Word: works
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Dates: during 1870-1879
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...made, are made, which, while wonderfully literal, breathe in every line the peculiar, indefinable spirit of our own literature. Here is the clew to the proper method of instruction in the Greek authors; the teacher should aim to bring out the human and literary side of the work he is engaged upon, and not to treat the Greek book merely, or even almost, as an antiquated piece of writing, full of many curious puzzles and "posers," or as a text for grammatical dissertations. In other words, if our instructors will be something more than grammarians and antiquaries; if they will...
...This is a broad assertion, but they know its truth who have observed the woful ignorance which prevails in a Greek class as to the connection of any particular passage with what has gone before, and as to the action, purposes, and peculiarities of the whole work it is reading; and this, too, often among those who are diligent scholars...
Does a student come to his instructor with a budding appreciation of the "divine philosophy," or feeling within himself something responsive to the passion and the pathos of Euripedes "the human," then let his youthful ardor be fed with a list of the fifty manuscripts of the work in hand, which lie rotting on a dusty shelf of the Bodleian library; teach him the peculiarities of all the editions ever published; let him point out the errors in copying made by the drowsiest monk in the darkest age; let him learn to lay his finger with a feeling of proud...
THERE is some talk of giving honors in Fine Arts. We do not see why there should not be this incentive and reward in Fine Arts as well as in other departments. The number of courses is limited, to be sure, and honors, would hardly represent as much work in this study, but with the growth of interest on the part of the students other courses will in time undoubtedly be added. It would not be necessary or appropriate to require fifteen hours, even if so many could be taken, for few indeed would care to devote themselves so exclusively...
...comparisons, the censorious criticisms, which are very apt to chill the enthusiasm of a second year, though a teacher of real merit is never seriously injured by them, and in good time learns to regard them for no more than they are worth. The teacher who goes to his work directly from college can hardly fail of satisfying, if not brilliant success, if he will bear two counsels - the quintessence of early experience and long observation - in mind. One is, undertake to teach nothing that you do not fully comprehend, nothing which is not as fresh in your mind...