theory of education has been enunciated which fits in with this defence of the continued attempt to compel young men to acquire a knowledge, however imperfect, of the Latin and Greek languages. It is held that what is called 'training the mind' is the chief, if not the only proper, aim of education; and it is declared that the continuation of the study of those once useful, but now useless, keys—Latin and Greek—is an all-sufficient training. If this theory were in accordance with the facts, the conclusion in favor of giving a very high place to the study so recommended would be inevitable. But the facts do not support this theory. Clever youths are taken and pressed into the study of Greek and Latin, and we are asked to conclude that their cleverness is due to these studies. On the other hand, we maintain that though the study of grammar may be, when properly carried out, a valuable exercise, yet that it is easily converted into a worthless one, and can never in any case take the place of various other forms of mental training, such as the observation of natural objects, the following out of experimental demonstration of the qualities and relations of natural bodies, and the devising and execution of experiment as the test of hypothesis. Apart from 'training' there is the need for providing the mind with information as well as method. The knowledge of nature is eagerly assimilated by young people, and no training in mental gymnastics can be a substitute for it or an excuse for depriving the young of what is of inestimable value and instinctively desired.
The prominence which is assigned to a familiarity with the details of history, more especially of what may be called biographical history, in the educational system favored by Oxford, seems to depend on the same causes as those which have led to the maintenance of the study of Greek and Latin. To read history is a pleasant occupation which has become a habit and tradition. At one time men believed that history repeats itself, and it was thought to be a proper and useful training for one who would take part in public affairs to store his mind with precedents and picturesque narratives of prominent statesmen and rulers in far-off days and distant lands. As a matter of fact it can not be shown that any statesman, or even the humblest politician, has ever been guided to useful action by such knowledge. History does not repeat itself, and the man who thinks that it does will be led by his fragmentary knowledge of stories of the past into serious blunders. To the fashionable journalist such biographical history furnishes the seasoning for his essays on political questions of the day. But this does not seem to be a sufficient reason for assigning so prominent a place in university studies to this kind of history as is at present the case. The reason, perhaps, of the favor which it receives, is that it is one of the few subjects which a man of purely classical education can pursue without commencing his education in elementary matters afresh.
