4 2 4 SCIENCE PROGRESS 



work l ; in future the working-man will expect the aristocrat to 

 prove that he has learnt to use his head on all possible occasions." 

 Intentionally or unintentionally, from beginning to end, the 

 essay is an open confession of the failure of the classical system 

 that Mr. David describes as the very best. Which, then, are we 

 to believe— Mr. David and Dr. Chilton or Mr. Farrar, Mr. Benson, 

 Prof. Ostwald, Mendeleeff, Dr. Burge and Mr. Lyttelton ? The 

 doctors evidently disagree — I propose to honour the opinion of 

 those who are broadminded enough openly to admit failure. The 

 position is well summed up by Mr. Lyttelton in the statement : 



"We are still under the spell of a powerful and ancient 

 tradition which dictates to us this and that way of dealing 

 with boys' minds but has absolutely nothing to say as to 

 what these minds require. That is why at the present day 

 we are dominated by every sort of consideration in settling 

 a curriculum except the right one." 



Confession is said to be good for the soul ! It is also said 

 that charity begins at home ! 



A few days ago the Headmasters, in solemn conference 

 assembled, adopted the somewhat futile resolution : " That a 

 boy should not begin to learn Greek until the foundations of 

 Latin and French have been securely laid and until he has 

 received systematic training in English." These terms are 

 almost tantamount to a general confession of failure. Why 

 should Headmasters combine in agreeing to do what is 

 obviously their duty ? Who shall say when foundations are 

 securely laid ? What is " systematic " training in English ? 

 Why could they not agree definitely and honestly to abolish 

 Greek from the preparatory schools — which is what is 

 desirable, if not intended ? Dr. Burge and Canon Lyttelton 

 think that no improvement can be made in the teaching unless 

 there be agreement among many public schools ; that if school 

 A were to admit boys without Greek, the schools preparatory 

 to A's school would be relieved of nothing. Perhaps not imme- 



1 Mr. Lyttelton at times rises to sublime heights of eloquence in recommending 

 hand work, e.g. " Badly taught, any subject may ' be soft ' ; but there is no lesson 

 when a boy can possibly give more of his attention to the work in hand or can be 

 so effectively braced for perseverance, as when he is shaping a freely curved surface 

 of a cup for use. If his attention wanders he spoils his piece of wood and his 

 hope of service or cuts his finger. Where is there any such stimulus in Latin 

 prose ? : ' One is forced by such classical bathos to confess that Latin cannot 

 possibly compete with cut fingers. 



