Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1889-07-18
THE STUDY OF LATIN.
ITS PROPER PLACE IN THE PUBLIC SCHOOLS
OF THB Stair
An Excellent Paper Read Before the State Eiuea-
tonal Association by Prof ROemer, Of the
Linsly-A Plea for Classics.

Schools" attracted such general and favor
able comment, that the REGISTER feels
justified in presenting it to its readers this
morning. II was as follows:
The ideal training of the public school,
a. conceived by many, is an inferior and
narrow standard. 1t is founded on a mig
conception of the object of education. In
the minds OF this lass Of people the ruling
motive bas for its purpose tie acquisition
of wealth. To this one consideration all
Others are subordinated. Education so far,
and so far only as it is to them q
visible means to this end, Is
considered essential and commendable. in
communities where this sentiment is prev
alent the moral aud physical as well ss
the Intellectual possibilities Of society are
contracted and limited to a very small
sphere. Men Of such minds have had too
much to do with our public school system.
Not only do they compose the Boards oil
Education, but frequently assume the role
OF teachers. The latter of course IS nat
ural consequence of the former. The ideas
of the teacher must be in conformity to those
Of the Board, however illogical and perni-
ciOus they may be.
First, tneD, let us consider the end to be
attained by public instruction. Are We
preparing the youth only for the purpose
of accommodating wealth? Has the STATE
no ether end IN view What about the
moral, physical and intellectual status oil
society9 Is the State not interested in
thest? Upon what depends perpetulty OF
American institutions? Upon wealth
alore? These questions are too obvious
and digestive TO need reply. Their state
ment will suffice. The object of education
has been well defined by Kant to be the
DEVELOPMENT in each individual of all the
psrfeclions of which h is susceptible
The highes. end OF government, says
Emerson. 'is the culture of men," II
these truths are given any credence at all,
the conviction of every enlightened nina
must be that the State does not fulfill its
obligations to its subjects until 1t affords
10 the youth q upiform system OF educa-
ton: course of instruction connected as
the links of chain, or TO use another
figure, ascending as the rounds OF lad
der from the primary school at the
bottom 10 the University at the top. The
c1urse must recOgnize that the possibilities
of different minds are different. Some may
be realized at one stage Of instruction,
Others at another. The system must be
adapted to all. TIE State, in matters OF
education as well ss in other Affairs, should
adopt the policy of the greatest good to the
greatest number, for the chief emu OF gov
! ernment is the culture OF AL. The lace
the major portion of our population Is re-
lc-iving, and will continue to receive, its
education in the public schools should
form the lever to which the power OF pub
lie sentiment should be applied in elevat-
ing the standard wherever it is necessary
and possible, To bring about this result
necessitates the study Of Latin in every
secondary school il the State. Superin-
tendeut White, Of Cincinnati, confirms this
statement when he ssys: 1T should have
place in all cities and towns large enough
| To instify the expense Hon. John
Eaton, late United States Commissioner
of Education, is of the opinion that the
State cannot without irreparable dsmsge
exclude the study of Latin from Its High
Schools"
The objections to it are generally super
fetal and unsupported by valid evidence
There seem TO be few men in this coun-
try opposed to Latin on the ground OF It's
beirg dead language, and hence as they
conclude not practical. Ia support OF
their position they frequently quote and
refer 10 the Eoglish writer's who were en-
gagged ia a righteous war for the admission
of natural science into the system OF pub
| lie instruction. They have mistaken the
nature of the controversy in England.
The men whom IN y cite as authorities
were not waging battle for the extermi-
nation Of the study OF the classics from the
curriculum. The conditions in England
were entirely different from those in this
country. For ages the only means OF ed
ucsting the young were language,
mathematics and philosophy At
the time Of the revival
Of learning and the founding of the two
great Universities, the natural sciences
were undeveloped. Such sciences as geoi-
oey, zoology, biology, and even chemistry,
which occupy 20 important place IN the
curriculum of modern education, could
play no part in popular instruction at that
time. II was when these sciences began
to be recognized as sciences that the Fog
/ lish writer's referred to before, conscious OF
the necessity Of instruction in them, began
/ to urge q revision of the system Of educa-
/ ton 10 make room for their admission.
The contest for the consideration Of scien-
hfic subiects was no more a battle against
the classics than against mathematics or
philosophy. Such men rs John Stuart
I Mill. Sir William Hamilton and Herbert
Spencer were too wise to engage IN TRADES
against the study of the classics. Their
exact and varied learning would not
admit of 50 narrow a view OF school tram
| ing. 1. was far from the purpose of such
men to contract the scope of learning
/ TO enc. two or even three branches.
La reply 10 those who would make
mathematics the chief means Of education.
( Sir William Hamilton says: III we con-
suit wisdom, experience, and the common
| testimony of ancient and modern times,
none Of our intellectual studies tend to
cultivated smaller number Of the faculties,
in a more partial or feeble manner than
mathematics. This is acknowledged by
every writer on education of the least
pretension TO judgment and experience. "
To those who were debating the q ues-
ton whether mathematics or the classics
were of prime Importance, Herbert Spencer
replies thus: ITO suppose that deciding
whether a mathematical or classical
education is the best, IN deciding what Is
4 the u,oper curriculum, is much the same
thing as TO suppose that tine whole Of
diatetics lies in ascertainiDg whether oI
No. bread is more putritive than potatoes.
To those who suppose the introduction OF
the science would in time terminate the
stndv of the classics, and were discussing
tbis presumption, John Stuart Mills
aTnresses his opinion in tbe follow
imp unique manner. This question,
avs he. "whether We shoaid be taught
the classics or sciences seems to me very
| like a dispute whether a tailor should
make coats or trousers, can only reply
by the question: Why not botb? Inc
imuort Of the discussion in England evil
ldmtiy H. been misccnceived by ou'
American critics. ,..
To aseert that the study OF Latin Is moi
practical Is to impsach the bsst experience