Los AngelesDailyHerald.NUMBER 34.LOS ANGELES, SUNDAY MORNING, NOVEMBER 9, 1873.VOLUME I.

MENTAL DIETETICS.

A Lecture Delivered Thursday Evening. No-vember 6, 1873, before the Teachers' As-sociation, by J. M. Guinn.

[Continued.]Rut, to return from this digression.

I doubt whether there are very manycollege graduates who, having out-grown the foibles of their youth, everwrite the abbreviation for Master ofArts after their name without beingstruck with a sense of Its utter inap-propriateness to them. That a fewbadly preserved Greek myths or Latinquotations should make any man mat-

ter of any art is simply ridiculous?and, indeed, this is about all that isleft of our classical learning after vfew years of knocking about by thisvery practical world. I know that Iwould gladly exchange my classicallore, garnered through years of weary-ing study, for a very limited amountof accurate knowledge of chemistry,geology and mineralogy; and the in-dividual who would make the tradewouldn't get much of a bargain. For,confess it 1 must, that now, ten yearsare gone since 1 last closed my lexiconsand grammars, I am unable to read apage in any one of the authors that1 once translated with so much ease.Vet in my classical studies while incollege 1 Stood among the best in aclass of sixty, who were certainlyequal 111 scholarship to the average ofcollege students In any institution.Of tbe 170 rules, remarks and notes ofsyntax that we committed to memoryfrom the Latin grammar, of all thevaluable information that we gatheredabout the dialectic, emphatic, eupho-nic and anomalous changes, or aboutcolic, attic, beattic, darie, eptic, hel-lemstic, iterative and alexandrineforms of Greek words ; of all the lawsof quantity, versification and accentthat we committed from both gram-mars, 1 doubt whether the fragmentsthat each one of us has preserved inmemory to-day would piece out onewhole rule. Nor li it our fault thatwe have forgotten this informationacquired by the hardest of study, butrather the fault ofthe utterly imprac-tical and worthless knowledge that we\u25a0pent our time over. Indeed, the verybest thing that we could do with it af-ter we had acquired it was to forget it.

Yet, to-day, with all the sad expe-rience of those who have gone beforethem to warn them, in the four hund-red colleges of our land at least 20,000of our brightest youths are burtheningtheir minds with this dead weight,and are wearily staggering under theirloads over the lrivuttHand Ludrieuim,over the three roads that lead (proba-bly) to eloquence, and the four roadsthat lead nowhere,

Is this the culture demanded by theexigencies ami emergencies of modernlife ? Is this the curriculum of study,conceived in superstition, born of ig-norance, nursed by bigotry, and keptalive by caste, the one perfect methodof bringing the human mind to its-highest mental condition ? Are thesefragments of dead languages, rescuedfrom the charnel house of antiquity,the richest and rarest gems in thetreasure vaults of knowledge ? Hadthe human mind in thedavs of Greeceand Rome reached the ultimathule ofthe mental world ? Had these ancientauthors scaled the extremest bights,or sounded the deepest depths of hu-man passion ? Did they penetrate tothe secrets of nature, and unveil themysteries of the universe ? No ; themost enthusiastic lover of classic lorewould hot claim these for his favor-ites. The culture that the study ofthe extinct languages gives is disqual-ifyingas a preparation for the activi-ties of life. The knowledge they im-part is impracticable and oflittle value,except as au avenue to ancient modesof thought.

In scientific knowledge, the wisestof the ancient philosophers was themerest tyro when compared with thelearned "men of our day. As delinea-tors of human passion, their poetsand dramatists were superficial andmaterial. Then why spend five-sev-enths of the time allotted to a scho-lastic education, in acquiring knowl-edge of no practical utility ? formental discipline, it is not for theuse that can be made of them In prac-tical life that the ancient classics stillcontinue to fill so dominant a space inthe curriculum of our colleges anduniversities, but for their excellenceas a means of mental discipline. Todiscipline the faculties of the mindthere is no other study comparable toa thorough drill in the ancient classics.Well let m see. The youth whowould spend five years of his life ivlearning to play the ten command-ments, upon a violin, would no doubtacquire considerable discipline in theart of music, but I question whetherhis musical acquisitions, would securehim the position of second fiddle inthe orchestra of an itinerant organgrinder.

