song　of　Shakespeare　or　of　Goethe　is　pure　art；　it　is　exquisitely
  beautiful；　although　its　intellectual　content　may　be　nothing。　　A
  series　of　pictures　is　made　to　pass　before　your　mind　by　the　meaning
  of　words；　and　the　effect　is　a　melody　of　ideas。　　Nevertheless；　the
  great　mass　of　the　literature　we　esteem　is　valued；　not　merely
  because　of　having　artistic　form；　but　because　of　its　intellectual
  content；　and　the　value　is　the　higher　the　more　precise；　distinct；
  and　true　is　that　intellectual　content。　　And；　if　you　will　let　me　for
  a　moment　speak　of　the　very　highest　forms　of　literature；　do　we　not
  regard　them　as　highest　simply　because　the　more　we　know　the　truer
  they　seem；　and　the　more　competent　we　are　to　appreciate　beauty　the
  more　beautiful　they　are？　　No　man　ever　understands　Shakespeare　until
  he　is　old；　though　the　youngest　may　admire　him；　the　reason　being
  that　he　satisfies　the　artistic　instinct　of　the　youngest　and
  harmonises　with　the　ripest　and　richest　experience　of　the　oldest。
  I　have　said　this　much　to　draw　your　attention　to　what；　in　my　mind；
  lies　at　the　root　of　all　this　matter；　and　at　the　understanding　of
  one　another　by　the　men　of　science　on　the　one　hand；　and　the　men　of
  literature；　and　history；　and　art；　on　the　other。　　It　is　not　a
  question　whether　one　order　of　study　or　another　should　predominate。
  It　is　a　question　of　what　topics　of　education　you　shall　select　which
  will　combine　all　the　needful　elements　in　such　due　proportion　as　to
  give　the　greatest　amount　of　food；　support；　and　encouragement　to
  those　faculties　which　enable　us　to　appreciate　truth；　and　to　profit
  by　those　sources　of　innocent　happiness　which　are　open　to　us；　and；
  at　the　same　time；　to　avoid　that　which　is　bad；　and　coarse；　and　ugly；
  and　keep　clear　of　the　multitude　of　pitfalls　and　dangers　which　beset
  those　who　break　through　the　natural　or　moral　laws。
  I　address　myself；　in　this　spirit；　to　the　consideration　of　the
  question　of　the　value　of　purely　literary　education。　　Is　it　good　and
  sufficient；　or　is　it　insufficient　and　bad？　　Well；　here　I　venture　to
  say　that　there　are　literary　educations　and　literary　educations。　　If
  I　am　to　understand　by　that　term　the　education　that　was　current　in
  the　great　majority　of　middle…class　schools；　and　upper　schools　too；
  in　this　country　when　I　was　a　boy；　and　which　consisted　absolutely
  and　almost　entirely　in　keeping　boys　for　eight　or　ten　years　at
  learning　the　rules　of　Latin　and　Greek　grammar；　construing　certain
  Latin　and　Greek　authors；　and　possibly　making　verses　which；　had　they
  been　English　verses；　would　have　been　condemned　as　abominable
  doggerel；if　that　is　what　you　mean　by　liberal　education；　then　I
  say　it　is　scandalously　insufficient　and　almost　worthless。　　My
  reason　for　saying　so　is　not　from　the　point　of　view　of　science　at
  all；　but　from　the　point　of　view　of　literature。　　I　say　the　thing
  professes　to　be　literary　education　that　is　not　a　literary　education
  at　all。　　It　was　not　literature　at　all　that　was　taught；　but　science
  in　a　very　bad　form。　　It　is　quite　obvious　that　grammar　is　science
  and　not　literature。　　The　analysis　of　a　text　by　the　help　of　the
  rules　of　grammar　is　just　as　much　a　scientific　operation　as　the
  analysis　of　a　chemical　compound　by　the　help　of　the　rules　of
  chemical　analysis。　　There　is　nothing　that　appeals　to　the　aesthetic
  faculty　in　that　operation；　and　I　ask　multitudes　of　men　of　my　own
  age；　who　went　through　this　process；　whether　they　ever　had　a
  conception　of　art　or　literature　until　they　obtained　it　for
  themselves　after　leaving　school？　　Then　you　may　say；　〃If　that　is　so；
  if　the　education　was　scientific；　why　cannot　you　be　satisfied　with
  it？〃　　I　say；　because　although　it　is　a　scientific　training；　it　is　of
  the　most　inadequate　and　inappropriate　kind。　　If　there　is　any　good
  at　all　in　scientific　education　it　is　that　men　should　be　trained；　as
  I　said　before；　to　know　things　for　themselves　at　first　hand；　and
  that　they　should　understand　every　step　of　the　reason　of　that　which
  they　do。
  I　desire　to　speak　with　the　utmost　respect　of　that　science
  philologyof　which　grammar　is　a　part　and　parcel；　yet　everybody
  knows　that　grammar；　as　it　is　usually　learned　at　school；　affords　no
  scientific　training。　　It　is　taught　just　as　you　would　teach　the
  rules　of　chess　or　draughts。　　On　the　other　hand；　if　I　am　to
  understand　by　a　literary　education　the　study　of　the　literatures　of
  either　ancient　or　modern　nationsbut　especially　those　of
  antiquity；　and　especially　that　of　ancient　Greece；　if　this
  literature　is　studied；　not　merely　from　the　point　of　view　of
