most essential tools of our mental life namely, our figures, which we call Arabic, because we received them from the Arabs, but which the Arab called Indian, because they received them from the Indians-in order to show you how this nineteenth century of ours is under the sway of centuries long past and forgotten; how we are what we are, not by ourselves, but by those who came before us, and how the intellectual ground on which we stand is made up of the detritus of thoughts which were first thought, not on these isles nor in Europe, but on the shores of the Oxus, the Nile, the Euphrates, and the Indus.

Now you may well ask, Quorsum hæc omnia?-What has all this to do with freedom and with the free development of individuality? Because a man is born the heir of all the ages, can it be said that he is not free to grow and to expand, and to develop all the faculties of his mind? Are those who came before him and who left him this goodly inheritance, to be called his enemies? Is that chain of tradition which connects him with the past really a galling fetter, and not rather the leading-strings without which he would never learn to walk straight?

Let us look at the matter more closely. No one would venture to say that every individual should begin life as a young savage, and be left to form his own language, and invent his own letters, numerals, and coins. On the contrary, if we comprehend all this and a great deal more, such as religion, morality, and secular knowledge, under the general name of education, even the most advanced defenders of individualism would hold that no child should enter society without submitting, or rather without being submitted, to education. Most of us would even go further, and make it criminal for parents or even for communities to allow children to grow up uneducated. The excuse of worthless parents that they are at liberty to do with their children as they like, has at last been blown to the winds. I still remember the time when pseudo-Liberals were not ashamed to say that, whatever other nations, such as the Germans, might do, England would never submit to compulsory education. That wicked sophistry, too, has at last been silenced,

and among the principal advocates of compulsory education, and of the necessity of curtailing the freedom of savage parents of savage children, have been Mill and his friends, the apostles of liberty and individualism.* A new era may be said to date in the history of every nation from the day on which compulsory education" becomes part of their statute-book; and I may congratulate the most Liberal town in England on having proved itself the most inexorable tyrant in carrying out the principle of compulsory education.

But do not let us imagine that compulsory education is without its dangers. Like a powerful engine, it must be carefully watched, if it is not to produce, what all compulsion will produce, a slavish receptivity, and, what all machines do produce, monotonous uniformity.

We know that all education must in the beginning be purely dogmatic. Children are taught language, religion, m orality, patriotism, and afterwards at school, history, literature, mathematics, and all the rest, long before they are able to question, to judge, or choose for themselves, and there is hardly any thing that a child will not believe if it comes from those in whom the child believes.

Reading, writing, and arithmetic, no doubt, must be taught dogmatically, and they take up an enormous amount of time, particularly in English schools. English spelling is a national misfortune, and in the keen international race between all the countries of Europe, it handicaps the English child to a degree that seems incredible till we look at statistics. I know the difficulties of a Spelling Reform, I know what people mean when they call it impossible; but I also know that personal and national virtue consists in doing so-called impossible things, and that no nation has done, and has still to do, so many impossible things as the English.

But, granted that reading, writing, and arithmetic occupy nearly the whole school-time and absorb the best powers

"Is it not almost a self-evident axiom, that the State should require and compel the education, up to a certain standard, of every human being who is born its citizen? Yet who is there that is not afraid to recognize and assert this truth?"—On Liberty, p. 188.

of the pupils, cannot something be done in play-hours? Is there not some work that can be turned into play, and some play that can be turned into work? Cannot the powers of observation be called out in a child while collecting flowers, or stones, or butterflies? Cannot his judgment be strengthened either in gymnastic exercises, or in measuring the area of a field or the height of a tower? Might not all this be done without a view to examinations or payment by results, simply for the sake of filling the little dull minds with one sunbeam of joy, such sunbeams being more likely hereafter to call hidden precious germs into life than the deadening weight of such lessons as, for instance, that th-ough is though, thr-ough is through, en-ough is enough. A child who believes that will hereafter believe any thing. Those who wish to see Natural Science introduced into elementary schools frighten schoolmasters by the very name of Natural Science. But surely every schoolmaster who is worth his salt should be able to teach children a love of Nature, a wondering at Nature, a curiosity to pry into the secrets of Nature, an acquisitiveness for some of the treasures of Nature, and all this acquired in the fresh air of the field and the forest, where, better than in frouzy lecture-rooms, the edge of the senses can be sharpened, the chest be widened, and that freedom of thought fostered which made England what it was even before the days of compulsory education.

