“I believe I may say, though not without danger of offending the conductors of English academies, that _no man who does not understand Latin, can understand English!_”—_Knox on Education, p. 82._ “Latin themes, Latin declamations and Latin lectures are constantly required of academical students.”—_Idem, p. 78._ “Another argument in favor of the Latin exercises in our seminaries, is, that _it has a natural tendency to improve the student in English composition_.”—_Idem, p. 79._ “To write Latin in youth is an excellent preparation for that vernacular composition which some of the professions require.”—_Idem, p. 79._ “As soon as the grammar is perfectly learned by heart, [_perfectly learned by heart!!_] I advise that the practice of our ancient schools should be universally adopted—and that passages of the best classics, construed as a lesson in the day, should be given as a task to be learned memoriter at night.”—_Idem, p. 101._ “I recommend that the scholar's week shall be thus employed: Monday evening, in Latin themes; Tuesday evening, in Latin verse; Wednesday evening, in English or Latin letters; Thursday evening, in English verse; Friday evening, in Latin verse, or in translating English into Latin; and the interval, from Saturday to Monday, in a Latin or an English theme.”—_Idem, p. 59._ This is the “_toujours perdrix, toujours perdrix_” of the king of France. “The exercise of mind, and the strength of mind acquired in consequence of that exercise, are some of the most valuable effects of a strict, a long, and a laborious study of the grammar, at the puerile age.”—_Idem, p. 46._ “Exercises in Latin verse, and in Latin prose, are usual in our best schools, and at the university. They are attended with very desirable effects, and pave the way for improvement in every kind of vernacular composition.”—_Idem, p. 99._ “A boy will be able to _repeat his Latin grammar over_ two or three years before his understanding is open enough to let him into the reason of the rules; and when this is done, sooner or later it ceases to be jargon, so that all this clamor is wrong-founded—and therefore I am for the old way in schools, since children _will be supplied with a stock of words, at least, when they come to know how to use them_.”—_Felton._ Muretus, a name of considerable celebrity in his day, goes far beyond all the other advocates of classical education. He appears to believe that every thing good or great, in art or science, depends on a thorough knowledge of the Greek. It is observable that Vicesimus Knox quotes him as one of his authorities. “In the first place I would inform the gentlemen who have conceived a dislike to Greek, that all elegant learning, all knowledge worthy the pursuit of a liberal man, in a word, _whatever there is of the politer parts of literature is contained in no other books than those of the Greeks!!!_”—Muretus, quoted by Knox, p. 109.