New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1852-11-03
EUROPE.
The Study Of the Classics.

higher clergy in France desire TO banish the classics
from The schoos and in their stead 70 introduce the
Greek Testament aad the yulgsie, well as the Fsth-
ere Of the Church
We also hear that the Austrian Government i en-
raced in revising the old classics for the Of schools
and IN purgng them Of Objectionable passages that Is
If those which contradict the ecclesiastical notions
II certain al tha; the Austrian Government snd
the French clergy do not stand alone. The clergy OF
other countries and Of other churches, would Ike TO
drive the classics from the schools-hey all seek again
to .ubueate the schools and colleges to themselvo 70
withdraw them from the supremacy OF the scientific
spirit. and 70 make them altogether Christian.
Not only Tie Austrian. but other Governments az
well fear that by the study OF antiquity the youth may
become errnged from the existing order of things snd
they wish nothing more ardenty than thst the schools
shouf be changed into simple teaching machines, N
which tie Young should be formed for the mere ant
OF the moment.
Nor does the Protestant Clergy Of Germany hold sny
other view than the Catholic cer-y Of France III So
cret the Prulsan Government perfectly agrees wh the
Austrian though does not dare openly TO teAe 20
striking step. ..-.
I Eiiory OF German culture, and which put an end 70
the heoocc metaphysical view of lie and OF the uni
verfe were eou.ly decisive in the entire sphere OF
,cEoCls and education.
n. y
End mo, rnv-ics the Univer-ites. VIII TIL then hsi
stood Of tie head OF intellectual development, saw
themselves DEGRADED into mere seInInares and lsttu-
on- for traditional teaching, rea non a. once began
in fvor the gymnai4 comparatively lover schools
aud in Prussia Tor example the Church party declared
war against what ia called pathological culture
viii not here refer 70 the sh0rt-htndnoss ma mar
rovyness of policy which knows nothing higher ID me
world than is own lirtle temporary interest ana when
would fan educate youth only for is own limited anu
petty ends. ~
me- ans OF living for which young men are cucat u
according IN which they must be formed tlcy are % DC
trained ONLY 70 hold Office under the Governments utHe
literary men Of the former and the liberals Of me presen
ceutlry demaHed Of the Governments tat tncy fhouh
So TO govern and should leave free course 10
Circumstances end the development OF things AMI "ccu
nv Themselves only with the preservation OF external or
der they may see their desire iny accompanied
Tbe CoyeruTer T. one and all have lost every creative
mower md their entire activity l. limited exclltiyeiytO
he Inniniainancc Of order. Do they hope really 70
n,pire the young with enthusiasm for such system
venting II doe Ill pO>itis suOstance'
Nor do / need here 70 explain IN detail how ground
lee the hope that II be possible 10 submit the
schools arf pvmnasis theological organlIat)n cs-
pecialy since such organization was unable to pre-
vent tie arising of the Voltares the Dderots the q
man pocts oh osOpher and criticsall pupils oihc same
ay,,n FORTS destruction. II i true hat Vol
tare for EXAMPLE become what he wa notohy through
tho Jesuit. in whose school he educated, bur
through the exact sciences and the study OF the classic
which the schools retained alOng with their theological
inculcations II would therefore be consistent on the
part Of the Governments, H. IN order 10 hinder tho de-
1eopment of youth up to the highest point they 'houl
Danish the classics from the schools and subO Innate the
exact sciences theology But IN case that SUCH an a
should actually be realized, what stupid and brutal cToa
tur,s would proceed from the scOOsi Creatures who ~
their stupidity would be useless to the existing Govern
menis and IN their lnzuess would tolerate the rotian
taic changes of the sytcn OF Government over taeir
heads.
scbo n c1a l.
