spirit. In the first place, it must be remembered that the semi-literary subjects, such as history, will largely have been provided in the study of the languages. It will be hardly possible to read some English, French, and Latin literature without imparting some knowledge of European history. I do not mean that all special history teaching should be abandoned. I do, however, suggest that the subject should be exhibited in what I have termed the romantic spirit, and that the pupils should not be subjected to the test of precise recollection of details on any large systematic scale.
At this period of growth science should be in its stage of romance. The pupils should see for themselves, and experiment for themselves, with only fragmentary precision of thought. The essence of the importance of science, both for interest in theory or for technological purposes, lies in its application to concrete detail, and every such application evokes a novel problem for research. Accordingly, all training in science should begin as well as end in research, and in getting hold of the subject-matter as it occurs in nature. The exact form of guidance suitable to this age and the exact limitations of experiment
