The Dallas daily herald. [volume] (Dallas, Tex.) 1873-1887, 1883-08-05
NO 1ERS n GU az ,.nNcs ~ EDO A
TION

voiced growing sentiment IN tnls coun@l
try in his attack upon the study oil Latin
a I'd Greek in the universities OF the land a.
a prerequisite to obtaining diploma or the
d gree Of b. A., the generally recognized
finishing touch Of collegiate education OF
the day. In contrast with his position ID
that taken by the gentlemen who have pre-
scribed the courses Of study in the Univer-
sity OF Texas. This institution is the latest |
in establishment among the great schools |
OF the country, or those with professedly
aud undoubtedly great future before
rem. 1t hes been organized and estar-
lished at time and under favorable auspi-
cas- Of every character under which and by
reason Of which it was possible to have util-
lied all the modern thought, reforms, inn
pcovements and appliances in educating
the men Of the future, but unfortunately
we regret to see that it's curriculum and
general provisions are simply those
found In other and the older seats Of
learning of the country. We search the
preliminary announcement" for indica-
tions Of greater adaptability Of the courses
Of study to modern requirements In vain.
| The absurd old prominence Is still given to
the dead languages. the absurd distinctions
in the comforting of degrees are still made
in favor Of tie so-caled classical scholar"
and the same old idea is intended to be
taught that the burden of education should
| be laid on The acquisition Of the dead Ian
gnages. A modern institution, splendidly
Q ldowed, In a young and progressive state,
loud not have made this, seemingly 10
us so inoxcusabe mistake. Mr.. ADAMS has
struck the keynote of modern reform IN
the methods of education. Latin and
Greek have ceased to be either useful or
ornamental to the practically employed
man of the present, whether his work be in
the .- professions, Journalism, the
pulpit, or the industrial mechanical
or scientific aXocatIons. Effects
are blossoms in whatever sphere we
view them, and tho utility of n theory is
seen In It's practical results. With but few
exceptions, the men who are successes,
whether In business or the professions, to
day, In this city of Dallas or state of Texas,
are men who have not been "cltssically'
educated. The subllmity of NscnYLUs,
the logic of Aristotle, the sontentiousness
Of TACITus or the beauty and imagery of
HOMER, arc as unknown to them M are the
secrets of the worlds beyond the sun, and
vet they are neither ignorant nor weak
men, neither uneducated nor unpublished
men. Let any man but look around him
and compare the successes of the "Cassic
scholars" with those Of the men who were
never drilled in dead lore, and the fact can
not but be impressed upon him that the
latter are by far the ADLER and more valua-
bic men to the community and society at
familiarity with ancient languages
and classics is wholly unnecessary
In tho. question OF liios bat
ties or successes. But, further
than this such, knowledge, arising from
years ofprevious training in the impress
sionable period of youth, seems to unfit
men ;. for lighting LIES bard battles and
overcoming Its rough obstacles. Men who
have been trained in the classics appear
very naturally to live in the past, to create |
too high models and seek too much after
conditions of thought and action and
general status la society that have long
since ceased TO exist. They are studies
suporinduciug and causing Il cost oil
thought and mental state fitted only for an !
age of reflection, period of the world cor
responding TO the Middle Ages, when the |
intellectual activity Of the times was con-
fined to philosophical ard theological in.
quiry or TO the old age OF nation that has
finished its commercial, social and physical |
development. Ages Of action demand prao' |
teal thought and information aud |
the leveling and tuuneling OF noun
aims, the bridging of streams, the stretch.
ing OF railways and electric wires, and the
management Of mills and factories, require
scientific and mechanical training, and |
these enterprises are those Of to-day. The
difference we have referred to In the sue |
casses Of classical and non-classical scholars |
IA not the result OF an education In the one |
case aud the want of It in another, but the |
fault Of n mistaken system of Instruction
We would have men educated, but educa,- !
cd and trained In and by those studies only
upon the knowledge of which theymustde- !
pend In The future. Teach the youth Of the !
day those things they will need In their
Gle's struggles. 1t is unjust asst isObsurd |
TO deny the BRIGHT capable boy, who has
pnrsued simply mechanical course In
college, and indicated at every step an in.
telCctual superiority to his iel.
low students who have been
wading through and learrcd"A little
l. ,tiu and less Greek" the same diploma
ard certificate of intelligence, the same col.
lego prize that is bestowed upon the gradu-
ate In the classical school, Education is
the drawing out and Improvement Of the
mental faculties, making Judgment accur-
ate, reason clear, the imagination bright.
Its secondary object Is the fitting man 10
become q useful and successful member of
society. In this light the man who has
been trained in engineering, mechanics,
science, has had his mind as highly ex.
banded and frightened as the student OF
ancient literature and history, and is In
measurably better equipped for the race of
life, To give the classical student, there
fore, the degree of b. A., or the usual
certificate of education and deny It to the
industriNlly or practically educated man is
maniiestly an absurd old fogyism, and yet |
the University of Texas PROPOSES 10 do this |