One other most important point, which we merely notice, is the propriety of providing the most thorough instruction in the modern languages, especially the French, which can more easily be done, as we suppose, in the schools of which we are speaking, that no time whatever, or at most but a moderate amount, is given to the ancient languages. Without going further into details, it is obvious that schools of the intermediate class have an unlimited sphere in which they can give any kind and degree of instruction belonging to the most extensive and liberal education, deducting the classics, and stopping short of the university, properly so called. Nor is there any reason why, if we had universities in the highest sense of the term, the pupils of these schools should not afterward enjoy all the privileges they offer which do not require a knowledge of the ancient languages. We will not say anything on the vexed classical question. Did it seem to be practicable, we should strongly favor making the study of Latin a part of the education of all who go beyond the common rudiments, as well girls as boys, to such an extent that they could understand the divine offices of the church. For all other uses or advantages, we are inclined to think that many pupils who occupy a great deal of time in gaining a very imperfect smattering of Latin and Greek, might better spare it for other studies.[15]
However the question may be eventually settled in regard to the classics as a part of general education, it is certain that they must retain their place in the education of the clergy, and of at least a select portion of those who are destined for other learned pursuits and professions. We shall speak more fully about this part of the subject a little further on. Before leaving the topic of English education, however, we have one or two supplementary observations to make, suggested by the remarks of other writers which we have come across since we began writing the present article.
F. Dalgairns, in an article which he has published in the _Contemporary Review_, has expressed himself in a manner quite similar to our own respecting the necessity of a return to the scholastic philosophy. His remarks have given us great pleasure, and they furnish one more proof of the tendency toward unity in philosophical doctrine among Catholics which is daily spreading and gaining strength. One observation of his on this head is specially worthy of attention. He says that it is necessary, if we desire to teach the scholastic philosophy to those who have received or are receiving a modern or English education, to translate and explain its terms in the best and most intelligible English. A mere literal translation from Latin text-books will not answer the purpose. This is very true, and we cannot refrain from expressing the wish that the health and occupations of F. Dalgairns may permit him to write an entire series of philosophical essays, like the one he has just published on the _Soul_, to which we have just referred. Indeed, we know of no one better fitted by intellectual aptitude for metaphysical reasoning and mastery of the requisite art as a writer, to prepare a manual of philosophy for English students.