object to Holy Scripture. It is evident that not all passages of Scripture are to be read by the young, no more than many of the profane writers. As to Homer, Jouvancy says very appositely: "A few comparisons which are somewhat low, and other traces of primeval simplicity and of a naiveté no longer known, must not shock any one. Every sensible reader will also make allowances for the lies and other crimes which the pagan writer imputes to his gods."[1] If single lines with rather objectionable contents occur, the only way is to translate them correctly, but in careful and decent expressions, which have to be thought out beforehand; to omit them would almost surely lead some pupils to study them out at home. To give a wrong translation is dishonest, and "the end does not justify the means." Besides, as all sorts of translations may be had from our public libraries, and actually are in the hands of the students, such a fraud would be detected and would surely undermine the confidence of the pupils in their teacher. When the first passage is met with, the teacher may call attention to the above mentioned characteristics of ancient literature, sacred as well as profane. If a few prudent and grave remarks of this kind are made, the pupils will not suffer any harm from such reading.
We have said above that the epic dialect is to be studied inductively. When the first difficulties are overcome, the pupils will begin to like Homer, provided the teacher is what he ought to be. The introductions of the Odyssey and Iliad, as also other passages from Greek and Latin poetry, should be learned
- ↑ Ratio Disc., ch. I, art. 1, § 2. – See also Nägelsbach's Homeric Theology.