So the youth who spends Aye yearsin fiddlingchanges on Greek verbs orLatin subjunctives, may receive con-siderable discipline in that species ofdynamics, but 1 have serious doubtswhether it aids him much in perform-ing in the grand opera of life.

But seriously is it not a littlestrange that the semi-barbarism of thedark ages, a period when gloom, deepas Cimmerian night hung over the in-tellectual faculties of man?shouldhave furnished us our one perfectedsystem of mental discipline? and is ifnot strange too that a theory whichviolates the law of mental economyactually provides for a waste of powershould be regarded as the one per-fected way of gaining power. Thedominant idea in this theory of men-tal discipline seems to be that themind must be trained by a sort of in-tellectual gymnastics to perform cer-tain acrobatic feats?such as liftingdead weights of abstract mathemat-ical problems, turning philologicalhand springs, and balancing itselfupon the slack rope of lingual rela-tions, not that there is any utility

pre sen 1 or prospective; In Mich feats,i»ut just for tbe mere nuke of beingable to do them. The very origin ofthin system of mental gymnastic*shows its inutility. The notion ofmental gymnastics wm borrowed trombodily gymnastics. In feudal timesuseful labor was regarded as menialand degrading, nnd the superior clas-ses were compelled to seek the activityneeded for bodily health in artificialmeans. The old Greek gymnastic*was a system of athletic exercise, cul-tivated'for the attainment of physicaldevelopment, and had no reference tothe preparation of men for the occu-pations of iudustry. The ancient phi-losophers held, that it was as degra-ding to seek useful knowledge as topractice useful arts, hence subjects ofno practical utility were chosen forintellectual gymnastics, and to Requiremental diseioline

Professor Youinans, speaking of thetraditional or classical system of thecolleges as a means of mental disci-pline, says: "That system is neitheran outgrowth of the proper educationof childhood, nor does it flow on intothe intellectual life of manhood; It isa foreign body of thought uncongenialand unflllitted, thrust into the aca-demic period and destroying the unityand continuity ofthe mental career.The young student is detached fromall of his early mental connections,expatriated to Greece and Rome for acourse of years, becomes charged withantiquated ideas and then returns toresume his relations with the over-Sowing current of events in his ownage. The radical defect of the tradi-tional system is that it fails to recog-nize and grasp the controlling ends ofculture, disled by the fallacy thatthrough a scheme of aimless exercisefor discipline, mental power may heaccumulated for universal application,it sees no necessity of organizing edu-cation witli explicit reference to ulti-mate and definite purposes, and itthus forfeits its right of control overthe educational interests ofthe time.For if the student, after having faith-fully mastered his collegiate tasks,Hints upon entering the world of ac-tion that his acquisitions are notavailable?that lie has to leave thembehind and begin anew?then hispreparation has been a bail one; timehas been irretrievably lost, power ir-revocably wasted, and the chances arehigh that he will give the go-by tomodern knowledge and thin down hisintellectual life to the languid nursingof his classical memories."

Hays Dr. John W. Draper, of theUniversity of New York, in speakingof the defect of the ancient classic asa means of education: "The vagueimpression that such pursuits imparta training of the mind, has long sus-tained this inappropriate course. Italso finds an excuse In its allegedpower of communicating the wisdomof past ages. The grand depositoriesof human knowledge are nol the an-cient, but the modern tongues. Few, ifany, are the facts worth knowing thatare to be exclusively obtained by aknowledge of Latin and Greek; andas to mental discipline it might rea-sonably be Inquired, how much ayouth will secure by translating dailyv few good sentences of Latin andGreek into bad and broken English.So fur as preparation is required forthe subsequent struggles and Conflictsof life; for discerning the Intention!and meeting the rivalries of competi-tors; for skill to design movementsand carry them out with success; forcultivating a clearness of perceptioninto the character and motive ofothers, and for imparting a decision toour own actions; so far as these thingsare concerned, an ingenious manwould have no difficultyin maintain-ing the amusing affirmation that motemight be gained from a mastery ofthe game of chess than by translatingall the Greek ami Latin authors inthe world."

