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Educational Journal of Virginia.
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The Modern Classical Course.
1. A distinguished writer has defined education to be "preparation for useful living.” This definition is undoubtedly correct. According to this conception, education involves two factors, namely, discipline and knowledge. The former gives the power to acquire and use truth; the latter truth to be used. The distinction thus made, however, is only a logical one; in reality, discipline and knowledge go together. The body cannot be developed by exercise without food, nor the mind without knowledge.
In arranging a college course, two mistakes are possible. On the one hand, studies may be adopted too exclusively for their disciplinary value; on the other, for their utility as sources of valuable information. As far as possible, those studies should be chosen which, in connection with useful knowledge, or value for practical life, give the best discipline.
2. There exists a wide-spread dissatisfaction with the unmodified ancient classical course. In the discussions of the past year, this fact has become very manifest. In Germany, this dissatisfaction has found practical expression in the establishment of “real schools," which omit Greek entirely, restrict Latin, and provide extended courses in the modern languages and natural sciences. In this country, it has given rise to our various elective, scientific, and philosophical courses, which, however much they may differ in other respects, agree in reducing the amount of Latin and Greek. Even in the ancient classical course, these languages have been retired somewhat from the prominence formerly given them.
This dissatisfaction is no doubt lasting. It seems to be justified by substantial reasons. The ancient classical course is believed to make too much concession to the disciplinary part of education. It does not give, as many conceive, the best preparation for useful living. It