Driven from this position, the advocates of "_classical_" studies tell us that the study of Latin and Greek serves as a training for the intellect. Unquestionably the exercise of the faculties of the mind serves to develop the faculties so exercised; yet if this were the object to be attained, Hebrew, nay, Chinese, would be preferable to Latin; but SCIENCE develops the same faculties, and far more efficiently. The facts of science to be stored up in the mind are so infinite in number and magnitude that no man, however gifted, could ever hope to master them all, though he were to live a thousand years. But their arrangement in scientific order not only develops the analytical powers of the mind, but exercises the memory in a method infinitely more useful and powerful than the study of any language. Finally we are told classical studies develop the taste. If then to this the advocates of such studies are driven, its mere announcement must suffice to banish Latin and Greek from all schools supported by taxation; for however essential it may be to provide the means of the best possible instruction, it is as absolutely out of the sphere of the Trustees of Public Moneys to provide, at the public expense, so _mere a luxury_ as on this hypothesis Latin and Greek must be, as it would be to provide the public with costly jewels! But even for the cultivation and development of art and taste, SCIENCE is the true curriculum! He who is ignorant of anatomy can not appreciate either sculpture or painting! A knowledge of optics, of botany and of natural history, are necessary, equally to the artist or to the connoisseur; a knowledge of acoustics to the musician and musical critic. "No artist," says Mr. Spencer, "can produce a healthful work of whatever kind without he understands the laws of the phenomena he represents; he must also understand how the minds of the spectator or listener will be affected by his work--a question of psychology." The spectator or listener must equally be acquainted with the laws of such phenomena, or he fails to attain to the highest appreciation. I now come to the last and most serious aspect of this question, and I fearlessly assert that classical studies have a most pernicious influence upon the morals and character of their votaries. It should not be forgotten that Greeks and Romans alike lived by slavery (which is robbery), by rapine, and by plunder; yet we, born into a Christian community which lives by honest labor, propose to impregnate the impressionable minds of youth with the morals and literature of nations of robbers!