Says Professor Huxley in a lectureon liberal education: "Rut if this bea fair picture ofthe results of classicalteaching at its best, what is to be saidof classical teaching at its worst. Iwill tell you. It means getting upendless forms and rules by heart. Itmeans turning Latin and Greek intoEnglish, for the mere sake of beingable to tlo it, and without the smallestregard to tiie worth or worthlessnessof the author read. It means thelearning of innumerable, not alwaysdecent fables in such a shape that themeaning they once had is dried up in-to utter trash; and the only impres-sion left on a boy's mind is, that tbepeople who believed such things musthave been the greatest idiots theworld ever saw. And it means finally,that after a dozen years spent at thiskind of work the sufferer shall be in-competent to interpret a passage in anauthor he has not already gotten up;that he shall loathe the sight ofa Greekor Latin book; and that he shall neveropen or think of a classical writeragain, until, wonderful to relate he in-sists upon submitting his sons to thesame process."

Says Herbert Spencer: "If we in-quire what is the real motive in giv-ing boys a classical education, we willfind it to be simple conformity to pub-lic opinions. Men dress their chil-dren's minds as they do their bodies,in the prevailing fashion. A boy'sdrilling in Latin and Greek is insistedon, not because of their intrinsic value,but that lie may have the education ofa gentleman, the badge marking acertain social position, and bringinga consequent respect."

Says Professor Tyndall: "As long asthe ancient languages are tiie meansof access to the ancient mind theymust be of value to humanity; but itis as avenues of ancient thought, andnot as the instruments of modern cul-ture that they are chiefly valuable toman."I might give pages of ((notations of

like tenor, from such distinguishededucators and writers, as Dr. Bernard,John Stuart Mill,Dr. Wayland, Gold-win Smith, Dr. Whewell and outers,hut it is unnecessary. All these dis-tinguished writers and thinkers, whileadmitting the value of the classic asavenues of ancient thoughts?as illus-trations of the progress and develop-ment of the human mind iv the earl-ier ages of the world?as the mediumthrough which we have received near-ly all that we know of ancient history,philosophy, science and art, yet everyone of them denies their value as ameans of culture in the scholastic per-iod of our youth or as an instrument ofmental discipline to meet the dutiesand responsibilities of active life.It is well known that the success of

many of our educated men can be di-

rectly traced to their neglect of theirregular college studies, or rather, per-haps, to the "realization of these byvigorous pursuits of other studies,while on the other hand those students,the medalist, the validictorians, andthe senior wranglers, who have beenthe indefatigable and preserving inmastering the studies of the curricu-lum when they lay down their Lexi-con and their grammars to take upthe burden of life, but too often proveto be intellectual dwarfs and mentalpaupers. Their mental gymnasticshas trained them toa kind of intellect-ual agility in handling the symbols ofthought, and the verbal signs of Ideas,it has not given them the power or theknowledge how to use the supplenessiv the contest of nature or the strugglefor existence. How often have weheard graduates lament the timewastetl upon the Greek and Latin ('las-sies, and that they could bury thecorpse or rather the fleshless skeletonof these dead languages in a gravefrom whence there would be no resur-rection. How many would gladly ex-change the college debris, which theyhave spent years in piling up, forsome knowledge of the truths of phy-sical science, that confound them atevery turn.

Rut just here the advocates of thetraditional system may raise the cryof utilitarianism. You, sir, wouldsubordinate all the culture, the refine-ment, the polish of an education tovulgar utility; you would make thealmighty dollar' the unit of measureto ascertain the solid contents of aman's mind, and would determine thespecific gravity of a man's knowledgeby the bulk of his bank account.

I answer, Is there not more refine-ment, culture and polish in the proseof Irving and the poetry of Whittier,than in the bibidinous'songs of Hor-ace, or in the sneering sarcasms ofJuvenal? Is there not more of love,hope, faith, charity, truth, virtue andhonesty in the contemporaneous situa-tion of our day, than In all the Gre-cian and Roman literature of thegolden age, the silver age, the brazenage, the iron age, and the dot-age (orwhatever that age was called in whichthey petered out)?

