ON THE STUDY OF THE CLASSICS. IN searching for a suitable topic connected with the Study of the Classics, on which to address you on this occasion, two subjects of inquiry seemed to present the strongest claims to our consideration, viz. What are the advantages of Classical Learning; that is, as we understand these terms, of the study of the languages and literature of ancient Greece and Rome? And, What is the best manner of studying the Classics? Whilst both inquiries deserve the deepest attention of those who feel interested in the cause of education, the first has a natural claim to precedence, as it is but reasonable that we should ascertain that classical education really presents advantages worthy of our pursuit, before we give ourselves the trouble of inquiring what are the best means of succeeding in this pursuit. A careful discrimination of these advantages may also throw light on the second inquiry may serve to settle important principles for our guidance in the art of instruction. Another consideration has had much influence in fixing our choice on the first of the two above mentioned inquiries as the subject of the present lecture; the discussion can be more easily compressed into a discourse of moderate length. The second inquiry would carry us into a vast field, of which we could occupy but a single corner. We are fully aware that the subject which we have selected may now appear trite. But it is, we think, far from being yet exhausted far from being as clearly understood, and as extensively understood as the interests of education, demand. That, in saying this we do not attach too much importance to the inquiry, What are the advantages to be de rived from the study of the languages and literature of ancient Greece and Rome? will appear obvious enough to those who only consider the large space which these languages and literature have hitherto occupied in the course of instruction adopted in the schools of learning in Europe and in this country. This subject possesses also an incidental interest at the present time, from the fact that the wisdom of our forefathers in giving these languages such a conspicuous place in a liberal course of education, and the wisdom of those who have the present direction of literary institutions in permitting them to retain this place have, of late years, been frequently called in question. Even the propriety of devoting any share whatever of attention to them has been violently disputed. It will also be readily perceived that this is a question on which it becomes all who are intrusted with the guardianship of youth, and the direction of education, to endeavor to obtain clear and settled views, as its decision may essentialy modify their plans, and may at the same time relieve them from that uncertainty and that vacillation which are equally perplexing and prejudicial in all the important concerns of life. It cannot therefore be thought inappropriate to this occasion to present our views of this matter, and to assign our reasons for thinking that the study of the Ancient Languages is, even in the present advanced state of learning, entitled to a conspicuous place in a liberal course of education. In pursuing this subject, we do not intend to act the part of the mere interested advocate, by exhibiting only that side of the question to which we happen to feel favorable, and drawing in every species of plausible arguments to our assistance; we aim at the performance of a more dignified task, the task of the candid inquirer after truth. We have not the presumption to expect that we can bring forward much that is absolutely new on a subject so often treated. But, whilst we do not expect to add materially to the stock of ideas possessed by our respected auditors, we hope to fix their attention on what we cannot but think, for the reasons stated, a very interesting inquiry; and to direct their thoughts, for a few minutes, to some of the points of view in which it may be advantageously considered, leaving the ultimate decision, in a great measure to their own mature reflections. Pursuing this plan, we will not insist on the argument drawn from the fact that the system of education, which embraces a respectable course of classical instruction has been |