be not allowed out of the school, there will be trouble and confusion in the school. Let the people of this or any other city or town, where aunual schools are kept, but try the experiment of having the schools keep only one session in a day for one year, and the custom would be established forever. They would never return to the present method.

THE MASSACHUSETTS TEACHERS' ASSOCIATION Will hold its next annual meeting at Worcester, the session to commence on the evening of Monday, the 25th of November, and to continue through the succeeding day and evening. Lectures are expected from several distinguished Teachers, and, as time will permit, interesting and important subjects will be brought up for discussion. The interest felt by the members of this Association in the cause of Education, has been constantly on the increase, since its first formation; and it is to be hoped and presumed, that the ensuing session will fully attest that interest. Teachers and other friends of Education are cordially invited to attend the meeting.

Boston, Nov. 1, 1850.

THOMAS SHERWIN, President.

PUBLISHER'S NOTICE.

SUBSCRIBERS are reminded that the next number of the Teacher closes the yearly volume; and that one dollar and a half will be required in liquidation of subscriptions remaining unpaid after the issue of that number, agreeably to the terms of subscription.

The friends of the work are also earnestly reminded, that the present (before the commencement of a new Volume,) is a favorable opportunity of aiding in the circulation of the work, by extending a knowledge of it to others, and inviting their subscriptions. Will they not do so, and thus aid the cause of education generally?

THE "Massachusetts Teacher cannot be said to have fulfilled its mission, if it fail to take due notice of any one considerable branch of learning, or department of education. If any apology were necessary, then, for offering an article on the subject indicated by the caption above, we would seek it first in the very institution of the "Teacher." And we are the more inclined to take shelter under this view of the case, from the fact that but little space, heretofore, has been devoted to this subject. We can recollect, at the moment, but one article of any extent, which has had for its object to commend the study of the ancient classics; and with reference to that, we most sincerely regret that the modesty of the writer should so far have prevailed over his better judgment, as to induce him to limit his views of the advantages of the study of them to the wants of the teacher. Had he seen fit to take a wider range, the classics would have had an abler advocate, the writer of this would have been spared the trouble of the present article, and more space in this number of the "Teacher" would have been devoted to other matters.

There is another reason why we think a few words on this subject, just at this time, may not be wholly amiss. It is known to all the readers of the "Teacher" that a successful effort has lately been made in one of our oldest and most respectable colleges, not absolutely to depress the classics, but to elevate, relatively, other departments of study, and thus provide for the wants of a class in the community whose interests, under the old system of collegiate education, are supposed not to have been sufficiently regarded. Now we have not a word to say against this movement. Indeed, we are more than half

inclined to think that the considerations in which it had its ori gin are founded in truth. We know, with reference to some who have acted a prominent part in effecting the change, that, so far from undervaluing the importance of classical study, or wishing to depreciate it in the estimate of the educated world, they most earnestly desire to see the standard of classical attainments elevated still higher; and this they honestly believe will be more effectually secured by the innovations proposed. Though we feel entirely safe, then, so far as the projectors of this movement are concerned, we cannot say as much of all those who are endeavoring, in one way and another, to help on the reformation.

There are various classes in the community who owe the classics a mortal grudge. Some, for want of capacity, or inclination to study, have spent long and tedious years in an effort to acquire the minimum equivalent for a diploma: the burden of every such one is always, "Quæque ipse miserrima vidi, Et quorum pars magna fui." There are those, again, who can not see the value of any outlay or investment which will not net to the stockholder its semiannual three per cent., in bona fide dollars and cents, and do it, too, with the regularity and promptness of the best-regulated bank stock in the country. With such the cry is forever, "What is the use?" There are others, again, who suppose themselves most deeply enamoured of the laws and works of nature, and who presume to think no proof of stupidity and dulness so conclusive as a relish for a dead language. Now add to all this that there are unquestionably a few, who, with little or no relish or capacity for language, have, nevertheless, displayed a most enthusiastic devotion to some one scientific pursuit, and who, naturally enough, imbibe a strong dislike for anything which draws away their attention from the chosen field of their intellectual effort, and we have no mean array of those who are ever ready to join in the general outcry, "Down with the dead languages," whenever a favorable occasion offers.

There is, moreover, in matters of education, a disposition too prevalent to act the part of Procrustes. Every child's intellectual stature must come up to the same point. A system must stand or fall as a whole. Every student, without discrimination, must embrace or reject it entire. What is good and necessary for one is, for that reason, held to be good and neces sary for all. What is unnecessary for one may be dispensed with by all.

