The colored American., 1899-12-02

own In spite OF the srppmaung thes
utllitaria lists and in spite og,s ofS.
duel os The more gapJ 1V VI he intS'
the curriculum of secoSs subjects !,
and college,? In a taOujs;yst tsy 'chosGl,
} ment recently obtained frn1 f'ea 2, stats
tlonai bureau Of Education .9e I9e NJ
lIshe d in the October nm and ut
Educational Review, sono ef oiH.
markable statistics are oiras Yer! n
ing secondary schools, 6o b nDtI3e StGlesa.
private, for the first eight yf., paolle Ipi
deca de beginning 1850 On ''Afs Of tbs
| According to the prese,ti..
higher education one can no, 80 Of ths
sldered literally educated wboe W.. Ge co..,
Ga a. iea.s a reading use Of FIeprciSs ris aot
German. The study Of Fre.o5a a aOd
part OF a liberal education sa W. s
duced in this country yerv as,1 "as ntla.
present century. This was a.! d.! 10 lie
70 our early political r.Is,ioue Cob
France and to the use OF Fren"uss Fus VIII
languages of diplomacy. HsTva,a Va y Ii
lege hrst recognized Inc modssRu du 70.
guages and soon after the var l :, ,sU.
IS sbllshed the Smith Pyo,es'o,U',. =, hla
frenen and Spanish; yery shC, q
that provision was made sIso =! ss'
teaching OF German both b.ciUt iUt ias
Its use in the higher depsrtmauu;se tCause Of
thought and because of the irsu o.
OF Goethe and his schoo! IN hi. Iuslts aN
try, '4'' eOln'
Through the study Of Fran,b ~
man anu Italian We are hrousai Ge'.
touch with many Of tue ms.1a,. so. mo
VI The worlds llteraIu;e e hose ndnsY ,g,svs
and beauty are iaseparable from T'I.snI .sl
lii gulstlc dress. The works N q s 'lsR
ana Of Schiller, CT Dauts and ~ 1Of'ls e
Iach, as well as the cham ana ES'
OF the French prose afford such I.saa slas
IN art, In sympathy, and in thorSI, ,rSI,
that the student Of literature con -.
| but feel that his Training bss ttN ="
seriously neglected, If he ls ur5bia S'.u
read and study the pIoductions S,s osts.s v
mas eIs in their native garb % 1''
knowledge OF French, and Of ti.,m.a nm
especially, is Of vita necessity n, Aa "a
d.nts in colleges, universities ro., @
gradusts and professional schools :.
matters not what the sutiarr n ~
vestigation may be, they viii find tb.,
lis higher and more Intricate nbsss'
have the most part been treated h,
German sld French authorizes srS
hat recourse Is to be nau 10 such sn,h
thorlfies only through a reading n.
of the languages in which they yrits
la mathematlce ten valuable vmr,
are published in siihtr French or o..
man to one Ill EngIsD; nearly all A
the Oest bulletins aud reviews in Ii.
natural ana physical sciences as gsl
as the standard works on these sUh,
Jects are German publications; n.
studeut OF the classics whether iDye.rr
gazing literary or linguistic uue.tior,
must look to Germany fJr valuable Il.
slstance. Even from q strict yes
point OF utility there can be no doubt
as 10 the value OF these Language; in
the higher education. |, is ObvlCu;ly
e!e-r ina. the philOIogist in the gnig
ate school wEo:e business it is 10 sudV
the individual history OF words and b
prosecute the comparative study Il
languages is poorly equipped Indeed 4
unless ne can handle the ancient aud :
modern languages with equal iaclI7
WIN regard TO Il value Of the tD
sstloDal Use Of the modern tongues: i
must be said that The general opinion /
among educators is thar, EVENT. suca
knowlsdge can be obtaiL ed IN second :
airy schools and in colleges, it ls Of DO
special Value and, therefore, has DO
we'll defined function IL the hlgha I
There sre not, peIhap,
TWO colleges in the United Slaiu +
which offer complete facilI les for Sc
qurll 6 a conversational use Of the:
1u COL usion claim that the stud
Of any foreign Language whether 81
cient or modern is OF great insight
giving value and has the effect of iit
ing the student out of his immedili
environment and placiug g him IN tcsh
either with the rich resources Of tsi
civilization or with the hig ler Cufn
snd thought of those mod,rn Dsiin
" n Ose civil cations have taken q tIn
1ltferent from his own. L. brOstsl
lis sympsIhIes, expands his though
md gives him comp eter ides Of lIs
In the language OF a famous schOlH
Happy are they who thro' the fOini
education Of the schools ale brought
nto touch with the attitude Of Olhu Z
peoples as embodied in their laugusgs,
md especially Of those peoples wb
piritual life has blended inlo the early
urrents Of Lis own,"
q orge NJ. Lightfoot was born in C1'
eUper, Va, December 25, 1855 H'
TENDED the local schools until be Fk
ourleen, when he entered HoWaa
diversity, where he remained for aE
ears, completing the Freshman cla"
lie tnen entered the Sophomore cG
Villains College in the fall OF ~
nd " as graduated in the class o! lHi
10Th at Howard University and
Villains College he was noted ISL w
ccuracy and resch Of his schOlar:mE
IN graduating from Williams COlsg
e was appointed assistant ID "
re paratory Department Of Hl"AI
jniv5 rsity, where he has since !sOols55
assis tant Professor in LstIn ~.
ne modtTn Languages. Nr. LignILYg
lccee1s in stimulating the lDII.
nd enthusiasm Of his pupils 81 E
'achers are able to do; aud the pr
ress made under bis tuition i ulu'l.
fof. Lightfoot's instruction in Prep,
DRY Latin has been passed upon "
iucstiOnal experts, and he i Wv
ounced one of the best teschss
e subject in the country. F0f ~
al years Prof. LightfooI ha3 us
King courses in Low snd Nsd.E
atm at the Catholic Jnivsrsi!