But in spite of this, and much else that can in justice be said against Rome and Latin, we cannot afford to throw the language and literature of the Romans entirely overboard. Their history was too remarkable for that; besides, many scribbled in Latin down through the middle ages, and the Latin language has played so conspicuous a part in English literature, and in the sciences, that no educated man can very well do without it. What we respectfully object to is making it the foundation of all education, this _bringing the scholar up_, so to speak, on Latin language, history and literature; this nourishing and moulding the tender heart and mind on _Roman thought_,—thus making the man, intellectually and morally, a slave bound in Roman chains, while we free-born Goths, the descendants of Odin and Thor, ought to begin our education and receive our first impressions from our own ancestors. The tree should draw its nourishment from its own roots; and we Americans are the youngest and most vigorous branch of that glorious Gothic tree, the beautiful and noble Ygdrasil in the Norse cosmogony, whose three grand roots strike down among the Anglo-Saxons, Scandinavians, and Germans. In order fully to comprehend the man, we must study the life of the child; and in order to comprehend ourselves as a people, we must study our own ancient history and literature and make ourselves thoroughly acquainted with the imaginative and prophetic childhood of the Teutonic race. We must give far more attention than we do, first, to English and Anglo-Saxon, and we must, as we have heard Dr. S. H. Carpenter, of the University of Wisconsin most truthfully remark, begin with the most modern English, and then follow it step by step, century by century, back to the most ancient Anglo-Saxon. A _living_ language can be learned ten times as fast as a dead one, and we would apply Dr. Carpenter’s[5] principle still further. We would make one of the living Romantic languages (French, Italian, or Spanish,) a key to the Latin; and above all, we would make modern Greek a preparation for old classic Greek. It cannot be controverted that children learn to read and write a language much sooner and easier if they first learn to speak it, even though the book-speech may differ considerably from the dialect which the child learned from his mother; ample evidence of which fact may be found in the different counties of England and Scotland and throughout the European countries.