The professor is not insensible to the reproach that the vaunted
classical education has been a failure, as compared with these splendid
promises. He says, however, that though many have failed to become
classical scholars in the full sense of the word, "it does not follow
that they have gained nothing from their study of Greek and Latin; just
the contrary is the truth". The "contrary" must mean that they have
gained something; which something is stated to be "the extent to which
the faculties of the boy have been developed, the quantity of impalpable
but not less real attainments he has achieved, and his general readiness
for life, and for action as a man". But it is becoming more and more
difficult to induce people to spend a long course of youthful years upon
a confessedly _impalpable_ result. We might give up a few months to a
speculative and doubtful good, but we need palpable consequences to show
for our years spent on classics. Next comes the admission that the
teaching is often bad. But why should the teaching be so bad, and what
is the hope of making it better? Then we are told that science by itself
leaves the largest and most important portion of the youths' nature
absolutely undeveloped.
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