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 archseo- 

 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 