Nature furnishes us with the onlyperfect models. Wherein the spiritualand intellectual enceptions of theancients accorded with nature's mod-eis, they are true; wherein they de-parted from them, they are false. Weread nature through a lens of a magni-fying power two thousand timesgreater than theirs. Is not our visionthe clearest ?

The book of nature was written agesbefore the books of Homer and Virgil.Why not rather go to the original,than try to draw inspiration from theirimperfect translations ?

1 n reality, utility is the measure ofall values, whether in the intellectualworld or in the commercial. Thatculture which will give the highestmoral and intellectual excellence withthe least waste of power, is the best.One of the highest offices of educationis to economize and wisely expendmental power. The traditional sys-tem, by ignoring the useful facts audexpending upon inutilities, wastesmental power. It lirst expends jiowerin acquiring the useless fact for sakeof discipline, aud then acquires theuseful fact for its value. It costs asmuch power to learn the useless factas the useful one. Why not save halfthis power, by making the useful factserve for both knowledge and disci-pline ( "Science, made the basis ofculture, will accomplish tliis result."Rut of this, more anon.

Rut am I not forgetting the beautiesof the classics, and the human inter-est that pertains to them? Whilstphysical science deals with muttersexternal to man?with the Micro-cosm, or the great world. This an-cient literature treats of the Micro-cosm, or the little world constitutedby him. To the Greek or Romanyouth of two thousand years ago therewere no beauties in his literature; butto the college student of to-day, dig-ging Greek roots, or wearily grubbingamong gerundives and periphrasticconjugations; its beauties are but dim-ly, if ever seen.

The great aim of the college instruc-tors in these languages is to secure aliteral translation, and preserve theidiom intact, and not to trace theirrelation to our language. At least itwas so in my college days, and withthe exception of a very few moderninstitutions, such as Cornell Univer-sity and the University of California,the ohi methods of instruction stillprevail.

Our Greek professor was a man whohad poetry in his soul, but it was sovery deep down that it seldom croppedout". He was a stickler for literaltranslations. Let some fledgling poet,lilled with divine afflatus drawn fromHomer's immortal verse, attempt tosoar to empyrean heights in translat-ing some beautiful passage, andstraightway the wings of his Pegasuswould be scorched by the thunderingbase of Professor E.: "Literal transla-tions, sir, render that literally; stickto the text."

Could the blind old bard of Sciohave been set down into our class-room some day, and heard us going forthe brave Ulysses, the grass widowPenalope, the'rascalish suitors, the olddog Tray (Argos in Greek), and allthat jollycrowd told of iv the Odys-sey, with our bad English and worseGreek, he would have prayed the im-mortal gods that he might be struckdeaf as well as blind. Our professormay have been an exception in hishobby for literal translation. Indeed,he was an exceptional individual takehim all in all. There was a collegetradition that he had been crossed inlove in early life, and had been labor-ing in a tit of chronic crossness eversince. He had no toleration for anybut the homliest, most broken andfragmentary translations, providingalways that they were strictly literal.

[To be Continued.]

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parts of the United States. Nos. 24 and \iiAliso St.. LOS ANGELES. oc.Vly4p

BUSINESS CARDS.

J. C. JACKSONKeeps all kinds of

Lumber, Shingles, Laths,DOORS, WINDOWS, BLINDS,

Posts, Shßkos,

PLASTER PARIS,

CEMENT AIV1) HAIR.

CORNER OF

Alameda and First Streets.no2-lmlp

PERRY, WOODWORTH & CO,LUMBER YARDS

AND PLANING MILLS.NO. 70 COMMERCIAL HT.

Keep constantly on hand a full assortmentof LUMBER, DWORS, SASH, MOULDINGS,BLINDS, TURNED AND SAWED WORK.Allkinds of mill work done to order. oc2

GRIFFITH, LYNCH & CO.DEALERS IN LUMBER.

CORNER FIRST AND ALAMEDASTS.

Mill Work of all Kinds,?SUCH AS?

DOORS, SASH, BUNDS, ETC., ETC.no2-lmlp

11. C. WILEY. D. M. HF.aitY.

WILEY & BERRY.

REAL ESTATE AGENTS?AND ?

