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2 room, and met her on the colonade. They there talked of their short ac quaintance, their separation, and the future. “ When will we meet again ” said Irene as her eyes filled with tears. She promised, after his ear nest solicitations that her mother's dislike should not prevent her think ing of him when they parted. Ho expressed a hope that they would meet again under more favorable cir cumstances. Walter felt that the sun of his ex> istence was eclipsed when Irene had passed out of his sight. He could say no more, that he was “ heart whole and fancy froo.” [To be Continued.'] For the Georgia Collegian. Classical Studies and Ehetoric. Much has been written of late years, in regard to the study of the Ancient Languages, chiefly with a view to show that too much time is bestowed upon them, and that a greater amount of profit tfould be derived from other, and it is said, more practical studies. It is not pro posed to open a discussion already to a certain degree, hackneyed. In* deed, it would be unnecessary; for the tide which set at one time so strongly against classical study seems already to have commenced its ebb. Yet, in view of the fact that so many of the students at this University evince a disposition to lay aside the study of the Ancient Languages, while nearly all seem anxious to pur sue a course, to a certain extent lite rary, it may not be inopportune to point out the close connexion of that study with others for which a great er predilection is exhibited. Passing over then, the question of the amount and character of mental culture which the study of Ancient Languages affords, and the related one of the comparative value, in a practical point of view, of the study of the Modern Languages and the Ancient, we propose to consider the value of tho Ancient Languages in connection with the study of Rheto ric, and to point out how a knowl edge of them is not only an essential aid for a thorough appreciation of that science, but also a positive pow er over our own language in the practice of that branch as an art. If it can be made apparent that tho An cient Languages are beneficial in this particular, an answer will be afforded to much of the objection raised against them —since no use, it is pro eumed, not even the most eager ad-, voeate of the useful—would deny the great utility to every man, of the power of accurate expression, and a clear and harmonious style. The most difficult part of the stu dy of Rhetoric, and that to which THE GEORGIA COLLEGIAN. most of its rules are directed, relates to words, their choice as to signifi cance, propriety and purity; and again, as to tho arrangement and connection of those words with re spect to grammatical propriety, ex pressional power and artistic beauty, in such a manner as to give the clearest and most forcible transcript of the mental act or thought. Much of this knowledge we pick up as we grow, without any teaching, and without perceiving how we have gained it. We get enough to make known our wants and our thoughts in an ordinary way; but whenever we come to regular composition— whenever there arises a need for clear and connected discourse of any kind, we are all, more or less, aware of our deficiency either in words or in the arrangement of them in order to the proper expression of our ideas and thoughts. Hence the need for Rhetoric and Grammar, and all tho rules of both, which tend to supply the want; and hence too, after study and comprehension of these rules, tho necessity for continual practice and a study of the best models, in order to make the rules of real utility. For the purpose last mentioned, as well as for that of the choice of words, the Ancient Languages seem to furnish one of the best and most fruitful exercises. Tho relation of tho English Language to the Latin, and through tho Latin to the Greek, is so intimate, that the study of the one is also that of the other. All the principles of English Grammar are mastered when wo have obtained a competent knowledge of tho gram mar of these more perfect and more elaborate languages. Besides, this study supplies us with a vast fund of words which we have derived from those languages, and more than all, makes us thoroughly acquainted with that large class of words upon the use of which Rhetoric enlarges so much, viz: synonymes and cognates from the same general root. In this sense, the study of the Latin and Greek becomes indeed the study of our own language, since it supplies us with words and best interests us in their legitimate usage; thus af fording, to a great extent, the neces sary practice otherwise required for readiness and accuracy. Again, in respect to arrangement of words into clauses and sentences, the study of the Ancient Languages is a continual practice in our own tongue. The thorough analysis of a sentence of a Greek or Latin author affords the best exercise in tho ar rangement of words and clauses, and in the structure of sentences, that can be offered, not excepting even the practice of frequent composing, in our own language; and when, as in the caso of students of an University, the curriculum of studies is such as to preclude frequent and careful compo sition. it is the