From "In Defense of the Study of Greek"
ONE is sometimes tempted to think that all learning is as repulsive to ingenuous youth as the multiplication table to Scott's little friend Marjorie Fleming, though this is due in great part to mechanical methods of teaching. 'I am now going to tell you,' she writes, 'the horrible and wretched plaege that my multiplication table gives me; you can't conceive it; the most Devilish thing is 8 times 8 and 7 times 7; it is what nature itself can't endure.' I know that I am approaching treacherous ashes which cover burning coals, but I must on. Is not Greek, nay, even Latin, yet more unendurable than poor Marjorie's task? How many boys have not sympathized with Heine in hating the Romans because they invented Latin Grammar? And they were quite right, for we begin the study of languages at the wrong end, at the end which nature does not offer us, and are thoroughly tired of them before we arrive at them, if you will pardon the bull. But is that any reason for not studying them in the right way?
I am familiar with the arguments for making the study of Greek especially a matter of choice or chance. I admit their plausibility and the honesty of those who urge them. I should be willing also to admit that the study of the ancient languages without the hope or the prospect of going on to what they contain would be useful only as a form of intellectual gymnastics. Even so they would be as serviceable as the higher mathematics to most of us. But I think that a wise teacher should adapt his tasks to the highest, and not the lowest, capacities of the taught. For those lower also they would not be wholly without profit. When there is a tedious sermon, says George Herbert,
'God takes a text and teacheth patience,'
not the least pregnant of lessons. One of the arguments against the compulsory study of Greek, namely, that it is wiser to give our time to modern languages and modern history than to dead languages and ancient history, involves, I think, a verbal fallacy. Only those languages can properly be called dead in which nothing living has been written. ...
Cf. Whitehead, Wide opportunities for experience Emerson, Disclosing in every fact a germ of expansion Augustine, Plato and Socrates * Plato anthology Papacy
Reference address : https://www.ellopos.net/elpenor/greeks-us/russell-lowell_studying-greek.asp