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VOL. VIII)
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On wlinl grounds, then, rests the claim
of the classic? as the foundation of a lib
eral education? Are those languages
studied in order to learn them? Now
many classical scholars can translate at
sight an unfamiliar work in either lan
guage? Some knowledge o( ancient his
lory and customs are acquired, but
through the inexact translations of the
student. The best methods of education
sanction the principle of proceeding
from the known to the unknown. The
well advised teacher of geography will
no longer perplex his scholars by setting
them at the outset to sutdy the facts of
mathematical geography, and soon after,
ward the soil and productions of Central
Africa ;but will commence with the school
house itself, and proceed gradually from
what the scholars already know, to what
they do not.
But in case of the classics tiiis princi
ple is signally violated. The student
very Ircquently begins their study justaf
ter leaving the common school, lie is set
to work with grammar, lexicon, and com.
mentary to render, by tedious steps, the
finished writings of the Latin and Greek
authors into good English. Hut in a
classical course, the study of Latin pre
ceeds that of English literatme. This is
another way of putting the cart before the
horse. The student, no doubt, acquires a
large vocabulary of English words, but
he often yields to the temptation of using
those words in translation which most re
semble their Latin equivalents. lie is apt,
therefore, to form a Latinized style before
he readies the study of the literature of
his own language.
If Latin is essential to a good under
standing of English, Anglo-Saxon is
equally so, yet with the exception of
our newer colleges, it is quite neglected
The student is sent into the mists of an
tiquity to learn all about Cicero and Xen
ophon, but the masterpieces of his own
language are summarily disposed of.
The cry of " utilitarianism" which the
partisan of the classics dilates upon, is
but a shallow charge. The pursuit of the
almighty dollar is not a distinguishing
characteristic of the American; it is com
inon to nil civilized nations. In retain
ing the classics as half of a curriculum
we persist in keeping; behind the times.
They have served the purpose as the sum
total of liberal culture. The people sneer
at higher education, because they of
ten see the student come forth after re
ceiving four years or more of classical
drill, very deficient in practical know
ledge. Would it not it be a little more logical
to begin higher instruction with the stu
dy of our own language? By reserving
the classics for the latter part of a course
more and better work can be Jlone in a
given time. It is questionable whether
the alleged aid which a knowledge of
Latin gives in the study of a modern lan
guage, is not more fancied than real.
Again, the increasing claims of the ma
ny brandies of science arc an addioual
reason for assigning to Latin and Greek a
quite subordinate place in higher instruc.
lion.
TIIK OATALOGUK OF 1878-7!).
The annual catalogue of the University
lias at last made its appearance. To say
that the press work is of the Journal Com
pany, is sulllcicntto insure the typograph.
ical neatness of its pages. Within it wo
find some material changes, both in the
manner of instruction, and the courses of
study to be pursued. The three sections
under general directions, stating that the
University is designed for higher educa
tion only, and not for instruction in the
common branches, arc decidedly a new
departure from former announcements.
This is as it should be. If the Univcrsi
ty is to be the head of the educational
interests of the State, let it be made so.
We were, howover, somewhat amused
at the optional studies; viz: Algebra or
Military Tadics, Greek or Field Fortifica
tions. Both alternatives are good stud
