direct, and limpid English, although they have never had any classical culture at all. I have known whole classes to graduate at our colleges who had never read a line of Aristotle, and who had not a single correct notion about the life and polity of the Greeks. Men graduate now all the time who know nothing of Greek history and polity but the fragments which they pick out of the notes on the authors which they read. It is grotesque to talk about the recondite charms and graces of classical culture when one knows what it amounts to for all but here and there one. It is a rare thing for a man to graduate who has read Grote or Curtius, although he has studied Greek for five or six years. Anyone who reads no Greek and never goes to college, but reads Grote or Curtius, knows far more of Greek life, polity, and culture than any but the most exceptional college graduate. I do not believe that this was formerly true. It appears that faithful students in former times used such means as then existed for becoming familiar with classical life and history far more diligently than is now customary. Classical studies, having sunk to a perfunctory character, now stand in the way of faithful study of anything.
I go further, and if the classics are still proposed as the stem of a liberal education, to be imposed upon every student who seeks a university training, I argue that classical culture has distinct and mischievous limitations. The same may no doubt be said of any other special culture, and whenever any other culture is put forward as possessing some exclusive or paramount value, it will be in order to show that fact. I do not doubt that I gained great profit from a classical training. Part of the profit I was conscious of. I think it very likely that I won other profit of which I was unconscious. I know that it cost me years of discipline to overcome the limita-
