328 Report on a Course of Liberal Education. 



himself for pursuing, to whatever extent he chooses, any one 

 branch, for which he finds himself to possess talents and in- 

 clination. Educated in this way, besides the advantages of 

 mental discipline which have been already mentioned, he 

 enlarges the circle of his thoughts, finds in his superior infor- 

 mation, new means of benefiting or influencing others, and 

 his mind is thus far liberalized by liberal knowledge. 



It is on the same general grounds, that the use and neces- 

 sity of classical literature in a liberal education may be de- 

 fended. That this study occupies, at the present time, an 

 important place among literary pursuits, both in Europe and 

 America, will not be denied. In the British Islands, in 

 France, Germany, Italy, and, indeed, in every country of 

 Europe in which literature has acquired distinction and im- 

 portance, the Greek and Roman classics constitute an es- 

 sential part of a liberal education. In some countries, classi- 

 cal studies are reviving from a temporary depression ; in oth- 

 ers, where no such depression has been experienced, they 

 are pursued with increased ardor ; and in none, are they 

 known to be declining in public estimation. There may be 

 more variety of opinion than formerly, as to the use of classi- 

 cal learning in certain departments of life; but the conviction 

 of its necessity in the highest education, that which has any 

 claim or pretence to be denominated liberal, is not known 

 to have sustained any considerable change. The literature 

 of every country of Europe is founded more or less on clas- 

 sical literature, and derives from this source its most import- 

 ant illustrations. This is evident not only from such works 

 as have long since appeared, and which form the standard 

 hterature of modern times, but from those most recently 

 published, and even from the periodical works of the day. 

 Classical learning is interwoven with every literary discus- 

 sion. T\\efact only is here insisted on, and this is undenia- 

 ble. Whoever, then, without a preparation in classical lite- 

 rature, engages in any literary investigation, or undertakes to 

 discuss any literary topic, or associates with those who in 

 any country of Europe, or in this country, are acknowledged 

 to be men of liberal acquirements, immediately feels a defi- 

 ciency in his education, and is convinced that he is destitute 

 of an important part of practical learning. If scholars, then, 

 are to be prepared to act in the literary world as it in fact 

 exists, classical literature, from considerations purely practi- 

 cal, should form an important part of their early discipline. 