COMMISSION MERCHANTS,No. 82 MAIN STREET, LOS ANGELES.

oe7-linlp

MALONEY & FENNEBBEY.

WAGON-MAKING, BLACK-SMITHING AND HORSE-SHOEING

20 nnd 23 Aliso Nl reel.

Manufacturers of Carriages, Buggies,and wagons ofall kinds. All orders promptlyattended to. oc7-4ptf

LOS AN6ELES SODA WORKS,No. 13 AI.INO NTREET.

HENRY W. STOLL, Proprietor.Supplies Bar Rooms and private fami-

lies with the purest and hestNODA AND NARNAPARIIXA,

Delivered to any part of the city. lno2-lm

CARRIAGES AND WAGONS.

L. LICHTENBERCER,(Successor to Roeder & Lichlenbcrgcr),

jy/JANUFACTURER OF

Wagons, Buggies, Carriages, Etc.143, 14.1 and 147 Main street, Im Angeles,

Very respectfully solicits the patronage ofthe public in his "line of business. All ve-hicles built ofthe BEST MATERIAL. Anextensive

BLACKSMITH HHOPIs connected with the establishment, whereall kinds of Blacksmilhing will be done toorder.

REPAIRINGDone with dispatch, and with a view of givingsatisfaction to patrons.

AH "Work Warranted.oc7-lmlp

"PAGE & GRAVEL'SNew Carriage Shop.OUR WORK IS UNE-cfJftqualed by any done on the Pa- jaS3BC

cllic Coast.Afterour exeerlence in Ihe best shops in the

Eastern States, and our experience on thiscoast, we nre enabled to fulfil what we ad-vertise..

ALLMATERIALS USED ARE THE BESTTHE MARKET AFFORDS.

n«L Repairs done neatly and witli dispatch.»«-All work done here is warranted,

us. Prices Moderate. Call and see. "Ml

Corner Loo Angeles and Requenaocit] streets, Los Angeles, limip

"c^TLl^ir^N^L,-(OPPOSITK M. KKLI.EK'S)

MANUFACTURER AND DEAL-ER IN

Wssons, Carriages, Hueaiea, etcBlack smith Ing of all kinds. Allwork

MADKoI'BEST MATERIALand in the future as reliable as in tho pastOrders promptly attended 10. oci2mlp4

, EDUCATIONAL.

SPANISH AND FRENCHLESSONS.

INSTRUCTION IN FRENCH ANDSPANISH willbe given to classes In the

afternoons or evenings, by

MlBB JOSEPHINE LINDLEYTERMS:

To a class of five or less, per lesson 12 00To a class of any number over five, per

lesson |8 00For further particulars, inquire nt tne office

of the Los Angki.es Hekald, of Lindley AThompson, or at tbe Pico House.

TESTIMONIALS:University or California, )

Department op Languages. \u25a0Oakland. July 11.1072. )

Herewith Icertify that Miss Josephine Lind-ley iias been a student in my department oftbe University for five consecutive terns, viz:from September, IS7Q, to April3d, 1872. Daringthta time one studied tbe French, the Spanishand the German languages, obtaining alwaysthe highest marks for proficiency and attend-ance, her average credit mark for five teimsbeing 97 per cent.

On entering the University, Mise Lindleypossessed already such knowledge of theFrench and Spanish idioms as to be able tospeak them with ease, fluency, correctness,and a pure pronunciation.

She may now be considered thoroughly fa-miliar with the theory and philosophy, as wellas with the application of these two tongue.;and site nay "adtrybe recommended aa a can-didate of great promise, for teaching theFrench and Spanish languages.

P. PIODA, Prof. Modern Languages.

UNIVERSITY OF CALIFORNI A.Josephine Lindley has been declared by the

Faculty entitled to this Certificate of Profi-ciency in tbe departments of Geology andNatural History, (Botany and Physical Geolo-gy,) Belles Lettres, (English Literature, Histo-ry, Ancient and Modern,) Chemistry, ModernLanguages, (French and Spanish.)

