The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1869-07-16

a very large proportion Of our boys do not
co learn the classics as TO get the benefits
claimed: and the question Of most practical
imnortance is how can we get them to do
so. we must seek to bring the students
more into iicisg contact with the languages
ne such. and with those historical ana
ns.hetical influences which they exert. he
urged that reform Is needed in the me,
thods and acknowledged ends OF classieai
studies. ,,os
Professor T. r. Price said that the Gas
sizes were more difficult than most othcr
branches of education, and required more
time and labor to master them: anu tiie
great difficulty is to get students either TO
fake the necessary time or devote to them
the requisite labor. He eloquently urged
the Importance Of classic studies, ana that
the time and labor necessary to master them
should be taken. co,
General Smith in the chair, Professor
Minor said that he fully agreed with the
advocates of classical study, pun ne s1t,.
them to1neet fairly this practical di1ncuity.
In our present circumstances there are not
n few of our people who think that there Is IS
am inconcrutv between the acquisition OF
practical science and the classics. ne
thoucht that there was time enough ior
both. and that the study of the classic;
would help the acquisition OF pracllcal
science. But these classical gentlemen
ought to demonstrate this so clearly that the
masses can see and appreciate IT,.
Professor d. Lee Powell deslred-as an
instructor in a female school-to kho"
whether it is best to spend a limited time,
which is all that many have, on the struc-
ture or the literature Of the language.
Professor Holmes had Il partial sympathy
with all of the preceding speakers, but dlt-
fered with them in some respects, y IT.
tie learning is dangerous thing" and the
great reason why, so many fail to be lnte-
rested in the classics is that they DO not
take sufficient time or labor to master them.
He thought that the forms of the language
should be taught first, and the child made 10
learn them docily.
He ABLY and eloquently argued against the
commonly received definition OF 'procttI,
cal" and to show that the most practtcdi1
man is really the most thoroughly educateu
man. He cited as examples the old sena-
tors of Rome and of modern England
Wellesley, Sir John Herschel, Mansfield,
Francis Bacon, &c. The men who have
stood highest on the roll Of "practlcal -
science have been those of the highest Gas
steal learning. "Liberal study =" is That
which fits man not for one but for every
avocation in life, and this is in the highest
sense practical. The foremost advocates OF
practical science in England are themselves
most thoroughly rersed in the classics.
Professor Joynes thought that there was
no real difference of opinion az to the I'm.
portance of teaching the classics, Dut
that the only difference was as to naeth0ds
of teaching. The complaint is not that we
teach too much, but too little. Most OF the
bows who come to college know nothing. In
our present circumstances we cant give
more time to the study of the classics, ana
we must, therefore, devise some method by
which we can teach more in the given time.
lie moved to appoint special committee
to report at the next meeting on the best
method Of teaching the elements OF the
classics.
Professor Harrison thought that it was by
no means proof Of bad method that boys
fail to learn the classics. They fail to learn
other things as we'll, and the fault IS more
frequently in them than in the teacher or
his method.
Professor Minor opposed the idea that !;
child should not think. He did not believe
in the crdmmtng process, which tended to
make the child a stuffed goose. lie repeated
again that the practical bearing of this cues
ton is to persuade our people, under their
present circumstances, that we may have
practical learning without interfering with
the practical duties Of life.
Judge Legare said that there was no con-
llict in teaching both the classics and the
sciences. Heretofore we have given too en-
elusive attention to the classics, and now
we must put both classics and sciences on
their proper footing, and in their true rcl;-
ton to each other.
Rev.. b. Shearer combatcd the idea that
,I,nt ha Of ShnlltG
be taught. He refuted the idea that tho
roughly educated man Is not practical, and
urged that teachers should so instruct their
pupils rs to show to the world that they
succeed.
Colonel William Preston Johnson desired
to protest against the idea that ga little
learning is dangerous thing II we can't
reach the highest excellence let Us come IL
near it as we can. Even q little helps us.
As for methods, he was for standing by the
OLD landmarks until we could see something
better. He reminded the Association that a
teacher could not give boy brains. But
he thought that it was of as much practical
Importance Ito say the leasD lor Il boy 10
know Latin rs for him to know Botany.
Even the small course of Latin that can be
given in primary schools is OF the utmost
Importance.
DR.. Smith urged that child should be
taught to think as child.
General Smith was grattied at the discus
sion. The problem is one of new difficulty
There has been great change from the old
system of Oxford. There has been IL loosen
ing Of the hold which classic lore once had
on the literary world. Science has come to
claim its full share Of attention, and the
question should be fairly met rs to the time
to be devoted to each. He suggested whe'
Their, in the high character at present OF
our academies, all except professional stu
dents might not study at the academy III
that is necessary in the classics, and leave
the college course to the pursuit Of the
sciences. But close for the MALL
LEXINGTON.