case, the President of the Section for Mechanical Science would himself
hardly say that our member of Parliament, by concentrating himself upon
geology and mineralogy, and so on, and not attending to literature and
history, had "chosen the more useful alternative."

If then there is to be separation and option between humane letters on
the one hand, and the natural sciences on the other, the great majority
of mankind, all who have not exceptional and overpowering aptitudes for
the study of nature, would do well, I cannot but think, to choose to be
educated in humane letters rather than in the natural sciences. Letters
will call out their being at more points, will make them live more.

I said that before I ended I would just touch on the question of
classical education, and I will keep my word. Even if literature is to
retain a large place in our education, yet Latin and Greek, say the
friends of progress, will certainly have to go. Greek is the grand
offender in the eyes of these gentlemen. The attackers of the
established course of study think that against Greek, at any rate, they
have irresistible arguments. Literature may perhaps be needed in
education, they say; but why on earth should it be Greek literature? Why
not French or German? Nay, "has not an Englishman models in his own
literature of every kind of excellence?" As before, it is not on any
weak pleadings of my own that I rely for convincing the gainsayers; it
is on the constitution of human nature itself, and on the instinct of
self-preservation in humanity. The instinct for beauty is set in human
nature, as surely as the instinct for knowledge is set there, or the
instinct for conduct. If the instinct for beauty is served by Greek
literature and art as it is served by no other literature and art, we
may trust to the instinct of self-preservation in humanity for keeping
Greek as part of our culture. We may trust to it for even making the