form of curriculum. If they whole-heartedly believe in the classics
as the best possible form of education, then let them realize that
the classics form a large and complicated subject, which demands
the WHOLE of the energies of boys. Let them resist utilitarian
demands altogether, and bundle all other subjects, except classics,
out of the curriculum, so that classics may, at all events, be
learnt thoroughly and completely. At present they make large and
reluctant concessions to utilitarian demands, and spoil the effect
of the classics to which they cling, and in which they sincerely
believe, by admitting modern subjects to the curriculum in
deference to the clamour of utilitarians. A rigid system,
faithfully administered, would be better than a slatternly
compromise. Of course, one would like to teach all boys everything
if it were possible! But the holding capacity of tender minds is
small, and a few subjects thoroughly taught are infinitely better
than a large number of subjects flabbily taught.

I say, quite honestly, that I had rather have the old system of
classics pure and simple, taught with relentless accuracy, than the
present hotchpotch. But I earnestly hope myself that the pressure
of the demand for modern subjects is too strong to be resisted.

It seems to me that, when the whole world is expanding and
thrilling with new life all around us, it is an intolerable mistake
not to bring the minds of boys in touch with the modern spirit. The
history of Greece and Rome may well form a part of modern
education; but we want rather to bring the minds of those who are
being educated into contact with the Greek and Roman spirit, as
part of the spirit of the world, than to make them acquainted with
the philological and syntactical peculiarities of the two