we have, in modern times, any one who knows Latin better than Erasmus did, or Greek better than Bentley. Still, new translations of ancient authors may be made useful works, as parts of Progressive Classical Studies. They may convey the sense in phrases suited to our modern apprehension; and they may have, appended to them, notes and comments, by which the newest views of philologers, antiquaries, and historians may be exhibited to the modern reader. This advantage of new translations belongs especially to works relating to philosophy for the language of philosophy, to be generally intelligible, must be modified from age to age, more than that of poetry or history, as new philosophical views succeed each other in our own nation. And the continued study of the ancient philosophers by modern philosophical scholars may really bring to view much more clearly their meaning and import, than, to other readers, however well versed in the general significations of words, it has before appeared. And thus translations of the philosophical works of Plato, and of Aristotle, especially if philosophical and critical comments be annexed, may be a most effective and instructive mode of showing to the world the progress that our classical scholars have recently made in the study of the Greek philosophy. Such translations have accordingly appeared in recent times by eminent philosophers and scholars in Germany and in France. I am not aware that anything of the same kind has been attempted by our English scholars. And yet I cannot imagine any boon which they could confer upon the world, at the present time, which would be more interesting and instructive than one of this kind: a translation, for instance, with illustrative comments, of the Republic of Plato, or the Ethics of Aristotle. Such translations, so executed as to convey the meaning and force of the philosophical reasoning to the English reader, would be a worthy evidence of the philosophical

scholarship of our times, and a means of extending its beneficial influence to a wider circle than that of mere scholars, or even of the present generation.

94 Translations or Editions of Classical Authors, accompanied with commentaries of a philological, philosophical, antiquarian, or historical character, are natural and obvious means of laying before the literary world the progressive speculations of classical scholars. But such speculations appear in other forms also, as Dissertations, Controversial writings, and the like; and in works of a more independent form, as Histories of Ancient States and Races, Customs and Opinions. Among such works, whether commentatorial or independent, we may reckon many as Capital Works; such as the works of Sigonius on Roman, and Meursius on Greek Antiquities; of Scaliger on Chronology, and Cluverius on Geography. And a fully-instructed classical scholar will be acquainted with the works of such authors, as a fully-instructed mathematician will be acquainted with the works of Archimedes and Euler. In Classics, however, still more than in Mathematics, there is a tendency to study the Elementary Books of recent writers, founded, it may be, at second or third hand, upon the labours of great men, rather than the works of the great men themselves. But yet in Classics, as in Mathematics, for the most part, the Capital Works-those which have made each its epoch in the study of ancient literature—are the most instructive and striking books which can be read; and Compilations, which are supposed to include all that great scholars have established with regard to antiquity, do really impart only a vague, dim, and incomplete knowledge, compared with that which arises from the habit of consulting the great original works of celebrated philologers, antiquaries, and historians. These Capital Works bearing upon classical literature belong to various periods, and are of various extent; as Bentley's

Dissertation on the Epistles of Phalaris; Potter's Greek Antiquities; Porson's Preface to his edition of the Hecuba; Wolf's Preface to Homer; and the like. Several have been produced in our own time: thus, Müller's History of the Dorians, Bockh's Public Economy of Athens, Niebuhr's History of Rome, have recently been main subjects of attention of the classical students of this country; and these may be taken as exhibiting the leading points in the progressive classical studies of the modern world.

95 We may say with regard to classical, as we have said with regard to mathematical studies, that a system which, consisting in private teaching, substitutes some unpublished views of the teachers respecting the subjects taught, for the study of the capital published works on those subjects, is likely to deprave our education, by bringing before the student knowledge which has only a conventional value, acknowledged in a certain circle, in the place of the works which the whole literary world admires; and by substituting for a participation in the general recognition of excellence, a complacency in some supposed peculiar superiority of criticism.

96 The knowledge of the Latin language which belongs to a liberal education when complete, includes not only the power of translating Latin into English, but also the power of writing Latin. The latter faculty is not, indeed, so essential a part of a good education as the former; for a student may feel the force of the language, and admire the beauties of the classical writers, without being himself able to write correct Latin with facility, or to write good Latin at all. Writing Latin, as well as translating Latin, must be practised, in order that the student may write the language correctly and well. The faculty, if formed, must be formed by exercise, especially directed to that end; and such exercise is not at present an indispensable

part of a liberal education. Some generations back, the faculty of writing and speaking Latin was indispensable to a liberally educated man; for Latin was the universal vehicle of intercourse, both written and oral, among liberally educated men of different nations.

97 And this brings to view another way, in addition to those already mentioned, in which the study of the Latin language connects us with the general course of European civilization. For Latin was, for all literary purposes, as much the language of all Europe during the middle ages, as it was of Rome at the time of Augustus. Divines, Jurists, Philosophers, Historians, Statesmen, Critics, Commentators, used no other language, till modern times: and though the style of the writers of the middle ages is so inferior to that of the classical times, that it can no longer supply us with models, the train of thought is often full of interest and value. The study of the writers of the middle ages is not to be spoken of as a part of our permanent classical studies. But these writers offer very important subjects of study to those who in various ways pursue their researches beyond the boundary of our permanent studies.

98 The general practice of writing Latin which gave rise to such works as I have just referred to, no longer prevails. Nor is the Latin language now the means of intercourse between strangers. So far as Englishmen are concerned, the wide difference which has been established between their pronunciation of Latin and that of all other nations, has made it difficult to use the language for such purposes, even in cases of necessity. The means at present employed for social and literary communication among persons of different nations are modern languages; and these are learnt with a view of speaking and writing them so as to answer the purposes of such intercourse; but Latin is no longer learnt with a view of its answering

such purposes. To write Latin is now no longer an art of social intercourse, but a literary exercise. It is an accomplishment, however, which very naturally grows out of and follows upon an intimate acquaintance with the best Latin Authors. A student who is familiar with the most elegant and expressive phrases which the Roman writers have employed upon various subjects, will probably be able to find combinations of them by which he may express his own meaning, or that of English Authors, passages of whom he may wish to clothe in a Latin dress. In this way, writing in Latin or translating into Latin, is both a test and a discipline of Latin scholarship. And the art has held this place during every age of the civilized European world. To appreciate and sympathize with the difficulties and triumphs of such a task, is one of the characters of a person who has imbibed the traditional spirit of European education; and the practice of writing Latin, extended so far as is requisite for this purpose, is one of the permanent portions of a liberal English education.

99 The writing of Latin verse has long been one of the usual portions of a classical education in England, especially as conducted at the great classical schools which have flourished among us for so many generations. This practice is in some measure recommended by the same reasons as the writing of prose Latin. A student will have his attention sharpened with regard to the turns of poetical expression and the rules of versification of the Latin poets, when he makes it his habitual business to imitate them; and he will thus become more familiar with their beauties, at least with those which he especially makes his model. It has often happened among Englishmen that the habit of writing Latin verse has been retained through all the distractions and occupations of a life of active business and elevated office; and has thus kept alive