as made in vain; for in vain
would be this power of vision if it taught man nothing.

CHAPTER XII - THE EFFECTS OF CHRISTIANISM ON EDUCATION; PROPOSED
REFORMS.

As the Christian system of faith has made a revolution in theology, so
also has it made a revolution in the state of learning. That which is
now called learning, was not learning originally. Learning does not
consist, as the schools now make it consist, in the knowledge of
languages, but in the knowledge of things to which language gives names.

The Greeks were a learned people, but learning with them did not consist
in speaking Greek, any more than in a Roman's speaking Latin, or a
Frenchman's speaking French, or an Englishman's speaking English. From
what we know of the Greeks, it does not appear that they knew or studied
any language but their own, and this was one cause of their becoming
so learned; it afforded them more time to apply themselves to better
studies. The schools of the Greeks were schools of science and
philosophy, and not of languages; and it is in the knowledge of the
things that science and philosophy teach that learning consists.

Almost all the scientific learning that now exists, came to us from the
Greeks, or the people who spoke the Greek language. It therefore
became necessary to the people of other nations, who spoke a different
language, that some among them should learn the Greek language, in order
that the learning the Greeks had might be made known in those nations,
by translating the Greek books of science and philosophy into the mother
tongue of each nation.

The study, therefore, of the Greek language (and in the same manner for
the Latin) was no other than the drudgery business of a linguist; and
the language thus obtained, was no other than the means, or as it were
the tools, employed to obtain the learning the Greeks had. It made no
part of the learning itself; and was so distinct from it as to make it
exceedingly probable that the persons who had studied Greek sufficiently
to translate those works, such for instance as Euclid's Elements, did
not understand any of the learning the works contained.

As there is now nothing new to be learned from the dead languages, all
the useful books being already translated, the languages are become
useless, and the time expended in teaching and in learning them is
wasted. So far as the study of languages may contribute to the progress
and communication of knowledge (for it has n