Homer and the Study of Greek

The Greek language is being ousted from education, here, in France, and in America. The speech of the earliest democracies is not democratic enough for modern anarchy. There is nothing to be gained, it is said, by a knowledge of Greek. We have not to fight the battle of life with Hellenic waiters; and, even if we had, Romaic, or modern Greek, is much more easily learned than the old classical tongue. The reason of this comparative ease will be plain to any one who, retaining a vague memory of his Greek grammar, takes up a modern Greek newspaper. He will find that the idioms of the modern newspaper are the idioms of all newspapers, that the grammar is the grammar of modern languages, that the opinions are expressed in barbarous translations of barbarous French and English journalistic cliches or commonplaces. This ugly and undignified mixture of the ancient Greek characters, and of ancient Greek words with modern grammar and idioms, and stereotyped phrases, is extremely distasteful to the scholar. Modern Greek, as it is at present printed, is not the natural spoken language of the peasants. You can read a Greek leading article, though you can hardly make sense of a Greek rural ballad. The peasant speech is a thing of slow development; there is a basis of ancient Greek in it, with large elements of Slavonic, Turkish, Italian, and other imposed or imported languages. Modern literary Greek is a hybrid of revived classical words, blended with the idioms of the speeches which have arisen since the fall of the Roman Empire. Thus, thanks to the modern and familiar element in it, modern Greek "as she is writ" is much more easily learned than ancient Greek. Consequently, if any one has need for the speech in business or travel, he can acquire as much of it as most of us have of French, with considerable ease. People therefore argue that ancient Greek is particularly superfluous in schools. Why waste time on it, they ask, which could be expended on science, on modern languages, or any other branch of education? There is a great deal of justice in this position. The generation of men who are now middle-aged bestowed much time and labour on Greek; and in what, it may be asked, are they better for it? Very few of them "keep up their Greek." Say, for example, that one was in a form with fifty boys who began the study--it is odds against five of the survivors still reading Greek books. The worldly advantages of the study are slight: it may lead three of the fifty to a good degree, and one to a fellowship; but good degrees may be taken in other subjects, and fellowships may be abolished, or "nationalised," with all other forms of property.

Then, why maintain Greek in schools? Only a very minute percentage of the boys who are tormented with it really learn it. Only a still smaller percentage can read it after they are thirty. Only one or two gain any material advantage by it. In very truth, most minds are not framed by