Henry Durant, President of University: E.S. Carr, Prof. Chemistry; P. Piodn, ModernLanguages; Joseph Le Conte, Professor of Ge-ology and Natural History; WilliamSwinton,Professor of Belles Lettres; Martin Kellogg,Dean of the Faculty. oeS-tf

LAWLOR INSTITUTE168 Main Street, Eoa Angelea.

THE SEVENTITsEMI-ANNUALSession of this

SELECT JJAYSCHOOL,

In which girls and boys receive a usr.rui.,practical and complete English Education,commenced on MONDAY, AUGUST 11, 1873.

TERMS PER MONTH:English Studies, Including the ordinary

School Branches, and Double-EntryBook-Keeping and Algebra to 00

Primary Geography, Second and ThirdReaders 4 Oil

Chart and Primer Classes 8 00

EXTRAS.Latin, Phonetic Short-hand and Geom-

etry, per month ? 12 00

Competent Teachers ofDrawing, Painting,and the Modern Languages, willbe connectedwith the Institution.

For further particulars, apply to the under-signed, at the School Building.

ocsml W. R LAWLOR, Principal.

FRENCH and SPANISH LESSONSIN THE FRENCH

and Spanish languages willbe given to classesor in private, commencing on

WKBNBSBAY. OCTOBER 1. 187&TRKMS OF TUITION: l

,Private lessons j i oileachTwenty lessons , 15 00Lessons to any number of pupils

over live,for one mouth, three les-sen* every week, each pupil 2 00French and Spaids!rsobool for children ev-

ery day (Saturdays excepted) at 4 o'clock P.M. TUITION, per month, ?3.

For further particulars, inquire at No 107Main street. Translation of French, Span-ish and English. F. V. C. db MONDRAN.

ocL-lmlp

ST. VINCENT'S COLLEGE,LOS ANGELES.

CONDUCTED "BY THE PRIESTSof the Congregation of the Mission.

DEGREES CONFERRED, and the mostcomplete Education given. No more beauti-fullysituated spot In tbe whole of SouthernCalifornia. Apply by letter, or personally, to

REV. J. McGILL, C. M.oc2-lmis President.

Drawing and Painting.INSTRUCTIONIN CRAYON, PEN-

CIL AND PERSPECTIVE DRAWING,in Coloring with India Ink and Water Color*,and In

OIL PAINTING,given nt Hillside Cottage, back of the newschool-house. MRS. LU WHEAT SMITH.

oc2tf

LIVERY ANO FEED STABLES.

LOS ANGELES

SALE. FEED &LIVERY STABLE,

JH. JONES, PROPRIETOR,? CORNER FIFTH ANDSPRING STS.

Grain, Hay and all kinds of Fresh FeedCONSTANTLY ON HAND.

ALSO,

Large Clean Corrals and Stables,With City Water Throughout.

?S-HORBEB, MULES, WAGONS and CAR-RIAGES bought and sold, and Horses andCarriages to let by the day or week.

Teamsters accommodated as usual on themost liberal terms. oc7-lmlp

N. H. MITCHELL'SPioneer Livery, Sale and Feed Stables,

CENTER STREET, OPPOSITEPoplar Row, ANAHEIM.

The very best accommodations for visitorsand travellers.

Gentle Saddle Horsesconstantly on hand, and furnished at shortestnotice. oclllf

ALISO FEED & SALE STABLEJF. RAMIREZ, PROPRIETOR.

? COR. ALAMEDA* ALISO STS.Adjoining M. Keller's.

GRAIN, HAY Sc. FEEDalways on hand.

Horses, Mules, Wagons, etcbought and sold. oc7-4ptf

Campbell's New Stables.JTO. 47 ALISO~STREET.CJRhJL. HORSES BOARDED *7V_

Day, Week or Month.<«2VBUGGIES AND CARRIAGES

FOR SALE OR HIRE,THE BEST OF FEED

oe2Bm Ipi CONSTANTLY ON HAND.

Everybody knows the old ManHIGNORET.

BANK EXCHANGE BILLIARDSALOON, run by F. SIGNORET.

Customers received by tbe old man himself,who has been in attendance since 1849. Hewelcomes all his old customers and pleasesthe new ones.

The BEST BARBER SHOP iv the olty iswith this establishment. Clean towels, care-Ailemployees. noS-lm