Page:Popular Science Monthly Volume 1.djvu/723

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OT long ago, the Lord Rector of the University of Aberdeen submitted to the University Court a scheme for reducing the value of Latin composition. In a lecture recently given at Edinburgh upon education, Prof. Jowett condemned the existing methods of classical instruction, and asserted that Latin and Greek might be learned in two-thirds of the time now bestowed upon them. And the other day, Mr. Fronde, addressing the students of St. Andrew's on the occasion of his installation as their Lord Rector, in place of Greek recommended French, or German, or Chemistry, or Norman-French, or Chinese, or Russian, according to the wants of the individual. Such explosions of discontent keep the question of classical education in a lively condition.

In fact, complaints against the classics have grown so common of late that people begin to be weary of the question before any thing has been done to settle it. The cry that we have had enough of discussion about classics, and the sneer that every scribbler must have his fling at classics nowadays, are taken up with such heartiness by those interested in keeping things just as they are, that it is difficult sometimes to get a hearing.

To vindicate the right of speech on a question that deserves every ventilation, it may be sufficient to say that, if there were more doing, there might be less talking. It is contrary to all experience to suppose that, if there were a cessation of the talking, the authorities might in course of time begin to act. The importunate widow in the parable knew better than that. Believing: that it is wise to discuss such a