rUESlDENTIAL ADDRESS HAUKIS. xlix 



prose, fur loss verse, or even road Latin authors. Loss 

 than that is enough to enable them to know the derivation 

 of words of classical origin, to explain some allusions to 

 classical mythology, to pronounce the final "o" in Magda- 

 lene, Penelope, and Irene; and be able to write English with 

 lucidity and without redundancy. Before this linguistic 

 and literary instruction is ended, instruction in Natural 

 Science should have begun, and should bo continued long 

 after the former is stopped We need not continue to teach 

 boys Greek and Latin as in the days when there was little 

 else to teach them; for in the meantime, such vast quantities 

 of useful and essential facts have been brought to light, 

 that we grudge all the time not devoted to the assimilating 

 of them. It is usually supposed that because a boy knows 

 some science, he will know no classics; and vice versa. I 

 have never been able to see the necessity for this. Surely 

 he can study some Science and yet know enough about 

 Latin and Greek to enable him to understand what his 

 scientific terms mean. But to expect any boy to attack 

 no science until he has been made a classical scholar is ridicu- 

 lous. The old method was virtually to set out to make 

 everybody a classical scholar, and to end by making possibly 

 one per cent. such. The other ninety-and-nine non-classi- 

 cally-minded persons, were made liatin-haters for the rest 

 of their lives. The new method should be to teach all boys 

 science, and let the one per cent, become classical experts 

 if thej^ desire it. 



Outside the Arts Faculties of the Universities, there 

 is no "market" for classical scholars; but there is a vehement 

 and growing demand for persons who know something of 

 all the sciences and everything about one of them. 



Owing to our national physiological momentum, the 

 teaching of boys has been continued on the same lines as 

 those laid down by the educationists of the Revival of Learn- 

 ing in the Fifteenth Century. What Erasmus, Linacre and 



