Daily American organ. [volume] (Washington, D.C.) 1854-1856, 1855-01-06
AMERIG CAN ORGAN.
THE NECESSITY OF THE cLAsslcs
.s smithsoAiaA Lectures. Il
REPORTED FOR rHE AnxAsc4S ORGAN.


3ss BIZ PRor. DAVID CoLxfos TRENros.
v This gentleman commenced BY dwelling on the
Importance Of education. He said that its object
was to promote the development Of the mind, and
guide oproiaBicsnd useNil results Many teachers
think that the more they can cram into their pupils
hsads the better they have tanght thcna; whereas
they might cram the memory ID its utmost capaci
~. without developing single faculty ofthc mind
He asked, What Is the end aimed at in school in
structions Some entertain vague idea thatit il
to prepare for tho duties of liia But few think
the real object isto develop intellectual strength,
and furnish that knowledge which is power. In
order TO do this we should commence at the bot
tom Of the cdifcc, and lay good foundation to
build upon and that foundation ia, the capacity
to be instructed. We cannot foresec what win be
the future course Of the child 80 We should pursue
that course which will draw out all his fhculties
and mako the child conscious Of his powers, which
WI awake his dormant energies, and exercise his
2r The child Is an initator and can learn much BY
rOte, but great care should be taken that lie does
not learn to rely entirely ON his book and teacher.
He should learn to exercise his reasoning powers
he should be taught to think. That ID the great
point; 1t was that which, from the fall Of a., apple,
brought out tho hw Of gravitation. It was that,
which, from noticing the steam arise from q boiling
kettle, has covered the ocean and our rivers with
BY what course Of study can this object bc best
attained Toleanl mechanically, ia to lose the time
so employed, comparatively. That which viii make
the pupil exercise the powers he knows Of, aud
which will draw out more Is the right course
Among those studies which win dcyolop the
faculties best, mathematics stands pre-eminent
val fha Iun rad Tl,nx,
teach to think; inculcatc generous principles, and
great philanthropic ideas. Why is a mother 80
Maxious about the child (which does not learn to
talk early? The mute is selfish; the acquisition Of
the power Of language enlargcs his ideas.
| What languages are Of the most Importance :
Some would say French, German, italian and Span
sh, as they are now spoken and are of great prac-
teal utility But, on taking up dictionary Of any
Of those languages, 1t is found that the first word
Is derived from another language; should not the
pupil first become acquainted with that older Ian
| guage! Those languages. do not contain the key
to themselves; there is one lying back of them.
In every study, the pupil is met at the threshold
by technical naInes, and must master the meaning
Of them before he can proceed farther. He finds
natural inquiry is, Should not FIRST study the kew
to these words, the language from which they are
deriyeds All our technical terms, nearly, are de-
rived from the classics; the ancient languages lay
at the back Of everything, To refer the pupil to
| the dictionary, only reminds him Of the eipsis in
his education, and makes him wish 10 draw from
the same fount with the etymologist., ~ 1909
But often we hear men ridiculing the idea Of
spending time over the dead languages They are
not dcad they stil live in the tongues Of this day
No man is capable Of ofjudging ofthem, who has not
studied them and one thoroughly versed in classic
lore viii feel Its value too highly TO attempt to de-
tract from its merits.
Classic knowledge Is indispensable to power Of
language A knowledge of words Ia Infused by It's
study, and words are the source Of that power.
| There are many more thorough mathemeticians
than thorough iinguists. Among the eminentmen
OF the latter class may be rcckoncd Webster,
Choate, and Everett. Are they mot powerful think
ers? Who. viii deny that their powers of thought
were not much cultivated by their classical re-
searches The study Of the languages is.caIcu--
lated 10 develop the faculties for any occupation.
The discussion was opened by Professor Cole,
or whose speech the above is an abstract and was
carried on BY Mr. Richards, Of this city, Bishop
Potter, Prof Proudft, d. D., Professor Hanimf,
Professor Dimitry, and many other distinguished
men. Among the opinions which were received
with most attention, was the testimony in favor Of
the classics, borne by Professors Bachc and Henry
The matter WAS finally dhpossed Of by rssolving---
That the association deprecatc the growing dis
use or the languages in our schools, academies,
colleges &C. and that II Is thcir opinion that said
study tends 10 q high state Of cultivation Of the
mind, ssatgs d tst ~ aflF aHa9 st,t AntAs