What then? Shall we not learn these ancient tongues? By all means. “So many times as I learn a language, so many times I become a man,” said Charles V.; and he said rightly. Latin and Greek are foully belied by the prejudices created by this technical, pedantic mode of teaching them, which makes one ragged, prickly bundle of all the dry facts of the language, and insists upon it that the boy shall not see one glimpse of its beauty, glory, or interest, till he has swallowed and digested the whole mass. Many die in this wilderness with their shoes worn out before reaching the Promised Land of Plato and the Tragedians. “But,” say our college authorities, “look at England. An English schoolboy learns three times the Latin and Greek that our boys learn, and has them well drubbed in.” And English boys have three times more beef and pudding in their constitution than American boys have, and three times less of nerves. The difference of nature must be considered here; and the constant influence flowing from English schools and universities must be tempered by considering who we are, what sort of boys we have to deal with, what treatment they can bear, and what are the needs of our growing American society. The demands of actual life, the living, visible facts of practical science, in so large and new a country as ours, require that the ideas of the ancients should be given us in the shortest and most economical way possible, and that scholastic technicalities should be reserved to those whom Nature made with especial reference to their preservation. On no subject is there more intolerant judgment, and more suffering from such intolerance, than on the much mooted one of the education of children. Treatises on education require altogether too much of parents, and impose burdens of responsibility on tender spirits which crush the life and strength out of them. Parents have been talked to as if each child came to them a soft, pulpy mass, which they were to pinch and pull and pat and stroke into shape quite at their leisure,--and a good pattern being placed before them, they were to proceed immediately to set up and construct a good human being in conformity therewith. It is strange that believers in the divine inspiration of the Bible should have entertained this idea, overlooking the constant and affecting declaration of the great Heavenly Father that _He_ has nourished and brought up children and they have rebelled against Him, together with His constant appeals,--“What could have been done more to my vineyard that I have not done in it? Wherefore, when I looked that it should bring forth grapes, brought it forth wild grapes?” If even God, wiser, better, purer, more loving, admits Himself baffled in this great work, is it expedient to say to human beings that the forming power, the deciding force, of a child’s character is in their hands?