22 bepobt — 1884. 



the result of routine rather than of argument. I do not, myself, take up 



the extreme position. I doubt whether an exclusively scientific training 



would be satisfactory ; and where there is plenty of time and a literary 



aptitude I can believe that Latin and Greek may make a good foundation. 



But it is useless to discuss the question upon the supposition that the 



majority of boys attain either to a knowledge of the languages or to an 



appreciation of the writings of the ancient authors. The contrary is 



notoriously the truth ; and the defenders of the existing system usually 



take their stand upon the excellence of its discipline. From this point of 



view there is something to be said. The laziest boy must exert himself 



a little in puzzling out a sentence with grammar and dictionary, while 



instruction and supervision are easy to organise and not too costly. But 



when the case is stated plainly, few will agree that we can afford so 



entirely to disregard results. In after life the intellectual energies are 



usually engrossed with business, and no further opportunity is found 



for attacking the difficulties which block the gateways of knowledge. 



Mathematics, especially, if not learned young, are likely to remain 



unlearned. I will not further insist upon the educational importance of 



mathematics and science, because with respect to them I shall probably 



be supposed to be prejudiced. But of modern languages I am ignorant 



enough to give value to my advocacy. I believe that French and German, 



if properly taught, which I admit they rarely are at present, would go 



far to replace Latin and Greek from a disciplinary point of view, while 



the actual value of the acquisition would, in the majority of cases, be 



incomparably greater. In half the time usually devoted, without success, 



to the classical languages, most boys could acquire a really serviceable 



knowledge of French and German. History and the serious study of 



English literature, now shamefully neglected, would also find a place in 



such a scheme. 



There is one objection often felt to a modernised education, as to 

 which a word may not be without use. Many excellent people are afraid 

 of science as tending towards materialism. That such apprehension 

 should exist is not surprising, for unfortunately there are writers, speak- 

 ing in the name of science, who have set themselves to foster it. It is 

 true that among scientific men, as in other classes, crude views are to be 

 met with as to the deeper things of Nature ; but that the life-long beliefs 

 of Newton, of Faraday, and of Maxwell are inconsistent with the 

 scientific habit of mind, is surely a proposition which I need not pause to 

 refute. It would be easy, however, to lay too much stress upon the 

 opinions of -even such distinguished workers as these. Men, who devote 

 their lives to investigation, cultivate a love of truth for its own sake, and 

 endeavour instinctively to clear up, and not, as is too often the object in 

 business and politics, to obscure a difficult question. So far the opinion 

 of a scientific worker may have a special value ; but I do not think that 

 he has a claim, superior to that of other educated men, to assume the 



