, 1877-08-11
Communicated.
History Of European Morals.

We have had the pleasure OF reading
Lecky's History of European Morals,
from the time of Augustus to that Of
Charlcmagne. The volumes are rich in
tcIlectual treats and portray extensive
erudition, impartial candor and most
earnest thought. For the moral phiosO-
pher, the scholar of leisure, the clergy
man or teacher they are invaluable.
They ought to be in every gentleman's
library.
Yet it seems to US that such books do
not meet the great wants of the age.
What IS needed is a literature that can
I've comprehended by the masses. Few
have the time to bestow upon such works
as Lecky's, Buckles, Guizot's, Gray's or
even Macaulay's or Thackaray's, because
cursory reading OF such volumes amounts
to but little. They require study and
frequent re.reading. They can be appre.
ciated and understood only by those
who are toleraby advanced students
themselves.
There is lamentable want in all our
literature; and that is happy medium.
Oflow, light literature we already have
too much. BIost Of our light reading is
not elevating, and to the average mind
is not amusement even; while of the
higher tyres we have an abundance, that
which is profound and OF inestimable
value but couched in such language as
to DO readily comprehended only by the
most advanced students.
We would not cut out single leaf or
annihilate a letter, hardly, ofsuch works.
Still we can but regret that the topics
treated Of in the higher classes oflitera.
ture, are not taken in hand by plain,
matter OF fact, off hand writer and written
In such astyle as will meet the wants of
the masses.
The same fault applies to all our scien.
tihc works. They are too intensely
scientific. They can be comprehended
only by practical scientific students.
There is also want of elementary works
Books Of instruction are needed adapted
to the understanding of children adults
who have not made science special
study, need elementary instruction as
we'll as children. The specialist, gets
his elementary training from his profes
sor in the scientific schools. Consr-
quently advanced works are plain and
easy. With little help he can master
them. and is then prepared to take his
place in the world as a practical scien-
tist.
The masses are in a measure debarred
from the higher walks OF life by want
OF moral and scientific training. We
were conversing with u friend the other
day, himself practical teacher, who de.
nounced many of our text books now in
use in our common schools, for this very
reasOn-thcy are not elementary enough.
H. cOntendcd that in teaching little
children to read, the text books employ.
ed should contain elementary lessons in
science. We think he is right. A prac.
tical lesson may as well be inculcated as
a gimnt, fairy or ghostly story. The one
is OF practical use in lite, and tho other II
hinderance to progress till got rid of.
All earnest minds recognize the import
ance OF education, None will dispute
but that the standard of common school
education should be higher than it now
is. Ours is republic and its safety de-
pcnds upon intelligence. If it ever goes
down ignorance is the rock that will
sink IT, The masses are most miserably
Ignorant. They have not the means to
educate themselves Our government
had better provide the means and en- force
general education, rather than squander
the national domain, our public lands,
on corporations, besides subsidying them
otherwise. Some attention must be be-.
slowed on our mental and moral nature,
rs nation, as well MS oar material de-.
yr!ormcnt.
CypriYdsd on Fogy& y,oye.