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358 the faculties. The blacksmith's arm becomes mighty through his ponderous strokes of the hammer on the anvil. The very facility of the acquisition of the modern languages precludes the possibility of discipline. Put Latin into our common schools, and the puzzling problem of English Grammar will be nearing its solution, for the why that meets the pupil at every step, the very laboriousness and difficulty of the task, will open the intellect, develop the powers of discrimination and adaptation, enlarge the vocabulary, enable the student to write a better English essay, use a more terse and trenchant style of speech, and grasp with more avidity and keenness any promulgated form of thought, than if he should spend quintuple the time on the study of the English Grammar alone."

Is it not significant that nearly all the great English writers and orators were ardent admirers and students of the classical languages? A Pope, a Dryden, an Addison, a Milton, a Burke, a Pitt, a Tennyson and a Newman, and others? The younger Pitt gives a student the following advice: "The practice of rendering the Greek and Roman classics into English, and of committing to memory the most eloquent passages which occur in reading, is the best exercise in which the young student can engage. It imparts a command of language, aids him in acquiring a forcible style, affords the best mental discipline, strengthens the memory, cultivates his taste, invigorates his intellect, and gives him a relish for the sublime and beautiful in writing." Further, the whole of English literature is so saturated with classical allusions, that without a fair knowledge of the more important works of Greek and Roman writers, it is impossible to ap-