The weekly Floridian. [volume] (Tallahassee, Fla.) 1867-19??, 1885-05-28
Written for the FLoRiDlAN.]



Patriotism from very early times was regarded
the grand factor of State eminence. Greece and
Rome for strength of government were examples,
par excellence, of this. In Greece especially the
children were regarded the property of the State
rather than that OF their parents. The State pre-
scribed their education and took charge of their
government, until an age was attained when the
individual was fully competent for all State du
ties. but especially for military service.
But this feature of education is not all, though
q main element, as maintained in Greece and
Rome. The State made ample provisions for
education in the higher character, and their in
situations of learning were of high grade. What
were the results of this State Of affairs Immor-
tality in history! Emblems of greatness and
power! Cynosures of grandeur and excellence
EXemplars of intelligence and stateliness
Character for manly virtues, Reputation for ge
MUS and skill in the arts and sciences Ever
accredited representatives of people, surrounded
by conditions of wealth. municipal independ-
ence and comforts of life.
The Romans gave laws to the world, and en-
tailed those laws to all time to come. The
Greeks gave literature and science to the world,
and entaed the Inheritance for all time To be
n Roman was the chief glory of the citizen; to
be a Greek citizen was token for respect,
for culture, refinement, intelligence, eloquence'
chivalry, dignity, patriotism, valor and invinci-
bility
The Roman and Greek Empires had each their
stately growth, high elimination and only dccs-
dental decline But their languages live, and in
all the ages that followed were the repositories
of literature, science and art All the colleges
and universities in the civilized world make the
study OF those polished and eminently service
able languages the foundations for distinct pro-
| fessorships. No ones education is complete
without the knowledge Of the Greek and Latin
languages.
The Chinese boast Of an antiquity reaching
back beyond that of all other nations of the
earth and, indeed, the claim is not successfully
contradicted. But there are no proofs that the
Chinese ever evinced any notable tendency to ed
ucation and with all the scores of centuries of
their national existence they have not had the
capacity for an integral history.
Their literature is defective Their knowl-
edge of the natural sciences is alike defective.
Art industries are known to have been of some
ing from art appliances have been somewhat
numerous. But we do not find that they ever pos
sessed the power of nductve reasoning to a
sufficient extent to formulate sciences from their
discoveries Principles in physics have been
known and utilized; but no properly codifled or
systematic works have been produced in any OF
the physical sciences. All this lack has come
from want of proper schools or educational appli-
dnces
What is said above applies exactly to India.
This is also a nation or family Of nations whose
origin they have no history of and whose lack
of attention to education ever characters
tic, if we are to Judge of all that can serve as
proof.
In neither Of these nations have there, in any
part of their existence, been any lack of capacity
for education. They seem ever to have had the
power to appropriate all learning that has ever
come to ihem,-that is personal appropriation
but they have not organized facilities for educa-
tional work by their own endcavors
How very different the characteristics of
the nations that bordercd on the Mediterranean
Sea, Egypt, Phpncia, Carthage, Greece, Mace
donia, Italy and Spain.
All these empires and States were notable for
their educational institutions, and they all were
great in their national character, and notable for
their wealth, civilization commerce. science, lit
nrain-a onh arta They oil l"LAd int" tho Chain
of history the elements of their greatness and
their contributions to the sum of human achieve
ments for the enrolling of mankind.
1t is interesting to observe how each of those
ancient educating nations had their special char
acteristics as to departments of learning and
material progress. The characteristics of the
educational work among the Romans were
M0roughneSs Of instruction in the sciences Of Gov
eminent, Law, Political Economy, the Arts and
Military Science The Greek Institutions were
notably devoted to Philosophy Logic Rhetoric
Ethics, Sculpture and Physical Culture. The
colleges of Egypt were apt in the Physical Sci
enccs, particularly Astronomy, Architecture and
Mathematics but were great in Metaphysics also.
The Carlhagenians evinced leading DISPOSE,
ton for commerce and military tactics.
The Phrnicians and Eiurians were given
mostly to the Arts, Manufactures and Navigation.
The schools of Arabia were inclined to Chemis-
try, Medicine and Religion.
1t is observable how these several nations i'm
pressed these characteristics into their history.
And this their history is imperlshable. Their
people not only had the blessings or emoluments
that their education secured. but they had the
consciousness that they lived to high purpose
All knew well that future nations would hold
them in precious estimation and gratitude. Cul-
tured minds have more of life than the uncul-
tured The satisfaction of present experience is
only half: the other half is the happy assurance
l.. T. A.
soul and mind to have instincts for conscious
good pleasures of thought and inheritance of
hope. In these there are treasures of incacula-
bic worth But without an education all arc
lost all elude consciousness IN the uncultured.
1t is the highest duty of the State, therefore
to afford to every one of its citizens the boon of
education, and this Of the highest kind. X.
| Leesburg News.l
The Right Ring.