597] Educational Review, 1899, October.
[598] Hughes, Loyola, p. 251.
[599] See above, pp. 333–339.
[600] Virgil’s Aeneid, VI.
[601] Professor Bennett, in his Teaching Latin in the Secondary School, pp. 12–22, points out the mental processes to be gone through in translating from the Latin into English.
[602] Euphyander, p. 157; Chossat, l. c., 295.
[603] Willmann, Didaktik, vol. II, 115.
[604] Verhandlungen. (Transactions of the Berlin Conference 1890.) See Duhr, p. 91.
[605] Verhandlungen, 1900, p. 17.
[606] Fitch, Thomas and Matthew Arnold, p. 35.
[607] Ratio Discendi, ch. I, art. I.
[608] Quoted by Cardinal Newman in his Idea of a University, p. 271.
[609] Practical Elements of Rhetoric, p. 320.
[610] Matthew Arnold: On Translating Homer.
[611] Arnold, l. c.
[612] Newman, Development of Christian Doctrine, ch. 1.
[613] Transactions; see Duhr, p. 117.
[614] Stanley, Life of Arnold, vol. II, p. 112; and Fitch, Thomas and Matthew Arnold, p. 44.
[615] Democracy and Other Addresses, p. 126; quoted by Genung, Practical Elements of Rhetoric, p. 320.
[616] Professor Mahaffy, Irish Endowed School Commission Report, p. 244.
[617] Cardinal Newman, Idea of a University, p. 263.
[618] Sprüche in Prosa.
[619] See page 344.
[620] Letter of 1832. Hughes, Loyola, p. 290.
[621] History of Pedagogy, p. 144.
[622] History of Education, p. 169.
[623] I do not wish to imply that Mr. Painter has consciously committed this blunder. I suspect it is based on an entirely false translation of the first Rule for the Professor of Rhetoric, which says that Latin style should be modeled chiefly after Cicero.
[624] See below chapter XVI, also Reg. Prof. Rhet. I.—Reg. Hum. I., etc.
[625] Ratio Docendi, ch. II, art. 4. See below ch. XVI, § 1.
[626] This is the meaning of the term “formal” in many letters of the Generals, as in that of Father Beckx quoted by M. Compayré, page 145, where this author misinterprets the phrase “pure form”.
[627] Dr. Hirzel, in Neue Jahrbücher, 1902, vol. X, p. 53.
[628] See Paulsen, Gesch. des gel. Unt., vol. I, p. 352 and passim.
[629] History of Pedagogy, p. 144.
[630] Gaume, Paganism in Education, translated by Robert Hill, London, Dolman, 1852.
[631] Charles Daniel, S. J., Des études classiques dans la société chrétienne. Paris 1853.
[632] On this subject see two interesting articles in the Dublin Review: “The French Controversy on the Use of Pagan Literature in Education,” vol. XXXIII, Dec. 1852, pp. 321–336; and “The Gaume Controversy on Classical Studies,” vol. VII (new series), 1866, pp. 200–228.
[633] La Natura e la Grazia, Rome 1865.—The fact that this Jesuit publicly opposed the views held generally by his fellow-religious, may furnish material for an important reflection. It is so often asserted that the Jesuits have to follow, like humble sheep, a certain system or set of opinions prescribed for them, and that any utterance of individual views is practically excluded. The whole history of the Order proves the contrary. Even in theological opinions, as Cardinal Newman said, the Order is not over-zealous about its traditions, or it would not suffer its great writers to be engaged in animated controversies with one another. (Historical Sketches, vol. II, p. 369.) We shall have more to say on this subject in chapter XV, when we treat of the training of the Jesuit teacher. Whenever the Jesuits as a body defend certain opinions, they do so on the intrinsic strength of the arguments for these opinions, not for the extrinsic reason of a tradition of their Order.
[634] Dublin Review, December 1852, p. 322.
[635] Ibid., p. 335.
[636] Revue bleue, Jan. 1894. Chossat, l. c., p. 330.
[637] We do not intend by any means to say that all Jesuit editors of such texts have kept to the golden mean. On the contrary, we admit that some have gone to extremes. But we do not deal here with individual cases, but with the general principle.
[638] Griechisches Lesebuch. Berlin, Weidmann, 1902. Two volumes text, two volumes commentary. See on this reader, Transactions of the Berlin Conference, 1900, pp. 205–215.—Neue Jahrbücher, 1902, vol. X, pp. 270–284.—Monatschrift für höhere Schulen, Berlin, March 1902, pp. 158–160, and October. In the April number of this new educational review, p. 301, it is stated that an English edition of this work is in preparation.