The aim the best now propose to themselves is to provide not wealth or pleasure, or better machinery or more leisure, but a higher and more effective kind of education; and hence whatever one's preoccupation, whether social, political, religious, or industrial, the question of education forces itself upon his attention. Pedagogy has grown to be a science, and chairs are founded in universities to expound the theory and art of teaching. The learning of former times has become the ignorance of our own; and the classical writings have ceased to be the treasure-house of knowledge, and in consequence their educational value has diminished.
Whoever three hundred years ago wished to acquaint himself with philosophic, poetic, or eloquent expression of the best that was known, was compelled to seek for it in the Greek and Latin authors; but now Greek and Latin are accomplishments chiefly, and a classical scholar, if unacquainted with modern science and literature, is hopelessly ignorant. "If any one," said Hegius, the teacher of Erasmus, "wishes to learn grammar, rhetoric, mathematics, history, or holy scripture, let him read Greek;" and in his day this was as true as it is false and absurd in our own. In the Middle Ages, Latin was made the groundwork of the educational system, not on account of any special value it may have been supposed to possess as a mental discipline, but because it was the language of the learned, of all who spoke or wrote on questions of religion, philosophy, literature, and science; but now, who that is able to think dreams of burying his thought in a Greek or Roman urn? The Germans in philosophy, the English in poetry, have surpassed the Greeks; and French prose is not inferior in qualities of style to the ancient classics, and in wealth of thought and knowledge so far excels them as to preclude comparison.
The life of Greece and Rome, compared with ours, was narrow and superficial; their ideas of Nature were crude and often grotesque; they lacked sympathy; the Greek had no sense of sin; the Roman none of the mercy which tempers justice. In their eyes the child was not holy, woman was not sacred, the slave was not man. Their notion of liberty was political and patriotic merely; the human soul, standing forth alone, and appealing from States and emperors to the living God, was to them a scandal. Now literature is the outgrowth of a people's life and thought, and the nobler the life, the more enlightened the thought, the more valuable will the expression be; and since there is greater knowledge, wisdom, freedom, justice, mercy, goodness, power, in Christendom now than ever existed in the pagan world, it would certainly be an anomaly if modern literature were inferior to the classical. The ancients, indeed, excel us in the sense for form and symmetry. There is also a freshness in their words, a joyousness in their life, a certain heroic temper in their thinking and acting, which give them power to engage the emotions; and hence to deny them exceptional educational value is to take a partial view. But even though we grant that the study of their literatures is in certain respects the best intellectual discipline, education, it must be admitted, means knowledge as well as training; and thorough training is something more than refined taste. It is strength as well, and ability to think in many directions and on many subjects. Nothing known to men should escape the attention of the wise; for the knowledge of the age determines what is demanded of the scholar. And since it is our privilege to live at a time when knowledge is increasing more rapidly even than population and wealth, we must, if we hope to stand in the front ranks of those who know, keep pace with the onward movement of mind. To turn away from this outburst of splendor and power; to look back to pagan civilization or Christian barbarism,--is to love darkness more than light. Aristotle is a great mind, but his learning is crude and his ideas of Nature are frequently grotesque. Saint Thomas is a powerful intellect; but his point of view in all that concerns natural knowledge has long since vanished from sight. What poverty of learning does not the early medieval scheme of education reveal; and when in the twelfth century the idea of a university rises in the best minds, how incomplete and vague it is! Amid the ruins of castles and cathedrals we grow humble, and think ourselves inferior to men who thus could build. But they were not as strong as we, and they led a more ignorant and a blinder life; and so when we read of great names of the past, the mists of illusion fill the skies, and our eyes are dimmed by the glory of clouds tinged with the splendors of a sun that has set.