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to the academy. If you must have a poor teacher, put him in the college, instead of placing him at the head of the academy. He will do less harm in the college. I may be allowed to suggest that in every institution the best teacher should take the lowest class.
The true teacher teaches himself; that is, he impresses his own character, his own intellectual and moral habits, on his pupils. Hence, as Milton says of the poet, "he ought to be a pattern of the best and honorablest things." If the principal of the academy is the right kind of a man, he can do more for his pupil than the college professor can. He can give to his mind a direction which shall continue through college and life.
It is only the superior men in a science, or in an art, those who have sounded all its depths, and have carried it to its farthest limits, who are capable of composing such elementary treatises as are desirable.
FOR myself, I cannot but think that the species of sanctity which has now, ever since the revival of learning, hedged the classics, is destined soon to disappear. Yet it is still strong; indeed, it is about the only patent of nobility which has survived the levelling tendencies of the age. A man who at some period of his life has studied Latin and Greek is an educated man; he who has not done so is only a self-taught man. Not to have studied Latin, irrespective of any present ability to read
it, is accounted a thing to be ashamed of; to be unable to speak French is merely an inconvenience. I submit that it is high time that this superstition should come to an end. I do not profess to speak with authority, but I have certainly mixed somewhat with the world, its labors and its literatures, in several countries, through a third of a century; and I am free to say, that whether viewed as a thing of use, as an accomplishment, as a source of pleasure, or as a mental training, I would rather myself be familiar with the German tongue and its literature than be equally familiar with the Greek. I would unhesitatingly make the same choice for my child. What I have said of German as compared with Greek, I will also say of French as compared with Latin. On this last point I have no question. Authority and superstition apart, I am indeed unable to see how an intelligent man, having any considerable acquaintance with the two literatures, can, as respects either richness or beauty, compare the Latin with the French; while as a worldly accomplishment, were it not for fetich-worship, in these days of universal travel the man would be properly regarded as out of his mind who preferred to be able to read the odes of Horace, rather than to feel at home in the accepted neutral language of all refined society. This view of the case is not yet taken by the colleges.
"The slaves of custom and established mode,
Crooked or straight, through quags or thorny dells,
And yet I am practical and of this world enough to believe that in a utilitarian and scientific age the living
will not forever be sacrificed to the dead. The worship even of the classical fetich draweth to a close; and I shall hold that I was not myself sacrificed wholly in vain, if what I have said here may contribute to so shaping the policy of Harvard that it will not much longer use its prodigious influence towards indirectly closing for its students, as it closed for me, the avenues to modern life and the fountains of living thought.
CHARLES FRANCIS ADAMS, JR.
THE INSTINCT FOR BEAUTY.
I CANNOT really think that humane letters are in danger of being thrust out from their leading place in education, in spite of the array of authorities against them at this moment. So long as human nature is what it is, their attractions will remain irresistible. They will be studied more rationally, but they will not lose their place. What will happen will rather be that there will be crowded into education other matters besides, far too many. There will be, perhaps, a period of unsettlement and confusion and false tendency; but letters will not in the end lose their leading place. If they lose it for a time, they will get it back again. We shall be brought back to them by our wants and aspirations. And a poor humanist may possess his soul in patience, neither strive nor cry, admit the energy and brilliancy of the partisans of physical science, and their present favor with the public, to be far greater than his own, and still have a happy faith that the nature of things works silently on behalf of the studies which he loves, and that, while we shall all have to acquaint ourselves with the great re
sults reached by modern science, and to give ourselves as much training in its disciplines as we can conveniently carry, yet the majority of men will always require humane letters, and so much the more as they have the more and the greater results of seience to relate to the need in man for conduct, and to the need in him for beauty. . . .
The instinct for beauty is set in human nature, as surely as the instinct for knowledge is set there, or the instinct for conduct. If the instinct for beauty is served by Greek literature as it is served by no other literature, we may trust to the instinct of self-preservation in humanity for keeping Greek as part of our culture. We may trust to it for even making this study more prevalent than it is now. As I said of humane letters in general, Greek will come to be studied more rationally than at present; but it will be increasingly studied as men increasingly feel the need in them for beauty, and how powerfully Greek art and Greek literature can serve this need.
AN effective way to excite interest, and that of the right kind, in school, is not to remove difficulties, but to teach the pupils how to surmount them. A text-book so contrived as to make study mere play, and to dispense with thought and effort, is the worst text-book that can be made, and the surest to be, in the end, a dull one. The great source of literary enjoyment, which is the successful exercise of intellectual power, is, by such a mode of presenting a subject, cut off. Secure, therefore, severe study. Let the pupil see that you are
aiming to secure it, and that the pleasure that you expect that they will receive is that of firmly and patiently encountering and overcoming difficulty; of penetrating, by steady and persevering effort, into regions from which the idle and the inefficient are debarred; and that it is your province to lead them forward, and not to carry them. They will soon understand this and like it.
TWO ASPECTS OF INDUSTRIAL EDUCATION.
THE phrase "industrial education" may have, and has acquired, two entirely distinct meanings. As understood by one party, it means the kind of education that is intended to foster industrial skill and to fit the pupil, while at school, for the industrial pursuits of later life. ... But there is a totally different sense in which the phrase “industrial education" may be understood; not that education shall be made subservient to industrial success, but that the acquisition of industrial skill shall be a means for promoting the general education of the pupil; that the education of the hand shall be a means of more completely and more efficaciously educating the brain. It is in the latter sense, in which labor is regarded as a means of mental development, that industrial education is understood by the most enlightened of its advocates. They are well aware that to introduce a trade into the school is to degrade the school; that to take away from the young the time that should be dedicated to the elements of general culture and devote it to training them in a special aptitude, however useful