The importance of classical learning to professional education is so obvious, that the surprise is, that it could ever have become matter of disputation. I speak not of its power in reining the taste, in disciplining the judgment, in invigorating the understanding, or in warming the heart with elevated sentiments; but of its power of direct, positive, necessary instruction. There is not a single nation from the north to the south of Europe, from the bleak shores of the Baltic to the bright plains of immortal Italy, whose literature is not embedded in the very elements of classical learning. The literature of England is, in an emphatic sense, the production of her scholars; of men who have cultivated letters in her universities, and colleges, and grammar-schools; of men who thought any life too short, chiefly because it left some relic of antiquity unmastered, and any other fame too humble, because it faded in the presence of Roman and Grecian genius. He who studies English literature without the lights of classical learning, loses half the charms of its sentiments and style, of its force and feelings, of its delicate touches, of its delightful allusions, of its illustrative associations. Who that reads the poetry of Gray, does not feel that it is the refinement of classical taste which gives such inexpressible vividness and transparency to his diction? Who that reads the concentrated sense and melodious versification of Dryden and Pope, does not perceive in them the disciples of the old school, whose genius was inflamed by the heroic verse, the terse satire, and the playful wit of antiquity? Who that meditates over the strains of Milton does not feel that he drank deep at "Siloa's brook, that flowed Fast by the oracle of God,--" that the fires of his magnificent mind were lighted by coals from ancient altars? It is no exaggeration to declare, that he who proposes to abolish classical studies, proposes to render, in a great measure, inert and unedifying, the mass of English literature for three centuries; to rob us of the glory of the past, and much of the instruction of future ages; to blind us to excellencies which few may hope to equal, and none to surpass; to annihilate associations which are interwoven with our best sentiments, and give to distant times and countries a presence and reality, as if they were in fact his own. J. Story. XXXVII. AN APPEAL IN BEHALF OF PATRIOTISM AND LOYALTY. I call upon you, fathers, by the shades of your ancestors, by the dear ashes which repose in this precious soil, by all you are, and all you hope to be; resist every object of disunion, resist every encroachment upon your liberties, resist every attempt to fetter your consciences, or smother your public schools, or extinguish your system of public instruction.