for blundcr and c0nfu ion of the Fl fifteenth ccnury
The dsfastc of that century for Catholicism rnd su
more for the Christan theological system, was cXpre-s
cd in preference for Greek andROman antiquity Chs-
tim virtue being understood no longer thcy took up ~
admiration for Roman virtue Whenthe Catholic division
the spiritual and tcmpOral powers had given place 70
moIarcnca dictatorship. they admired tao supreme
domination which in Rome and Greece politics had eN
crcised all the powers of the soul Nhen III The
revolution, the effort Wa 10 overthrow the system OF
the mddlesge, people became ianatical iol heafhen
Ro, eau and hs school founi their political ideals in
Rome and Greece Poets Ike Schiller sang g. the gods Of
Greece and bcwacd their downfall. The extreme
leaders Of the French evolution land aside their Gins
tan 20 the heather arpeailoLs OF AnNa-o-
ras Anacharss Brutus Gracious, ami IN the speeches
Of Rohcspierre and s. Just great par allotted 90
the patriotism and the civic Virtue. OF Rome and Sparta
In order 20 escape IRON Cathocism they dc-ccndcd
20 subordinate sia-e II culture, TO Polythcism.
But in yain Education. selirespect ana the whole
state 81 thought and feeling soon restored humanity
from this aborration and there b. truth well cstab
lshed at the present dsv il that the Christian world
stands upon higher stage OF culture than antiquity.
In the same way ss Rousseau and his school AMI the
whole revolution in the struggle with Catholicism called
Antiquity for help does tie present reaction seek 90
restore the old theology in opposition 70 present exact
science and investigations r. It thinks 10 nd safety
in a stage Of culture long since passed by l. viii fail
Ike Rousseau and the revolution.
Blu, tn s,lure VIII be more speedy Tast Catholic-u
against which Rou, brought antiquity INTO the list
was already Ge.. afcd Exact science investigation ami
o
with the help Of Tie old theoOgy,-iOm pow n thu
has not yet reached its climax, and winch long 400
proved i-et IN the contest with tie old theological
system. Ia oppositun to svstcm already more than
ha dissolved Rousseau gave life 10 the forms of e.
;qufy; bu' toe reaction Pretend IN opposition -
cDlture, that may nghully BE- called victorious 10
viye the old theology and how rapid VII De lis defeat
The result of the entire contest viii be compronIisc
which vii show that there Is night ami wrong on bot
side, both With Rousseau and the modern reI ton
Rousseau was IN the right antiquity holds up TO
ideal iOrrs whose aspect inspires Youthful vcOr
and whose RENE mbrHnce Is full of youth.
But Rousseau Is IN the wrong when he holds the dcvc
opmcnt Of man 10 be a continuous degcncrecy, and q
further ana further removal from natural state and
cordingly from the ideal world OF antiquity.
In truth never and IN no axe had The development.
the ennoihng OF humanity rested or stood stll the
Christian world has Itself greater tasks than anti
qUi'y had and has possessed the power 70 execute
them
o. what benefit then the study Of the classics if We
have far supposed ant.quity Why are not the Chris.
tan classics and their exploration sufficient tor the
schools and for youth Why not at once put into the
hands Of the student the masters Of the Christian world
who the oil the ast three centuries have iou h
the greatest fight witnessed who haze dssipsted
the theological and metaphysical notions and put cNnct
knowledge Of laws IL their place.
In the net place, becausc man j. not a mere hy exit
ing day Ills world il not alone the moment in
which Pc lycs, but 10 him beoug- every thing rh,t hui
manly il past centuries mas created. lie enjoys the
more j. the more cultivated aud powerful the he
a nif.l ~ I'm
innny.
Qnly hC VITO know the ancients car understand the
!noaorn casscs. The s:eh creators Of recent times
the Rdpheels and Shaksperes for instance have been
able 10 reinforce AMI cxat their genius high
de.ree cnly by having appropriated and digested all
tls their age under TODD Of antiquity tie revolutionary
minds hike Bacon the great author positive science
none con comprehend VINO does not know the meta
physics G. antiquity from combating which that critic de-
rived great portion of his power.
I--a L-.nI. md naran-.....-. Of humanity lnr-..