and to the general history in which it is embedded; also the time allotted to history will pass into the precise study of a short definite period, chosen to illustrate exactly what does happen at an important epoch and also to show how to pass the simpler types of judgments on men and policies.
I have now sketched in outline the course of education from babyhood to about sixteen and a half, arranged with some attention to the rhythmic pulses of life. In some such way a general education is possible in which the pupil throughout has the advantage of concentration and of freshness. Thus precision will always illustrate subject-matter already apprehended and crying out for drastic treatment. Every pupil will have concentrated in turn on a variety of different subjects, and will know where his strong points lie. Finally — and this of all the objects to be attained is the most dear to my heart — the science students will have obtained both an invaluable literary education and also at the most impressionable age an early initiation into habits of thinking for themselves in the region of science.
After the age of sixteen new problems arise. For literary students science passes into the stage
