The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1883-12-27

then, is the prime necessity in the process of
thought. large element of our language Is
drawn from the Latin and Greek. IN Jurlsnru-
dence and legislation, we borrow from the no
man. The expression of the highest thought,
fgurative as IL ISL cOuchcd in words of classic
al origin. To the unlettered such symbolism
is as meaningless the signs used III the alge-
bralc equation to designate unknown quantities.
That large share which Greek and Latin nave
In English we can make our true and permanent
possession only as we learn it in the original ian
qua ges, and the study OF Greek and Latin Is the
most efficient method of learning gen
eral grammar, foreign language suE-
gests comparison of Idioms. 1t calls
attention to the fact that given thought may
be viewed from different tand-poinfs Our own
standpoint is thereby brought before u.s. reveal
Ing TO us our thought in the strongest hight. Inc
characteristics of the classical languages render
them peculiarly effective in illustrating the
principles of grammar. Mr.. Matthew Arnold
says: "Ihe great notion for teaching the mod
ern languages for speaking purposes is with
view to practical convenience. This notion
clearly belongs to what have called the com
mercial theory of education, ana not the liberal
theory, and the fautiness of the commercial
theory is well by examining this noUon
and its fruits" He further adds, "There is
great truth in the remark that speaking
several languages tends to make the
thought thin and shallow, and so Tar
from it carrying Ills to vital kDOWiedge
needs a eOhipensating force TO prevent 1T carry
ing us away from it. But the true aim of schools
and instruction is to develop the powers of our
minds and TO give us access to vital knowledge"
Mr. Charles Francis Adams, in that address
WHICH mas become IaluOuS, says. 'OutHe L Holu
to be the equal OF Sephoees, and prefer the
philosophy of Montaigne to what seems to me
the platltudes OF Cicero"
Let us grant all this impies-and more. For
is there not tenderness ana hne splr-
irual element in modern literature not
found in the old mastersi Be it said,
we approach the center of new era.
The political Vaccinations that reused the elO-
GueEt FemoRstrances of the oratOry of Demos
themes belong to another world; that Roman
forum where Cicero harangued his countrymen
is buried under the ruins of ages. TO the once
inh Ospitable shores of Britain come the fleets of
all nations. Atlantis is released in the mighty
continent lifted in the far west from the mlsts
OF ocean. To this world we belong; to world
of new Institutions ANA new interests, and it is
modern literature that deals with modern lie,
The civilization of to-day is the product of the
ages: but the civilization Of the present. the in
situations of modern times, the thoughts
that rule the modern literature come to us
cation should be not mental discipline nor vari-
able scholarship, but to aequa1nt the learner
with the life and thought of antiquity. 1t can
be urged that our instruction seldom effects
this. But with whatever truth this may be
urged, ii can be regarded as condemnatory only
of our methods of instruction. 1t remains none
the less true that the spirit OF antiquity is to be
reached only through the study OF the classical
languages and literature. If present methods
fal they must give place to methods that shall
NOT fail.
The papers were discussed by Profs. Benton,
Chafee, Rldpath, Everest, Brown, Bray ton.
Stevens and Thompson. There was little dissent
from the ground taken by the papers, the gener-
al tenor being altogether in favor of classical
education, Last year Profs. Wiley Coulter, and
D. s. Jordan (nOne of whom were present yester-
day. carried the day for the scientific course as
opposed to the classical. The speakers yesterday
held that the other was higher ana more thor
0uSh.