TRADITION IN EDUCATION 189 



proposed developments, the implication that the study of 

 classics alone is of value in forming character and is the only 

 " proper study of mankind " must be deprecated. There exist 

 well-defined schemes which do not appeal to self-interest only, 

 which have the teaching of principles as root and motive and 

 on these grounds deserve the same serious consideration as is 

 demanded for traditional methods. 



The Rev. Dr. Welldon's Views 



Since the preceding paragraphs were written, the fact of the 

 existence of this tendency to exaggerate the importance of the 

 classics while passing over in contemptuous silence the claims 

 of handwork to be considered an important, if not the most 

 valuable, educational medium has received striking confirmation. 

 The Right Reverend Dr. Welldon, in addressing the Educa- 

 tional Science Section of the British Association, said that the 

 subjects of the secondary curriculum must be judged with 

 reference to the final goal of education : if the possible subjects 

 were too many, it would be necessary to strike the balance 

 between utility and culture and so to decide which subjects were 

 indispensable and which might fairly be subordinated and post- 

 poned. After pointing out that psychology suggested the adap- 

 tation of particular subjects to the awakening of particular 

 powers at appropriate ages, he contended that the basal subjects 

 should form a body of knowledge possessed by all students in 

 common and should be few, suitable to the tender age of school, 

 life, practically useful and yet possess the elements of culture. 

 He proceeded to specify religion — as the paramount factor in 

 the discipline of character ; mathematics— as possessing the 

 unique merit of showing proof, as distinguishing certainty from 

 probability and as establishing the narrow limits of certainty ; 

 natural science — as especially valuable in cultivating the faculty 

 of observation ; and languages — to which he awarded the palm 

 as standing in the most intimate relation to human nature. 

 Continuing to discuss the grounds on which languages stood 

 as instruments of education, he stated that English was essential, 

 alike in its literature, language and history, whilst foreign 

 languages were useful and desirable as a mental discipline 

 as well as because they afford means of intercommunication ; that 

 classical languages, whilst offering much the same intellectual 



