Editorials.
The amount of Greek and Latin required in our colleges is necessary and expedient. The extension of the curricula to include more French and German is indeed commendable; but the study of the English language in most of our colleges has been, to say the least of it, too circumscribed. The earnest English student is not satisfied with giving the Greek and Latin literatures only a passing notice, but studies them as languages, both for the mental training they afford, and for the influence which they have had on the development of his own language. So the study of English should be the study of a language, rather than the study of a literature. The old-time curriculum looked upon the study of English as a “belles lettres” course—merely the study of literature. This, indeed, is good enough as far as it goes, but it is neither commensurate with the claims upon the consideration of an Englishspeaking person, nor with the benefit that is to be derived from the study of the language, pursued historically. A knowledge of English in its less developed condition, accompanied by a fair understanding of the modifying influences and developing changes which have from time to time been brought to bear upon it, is indeed necessary. It is as impossible for a personthoroughlyto comprehend the English language without a knowledge of Old English as it is to understand the Latin language without a fair knowledge of its word-agreement. The study of either the “belles lettres” or the historical course, however, to the exclusion of the other is not at all commendable. What we need andshouldhave in our colleges is a simultaneous study of these courses accompanied by a thorough study of the grammar of Modern English so measured out and distributed as mutually to aid in a thorough comprehension of each other and, consequently, of the language.
Among the latest features of the present system of teaching English in our colleges, may be mentioned the introduction of what is generally known as “parallel reading.” Formally the student was required during the great part of his college course, at least, to study only text books, which tend to train rather than fill the mind. No question should be of greater importance to a developing mind than what should Iread? This is a question which the student cannot decide without help. If the mind were originally able to grapple with great subjects, this would not be a perplexing question, but like other things, the mind has its infancy, at which period the directing hand of one more experienced, is quite indispensable. The professor of English and a good library unite in college, as no where else, to do this important work of mind-training and mind-filling. This parallel, which is read at such spare moment as would probably otherwise be lost, not only enables the student to learn what heshouldread, but also gives him a fair knowledge of the leading English authors. For example, if, in this way, one book is read per month, the student, at the end of his four years college course will have read about forty books, which having been carefully selected by his professor will give himsomeknowledge of English literature.
Phrenology may have some truth in it as a science, but implicit confidence, to say the least, should not be placed in the statements of so-called phrenologists. A phrenologist has recently visited Trinity and examined the heads of a good many of the students, and as a rule to theirsupreme satisfaction. The strange part about it is that all the students, with a few exceptions, hadspecialtalents for the professions—would make first-class lawyers, doctors, preachers, &c.; but lo and behold! scarcely a single one was told that he would make a good farmer. Such taffying pays the phrenologist very well financially, but may do harm to the young man who is thus flattered, as he will often conceive that he is indeed a genius, and imagine that he will become a distinguished professional man if he only turns hismarvelloustalents in that direction, when he is not suited for such in the least. Theremay besomething in phrenology, but the young man who relies upon the fine marks given him by a phrenologist as conclusive proof of the fact that he will make a grand success, will eventually find himself left in the race of life. Energy is the great thing after all. The boy who has energy will be certain of some success at least. So it does not matter so much whether you have a fifty-four or forty-nine ounce brain, but whether you improve what you have. You have an opportunity here at college to improve your mind; make use of it.
Letoutwardandinwardimprovements keep pace! Away with “Smoky-row”! This filthy den is a disgrace to a community whose object it is to bring up young men in the nurture and admonition of the Lord.