only exercise that is of real value. By analysis, Ido not mean construing ; not the application of so many rules of grammar and the exercise of so much ingenuity on the part of the student in arranging the parts of a word—puzzle in such a manner as to dig an English meaning, out of so many Latin or Greek'words placed in a seemingly distracted or der; but the comprehension of the reason for the particular arrange ment of the words, as the most effec» tive mode of expression, as giving peculiar force or beauty or rythm, and an appreciation of the given po sition and collocation of words as ex pressive of minute shades and con nexions, and as being perhaps the only method which the author could employ to communicate bis exact meaning in the most effective manner. This is the very exercise we our selves go through when we are com posing with caro. The sentences of the standard Latin and Greek au thors, particularly the latter, present us examples and studies in this line, the best and most instructive, be cause they are usually in the highest style of the art of arrangement, and are written in those tongues which from their peculiar character and power enabled the author to exhibit the finest models of sentential struc ture. In such an analysis we are not engaged upon mere words, but we are tracing the action, the highest action of the human mind. We have, laid out before us, the very mind of the author in the elaboration of thought. It has been remarked that could we absolutely observe the method of a single mind in its action, it would be more instructive than to bo thoroughly informed of tho results of the actions of a great many minds; the study and comprehension of a sentence in the manner above indi cated, is, perhaps, the nearest ap proach we can make to such an ope ration. Such an analysis makes us acquainted with the power that lan guage acquires from inversion, tho difference that obtains between tho simple, natural order, and the ele gance and elevation of an inverted order. It shows ns one of the strik ing distinctions betwoen poetic and prose diction. In the collocation of words, it is a direct exercise in our own languague; which depends so much for its effect upon that pecus liarity. In the arrangement of num bers, we got an idea of the harmony of words, and in the general struc ture of the period, we appreciate the force of unity. The study of the Classical Lan guages may thus become the best study for tho proper use of our own, and in a College course may supply the place of that continual practice which cannot usually be had. It is intimately connected with the study of Rhetoric, and affords the best means for a complete knowledge of its principles. Such a plan of study as above indicated, can neither be properly completed nor thoroughly availed of at an early aga. It has been said that the classics are all well enough to train the mind in certain degree up to a certain age; but from our point of view, the study can nev er cease to be of practical utility.— Examples are not wanting to illus trate the advantage of this study in this respect. It is said of William Pitt, the younger, that one of his favorite ex ercises to perfect himself in the ready and effective use of English was to translate the elaborate sentences of Cicero or Caesar, to imitate as far as possible, their order and connection, and again to break up their periodic structure into several English sen tences, retaining the thought. This was only makiDg himself thorough master of the sentence by analysis, and practising bis powers in the ar rangement of words. He himself said, that he owed much of the won*, derful command which he exhibited over his own language, to this early practice in the Latin. If to the verbal analysis of Latin and Greek, we could also add instruc tion in tho reading and recitation of the sentence, we shonld still farther enhance the value to bo derived in this respect, from them. We take in most of our knowledge of the Classics through the eye, while in fact they are works addressed to the ear; and in the structure of the sen tences as much is addressed to please that organ as to instrnct the under standing by means of the other. We may read Gibbon or Macauly until the ear becomes so completely satus rated with the music of their periods, that insensibly, in our own composi tion, we faintly imitate them. So too, could we recover the correct pro nunciation of the ancient tongues, or even approximate it, we might hope so to inspire our young men with the divine harmony of the Iliad or JE*. neid, or the lofty rhythm of Demos*, thenes or Cicero, that in their com positions, we might catch an echo of tho style of these great masters.— Even as it is now, we not only derive a sensible pleasure from this source, but by practising ofiener the reading of the original, connecting at the same time the sentiment with the arrangement, wo derive a decided advantage. It is singular as well as instructive to see how much nearer we can come to the exact rendering of one of Cicero’s artistic periods by following his order of words, [only so far varied in tho separate clauses as to secure proper sense,] than to follow our natural English order, which in many instances will eitht