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A brief retrospect of the eighteenth century, part first; in two volumes containing a sketch of the revolutions and improvements in science, art, and literature, during that period.Classic literature.

A brief retrospect of the eighteenth century, part first; in two volumes containing a sketch of... At the revival of learning in the fifteenth century, Classic Literature, or the study of the best ancient writers of Greece and Rome, was an object of primary and enthusiastic attention among the literati of Europe. The remains of those writers were sought with avidity, and studied with persevering diligence. Criticisms and commentaries upon them abounded. To gain possession of a classic manuscript; to remove an obscurity in an ancient text; or to propose a new reading, was then considered among the most honourable and useful of all literary achievements. At that time he who could lay claim to the character of an adept in the Greek and Latin tongues was, of course, a great and learned man; while, without this, however solid, extensive and valuable his knowledge of other subjects, no one could be rescued from the charge of barbarous and contemptible ignorance. In a word, instead of considering classic literature as a means of obtaining more important knowledge, the directors of public taste, at that period, unwisely erected it into an ultimate end, and taught their followers to consider it as the most worthy object of pursuit, to all who were ambitious of becoming learned. This was an improper extreme. The more judicious had just cause to lament that such a disproportionate share of regard was bestowed on language, to the neglect of studies more important and immediately practical. (PsycInfo Database Record (c) 2022 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A brief retrospect of the eighteenth century, part first; in two volumes containing a sketch of the revolutions and improvements in science, art, and literature, during that period.Classic literature.

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Publisher
T and J Swords
Copyright
Copyright © 1803 American Psychological Association
Pages
35 –54
DOI
10.1037/11673-002
Publisher site
See Chapter on Publisher Site

Abstract

At the revival of learning in the fifteenth century, Classic Literature, or the study of the best ancient writers of Greece and Rome, was an object of primary and enthusiastic attention among the literati of Europe. The remains of those writers were sought with avidity, and studied with persevering diligence. Criticisms and commentaries upon them abounded. To gain possession of a classic manuscript; to remove an obscurity in an ancient text; or to propose a new reading, was then considered among the most honourable and useful of all literary achievements. At that time he who could lay claim to the character of an adept in the Greek and Latin tongues was, of course, a great and learned man; while, without this, however solid, extensive and valuable his knowledge of other subjects, no one could be rescued from the charge of barbarous and contemptible ignorance. In a word, instead of considering classic literature as a means of obtaining more important knowledge, the directors of public taste, at that period, unwisely erected it into an ultimate end, and taught their followers to consider it as the most worthy object of pursuit, to all who were ambitious of becoming learned. This was an improper extreme. The more judicious had just cause to lament that such a disproportionate share of regard was bestowed on language, to the neglect of studies more important and immediately practical. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Published: Nov 10, 2008

Keywords: classic literature; Greek; Latin; knowledge

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