But in addressing you here to-night it was my intention to speak of the higher rather than of elementary education.

All education, as it now exists in most countries of Europe, may be divided into three stages-elementary, scholastic, and academical; or call it primary, secondary, and tertiary.

Elementary education has at last been made compulsory in most civilized countries. Unfortunately, however, it seems impossible to include under compulsory education any thing beyond the very elements of knowledge-at least for the present; though, with proper management, I know from experience that a well-conducted elementary school can. afford to provide instruction in extra subjects such as natural science, modern languages, and political economy-and

yet, with the present system of Government grants, be self-supporting.*

The next stage above the elementary is scholastic education, as it is supplied in grammar schools, whether public or private. According as the pupils are intended either to go on to a university, or to enter at once on leaving school on the practical work of life, these schools are divided into two classes. In the one class, which in Germany are called Realschulen, less Latin is taught, and no Greek, but more of mathematics, modern languages, and 'physical science; in the other, called Gymnasia on the Continent, classics form the chief staple of instruction.

It is during this stage that education, whether at private or public schools, exercises its strongest levelling influence. Little attention can be paid at large schools to individual tastes or talents. In Germany, even more perhaps than in England, it is the chief object of a good and conscientious master to have his class as uniform as possible at the end of the year; and he receives far more credit from the official examiner if his whole class marches well and keeps pace together, than if he can parade a few brilliant and forward boys, followed by a number of straggling laggards.

And as to the character of the teaching at school, how can it be otherwise than authoritative or dogmatic? The Socratic method is very good if we can find the viri Socratici and leisure for discussion. But at school, which now may seem to be called almost in mockery oxoλn, or leisure, the true method is, after all, that patronized by the great educators of the seventeenth and eighteenth centuries. Boys at school must turn their mind into a row of pigeon-holes, filling as many as they can with useful notes, and never forgetting how many are empty. There is an immense amount of positive knowledge to be acquired between the ages of ten and eighteen-rules of grammar, strings of vocables, dates, names of towns, rivers, and mountains, mathematical formulas, etc. All depends here on the receptive and retentive powers of the mind. The memory has to be strengthened, without being overtaxed, till it acts almost mechanically.

*Times, January 25, 1879.

Learning by heart, I believe, cannot be too strongly recommended during the years spent at school. There may have been too much of it when, as the Rev. H. C. Adams informs us in his "Wykehamica" (p. 357), boys used to say by heart 13,000 and 14,0co lines, when one repeated the whole of Virgil, nay, when another was able to say the whole of the English Bible by rote: "Put him on where you would, he would go fluently on, as long as any one would listen."

No intellectual investment, I feel certain, bears such ample and such regular interest as gems of English, Latin, or Greek literature deposited in our memory during our childhood and youth, and taken up from time to time in the happy hours of our solitude.

One fault I have to find with most schools, both in England and on the Continent. Boys do not read enough of the Greek and Roman classics. The majority of our masters are scholars by profession, and they are apt to lay undue stress on what they call accurate and minute scholarship, and to neglect wide and cursory reading. I know the arguments for minute accuracy, but I also know the mischief that is done by an exclusive devotion to critical scholarship before we have acquired a real familiarity with the principal works of classical literature. The time spent in our schools in learning the rules of grammar and syntax, writing exercises, and composing verses, is too large. Look only at our Greek and Latin grammars, with all their rules and exceptions, and exceptions on exceptions! It is too heavy a weight for any boy to carry; and no wonder that when one of the thousand small rules which they have learnt by heart is really wanted, it is seldom forthcoming. The end of classical teaching at school should be to make our boys acquainted not only with the language, but with the literature and history, the ancient thought of the ancient world. Rules of grammar, syntax, or metre, are but means towards that end; they must never be mistaken for the end itself. A young man of eighteen, who has probably spent on an average ten years in learning Greek and Latin, ought to be able to read any of the ordinary Greek or Latin classics without much difficulty; nay, with a certain amount of pleasure. He might have

to consult his dictionary now and then, or guess the meaning of certain words; he might also feel doubtful sometimes whether certain forms came from inui, I send, or ɛiu, I go, or eiμí, I am, particularly if preceded by, prepositions. In these matters the best scholars are least inclined to be pharisaical; and whenever I meet in the controversies of classical scholars the favorite phrase, "Every schoolboy knows, or ought to know, this," I generally say to myself, "No, he ought not." Anyhow, those who wish to see the study of Greek and Latin retained in our public schools ought to feel convinced that it will certainly not be retained much longer, if it can be said with any truth that young men who leave school at eighteen are in many cases unable to read or to enjoy a classical text, unless they have seen it before.

