Liberal Education. 257 



no reason, except the stupidity of instructors, why 

 classics and the sciences should not both be 

 taught ; and he holds that our earnest recognition 

 of the claims of the one should never blind us to 

 the claims of the other. 



In view of this, it is pleasant to meet with a 

 book, written chiefly by classical scholars who 

 have taken university honours, in which the just 

 claims of physical science and the shortcomings 

 of a merely literary education are adequately rec 

 ognized. The writers of the nine essays forming 

 the volume now under consideration are all grad 

 uates of Cambridge, and all but one have at one 

 time or another obtained fellowships in that uni 

 versity. Most of them, therefore, may be pre 

 sumed to be moderately acquainted with ancient 

 literature, and to some extent sensible of the ad 

 vantages attending the study of it. The editor, 

 Mr. Farrar, has devoted a large part of his time 

 to philological studies, and has written a treatise 

 on Greek syntax, besides two volumes on the ori 

 gin and development of language, all of which 

 are works of considerable philosophical merit, 

 though not perhaps of the highest and most ac 

 curate scholarship. Of the other writers, two at 

 least Professor Seeley and Lord Houghton 



17 



