THE HIGHER EDUCATION. 405 



the classics of his own language, next in order taking others of his 

 own time. When he knows something of his fellow-beings as he will 

 meet them in the present, then he may learn with profit about the 

 people of two thousand years ago. We profess to admire the culture 

 of the Greeks. This culture came, not from the study of some language 

 dead to them, but from direct intercourse with Nature and mankind. 

 Cannot we draw new culture from the same sources ? 



As far, then, as concerns direct bearing upon practical life, the 

 modern languages must take precedence of the ancient. And, if we 

 look at education from a utilitarian stand-point, we cannot doubt that 

 a knowledge of those sciences which are involved in the arts, whose 

 principles are applied in the steam-engine and in the telegraph, is of 

 more value to the average mind than an acquaintance with the hui- 

 guages of antiquity. Ornament is worth having, but for most people 

 usefulness must rank first. But another question here comes up. It 

 is plain that a modern education best fits a man to perform the exter- 

 nal duties of life. But which education best develops the mind? 

 Here we come in sight of the stronghold of the classicist. He claims 

 for his system that it afibrds the best mental training. Is this true ? 



Let us see what has to be done. Looking at education solely as a 

 means of intellectual development, we must inquire what faculties of 

 the mind need to be cultivated. Three may be suggested at once : 

 the reason, the memory, and the powers of observation. The aesthetic 

 tastes should also be brought into play, and given good material for 

 wholesome growth. In the treatment of each faculty, education, as 

 its name indicates, should be a drawing out rather than a cramming 

 in. It should give the student not only material, but power ; not only 

 train him to express his thoughts, but also furnish him with thouglits 

 to express. 



Beginning with the memory by itself, it is hard to see how either 

 system of education can outrank the other. In the old school the 

 memory is trained upon words and grammatical rules ; in the new 

 upon facts of observation and the laws deduced from them. But, if 

 we consider the memory in connection with the other powers of the 

 mind, we must give the modern educatiou the highest place. Memory 

 and the perceptive faculty are here cultivated side by side, as they 

 cannot be in the mere study of language. Language does nothing 

 for the observing powers. In science, on the other hand, the eye, the 

 ear, and all the instruments of the senses, are trained to observe facts 

 accurately, these facts are stored up in the memory, and the memory 

 then renders it possible to exercise the reason upon them, generalize 

 from them, and compare them with other facts gathered from other 

 observers. 



In the cultivation of the pure reason science again takes the lead. 

 The element of judgment, which is exercised in the work of translat- " 

 ing, is brought into play as much among modern languages as among 