Classical teaching, and all purely scholastic teaching, ought to be finished at school. When a young man goes to University, unless he means to make scholarship his profession, he ought to be free to enter upon a new career. If he has not learnt by that time so much of Greek and Latin as is absolutely necessary in after-life for a lawyer, or a student of physical science, or even a clergyman, either he or his school is to blame. I do not mean to say that it would not be most desirable for every one during his University career to attend some lectures on classical literature, on ancient history, philosophy, or art. What is to be deprecated is, that the University should have to do the work which belongs properly to the school.

The best colleges at Oxford and Cambridge have shown by their matriculation examinations what the standard of classical knowledge ought to be at eighteen or nineteen. That standard can be reached by boys while still at school, as has been proved both by the so-called local examinations, and by the examinations of schools, held under the Delegates appointed by the Universities. If, therefore, the University would reassert her old right, and make the first examination, called at Oxford Responsions, a general matriculation examination for admission to the University, not only would the public schools be stimulated to greater efforts, but the teaching of the University might assume, from the very begin

ning, that academic character which ought to distinguish it from mere schoolboy work.

Academic teaching ought to be not merely a continuation, but in one sense a correction of scholastic teaching. While at school instruction must be chiefly dogmatic, at University it is to be Socratic, for I find no better name for that method which is to set a man free from the burden of purely traditional knowledge; to make him feel that the words which he uses are often empty, that the concepts he employs are, for the most part, mere bundles picked up at random; that even where he knows facts, he does not know their evidence; and where he expresses opinions, they are mostly mere dogmas, adopted by him

without examination.

But for the Universities, I should indeed fear that Mill's prophecies might come true, and that the intellect of Europe might drift into dreary monotony. The Universities always have been, and, unless they are diverted from their original purpose, always will be, the guardians of the freedom of thought, the protectors of individual spontaneity; and it was owing, I believe, to Mill's ignorance of true academic teaching that he took so desponding a view of the a view of the generation growing up under his eyes.

When we leave school, our heads are naturally brimful of dogma, that is, of knowledge and opinions at second-hand. Such dead knowledge is extremely dan gerous, unless it is sooner or later revived by the spirit of free inquiry. It does not matter whether our scholastic dogmas be true or false. The danger is the same. And why? Because to place either truth or error above the reach of argument is certain to weaken truth and to strengthen error. Secondly, because to hold as true on the authority of others any thing which concerns us deeply, and which we could prove ourselves, produces feebleness, if not dishonesty. And, thirdly, because to feel unwilling or unable to meet objections by argument is generally the first step towards violence and persecution.

I do not think of religious dogmas only. They are generally the first to rouse inquiry, even during our schoolboy days, and they are by no means the most difficult to deal with. Dogma often rages where we least expect it. Among scien

tific men the theory of evolution is at present becoming, or has become, a dogma. What is the result? No objections are listened to, no difficulties recognized, and a man like Virchow, himself the strongest supporter of evolution, who has the moral courage to say that the descent of man from any ape whatsoever is, as yet, before the tribunal of scientific zoology, "not proven," is howled down in Germany in a manner worthy of Ephesians and Galatians. But at present I am thinking not so much of any special dogmas, but rather of that dogmatic state of mind which is the almost inevitable result of the teaching at school. I think of the whole intellect, what has been called the intellectus sibi permissus, and I maintain that it is the object of academic teaching to rouse that intellect out of its slumber by questions not less startling than when Galileo asked the world whether the sun was really moving and the earth stood still; or when Kant asked whether time and space were objects, or necessary forms of our sensuous intuition. Till our opinions have thus been tested and stood the test, we can hardly call them our own.

