that teacher who, combined with the requisite knowledge, has the ability and inclination to endure hard work and drudgery; who has, in short, the many and rare qualities necessary to give to pupils a good knowledge of their own language, so that they can speak and write it readily, forcibly, and correctly.
One of the principal arguments in justification of the prominence given classical studies is their efficiency in inculcating correct theories of the general principles of language, with the ultimate object, of course, that the student be well versed in his own language, as he never expects to speak or write Greek or Latin. Now, if the study of Greek and Latin does give to the student ability to speak and write his own language readily and correctly, all honor to them. If as good results may be obtained by the direct teaching of English, or indirectly by means of the modern languages, then this chief argument in favor of Greek and Latin loses much of its force. I am inclined to the opinion that good results in English may be obtained by a capable instructor through the medium of almost any subject, and that more depends upon the teacher than upon the subject. Even mathematics, which is not generally taught with special reference to English, may be made to have much influence upon that branch. It is beyond question that where there is not clear, logical thinking, there can not be good speaking or writing, and I have found that apparent deficiency in mathematics is often due to the pupil's inability properly to express mathematical facts which his mind clearly comprehends.
Good teachers of English are not easily found, and as to the practical effect of classical studies upon the student's English, the Board of Examiners of Harvard College, who last year made a careful examination in English of one of the classes, say in their report that "the reflex influence on the student's English of translating Greek and Latin into the mother tongue seems, when subjected to a practical test, to amount to nothing."
Till very recently but little preparation in English was required to pass the college entrance examinations, and consequently preparatory schools neglected that subject; but of late, to meet special requirements in it, the fitting schools have been obliged to give more attention-to English. And yet the board of visitors report that of the present Sophomore class of Harvard College, on the entrance examinations only two per cent passed with credit in English, forty-seven per cent were conditioned, and twenty per cent failed to pass the examination. The causes of this may be that the college examinations are not in harmony with the teaching in the preparatory schools, or that the teaching in the fitting schools is not good or is neglected for want of time. In the leading school in Boston for teaching shorthand
