CLASSICAL STUDIES IN ENGLAND 93 



Given good teaching, a sufficient familiarity 

 with the languages might, one would think, be 

 imparted without taking up a disproportion- 

 ate amount of school time. Then let the boy 

 who elects to take up classics at his univer- 

 sity as a subject for his degree not be en- 

 couraged to cover quite so much ground as he 

 attempts under the stress of examinations 

 at present; let him broaden his studies, of 

 course, but only carry them (like Mr. Casau- 

 bon) up to a certain point: not being intro- 

 duced to the world of advanced study and 

 research till he has taken his degree. Then is 

 the time for him to judge between Minoan and 

 post-Minoan, and to embark on such archaeo- 

 logical or palseographical exercises as captivate 

 his fancy: exercises which are delightful and 

 profitable for the real student, but which 

 should be kept as long as possible until they 

 show results which are really important to our 

 understanding of classical literature out of 

 the cold atmosphere of examinations. But it 

 is to the researches of our trained specialists 

 that we look for the advancement of learning; 

 and those universities which recognize the value 



