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supersede those other studies which form the basis of such an educa- 

 tion in this and others of the more highly civilized communities at 

 the present day. One of these studies, indeed, namely mathematics, 

 is necessary to the physical sciences themselves, there being no one of 

 these sciences to which, under certain circumstances, mathematical 

 reasoning may not be usefully applied ; whilst one especially, and that 

 the foremost and grandest and most important of the whole, is so 

 entirely founded upon it, that, if this were taken away, there would be 

 very little of the science left. The languages of the ancient nations 

 of Greece and Italy have no such direct relations to the physical 

 sciences as mathematics ; but I know no better method than that 

 which the study of them aifords of training the mind, at an early 

 period of life, to habits of thought and attention, and so of fitting it 

 for other studies afterwards. There is another advantage to be de- 

 rived from those pursuits which lead us to a knowledge of the Greek 

 and Roman classics. Greek and Roman literature has been the 

 foundation of the best literature of modern Europe ; and an acquaint- 

 ance with it stores the mind of the youthful student with graceful 

 recollections and noble thoughts, which may exercise a wholesome 

 influence over him through all the rest of his life. Further, it may 

 be observed that the study of the ancient languages is an excellent 

 introduction to a knowledge of grammar, and of the use of language 

 generally, and this knowledge is of a kind the importance of which 

 cannot well be over-estimated ; not only as it is by means of language 

 that we are enabled to communicate our thoughts to each other and 

 hand them down to those who are to come after us, but because 

 language is in itself an instrument of thought, without which the 

 reasoning powers which God has given us could be turned only to a 

 very small account. 



" There is indeed no sufficient reason why the instruction of youth 

 should be limited to one of these subjects, to the exclusion of the 

 other, there being "ample room, and verge enough" for both; it 

 being quite true, as has been lately observed in an address delivered 

 at Edinburgh by a noble Lord, a Fellow of our Society, that what is 

 wanted in education is not so much that a great deal should be 

 learned of any one subject, as that whatever is learned should be 

 learned thoroughly ; so that the student should acquire the habit, 

 so important in after life, of undertaking nothing which he does not 



