72 TRANSACTIONS OF THE CANADIAN INSTITUTE. [VoL. VIII. 
the demand is made that only those subjects should be taught in our schools 
and colleges that bear directly on the methods of acquiring wealth. 
Rem facias, rem; 
Si possis, recte; si non, quocunque modo rem. 
Scottice—‘‘Siller, get siller; honestly, if ye can; 
but if no, ony way, get siller.”’ 
This is a poor motive, and is by no means a legitimate corollary from 
the demand for scientific study. In order worthily to cultivate any or all 
branches of science, the intellect must be trained, and long experience has 
demonstrated that nothing sharpens the faculties more than the study 
of the ancient languages of Greece and Rome and the splendid literature 
embalmed in them. The student who has spent a few years in earnest 
acquisition of classical learning, is much better fitted for the close observa- 
tion of facts required in scientific research than he who is altogether devoid 
of that knowledge. I deprecate, therefore, the tendency to abandon the 
humanities, and would hope that our education law may not be tinkered 
overmuch by the fancy for so-called practical objects. Our education law 
must be adapted to the progressive spirit of the age, but what is good in the 
old way must not be recklessly cast aside. 
I have thus indicated very cursorily a few of the directions in which 
our body of law may be improved by adopting the methods of modern science. 
The legislator who will inaugurate the work of codification of our law and 
the reforms that have been suggested, will deserve well of his country, and 
I would encourage those who may engage in the work by quoting the aphor- 
ism of Cato, ‘‘Vigilando, agendo, bene consulendo, omnia prospera cedunt.”” 
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