coming apparent in the very stronghold of classicism itself—in Germany. It may not be generally known that during the past few years a very interesting experiment has been in progress in Germany; namely, the experiment of cutting off the first three years of the nine years devoted to Latin in the gymnasium and real-gymnasium, and substituting instead three years of French. Three years ago there were in Germany twenty-six gymnasiums and real-gymnasiums, in which this experiment was in progress. Now, I am told, there are no less than forty. The head-masters of these schools were unwilling, in some cases that came under my observation, to express any opinion on the probable results of this experiment until more time had elapsed. The experiments were begun not long after the celebrated conference on secondary education, called by the Emperor in 1890. But others were emphatic in their belief that the experiment would be a success in the interests of Latin itself; and it was really chiefly on this alleged ground that the experiment had been permitted at all. I have no doubt that the results will justify the expectations entertained by its promoters. In this country one of our best known classical schools[1] has substituted for some years past, for the first year of a six-year course in Latin, a year of French; and there is no disposition whatever to return to the former régime.
A further argument for deferring Latin until after a modern language has been studied could be derived from the analogy of the very successful courses in elementary Greek now established in several American colleges—courses in which at least two years, sometimes three years, of 'preparatory' Greek are done in a single year; and the work is done much better than it can be done in the preparatory school, on account of the greater maturity of the pupils, and their previous linguistic training. All this points to the wisdom of deferring Latin to the later secondary school years in the interests of the Latin.
But there is another even stronger reason why a modern language, instead of Latin, should be begun in the grammar school. Of course, I have in mind a serious study of the modern language—as serious as if the language were Latin, and with a similar expectation of building on it a superior language training later on. These reasons are, first, that in two or three years a serious study of a modern language will yield a result in general culture infinitely superior to what can be derived from Latin at the same age—i. e., it will give the pupil the power to enjoy and to use another literature besides his own; and especially a literature that he can use and enjoy, whether he ever goes to school another day or not; and this cannot be asserted of Latin. I need not remind you that most pupils do not enter the high school; and hence,
- ↑ The Roxbury Latin School.
