ABSTRACT
The fallacy of this argument will sufficiently appear, when we arrive at the consideration of the study of the English language, as detached and distinguished from the study of English literature: the observations which I am now about to offer, relate to the connection of each with the other – perhaps it would be better to say, the union of both. You will, I think, Gentlemen, readily admit, that in order to form a correct estimate of the value and utility of any particular study, it requires to be contemplated not merely in an independent and exclusive aspect, but in its general relation to the entire system and primary object of a liberal education; – just as we should calculate the dimensions of a mountain, not by its elevation above the valley, but by the comparative altitude of other hills with which it is surrounded. Now the system of a liberal education may be modelled on the principle of comprehending all useful knowledge, which is called general education; or of preparing the pupils more immediately for some specific occupation or pursuit, which is termed professional education. The object of both, however, must be identical; namely, that the student may hereafter occupy a respectable, if not an eminent, position in society. And, as an unavoidable inference, we should attach the
highest importance to those studies, by which that desirable object may be most effectually promoted.
