The Hocking sentinel. [volume] (Logan, Ohio) 1871-1906, 1884-06-12
The majority of the people doubt

accumulation Of facts and this our
opponents will stoutly maintain.
If such be the case, they hold that
it ls:not necessary to pursue: the
classical studies ,ibut that the scien.
tific branches should be substitut-
ed. Granting then for time that
education is mere accumulation of
facts, We Will substitute the scien.
tific branches and see what prac-
tical results can be obtained from
them. The main issue Of this ques-
tion is one of practicabllity Then
it is a waste oftime and energy to
pursue those studies which yield no
practicable results. In this view.
much of what is most cherised by
scientists and most proclaimed as
practical. will have to be set aside.
What practical benefits in every
day life, can be obtained from the
Nebular Hypothesis, the Atomic
Theory and the Undulatory Theory
of Light? They are not whit
more useful to the store keeper or
clerk of any sort, than all that
which is most spoken against in
classical culture. They are merely
an accumulation of theories uron
which all the sciences are built. Il
admit that it is pleasant to know
these theories. yet, if this is the
only object for which we study
them, why might we not as well
study the classics just for the pleas
ure derived from them?
But it is taught by one Of your
sciences, namely, that of Mental
Philosophy, that education is not a
mere accumulation of facts. 1t
teaches that we are not to conceive
of the mind as a convenient rccep-
tacle in which may be stored away,
al manner of old thoughts, sens
ations and impressions, as old cloth
es are put by in press, or guns in
an armory; but that the true idea
is that our minds should be trained
so that we Can draw out of oursel-
yes. Indeed The very word educa-
tion is derived from the Latin words
and auco, meaning to draw out
of. Without the aid of this etymol-
ony, for which we are indebted to
the Latin, we might have over
looked this notion altogether.
How admirably adapted to the
discipline of the mind are the clas-
slcs, for these languages are perfect!
1t was not necessary for the ancient
Greeks and Romans to learn other
languages to understand their own,
because their languages are not
like the English, derived mainly
from other languages, but are en-
tirely self dependent, and for the
very fact they are perfect, is the
reason why We should study them.
| The study of the classics is of i'm
measurable worth In forming
good English style. No man ignor.
ant of other languages understands
the power and capacities Of his
own. Conversance with the clas-
sizes, tends to create precision, cop
piousness and fexibility in the
choice and use of words. Then too
the translation Of Greek and Latin
into English, teaches the pupils as
much Engli h as Greek or Latin.
In the endeavor to furnish the best
rendering of the classics, he enrich
es his English vocabulary and &C
quires an invaluable experience in
Its use. 1t is virtually an exercise
in English composition, with this
difference In its favor; that the
young writer who has no knowled-
ge of the classics is confined with
in his own narrow rangeef thoughts
and words which express them,
while trans!ating the classics he is
obliged to seek. and is ambitious to
find adequate expression for what is
picturesque and beautiful. far be-
yond anything Of his own that he
will ever write for years to come,
set enabling him, whenever he has
anything to say to clothe it in such
vesture as shall render it presenta-
be. This is not mere matter of
theory. 1t is perfectly easy to de-
tect the absence Of classical train
ing in a writer There are un-
doubted!y exceptions, but so far as
not to disprove the rule. When
ever The affirmative refer to such
a writer as Shakespeare, they SIM
ply prove the rule, for he is an ex-
ception to all rules. Indeed nine
writers out of every ten have re-
cc,ved a classical education, and
these are the writer's to whom we
are constantly directed and from
whom almost al our quotations are
borrowed. Sir Thomas Browne, a
well known writer whose style is
formed somewhat after the Latin,
eff elegancy still pro-
ceedeth and English pens maintain
that stream we have of late OBJ
served to flow fAom many. we shall
within a few years be fain to learn
Latin, to understand English and
the work will prove of equal facil-
ity in either" This alone Is g.
nough to convince us, that the ma
jorlty of writer's have received a
classical training.
The chief aim of Greek and Latin
has been mental discipline, which
is absolutely indispensable to all
intellectual progress. If this were
he only thing, they would be wor-
.hy Of an Important place in the
he highest education. But the l
study of them gives us an insight l
nto the character of the ancient 7
PEOPLE. The study of Letin Is the
to the Roman mind. The :
Romans to-day exercise a powerful
influence over the civilized world.
The Roman language would have !
lot been preserved, if there had 4
,een no need Of it. The speeches of
Ivy. the odcs Of Horace, the Or
ltions and philosophical writings of
Cicero embody the highest art.
These writings are thus no longer
lead. but are the incarnation of
| warm pulsating heart. They
speak to us across the abyss of the 1
oast with ever fresh lessons In the
rue, t e beautiful and the noble