How true this is with regard to religion has been boldly expressed by Bishop Beveridge.

Being conscious to myself," he writes in his "Private Thoughts on Religion,' ""how great an ascendant Christianity holds over me beyond the rest, as being that religion wheresupreme authority has enjoined and my parents into I was born and baptized; that which the educated me in; that which every one I meet withal highly approves of, and which I myself have, by a long-continued profession, made almost natural to me: I am resolved to be more jealous and suspicious of this religion than of the rest, and be sure not to entertain it any longer without being convinced, by solid and substantial arguments, of the truth and certainty of it."

This is bold and manly language from a Bishop nearly two hundred years ago, and I certainly think that the time has come when some of the divinity lecturers at Oxford and Cambridge might well be employed in placing a knowledge of the sacred books of other religions within the reach of undergraduates. Many of the difficulties-most of them of our own making-with regard to the origin, the handing down, the later corruptions and misinterpretations of sacred texts, would find their natural solution, if it was shown

how exactly the same difficulties arose and had to be dealt with by theologians of other creeds. If some-ay, if many -of the doctrines of Christianity were met with in other religions also, surely that would not affect their value, or diminish their truth; while nothing, I feel certain, would more effectually secure to the pure and simple teaching of Christ its true place in the historical development of the human mind than to place it side by side with the other religions of the world. In the series of translations of the Sacred Books of the East," of which the first three volumes have just appeared,* I wished myself to include a new translation of the Old and New Testaments; and when that series is finished it will, I believe, be admitted that nowhere would these two books have had a grander setting, or have shown with a brighter light, than surrounded by the Veda, the Zendavesta, the Buddhist Tripitaka, and the Qur'än.

But as I said before, I was not thinking of religious dogmas only, or even chiefly, when I maintained that the character of academic teaching must be Socratic, not dogmatic. The evil of dogmatic teaching lies much deeper, and spreads much further.

Think only of language, the work of other people, not of ourselves, which we pick up at random in our race through life. Does not every word we use require careful examination and revision? It is not enough to say that language assists our thoughts or colors them, or possibly obscures them. No, we know now that language and thought are indivisible. It was not from poverty of expression that the Greek called reason and language by the same word, Ayos. It was because they knew that, though we may distinguish between thought and speech, as we distinguish between body and soul, it is as impossible to tear the one by violence away from the other as it is to separate the concave side of a lens from its convex side. This is something to learn and to understand, for, if properly understood, it will supply the key to most of our intellectual puzzles, and serve as the safest thread through the whole labyrinth of philosophy.

"It is evident," as Hobbes remarks,* "that truth and falsity have no place but amongst such living crcatures as use speech. For though some brute creatures, looking upon the image of a man in a glass, may be affected with it, as if it were the man himself, and for this reason fear it or fawn upon it in vain ; yet they do not apprehend it as true or false, but only as like; and in this they are not deceived. Wherefore, as men owe all their true ratiocination to the right understanding of speech, so also they owe their errors to the misunderstanding of the same; and as all the ornaments of philosophy proceed only from man, so from man also is derived the ugly absurdity of false opinion. For speech has something in it like to a spider's web (as it was said of old of Solon's laws), for by contexture of words tender and delicate wits are ensnared or stopped, but strong wits break easily through them."

Let me illustrate my meaning by at least one instance.

Among the words which have proved spider's webs, ensnaring even the greatest intellects of the world from Aristotle down to Leibnitz, the terms genus, species, and individual occupy a very prominent place. The opposition of Aristotle to Plato, of the Nominalists to the Realists, of Leibnitz to Locke, of Herbart to Hegel, turns on the true meaning of these words. At school, of course, all we can do is to teach the received meaning of genus and species; and if a boy can trace these terms back to Aristotle's yévos and ɛidos, and show in what sense that philosopher used them, every examiner would be satisfied.

But the time comes when we have to act as our own examiners, and when we have to give an account to ourselves of such words as genus and species. Some people write, indeed, as if they had seen a species and a genus walking about in broad daylight; but a little consideration will show us that these words express subjective concepts, and that, if the whole world were silent, there would never have been a thought of a genus or a species. There are languages in which we look in vain for corresponding words;

and if we had been born in such a lan