Literature looked forward in every period of the world’s schooling. Ausonius and Isidore, Alcuin and Petrarch, Boileau and Pope, England and France, and even Germany until about the middle of the nineteenth century and America until a little later, kept the literatures of Greece and Rome orientated to the future by teaching them as arts, by making composition of literature the goal of the teaching of literature. Science is ever growing old; history is always being rewritten; literature is ever young. We know more about Homer’s history than Longinus knew, but we do not taste the delight of his poetry any better than Longinus tasted it. “Handing on the torch of learning” is a trite phrase, but it is literally verified in the true teaching of literature. Each age adds to the advance of science and information, but art is long. Literature and art do not belong to the past. Literally and without figure of speech they are the past living in the present. They are the flaming torch, kindled in the past, never dimming and never to dim. Write a history of artists; do not write a history of art. “A thing of beauty is a joy forever.” The information of science changes every moment; the appreciation of art once gained is enduring. The _Encyclopedia Britannica_ has rewritten all its science and history; it reprints its appreciations of Sophocles by Campbell and of Demosthenes by Jebb and even of Johnson by Macaulay. Where the cause is the same, the effect is the same, and so the beauty of Homer’s rosy-fingered dawn awakens still the same appreciation. Of literature as a subject of investigation in university or graduate work there is here no question. The investigator studies the origin, the development, the history of literature. He looks backward; his purpose is to amass information and to codify a science. That is not or should not be the purpose of the teacher in high school and college. He is educating; he wishes to set in operation and perfect the faculties of the class before him, to impress upon every faculty its own proper art, that is, its habitual and excellent way of acting. The school teacher is concerned with the education of acts; the university lecturer with the education of facts.