78 Education : a Critical Examination of the 



left school. If he goes to college his course is fixed ; but 

 suppose he goes to business, then I think it should, as it is, 

 become, and it is becoming, the custom to take up a study 

 either half yearly or yearly, and to continue this practice far on 

 into lite. It is utterly impossible that a schoolboy should 

 master the number of languages that are sometimes popularly 

 taught, or the different sciences. They may be taught the 

 elements of some of these, but it is beyond the function of any 

 boy's brain to master, say, five languages, a number of sciences, 

 as well as mathematics, chemistry, and so on. This should not 

 be attempted ; but if he master the elements of mathematics 

 and chemistry while at school, and on leaving it take up a 

 language or a science every winter till he has a fair under- 

 standing of life and the world, he will receive the best education 

 at his command, with the most pleasure and with no attempt 

 at forcing. The University Extension Scheme is on these 

 lines. Later on he can select some one subject and make it his 

 hobby, for without some hobby the second half of life is 

 incomplete. 



Mr. Speers — Whilst Dr. Sheldon was proceeding with his 

 lecture I was trying to realise how far Arnold's methods and 

 views could be adopted with advantage in our Irish Intermediate 

 Schools. If time permitted I should like to criticise his estimate 

 of the comparative importance of different branches of study 

 With him classical learning was of more importance than all 

 other branches of knowledge put together. Even English did 

 not deserve serious study on its own basis, but should be learned 

 only through the medium of Latin, a practice still common in 

 English public schools. Dr. Arnold's system of training his 

 boys in religion and morals would, I fear, be inapplicable in our 

 Irish schools, which are attended by pupils of different religious 

 denominations. We would soon be accused of attempting to 

 proselytise. I believe, however, that the principle which 

 underlay his method is adopted and acted upon by the heads of 

 schools in our country, and that it is quite possible to carry out 

 an effective system of moral education in our schools without 

 inculcating the special religious tenets of any church. 



