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........283

...11

....134

..379

....152

........53

...299

Academies, (noticed),.,

.31, 32, 93| dow to Teach Mental Arithmetic, ....... 306
Academies and Pub ic Schools,.... 270
Advantages of the Town System, .......269 Importance of Public Education,...264, 284
Address, by J. L Pickard,

251 Importance of Schonl Libraries,..
Agricultural Lund Gruut, Tne.
.201 Improve the Moments,.

...83
"A alturas Colleges, ..188, 204, 213 Improvement of School Grounds,. 214
Ti Poison,..

la 3-ason,

..63
Allen, c. 6.,
... Institutes,.

..61, 140
American Institute of Instruction,.....1:28 Inward Treasures,..
American Journal of Education,

301
Army officers

...85 Knowledge the Measure of Ability ......320
Arrangement of School Houses,........133
Avoid Extremes, an Address,..

251
Lack of Home Discipline,...

756

Lashings for Mothers and Educators, 9, 49,

Better Late than Never,...

..85

Bible in School,

131

289
Last Words.....

325

Biographical Sketcb-g,

4

Book Notices,

Legislation Needed,

.164

.39, 96, 121, 114, 163, 191 Linear Meubure,...

Calling upon Parents,....

Long Life, A....

.18

7

Changing Teachers, Evils of,..
Child's Evening Peuver,
.263 Magnetic Globes,..

.306
Christianity in Teacher,
.78 Making Straight Tracks,

54

Classical Scudies, the Worth of...1. 67, 109 McMyon, J. &...

43

Colleges (voticed).. ...31, 92, 93, 326

Mechanical Grammar,

.186
Common School to the College,

75 Mee ing of County Supts.,....
Composition,......... .......15, 321 Mental Arithmetic,...

.. 306

Conorer, O. M.,....

.46

Mi'waukee Commercial College, 302

Oraig, A. J.,.....:

..47

Moral Education, ..

Counties (noticed).....31. 166, 190, 273, 301 Music in Schools,..

County Sup'ts should be Appointed,...229

Courtesy,..

..290 | National Education,

.123, 139

National Teachers' Association,.. 27, 123

Death of Warren,.

56
New Dictionary, The..

177
Department of State Supt.,..25, 59, 88, 117 Next State Supt., The.....
Discipline Children,
.183 Normal Regiment, The..

221

Dull Children,

.. 158 Normal Schoo's,.

.180, 244

Dories of Teachers,

. 163, 280 North-Western Sanitary Fair,.. . 237, 280

Duty of District Boards ....... ..153, 283

Obedience,

156

Early and Scond iry Elucation,. 72 Objections to the Town System,.. .242

EDITORIAL MISCELLANY. 27, 62, 99, 119, 139, One Brick Laid Wrong,

19

163 188, 211, 237, 267, 301, 326 Openiog School Exercises, ..

321

Educational Journal

..15, 393 Oral Religious Instruction,.

En courage Competent Teachers,. .131 Orphan Boy's Rebuke, Che....

English School Report, Tae.

.225 Our L088,...

..90

Enigmas,,

..22, 55, 80, 162 Our Schools,

.67, 323

Farmers' Boys,....

Our New State Superintendent,.. ..188

19

Ford, J.....

.47 Patronage of the Journal,.. .147, 170

Peabody, 8. H.,...

Geograpbical Topics,
.315 Pedagogic Life,..

261
Golden Rules,
Go to Church,.......

Penmanship,...

.137
.....260 Pestalozzian Maxims,.

297

Phonic Reading,
High Pressure System,.....
Hints on Teaching Geography,.....

.195 Pickard, J. L.
.159 Pickett, A

..46
History and P litical Elucation.
History of Wis Teachers' Ass'n,........35 Preserve your Health,
.163, 289 POETRY,......18. 20, 52, 56, 86, 201, 263, 298

297
Home Geograpby,

.....319

How do you spend your Evenings ?.

How not to have good School,....

.84 Reading,...

..81

How to Teach Reading,...

179, 3 7 Recitations, manner of Conducting, 82, 234

14, 135, 184 Religion in schools,..

How to Teach Geography, 169, 187, 207, 219 Report of State Superintendent, 214,239,285

315

How to Teach Grammar,

Report on the School Law,......... 227, 241

.........185
Rules for Home,..

.79

How to Teach Map Drawing,............319 | Rules for School Membership,...

.............8

.......79

....307

.. 14, 90

.....

..................

School House Architecture,.

282 | Teaching the Letters,
Sohool Visitation,.........
23, *7 Teaching Manners,...

.157
Soldiers' Home,..

..278, 330 Things recommended to District Clerk ,283
Some More Lashings,..
181 Things tn be Remembered,..

131
Song of Learniog,....
.298 To the Teacher,

.62
Spicer, Ambrose O...

.. 45 | Town System,.

.229, 242, 269
State Teachers' Association,....145, 147, 327 Training in Domestio Duties, .. ..154
State Normal School,.

