Phenix gazette. [volume] (Alexandria [D.C.]) 1825-1833, 1829-05-01

wider and sublimpr range Of Alpine scenery.
Besides, the great object Of all elementary stu
dies is mental discipline, and whatever iuiiy
subserves that end, though it be comprised
within the compass Of a nutshell, is OF as SUBJ
stanta benefit, as if il We'd in bigness with the
Earth, or Jupiter, or he Sun.
8. # critical study of The ancient languages i'm
proues The judgment. This, indeed follows as a
natural inference from the pree eding PROPOSE.
ton, Whatever enables US to see Clearly M
mute diffe rences, furnishes US at least with the
opportunity ofimproVing our powers OF Judg-
ing; for, as the object of wit is 10 please by dis
covering resemblanccs between objects aDpa-
renlly dissimilar, so it is the object OF Judg'
ment to instruct by discovering distinctions
between objects more closely related 10 each
other. Wit combines; Judgment separa'es.-
The former searches for analogit, (; the latter
for differences. Now, in the study Of Ian
guagc, i, is the province OF judgment carefully
and asaiduously to compare the various ex-
pressions that might be employed in 'ransla ing
it, and 10 select from these such as are 6es' mt
ted to convey 10 an English ear the whole sense
and nothing but the sense, of the author. At
first, the learner may often misJudge In his
choice Of phrases; and The very Tact that he does
so is proof that his powers Of Judging are not
vet matured, but need further cultivation' And
this is one Of The main ends that we purpose to
secure by a critical study OF the Greek and
Lain languages. II this process OF analyzIng
comparing, and selecting, were repeated only
once or twice, no great benefit, allow, would
result from it. 1t is from the frequency with
which il is repeated, that the Judgment gradu-
| ally il is true, but surely, acquires qsickness
precision and accuracy.
a. No, quite to exhaust the patience OF my
readers by longer protracting this, I confess
already tedious discussion, will mention on
ly one more advantage, which may be said, IN
| more pee uliar sense perhaps than any OF the
Others, 10 result from this mode Ut studying
the languages II is calculated 10 make indepen-
dent and thorough scholars The inelIeci that
is IN The eternal leading >strings OF translation
will never learn 10 walk with firm and manly
lread. Whenever its supporti5 removed from
it, it will feel timid and insecure, like the child
Just esinning 10 walk, when it is ief; alone In
the middle of loom with nothing near II to
each hold of and prevent its fall. he manner
in which an infant learns 10 walk furnishes no
inapt illustration Of the manner In which boy
should learn TO study. At fist 1t takes but q
single step and falls into the arms OF It's mother
Next i, steps two or three times, and so on
gathering little courage at every new trial
till a, length it trips about the room with al
the security, if not all the frmness Of manhood
Thus the infant mind should be encouraged
and assisted. Hi, teacher should perform quo
nd hoc The office of mother 10 the learner, hold
Jag out his hand when he sees him io'tering
& helping him along where he is unable TO pro
coed by himself. In this way he will soon learn
I.a.s-77.--1.--~~ih and be able 10 advance with
little foreign aid other than he derives IRON
his grammar and vocabulary, ill his step ha.
the ,igor, as well as the security, OF matured
age. Superficial modes Of studying in any 81
The departments of knowledge, will inevitably
beget superficial habits Of thinking, and thus
the great end Of education will be utterly sub.
verled; for any Eniied atainmerts, however ex.
tensive varied, in the ar S and sciences, are
Of little value, compared with that training Of
the mind which p epares it TO think Intensely
and methodically, and 10 reason with pertnen-
cy and effect.
From the preceding observations le, no one
draw the concluso that place nc value on the
other branches of learning which commonly
enter into our systems Of liberal education Far
be from me such an estimate Of the relative
importance Of the different departments of hu-
man science. On the contrary, think that
any system of education, claiming 10 be liberal,
IN which thorough COURSES OF mathematics,
natural, moral and intellectual, philosophy
should be omilred, would be radically and
incurably defective. My only Object in these
remarks has been 10 vindicate the pursuit Of
classical literature f. ON the attempts wich have
recently BEEN made both in this country and in
England to cry it down, as not minis'ering at
all 10 the practical purposes of life; and. to show
that these attempts have been as causeless, as
they are 7uerile. If have succeeded IN my
object, have made it appear that the mental
discipline resulting from judicious study Of
the ancient languages is Of highly practical na-
lure; and tina, it is by the cultivation Of those
faculties, the growth Of which these studies
are pee uiary fitted to foster, tina, that profound
and practical genius is acquired, which ena-
bles lis possessor TO move through the earth
like giant, stirring and controlling at his will
the whole mass Of mind.