The New era. [volume] ([Portsmouth, Va.]) 1845-1847, 1845-08-01
From the u. s. Journal.
A WORD ABOUT EDUCATION,

n 'CltiD <tDoO N.
1t is an admitted truth that education forms the
mind and character; at least to very great ex-
tent. Ii should then become the paramount theme
of the age; every individual who has the we'll
being OF his country at heart shonld ponder the
subject deeply. as IL is on which the moral
social. intellectual, and political relations of life
SD essentially depend. But what sort of educa-
ton does republican country demand for her
children? II is that they should spend the very
prime and flower of their DAYS in studying what
are termed :" the learned languages?' Was
mere ever an erTor so monstrous and pprnicuus
as this That there was time when the study
OF Greek and Latin was indispensable, is readily
admitted; 1t was then the ordinary means of
communication between students and phnso-
piers; 1t was then the key of all the literary
knowledge IN the world what little of physical
and moral science which was then known, was
recorded In these languages; bnt this necessity
has long ceased to exist the writings in the an
clent languages have long ceased to be source
ct science or history. There is not a work of the
least value which has not been faithfully trans
lated-besldes many that possess no value, but
winch on the contrary, are positively Injurious
mere is no knowledge, therefore. to he gained
by studying these languages; and vet, as saws
oo'hoe' " from hve to seven precious years of our
lives, in youth, are still dedicated to the learned
languages, as If all their original importance re-
NAMED We pay ALMOST as much attention TO
these languages as did the ancients at the time
"hen they were the KEY to all the Knowledge
upon earth-when now they are the kew To- moth
ing useful or worthy to be known so powerfully
does habit and fashion influence our conduct in
life. ~
why Is 1t that so many hundreds waste the
most precious season of human life in learnino-
or In attempting TO learn-that which affords
mem no useful information; and which not one
IN !eh' perhaps, ever have occasion to refer TO
again whhe they live? Suppose the student
should be confined TO these anpuanes exclusive
iy' whlle at the university would he not be- CEN
iur'es behind the age in all that concerns the
powers and progress of mind And yet both in
Europe ana IN this country, although the reasons
lot studying Latin and Greek no longer exist
'ney are most prepoSterously made the foundation
OF geod education at all our academies and col
reyes ana The students are, consequently, de-
lIaUded OF the means of acquiring useful practi-
o"i h"'"!euge' and are sent into the world pro-
verbally ignorant of the great duties which NAV
oeVoiVe upon them in after life When shall we
nave system of education which will Give ne y
knowledge OF things as well as mere ,Doyds p
Wheh VIII this outrage upon Nature cease. and
'""' WHICH Is learned with so much pain at the
expense OF so much bodily SUFFERING, at the same
Time starving and mpairing the intellect 10 no
goou purpose, tending only to produce tedinm and
% ia'd aside for something of utility and
Vd'ue Inc time has come when antiouity and
weai'h can no longer be considered as a sufficient
ueiehce OF an evil of such stupendous mapnitude
t"e PERIOD mas arrived when " the claims of the
uedu languages TO engross so many of the wears
Sou'h' 10 'ne exclusion Of nearly all other kinds
VI eu"ca'Ion' must he fairly eanvassed we
must nave some plausible reason assigned whv
maturity OF our youth are, so far as all usefnI
P'"''icaI ends are concerned, left almost wholly
"n9uucated Let it be recoliected that tht. study
vi language strengthens bat one sipoie facultv-
,'e",ory' IL does not enable the student 10 think
70 observe, to analyze-it does not even teach
MN 10 read. Were the Greeks and Romans noyy
:" existence, they would study modern languages
70, ,he SAFE OF useful and practical knowledoe--
~nie we study theirs simply " for the attain
'"eo' oil words )" words, too. which have long
ceased 70 De the mode Of communication anong
ls-or rather it should be-the great ,yo,L
W education to tram and invigorate the reflective
.dCuI'les, the general powers Of percepton ami
Judgment, to enlarge The conceptions. cultivate
'ne affections, and, at the same time. s,,e,o,ben
lhe physical functions OF the hnrnsn r,,ma hnt
how sadly do we miscslculae in each and ~ aIT.
look at the care worn faces, the eroacstod h,aL'
OF moderB students, and les the oues,ion ba no. no.
pounded, why are these things SO IN wb., can
the ancient Greeks and Romans iostr,c, ~
We pretend to live in an enlightened ,gs nd
shaii we continue mere serYiJe couvis,s of zoe,
ages OF ignorance. darkness, and Ia ,ha,isrn -.
ohal we never shake OF those sbacLIes re- al.
,norlly which check originality of thonoht nara
'ySe me eas''ciiy OF genius, and which are 50