.267
States Nnticed,

.119, 120, 143 University Normal Department,.... 271
Stray Facts,..

21
Subjunctive Mood,....
.138 Ventilation,........

. 282, 290
Suggestions by the Co. Supts.,......275, 279
Suggestions on Reading,.

.14 What our Schools 8hould Do,.

............206
Suggestions to Teachers, ............. .293 Wisconsin School Statistics,

.165
Sure Cure,

.17 Wisconsin State T. Association,..... 145, 147
Sure to Fail,

317 Words We Use, The....
Work of the Teacher, The..,

..314
Teachers and Parents,.

.11 Worth of Classical Studies, The...1, 67, 109
Teachers' Motives, The....... .97, 171, 195

..........322

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Yor the Journal of Education.
THE WORTH OF CLASSICAL STUDIES.

BY EDWARD SEARING, A. M.

While the subject of juvenile instruction is now justly claiming so much attention, it ought not to be forgotten that whatever may be the education of childhood, that period is soon passed; the Primary school is soon exchanged for the Intermediate, the High school, the Academy, the Seminary, or the College, and the youth demands stronger food than the child; manly reflection must begin to follow childish observation; books must take the place of “objects"; the self-culture of study the place of the school and family culture of external things; invigorating mental labor the place of mere novel and stimulating pleasure.

What instruction is of most worth after the period of childhood is past, what the boy or girl would derive most benefit from in the High School, Academy, or Seminary, is a question that receives little consideration. It is scarcely ever discussed in the Educational Journals; it seldom claims attention before Teach. ers' Conventions or Associations. Is it a matter of no importance ? This cannot be, for thousands of the more intelligent and ambitious youth of our State annually enjoy in the higher institutions those advantages which the common schools do not and cannot afford. From these come the great majority of our Teachers, and, ultimately, those who must constitute the best educated and most influential class of our citizens.

It is, then, a question of importance, and becoming more important annually, as population increases, as more abundant wealth affords greater leisure for the pursuits of the student, and as advancing refinement begets and diffuses a more influential public opinion in favor of a higher popular culture.

Can we, therefore, boast of our educational system, when our common schools are mere ghostly shadows of what ideally they should be, and no one knows or cares what instruction is most valuable of such as our higher schools afford ?

Whatever may be thought, in general, of the educational writings of Herbert Spencer, all men must acknowlege the truth of the following statement:

*

2

WISCONSIN JOURNAL OF EDUCATION. “If there needs ally father evidence bff the rudt, undeveloped character of our education, we have it in the fact that the comparative worths of different kinds of knowledge have been as yet scarcely discussed-much less discussed in a methodic way with different results. * * Men read books on this topic, and attend lectures on that; decide that their children shall be instructed in these branches of knowledge, and shall not be instructed in those; and all under the guidance of mere custom, or liking, or prejudice; without even considering the enormous importance of determining in some rational way what things are really most worth learning."..

It is not unlikely that from its very nature, the discussion of this subject of the relative importance of different studies in disciplining and preparing men for all the varied responsibilities of existence, involves too much of the metaphysical to be interesting to, or even to be understood by, the mass of men. It is not unlikely that here the few rrust make the law for the many, who lack both the time and the ability for comprehending the foundations of all the beliets they profess.

As Mr. Ruskin has clearly shown that great excellence in Literature or in Art must be received by the mass of men on faith only—a faith urconsciously derived from the judgment of a few superior minds, so in the more important matter of education, those beliefs and practices should be adapted, which spring from the profound investigation or from the experience of the few who alone are entitled by nature and by culture to form original judgments and to mold human opinion. Thus it is that all men acknowledge the claims of Demosthenes as the foremost orator, and of Homer as the greatest poet among men.

Thus also none question the right of Shakespeare to the highest honors in our own literature.

Somewhat so, although not precisely, is it in regard to educational theories and practices. The want of parallelism arises not so much from the fact that philosophers are not all at one in these things, as from an igorance on the part of the mass respecting what is the opinion of the wise. All who are competent to form original judgments place Homer and Æschylus, Shakespeare, Milton, and Wordsworth, among the masters respectively of Grecian and English poetry. All competent critics rank Homer above Virgil. These judgments are known and acknowledged as true by all men. The acknowledgments of the mass is a tacit one. It rests upon faith rather than upon reason.

But in respect to education, although the judgment of the competent few is, in most leading points, as unequivocal, the faith of the many is as heterogeneous and as fanciful as the diversity of human character can make it. This is the more unfortunate in proportion as the subject of the mental and moral cul. ture of the young transcends all others in importance. How true it is that "mere liking, or custom or prejudice " determines the judgment of most people in regard to “what things are really most worth learning, "—or studying, as that seems to me a more accurate expression.

With these preliminary remarks, I shall now proceed to show that, in the opinion of those competent to judge, the classical languages constitute the

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