BELATIVE VALUE OF CLASSICAL AND SCIENTIFIC TRAINING. 921 



selves unable to see that, because particular institutions have a 

 tendency to dwarf and stunt particular faculties, they should 

 therefore be left undisturbed to do this evil work uncounteracted. 

 And still leaving the premises unimpugned, we should set up a 

 cross-indictment to the effect that if classical studies left the 

 student of them unacquainted with the invariability of natural 

 laws, physical studies leave the student unacquainted with the 

 variability of men's minds. But, so far as the business of life 

 consists in having to do business and hold intercourse with our 

 fellow-men, this acquaintance with the variability of men's minds 

 is simply the particular kind of knowledge which is not only the 

 most practically useful and marketable of all kinds of knowledge, 

 but is precisely the kind which, by common consent, is allowed to 

 characterise if not to institute ' culture.' 



Lord Lyttelton, however, and the Endowed Schools Com- 

 missioners would appear to be in favour of the establishment of 

 locally distinct schools for the two sets of studies and of students, 

 and herein to be at one with Helmholtz. The Owens College 

 Delegates, on the other hand, are, like ourselves, in favour of a 

 system of bifurcation, which would not necessarily keep apart 

 persons of different mental conformation who might be much 

 benefited by mutual contact. They have come to this conclusion 

 mainly for reasons based on observations and testimony given in 

 Germany. Our peculiar social organisation makes the question 

 more complex for us ; but we, too, have our experience as well as 

 the Germans ; and time has shown that an Englishman, whose 

 reputation as an educationalist is equal to that of Helmholtz as a 

 physicist, may, in this very matter, be as far wrong as we believe 

 that great physicist to be. In 1864 Dr. Temple told the Public 

 Commissioners (see Report, vol. ii. p. 312) that he should 'not 

 consider it wise to follow the Cheltenham and Marlborough examples 

 by attaching to the public schools modern departments. The classical 

 work would lose, the other work would not gain!' In 1867 we 

 find a distinguished Rugby master, the Rev. J. M. Wilson, speaking 

 to the following effect of the results produced by the changes set on 

 foot in accordance with the proposals of the Public Schools Com- 

 missioners, and earnestly and honestly carried out. ' Lastly, what 

 are the general results of the introduction of scientific teaching in 

 the opinion of the body of the masters ? In brief it is this : that 



