St. Charles City Republican intelligencer. [volume] (St. Charles City [Charles City], Iowa) 1857-1861, 1860-08-30

S"NihS uL IiOiIIt. ~ lOul
pcarc may have had good knowl-
edge of Latin and Greek Why not
when we know that Lord Bacon was
entered at Cambridge in his thirteenth
year, and that Goethe at eight years
wrote French, Italian, Latin and
Greek with grace and correctness
Compared with Shakespeare, Popc's
genius was but rush-light yet at
fourteen he had distinguished himself
by his translations from Status and
Sappho. According to Aubrcy's state
mcnt, Shakespeare undertook the in
struction Of youth after he became the
husband of the notorious Anne Hatha-
way. This, again, would imply that
he was verscd in the ancient Ian
guages, for they were taught in all
the public schools. Whenever Shak-
speare introduces a schoolmastcr on
the stage, he never fails to be liberal
i'll quoting Latin phrases.
But the best proof Of Shakspeare's
classical attainmcnts is found in his
choice of subjects for dramatic wri-
ting, and in his manner of treating
them. Hardly an English author can
be named, whose uses Of classic fable
imagery and phrase arc more fire.
quent, pertinent and fclicitous. As
there was nothing in the tastes of a
miscellaneous audience making it inn
pCrative that his illustrations should
be taken from Check and Latin, we
are bound to conclude that his selcc-
tion was determined by the character
Of his previous studies.
Ben. .Jonson's assertion that 81 ak
spcarc had small Latin and less
Greek" was next disposed of. Jon
son was intimate with Shakespeare,
! and his statement cannot be set aside
as altogether untrue. The expression
is vague and indefinite. 1t compels
us TO believe that Shakespeare had
same knowledge of the classics. If he
was ignorant Of Greek, it would have
been as easy for Jonson to have said
no Creek as less Creek The
truth probably is that Jonson, himself
a prodigy Of learning, and inclined to
be jealous, thought his friends attain
ments inconsidcrabIc, simply because
| they were much less than his own.
The lecturer closed with an apology
for giving only partial view Of " the
most august of created intcllects.'
In looking at " the manysided as a
scholar, he had aimed to bring into
view part of the poiyheeiron not often
exposed to scrutiny, yet one frequent
in openings to curious speculation and
useful research. Such inquiries help
+ to enlarge and brighten the exceeding
glory Of Shakespeare. They help to
make sure his hearty recognition as
the favorte poet of human orders and
conditions, Of the learned and the un-
lettered, the rich and the penniless,
the gay and the sad.
The address, of which this synopsis
conveys but a feeble idea, was singu-
larly ingenious, graceful and eloquent.
/ Professor North has a mind stored
with the golden fruit of patient and
industrious research, fancy particu-
larly rich and prolific, and command
of language that is as remarkable as
it is fclicitous. lie is, at once, the
cultivated scholar, the finished rhetori
clan, the elegant writer, and the un-
conscious poet. His address was lis
tened to with the closest and most de-
/ lighted attention, and won for him the
pleasant reward of cordial applause,
as we'll as a universal sentiment of
praise.
At the close Of the address, Mr..
Chester read his new Poem entitled
"The Gods" which concluded the ex-
erciscs.
! The next day, after the reception of
many new members, the first subject
for the day was taken up Coral In
struction and the Use of Text Books" p"
The question was debated by Mcssrs.
Ansorge, of Mass; Stowits, of New
York city Sawyer, of ;. c; Stone,
; of Mass; Grecnlcaf, of n Y; North
rop, of Mass; Marvin, of Ohio Web
ster of n. Y, and McJiton, of Nd.
This debate occupied great portion
of the morning, and worthily, as well
from the Importance of the subject, as
the excellence of the speeches. In
these there was singular unity of
thought, each speaker taking broad
and comprehensive views of Educa-
ton, in no degree radical, the main
idea being that both systems of in
struction have their proper place.
After short recess, Mr.. Edwards
of Mo-, delivered an address on the
subject: "Our Professional Ances-
try" He gave a history of Educa-
ton, beginning with the family in
struction among the Jews, in the time
of Abraham f; mentioned all the great
names of the Grecian Philosophers as
schoolmasters who had derived their
learning from schoolmasters before
them !; and, following up the various
ramifcations of his subject, gave, on