  philological　science；　and　its　practical　application　to　the
  interpretation　of　texts；　but　as　an　exemplification　of　and
  commentary　upon　the　principles　of　art；　if　you　look　upon　the
  literature　of　a　people　as　a　chapter　in　the　development　of　the　human
  mind；　if　you　work　out　this　in　a　broad　spirit；　and　with　such
  collateral　references　to　morals　and　politics；　and　physical
  geography；　and　the　like　as　are　needful　to　make　you　comprehend　what
  the　meaning　of　ancient　literature　and　civilisation　is；then；
  assuredly；　it　affords　a　splendid　and　noble　education。　　But　I　still
  think　it　is　susceptible　of　improvement；　and　that　no　man　will　ever
  comprehend　the　real　secret　of　the　difference　between　the　ancient
  world　and　our　present　time；　unless　he　has　learned　to　see　the
  difference　which　the　late　development　of　physical　science　has　made
  between　the　thought　of　this　day　and　the　thought　of　that；　and　he
  will　never　see　that　difference；　unless　he　has　some　practical
  insight　into　some　branches　of　physical　science；　and　you　must
  remember　that　a　literary　education　such　as　that　which　I　have　just
  referred　to；　is　out　of　the　reach　of　those　whose　school　life　is　cut
  short　at　sixteen　or　seventeen。
  But；　you　will　say；　all　this　is　fault…finding；　let　us　hear　what　you
  have　in　the　way　of　positive　suggestion。　　Then　I　am　bound　to　tell
  you　that；　if　I　could　make　a　clean　sweep　of　everythingI　am　very
  glad　I　cannot　because　I　might；　and　probably　should；　make　mistakes；
  but　if　I　could　make　a　clean　sweep　of　everything　and　start　afresh；
  I　should；　in　the　first　place；　secure　that　training　of　the　young　in
  reading　and　writing；　and　in　the　habit　of　attention　and　observation；
  both　to　that　which　is　told　them；　and　that　which　they　see；　which
  everybody　agrees　to。　　But　in　addition　to　that；　I　should　make　it
  absolutely　necessary　for　everybody；　for　a　longer　or　shorter　period；
  to　learn　to　draw。　　Now；　you　may　say；　there　are　some　people　who
  cannot　draw；　however　much　they　may　be　taught。　　I　deny　that　in　toto；
  because　I　never　yet　met　with　anybody　who　could　not　learn　to　write。
  Writing　is　a　form　of　drawing；　therefore　if　you　give　the　same
  attention　and　trouble　to　drawing　as　you　do　to　writing；　depend　upon
  it；　there　is　nobody　who　cannot　be　made　to　draw；　more　or　less　well。
  Do　not　misapprehend　me。　　I　do　not　say　for　one　moment　you　would　make
  an　artistic　draughtsman。　　Artists　are　not　made；　they　grow。　　You　may
  improve　the　natural　faculty　in　that　direction；　but　you　cannot　make
  it；　but　you　can　teach　simple　drawing；　and　you　will　find　it　an
  implement　of　learning　of　extreme　value。　　I　do　not　think　its　value
  can　be　exaggerated；　because　it　gives　you　the　means　of　training　the
  young　in　attention　and　accuracy；　which　are　the　two　things　in　which
  all　mankind　are　more　deficient　than　in　any　other　mental　quality
  whatever。　　The　whole　of　my　life　has　been　spent　in　trying　to　give　my
  proper　attention　to　things　and　to　be　accurate；　and　I　have　not
  succeeded　as　well　as　I　could　wish；　and　other　people；　I　am　afraid；
  are　not　much　more　fortunate。　　You　cannot　begin　this　habit　too
  early；　and　I　consider　there　is　nothing　of　so　great　a　value　as　the
  habit　of　drawing；　to　secure　those　two　desirable　ends。
  Then　we　come　to　the　subject…matter；　whether　scientific　or
  aesthetic；　of　education；　and　I　should　naturally　have　no　question　at
  all　about　teaching　the　elements　of　physical　science　of　the　kind　I
  have　sketched；　in　a　practical　manner；　but　among　scientific　topics；
  using　the　word　scientific　in　the　broadest　sense；　I　would　also
  include　the　elements　of　the　theory　of　morals　and　of　that　of
  political　and　social　life；　which；　strangely　enough；　it　never　seems
  to　occur　to　anybody　to　teach　a　child。　　I　would　have　the　history　of
  our　own　country；　and　of　all　the　influences　which　have　been　brought
  to　bear　upon　it；　with　incidental　geography；　not　as　a　mere　chronicle
  of　reigns　and　battles；　but　as　a　chapter　in　the　development　of　the
  race；　and　the　history　of　civilisation。
  Then　with　respect　to　aesthetic　knowledge　and　discipline；　we　have
  happily　in　the　English　language　one　of　the　most　magnificent
  storehouses　of　artistic　beauty　and　of　models　of　literary　excellence
  which　exists　in　the　world　at　the　present　time。　　I　have　said　before；
  and　I　repeat　it　here；　that　if　a　man　cannot　get　literary　culture　of
  the　highest　kind　out　of　his　Bible；　and　Chaucer；　and　Shakespeare；
  and　Milton；　and　Hobbes；＇81＇　and　Bishop　Berkeley；＇82＇　to　mention
  only　a　few　of　our　illustrious　writersI　say；　if　he　cannot　get　it
  out　of　those　wr