Now we have no fear that any, or all these influences combined, will be able to dislodge the ancient languages from the high place which has been awarded to them by the learned of so many ages. They are too effectually inwoven into all valua

ble literature, nay, Science herself is indebted to them for her terms of universal significance, to need our poor sympathy and feeble aid. It is not with reference to their destiny, therefore, that our anxieties are awakened. We have been so long accustomed to contemplate the wants of the future scholar in the various departments of educated life, that our thoughts turn instinctively to him: and our only fear is, that now and then one, whose circumstances compel him to listen to the clamors of the multitude in the days of his inexperience, may be induced to choose a course which he will one day regret, and that, perhaps, when regret shall be too late to be of any avail. We propose, then, to notice some of the claims of the ancient languages upon the attention of the student, in the hope that, if they appear to our fellow-laborers according to truth, they will not fail to give judicious advice, whenever and wherever needed.

We do not propose, however, to discuss the whole subject, nor to enumerate all the advantages of classical study.

We are very far from wishing to commend the ancient languages to all classes of students. We are willing to admit that the present state of the commercial world, and the facilities for international intercourse are such as to create a most unprecedented demand for a practical acquaintance with modern languages. We do not deny that the present and prospective condition of internal improvements, and the mechanic arts, calls loudly for a kind of education to which the ancient languages. would not materially contribute. We do not contend that the enthusiastic student of chemistry must acquaint himself with Latin and Greek, before he can sufficiently understand the application of chemistry to agriculture and the arts to enable him to conduct a farm or superintend a manufactory. But we do say that no one, who would perfect himself in the knowledge and use of language, as a medium of thought, can safely contemn the languages of the ancient Greeks and Romans.

To one whose business is to think for others as well as himself, the importance of attaining to something like perfection in the use of language, cannot be overrated. He may have a mind disciplined to the utmost precision and accuracy of thought, -he may possess all knowledge, and yet, if the medium, through which his thoughts are to be transmitted to others is imperfect, imperfection and distortion will characterize all his intellectual efforts. As the object-glass of a refracting telescope, when imperfect, represents the heavenly bodies as misshapen and distorted, so imperfection in the use of language fails to convey to the minds of the reader and the hearer an accurate transcript of the thoughts of the writer and speaker.

Who will venture to say that all this is not true? And yet it was our painful duty, on one occasion, to hear from a distinguished

advocate of popular education, an argument in favor of the superior importance of the study of Nature. We wish not to be misunderstood. We have not a word to say in disparagement of the study of Nature, absolutely or relatively. On the contrary, we would urge it upon every one, with all the persuasion in our power. We think the true scholar will be affected toward language and Nature, as every true parent is affected toward his children; he will be unable to say which he prefers. If the works of Nature are wonderful, are not the powers of man, in their adaptation to articulate speech, equally so? If the study of the laws of the material world tends to develop the resources of nature, and contribute to the physical comfort and happiness of man, does not the power of speech tend equally to his intellectual, social, and religious welfare? If it be important, if it be, rightly considered, noble and praiseworthy to promote the physical well-being of man, is it not vastly more so to promote the well-being of his spiritual nature What were man without the power of thought? Simply a brute. And what were the members of the human family to each other, but for the power of speech? Nought but deaf mutes, without any possibility of improvement, or prospect of rising above the dominion of the appetites. So long, then, as language is so important an agent in the elevation and perfection of man, so long will the study of language be one of the noblest studies in which the scholar can engage. Especially does this appear to be the case, when we consider it with reference to the cause of truth and humanity. The liability to misconception is proverbial. Words, at best, are but imperfect representatives of thought. Language, in its most improved state, is but a poor vehicle for the conceptions of the mind. Differences in intellectual habits, modes of thought, and association, not unfrequently affix very different meanings to the same verbal expression. The fiercest controversies have been waged in politics and religion, as well as on other subjects of the greatest practical importance to man, which have originated quite as much in misunderstanding and misconception of terms, as in radical difference of views.

How, then, we ask, are these evils to be remedied, but by a better acquaintance with the philosophy and use of language? Mental discipline, the power to think consecutively, to discern the relations of thought, is, of course, taken for granted. It is not claimed that the most thorough acquaintance with language, without this, were the attainment under such circumstances possible, would be of any value. And, on the contrary, of what avail is the mere power of thought? It is, so far as the wants of humanity at large are concerned, like the mountain torrent; undirected to useful ends. It is like the winds to a ship without its sails and rigging. It is like the loadstone hidden in