New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1845-05-13
c,.s.,co, rs. scientific Educat,on.


Classical rs. Scientific Education.
To ne Editors Of The Tribune:
rhave been reader Of The tribune since its first publ
.ssonof the Daily in the city, Of the Weekly most OF the
,a have also done something considerable to extend
q, circulation among my friends, for hsr benefit And
,o,oh no, politician, have sometimes recommended IL
40 those OF them who Wings, political payer desir-
ing 20 see 1t In their families for other purposes.
rh, has not been because with the views Of It's
Editor on all points While there some for which
nothing there others which really wish were di:er-
en, But assign him honesty of purpose In ALL and
were he suppress his sincere opinions for popular
would have done with him though those he entertained
were ever SO diverse from my They might be such
tina. could not paronse his paper but should respect
honesty, and detest trucking subserviency
But one characteristic fairness have ever noticed In
the Tribune permission Of expressing In its columns
views however opposite to those Of its conductors May
myself claim this privilege in regard to subject in which
I ana sornewha. Interested?
In the Weekly of April 18TH under the head Of "Aurora
Agricultural Institute" find the following May not
hope hs, day Of Greek and Latin for the mass of well
educated boys and Of pianos for Farmers and Me
chsncs' daughters is nearly over p Now. as happen
10 be engaged sustaining these very absurd practices
which Mr. Greeley would fondy have donc away having
Of school, amid the stern hills Of his native YER
mont, where less than fifty engaged with
"Greek and Latin" and than n dozen with the pi
ano mostly OF the sturdy Green Mountaneers conduct
with that Of all other teachers reflected Greek
and Latin should be done away. ought to abandon them
and 90 teaching something useful. leave the employ
ment, II incapable.
But let pause moment. Is system Of Education
80 absurd that the grea. part done Is Milling the
heads Of pupils with in good part useless lumber ??
What is and what should be- School EducatiOn' Intel
lecua dlscipine-evcry school.boy will answer Then
those things be sought which will best secure this
and as yet the Languages and Mathematics stand I'M
rival and Indispensable by the tests OF all experience
though neither much " used" afterwards Conse-
ouently, we attempt to do but tc after attending extern
svely language except at them If one asks
their use let him witness Improvement pupils will
make from only six months drilling at them. in clear anu
strong and intelligent comprehension of subjects, and In
accurate expression of their Ideas Will recommend
subsutethe parts OF for example,
he must show me by experiment that mass of young
minds be disciplined 10 rigorous thought and concep-
ton learning the facts Of natural science They are useful
newspaper reading to store the mind with important
knowledge; but either can contribute little 10 mental
training
Pardon two rude remarks. I have supposed. though
from authority, that Mr. Editor Greeley had never had
the discipline" of drilling In the Classics and Ma;he-
matcs and thus have accounted for remarks STINT!
lar 10 AID very possibly he did need it
for there such Very possibly nature aided by
circumstances may have furnished HIM with what others
must secure by hard labor But let him be teacher, and
he will not gencralize his particular
Again-n the present condition Of teaching School Edu
cation acurs prejudice from failure OF its pretended
results Most who teach are without experience or Inter-
est Ia business having failed in all other employ
ments they to teaching because n teaching any
talents arc in reputation. Hence teaching becomes mere
pusrle amusement. or dry mechanical drudgery. without
in,sllgence-without soul What be expected? "Do
fours utuy -.-A"rns or figs of thistles?'
nistaks-l was born in New Hampshire. [Ed. TT.
As am unable to-day, with aching head,
weary frame, and hundred duties unperfomed
yet pertaining to this busy week, 10 wnie just what
would wish TO say in reply TO the above criticism,
/ will ask PhiOmathes' and our mutual readers
for the present to consider the following extract
from my address before the Literary Societies Of
Hamilton College" last July. 1t will be found TO
touch the point raised by my courteous correspond
ent though not so directly and thoroughly as if
ten with special reference to his suggestions. C.
'You will permit me TO hazard Il criticism on
nor,;nn of arv coIlcoe course viii bon,Naes sr,
podsrtss en- for the sSke II 10 SAID of d,scmlinin
the mind | ask a studenr-frend why he, who Is
eop'.."S y" '',e Ell; r ."
f.,nr. .ns 40 Ms,hsnacs and hs 20 , l,,
,s 80 S M ,,han,o - "', m ~ sc .'a
seuy " nd Nj i 'i au ..'' a Iise!
pue 10, ano " , 60 r. "a, W you .Iia ne
,ner aprrsc.a.e me force 81 .h' reason nor discern
the Dement'S OF Inc discipline 40 not say that
TINS or any Other science may not be emInen'ly
ealcn.ateu 10 suosetve me purpose con.ehpialea-l
u.uui sHe "eoess'ty vi .ntss p' PurSu
,;,,', u.'ep T ,f ,'Sn la.
,h ~ nr ,n. ,.s", o ..e
you.. i'', r,,,,., IN IN
h, y. ""' ,h.n H., a., d,.o Wv
u !, ."e 800, gu. r' 80 M,h .. "" ueI o'e ms
ssuueu' yea.s Nv PUU, ~ aud in'seI
mem 'a9roushly. but u ne contemplate pursuing
Guet W s,e .'eG .Tau'"s r'o'esS.Gns, iHeoiosy'
VI u's't IT, I, NE m,suoli, Q. sucn
aevo.Ion OF nus .i'he nus l.'e IS 700 SNORT 10 JUS
MY tne acquisition o. aoStIuse sciences on such
GROUNDS. he m'nd IS PEST d'scirllned when II