Page:Popular Science Monthly Volume 15.djvu/654

636 minds equally constituted for science, and equally incapable of taking up two classical languages? Should this be granted, the next question is, Ought these two classes of minds to be treated as equal in rights and privileges? The upholders of the present system say, No. The language-mind is the true aristocrat; the science-mind is an inferior creation. Degrees and privileges are for the man that can score languages, with never so little science; outer darkness is assigned to the man whose forte is science alone. But a war of caste in education is an unseemly thing; and, after all the leveling operations that we have passed through, it is not likely that this distinction will be long preserved.

The modern side, as at present constituted, still retains Latin. There is a considerable strength of feeling in favor of that language for all kinds of people; it is thought to be a proper appendage of the lay professions; and there is a widespread opinion in favor of its utility for English. So much is this the case, that the modern-siders are at present quite willing to come under a pledge to keep up Latin, and to pass in it with a view to the university. In fact, the schools find this for the present the most convenient arrangement. It is easier to supply teaching in Latin than in a modern language, or in most other things; and, while Latin continues to be held in respect, it will remain untouched. Yet the quantity of time occupied by it, with so little result, must ultimately force a departure from the present curriculum. The real destination of the modern side is to be modern throughout. It should not be rigorously tied down even to a certain number of modern languages. English and one other language ought to be quite enough; and the choice should be free. On this footing, the modern side ought to have its place in the schools as the coequal of classics; it would be the natural precursor of the modernized alternatives in the universities; those where knowledge subjects predominate.

The proposal to give an inferior degree to a curriculum that excludes Greek should, in my judgment, be simply declined. It is, however, a matter of opinion whether, in point of tactics, the modern party did not do well to accept this as an installment in the mean time. The Oxford offer, as I understand it, is so far liberal, that the new degree is to rank equal in privileges with the old, although inferior in prestige. In Scotland, the degree conceded by the classical party to a Greekless education was worthless, and was offered for that very reason.

Among the adherents of classics, Professor Blackie is distinguished for surrendering their study in the case of those that can not profit by them. He believes that with a free alternative, such as the thorough bifurcation into two sides would give, they would still hold their