EDUCATION. 



353 



Education, quity, which have not arisen out of the same mistake 

 S TY""' that" induced Mr Locke not to reprobate that study, 

 ""the kut to undervalue it. If it be said that the time spent in 

 smd^of the acquiring these languages might be more profitably em- 

 classics con- ployed ; we admit the validity of the objection, if the 

 sidered. scholar's attention is to be confined merely to words, or 

 if to construe the sentences of a Greek or Roman au- 

 thor, is to be the amount of his attainments. But while 

 be is engaged in the study of the classics, he is, if pro- 

 perly taught, acquiring a more perfect knowledge of 

 the principles of grammar, than he could have attained 

 in any other way ; while he analyses compound words, 

 traces back an expression through all the steps of its 

 progress, from its simple and contracted, to its figura- 

 tive and more extended meaning, and explores in the 

 history or institutions of antiquity, the origin of parti- 

 cular phrases and idioms ; he is forming habits of accu- 

 rate discrimination, gaining insensibly a knowledge of 

 some of the most interesting operations of the human 

 mind, and storing his memory with many important 

 facts in the natural and moral history of man. 



If it be said, that a knowledge of the ancient authors 

 is apt to engender pedantry, the Fame objection may be 

 made to any study which is calculated to give us the least 

 appearance of superiority, particularly if pursued with 

 any degree of enthusiasm ; and we fancy we can dis- 

 cover at least as much pedantry in those who quote 

 Rousseau or Madame de Stahl, or who spout modern 

 sentimental poetry, as in the classical student, who edi- 

 fies his company with a precious sentence from Plato 

 or Cicero, or with the rich and melodious strains of 

 Horace and Pindar. Of the latter species of pedantry, 

 however, there is but little danger. Classical learning 

 furnishes few topics for common conversation ; and 

 scholars have in general too much sense to exhibit their 

 treasures where they cannot be appreciated. The pe- 

 dantry with which we are most frequently annoyed, is 

 the pedintry of those, who, having by some unlucky 

 chance picked up a few of the facts or allusions con- 

 tained in the writers of antiquity, are producing them 

 on all occasions, to show the extent of their classical 

 lore. 



A more formidable objection has been urged against 

 a classical education, as tending to corrupt the minds 

 of the young, and to lower the tone of their moral 

 feelings, by rendering them familiar with the gross 

 mythology of the Heathens, and the licentious effu- 

 sions of their poets ; and by directing their admiration 

 towards heroes and sages, whose conduct and whose 

 principles were, in many respects, pt variance with the 

 pure and gentle spirit of Christianity. " However," it 

 has been said, " the study of the classics ma}- have 

 opened the understanding, enlarged the views, and ele- 

 vated the sentiments of men, it is to be feared that 

 many prejudices have flowed from the same source, 

 which are inconsistent with the spirit of the religion 

 which we profess ; prejudices that are inimical to that 

 spirit, at variance with the whole tenor of our Saviour's 

 precepts, and the cause of a perpetual and manifest in- 

 consistency between the practice and profession of 

 Christians. These prejudices have thrown a shade of 

 ignominy over the mild glories of humility, meekness, 

 and mercy ; and exalted pride and revenge into the 

 rank of virtues. They have substituted the love Cf 

 glory for the love of truth ; emblazoned the crimes of 

 ambition with the lustre of renown, and taught men to 

 prefer the applause of a giddy multitude to the appro- 

 bation of God. By introducing false associations of re- 

 gard and preference, with adventitious circumstances 



VOL. VIII. PART I. 



altogether foreign to the moral character, as learning, Education. 

 ' strength, valour, power, &c. they have destroyed the V " - "Y" W ' 

 just criterion of human worth, and given to situation, 

 which marks the nature of the duty to be performed, 

 that respect which is morally due to the just perform- 

 ance of duty. They have gratified the pride of man 

 at the expence of his virtue." Were these the neces- 

 sary or the probable effects of the study of ancient lite- 

 rature, we can conceive no advantages by which they 

 could possibly be compensated. But the charge, if not 

 altogether groundless, is certainly much broader than 

 facts will support. We shall admit, that there are 

 many very exceptionable passages in the captivating 

 poems of antiquity ; that the ancient heroes possessed 

 many qualities worthy of reprobation j and that the 

 ancient philosophers held opinions, and enjoined prac- 

 tices, altogether repugnant to the spirit and doctrines of 

 revealed religion. But are our own poets, or, indeed, 

 the poets of any nation, more distinguished for their 

 purity ? Do our own histories record deeds more ele- 

 vated, or delineate characters more perfect ? Nay, are 

 the works even of our philosophers less chargeable with 

 error, or less exceptionable in morality ? The indiscri- 

 minate perusal of the classics would certainly be perni- 

 cious : would not the indiscriminate perusal of English 

 authors be equally hurtful ?. Would you deny your 

 pupil the privilege of reading his own language, be- 

 cause there are English books of an immoral tendency ? 

 Would you lock up from him the history of his own 

 country, because, with the virtues which will command 

 lii.s admiration, are connected qualities, which it would 

 be improper to imitate ? Would you debar him from 

 the regions of philosophy, because, while pursuing the 

 road to truth, he may occasionally be tempted into the 

 paths of error? or because, amidst the fruits and flowers 

 by which, every step he advances, he is charmed and 

 invigorated, there may be some that bloom but to de- 

 ceive, that allure but to destroy? The teacher of the 

 classics, as well as the teacher of English, has the power 

 of selection ; and where, except in the sacred volume, 

 can be found finer precepts of morality, recommended 

 by more captivating elegance, than in the writings of 

 the poets and philosophers of ancient Greece and Rome? 

 where can be found deeds of nobler generosity, of more 

 magnanimous heroism, of sublimer virtue, than the an- 

 cient historians record ? Let every teacher impress on 

 the minds of his pupils a deep respect for revelation, 

 and accustom them to refer, on all occasions, to the 

 Divine law as the standard of morality. Thus directed, 

 they may expatiate with safety over classic ground ; 

 nor can there be a more delightful, or more improving 

 exercise, than to trace the various systems of the ancient 

 sages, and while we mark the approaches of human 

 wisdom and virtue towards the perfect system of the 

 gospel, to gather new materials for gratitude to the 

 Divine goodness, which has revealed, even to the most 

 simple, those important relations and duties which the 

 wisest men, in the most enlightened nations, were un- 

 able to discover. Even Mr Locke recommends, that, 

 in the education of a gentleman, Cicero's Treatise De 

 Officii.i should be studied along with the Bible, as his 

 best guide in the science of ethics. 



But supposing no particular evil to accrue from the Advantage 

 study of the classics, what advantages does it promise of a dassi- 

 to compensate the time which it must necessarily oc- "^ ^ 

 cupy ? To some of these advantages we have already *" >n * 

 adverted ; to enumerate them all would require more 

 time, and fuller detail, than we can at present afford. 

 Every classical scholar knows, how essentially a know- 

 2 x 



