tual economy of time if some other language be learned. Latin first, if possible; and if not Latin, at least French or German. First let me present the general argument for Latin in words put into the mouth of a schoolmaster in a useful little work by Mr. Gresley.[1] A parent asks why boys cannot learn grammar in their own language only. The master answers:—
{{fine block|"That is a question which of late has been much debated. My own opinion is, that, where it is practicable, grammar should be taught by means of the Latin accidence; and I will give you my reason. It may be very true that grammar may be learnt in English; in fact, the most illiterate man must know, practically at least, something of grammar, or he could not put his ideas together in sentences Still, the utmost which can he taught in this way is very much below the knowledge of language attained by those who learn the classical languages. In teaching grammar in English, there is this difficulty to begin with. A boy does not perceive what you are aiming at. He understands what an English sentence means, without being able to say. This is a noun—this is a verb; and the mere technical knowledge of the construction of a sentence, the sense of which he knows very well already, has no interest for him. But when you put a Latin sentence before him he at once perceives that he cannot make it out at all without the help of grammar. Hence he sees the necessity of it, and sees what it really is; and sets about it with greater spirit, and consequently learns it better. In the next place, the Latin language (and still more the Greek) is superior in point of structure to our own. The clumsy contrivance of auxiliaries and particles, instead of inflection, takes away very much from the beauty of the English. In truth, the real beauty and force of language can scarcely be understood by one who is conversant only with modern languages."
Agreeing with the general drift of the preceding extract, I cannot concur in what Mr. Gresley said (many years ago, it must in justice be remembered) about auxiliaries and particles. They form part of the bone and sinew of the English language; and though the absence of inflexions makes it difficult to write clearly in English, there is nothing like English for strength and clearness when it is well written.
Perhaps the English language has not even yet received the attention it deserves as an instrument of education. As a language moreover it cannot be studied apart from its history; nor can its history and peculiarities be appreciated unless it be compared with other languages both ancient and modern. In the course of a masterly review of the languages of the world, the following tribute to English is paid by a German, Dr. Max Müller, Professor of European Languages at Oxford, quoting one of the greatest scholars of his fatherland:
- ↑ 'Church Clavering; or, The Schoolmaster,' by Rev. W. Gresley, p. 52.
