Alden, Timothy. Seven forensic disputations on the question whether the time usually spent in learning the Latin, Greek, & Oriental languages be usefully occupied : by Timothy Alden, Samuel Dana, Jotham Bender, James Kendall, David Kendall, William Wells,

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until the scriptures and early apologists for Christianity were studied in their original tongues, that the impositions and forgeries of the church of Rome could be detected. The Reformers applied to the sacred writings that skill in language and criticism which they had acquired in the study of profane authors.

From that period the classics have been studied with diligence; they have been our models in poetry, in history, and in eloquence; the learned of all countries have united in recommending them as the preceptors of our childhood, and the companions of our maturer years. They have been admired and imitated by such writers as Milton, Fenelon, and Pope; and rapturously praised by such critics as Addison and Harris.

An universal language hath long been a favorite object with learned men. It is agreed that a medium, in which philosophers of all nations might converse, and communicate their thoughts by epistolary correspondence, would contribute much to the advancement of letters. National animosities will prevent the adoption of any modern tongue, and were it once introduced, the continual fluctuation of language would soon render it useless. Why then do we not adopt the Latin as an universal language? It is copious

and simple; it is easily acquired; and its pronunciation and inflexion are regulated by the classics of the Augustan period. Discoveries in philosophy will undoubtedly render some new words necessary: these may, however, be accommodated to the idiom of the language, and any objection, drawn from this inconvenience, will be equally applicable to every other. But it is idle to reason, when experience has already decided. The Latin was the language of the learned world for more then two centuries; with what utility we need not say, but affirm, without fear of being charged with absurdity, that the invention of printing, during the 16th and 17th centuries, scarcely contributed more to the advancement of literature, than the general diffusion of the Latin tongue. Those times were certainly favorable to learning, when Erasmus could converse with all the princes, nobles, and literati of Europe in this single language.

Though the disease be not past remedy, we have, in a great degree, lost this advantage. The evil seems to have arisen from the French writers of the age of Louis XIV, who entertained the idea of making their own an universal language. The literary and political glory of France seemed to justify their hopes, which, in the event were disappointed. Whatever may be the merit of the French tongue, the great difficulty of pron-

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pronouncing and writing it with tolerable propriety, will prevent its becoming a medium of general intercourse.

In taking notice of the objections, which are usually made to a classical education, it is unnecessary to advert to those, drawn from the absurdity of studying the dead languages, to the exclusion of the other useful and necessary branches of science. We are not bound to defend the folly of schools or universities. If it is to be shown that a competent knowledge of the classics may be gained without prejudice and even with advantage to other studies, our object will be attained.

We frequently hear objections in the following terms. To confine a boy, during six or eight years in the grammar school, principally engaged in a close attention to the dead languages, is an egregious waste of that time which might be more usefully bestowed. You have filled his ear with words, while he is destitute of real knowledge. It is painful to hear and tiresome to refute such palapable misrepresentation. In what manner can the early years of life be better employed, than in gaining a knowledge of ancient history and geography, a love of chaste composition and elegant poetry, an acquaintance with the rules of just critisim, an admiration of noble and illustrious characters, and a habit of

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patient and laborious study? Let not the acquisition of the learned languages be injuriously represented as demanding the attention of a whole life. In common with all useful knowledge, they require application; but regular and close attention will soon enable any one to read them, not only without disgust, but with pleasure and admiration.

It is a common remark, that knowledge, acquired with ease, is soon obliterated, while we pertinaciously retain the fruit of labor. Thus the classical student has laid a solid foundation for excellence; when the mere English scholar, by a rapid perusal of books, has gained only superficial ideas; and, by a supposed acquaintance with every subject, has closed the avenues of real wisdom.

Universal experience demonstrates, that nothing is gained by instructing boys in moral or natural philosophy. These studies require a maturity of judgment, which early youth does not possess. A good memory, a habit of patient investigation, are then primary objects; and no studies are more favorable to these improvements, than those, whose cause we now plead.

Some, who have not the hardihood to deny that we may derive much benefit from the classics, assert, that a suf-

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sufficient knowledge of them may be obtained by means of translations. This they esteem an objection so formidable, as at once to silence all who contend for reading them in the original tongues. Candor will however confess, that a translation, in the higher kinds of writing, must necessarily be inferior to the archetype. The beauty of their style is lost. The verbum ardens, that glowing eloquence of expression, so pleasing in the original, appears not in the copy. To contemplate the works of Cicero and Virgil through the medium of a translation, is indeed seeing them thro a glass darkly; their finer beauties of sentiment, their delicate alluisons and turns of thought, together with the harmonious arrangement of ther language, are either dimly seen or totally obscured.

Uncommon excellence in literature can only result from a noble emulation, which presses forward against difficulties, with a full determination to overcome them. If we are taught to aim at the second prize, instead of boldly striving for the first, our ardor in the race will soon abate, and we shall obtain neither of them. What must we then think of those instructors, whose first lesson to their pupils is to impress upon them the belief, that to study the antients in their original languages, is too difficult a task. Youth easily imbibes and extends these maxims of idleness, and yet the foolish