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In our country, where freedom of speech is uncontrolled, there is a want of something to engage the attention, and draw it off from those subjects of feverish excitement, which spread with such scorching influence in these days of modern reform. The mind will be active, and if it have not some useful subject upon which to spend its energies, it will feed on trifles. To as ignorant of Natural History as a boy of his father's library, which he has only seen through the glass doors of the bookcase. The natural world, instead of a living, is actually a dead world to the mass of educated persons. They know little or nothing of its facts, and absolutely nothing of its science. It is not surprising, therefore, that most educated persons look upon the works of God, in the visible world, with as little emotion or thought as upon the works of man. They have no settled opinion, no habitual feeling, that a tree is a piece of more admirable mechanism and workmanship than the group of Laocoon, the Parthenon, the transfiguration of Raphael, or the church of St. Peter's. But, if young people were thoroughly acquainted with the important and interesting facts of Natural History, and faithfully instructed in its curiosities and wonders, with an express view to illustrate the power, wisdom, and benevolence of God, can we doubt that they would grow up with such deep and fixed opinions on those important points, as to have no avenue for doubts, either in early manhood, or in later years? Is it possible that youth can appreciate rightly these attributes of their Maker, Ruler, and Judge, when they are so lamentably ignorant of his works?

2. The second advantage to which I refer, is, that this knowledge, more than any other, except religion, (and what is Natural History but the handmaid of religion?) becomes a perpetual companion, by land or by sea, in the town or in the country.

3. A third consideration is, that the curious and interesting facts of Natural History are an inexhaustible and varied fund for social intercourse; so that many an hour now passed in frivolous or useless, if not pernicious conversation, would be both agreeably and instructively spent.

It appears to me that an acquaintance with the Natural History of man is more important to educated persons, and more worthy of high rank in the scheme of liberal education, than all the mathematics that are taught in colleges. I conceive anatomy to be a far more valuable, instructive, and noble study for a young man, than spherics, conics, &c., and if the choice lay between mathematics and the Natural History of the human species, I should prefer the latter, as a branch of college education."GRIMKE.

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remedy this, in part, we know of no better method than to interest the mind in the observation of nature, which is always around us to win our attention and call forth our imagination. Natural History is not the amusement of a day, but it opens an inexhaustible fund of enjoyment by enabling us to perceive the beauties of nature. It unseals that book in which are written the wonders of creation; it raises the thoughts and feelings, refines the taste, corrects and improves the judgment, gives mildness to temper, and amiableness to disposition, which soothe the frequent pangs along the rugged paths of life, and strew the vale of declining years with many a thornless flower, in the recollection of innocent enjoyments. It is the fountain of inspiration to the poet and orator, being the great source of metaphorical language, which gives a brilliancy to the imagination and force to eloquence. It inspires genius by giving it the elements of its action. It is the origin of painting, sculpture, and engraving; and to every art that dignifies or adorns it furnishes the material, and suggests the model. In teaching Natural History to children, then, we do but obey the dictates of nature, in introducing them to her countless wonders and varying scenes, where, if they wander, it is in innocence and light: we do but follow the footsteps of philosophy to her refreshing fountains, on whose flowery banks manhood may pause to contemplate and admire, and age at the harvest become renovated by a remembrance of the past, and be blest in the anticipations of a spring, when itself and all things shall be clothed in loveliness and beauty.

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OBSERVATIONS ON THE STUDY OF THE LATIN AND GREEK LANGUAGES.

BY GEORGE LONG, A.M.

Late Fellow of Trinity College, Cambridge-Professor of Greek in the University of London

(An Introductory Lecture delivered in the University of London, November 1, 1830.)

THE object of the following address is to explain the mode of instruction in the Latin and Greek classes in this University; and also to lay down some principles of elementary education which may be useful to those pupils who intend to complete their studies here. The observations which I am going to make must be considered as the common opinions of myself and the Professor of Latin †, though I ought to remark, that, when one person writes, it is not reasonable to hold another responsible for every opinion that may be expressed, or for every fault that a curious critic may discover. I say this merely to avoid committing my colleague by anything that may inadvertently drop from me. On the general principles of our instruction we wish it to be understood that we are entirely agreed.

If I did not suppose that a large part of my hearers were either persons engaged in the instruction of youth, or parents solicitous for their children's welfare, or pupils

Resigned July, 1831.

Mr. T. H. Key, then and now Professor of Latin in the London University.

themselves animated with a desire of knowledge, I should not venture to make a public address on a subject which it is difficult to invest with the attractions of novelty, and which admits not the soft and well-turned phrase that is so pleasing to the ear. It is a subject of great importance, requiring much experience and deep reflection before opinions can be formed; and its expounders must labour rather to convince the understanding, and furnish material for thought, than to gratify their audience by a display of words.

Before I explain our plan of instruction, it will be useful to make a few remarks on the reasons for giving to Latin and Greek so prominent a place in public education. Some of the best reasons will be found, I trust, in a judicious mode of teaching these languages; but there are general considerations which ought not to be passed over.

We might urge in defence of what is commonly termed a classical education, long-established usage, the authority of the most distinguished seats of learning, and the opinions or the prejudices of a large and wealthy class of our people. On the other hand, we must not overlook the fact, that, both in this country and elsewhere, the study of Latin and Greek is by some condemned as useless, or at least regarded as much less useful than other pursuits. To treat with contempt the arguments of the objectors is not the best way to convince them; nor are we likely to remedy the striking defects of English education by displaying its merits, without pointing out its faults.

I hardly know if any answer is due to those who condemn ancient learning in terms of abuse, calling it useless lumber, and qualifying it with other uncourteous

names; at least it is not my intention to attempt to answer them. Such persons are ignorant of that which they decry: they neither know what kind of knowledge it contains, nor have they considered the kind of mental training which is requisite to acquire it. Many defects in classical education are so obvious, that it requires no superior acuteness to detect them; and the opponents of the established system might perhaps get credit for some share of good sense and good intention, if, while they declaim against its errors, they would only be more tolerant towards its virtues. Differing from these persons altogether in our view of intellectual acquirements, we consider all knowledge to have its uses, and to be capable of giving pleasure: we admit some kinds of knowledge to be universally useful, and therefore necessary; other kinds have less direct or more remote uses. But in the social systems of the present age, where labour is so much divided and art so highly perfected, it is presumptuous to say that any knowledge is useless.

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The question, What is the use of Latin and Greek?' cannot be answered till it is more limited; it is a problem which in this form cannot admit of an exact solution. It is the same thing as to ask, what is the use of measuring the earth, or the quantity of rain that falls on it?

A knowledge of these languages would be of no use to persons employed in laborious bodily occupations and in many mechanical arts; nor would a knowledge of the higher branches of pure mathematics, or the more difficult departments of any of the sciences, be useful to such persons. Besides, if such knowledge were useful to them, they could not afford the time and money necessary for its acquisition. But though the largest part

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