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study of a tongue analogous to Greek. I have wandered somewhat afield in Oriental 
study. I wish some man more competent than myself could be asked if the singular 
staying power of the thought based upon the Chinese classics, on the Koran, on San- 
skrit, and on the long succession recorded in Cuneiform, does not rest on the precise 
quality and character of thought developed and stimulated by the study of a great 
rehicle of expression which has ceased to be the means of ordinary human intercourse ? 
Even as to the Koran, classic and colloquial Arabic are far apart, and Arabic is the 
songue of but a part, a small part, of militant and conquering Islam for six hundred 
gears. The others have all based their education on a language once great, but long 
Jisused. The world is full of imposing monuments which we can neither describe nor 
decipher because their civilization had no staying power, no ¢¢ bottom,” for the long 
steeple-chase of history. Is it an accident that all the civilizations which live and last 
are based in education on the study of dead languages and classics ? 
Yours sincerely, 
TALCOTT WILLIAMS. 
Editorial Room, Philadelphia Press. 
DISCUSSION. 
ProFEssoR A. F. WEsT, of Princeton University, said: When Dana as a geologist 
and Young as an astronomer and Whitman as a biologist, tell us that we need Greek, 
we may well cherish the hope that Greek will not have to ¢“ go.” The one thing 
which, as much as any. other one thing, will help to hold Greek for the Bachelor’ 
jegree in the immediate future, is the help that is coming from the great men in the 
natural and physical sciences. If one should run over the list of American discoverers 
and investigators in the world of nature, it would be found that such a large proportion 
»f them have been classically educated men that no explanation could be offered for the 
‘act, except that classical culture contains something which helps to open the mind, 
that is really liberalizing, that enfranchises thinking. It is a familiar fact that the same 
s true even in a greater degree in Germany, where the scientific men have been almost 
entirely produced in the classical gymnasium. The cause of Greek is the cause of pure 
science. Furthermore, the requirement of Greek keeps away from our academic courses 
nany who ought to be kept away from them. It is a superb sieve. It strains out the 
itilitarian element, and with it those who insist on an answer to the question, What 
s all this worth ? before they will study anything. When we have to learn a thing 
which does not seem worth a great deal practically, we learn at least the noble lesson of 
disinterestedness. 
PROFESSOR WHIPPLE, of Wheaton College, Illinois, thought Professor Hale’s paper 
rad covered the whole case. Speaking as one who had been for many years a teacher 
of natural science, and who during his college course found the study of Greek irksome, 
Professor Whipple stated that the result of his experience and observation in the class- 
room had changed his views entirely. The main reason for insisting upon the study of 
Greek, the principal advantage there is in it, is that, if properly pursued, it secures an 
axactness of expression and an exactness of thinking which isof immense value through- 
out life. The question may be asked : Why will not the study of modern languages do 
as well ? Several answers might be given, but it is sufficient to cite the fact that mod- 
arn languages are so much easier that they do not yield the same discipline from their 
study which the classical languages yield. 
PRESIDENT JORDAN, of Stanford University, California, considered Professor Hale's 
paper the best presentation of the affirmative side that he had ever heard, and yet was