The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1883-07-26
War on the Classics.

The War on the Classics.
Mr.. CHARLES FRANCIS ADAMs's attack
upon the classics has Afforded fruitful
theme for discussion with the northern
press, and has led to one good result at
least. II has partially diverted the atten-
ton Of some OF our northern contempories
from politics for tie time being. and re-
lived us from the same old story over and
over again about the shortcomings OF the
South. In fact, while the matter has been
before the public, we have found that there
was one platform upon which we could
stand with several Of the most radical OF
northern papers-we allude to that which
defends the classics.
The discussion will not, as has
been predicted by q few OF our friends,
"end in nothing" Nor is the sub
ject, paradoxical as appears the state
mcn,, a dead issue, the punsters TO
the contrary Notwithstanding. Greek and
Latin will not be driver from our colleges
and universities. On the contrary, we
imagine that there will be more careful and
appreciative study OF them. The fact is,
that those who have followed the DRIFT OF
the discussion know more OF the utility OF
the classics as educational factors than they
ever did before, and many man who has
hitherto held views similar to those OF Mr..
ADAMS, simply because ne thought it the
right ,hngto be practical" has been iedto
an examination OF the matter which has
changed his opinion. The chief objection
urged by Mr.. ADAMS and his disciples
against the study OF Greek and Latin is that
these languages are OF no practical value.
French and German, they bold, enter far
oftener into the daily use OF the average
man. This is true as far as mans daily
ayocations are concerned, and as far as 1t
relates to the current literature OF the day,
and no further.
But there is something behind all this
that Mr.. ADAMS does not seem TO have
taken into consideration. The main OBJ |
ject Of n college education is not to acquire |
the greatest amount Of facts, but TO acquire |
the habit OF systematic and correct work.
A mans higher education should CON-
mence after he has finished his college |
course. The growing disposition to ignore
the classics is not because they are less
valuable rs means OF concentrating the
reasoning faculties than formerly, but be-
cause OF the fallacious ideas about education
that prevail. In their desire to compete
with one another in turning out what the
world calls accomplished men, our educa-
tional institutions stand in danger OF re-
sorting TO system OF examining upon the
student class OF studies that will make
the greatest and the quickest display. but
which, for the reason that they are not d.
gested. are soon forgotten.
We do not for a moment underrate the
value Of the modern languages or the spe-
cialties. We know that commerce is fast
making the one necessary, and that material
development and scientific progress are de-
manding the other. Further. we approve
the plan OF giving different directions to de-
grees, and of not forcing the classics upon
certain minds beyond their power to assim-
ilate them. 1t frequently occurs that
good specialist is ruined by cast-iron
course. A case of pronounced proclivity
on the part OF a student should dictate the
maximum in bis line and the minimum in
general studies-that is, the minimum so
far rs il is consistent with liberal educa-
ton. But We do contend that in the vast
majority OF instances the specialist in any
direction, or the student who may de-
vote himself to modern languages, no
matter what may be his object, will
be a stronger and better equipped
man for having paid some attention to the
classics. AS an exchange very tersely eX-
presses 1t. sup to the present, the leading
minds OF the world have been largely i'm
bued either directly or indirectly with the
classics, so that it is illogical to claim that
they are not still Of enormous practical adj
vantage" We reiterate the intmation
that, in our opinion, our educators VIII
derive good from the discussion, for the
reason that they will be put on their gnarc
against drifting too far with the popular
current in favor Of the ornamental a
part OF the educational system. A
hard-headed professor in commenting OF
the subject to US few DAYS since pretty wei
covered the ground when he said, "wC
may not have any use for football now
but we have use for the muscle ii has pu
upon u.s. The average educated man O.
the day may not find any occasion for read
ing the classics after he leaves college. bu
he viii find use for the mental yicor the,
have impaired TO him.