The departmental system destroys this fine unity or renders it very difficult of attainment. The departmental system has been perhaps the chief reason why the classics have been taught as means towards the acquisition of various sciences rather than as exemplifications of literary art. It is as literature and as models of perfect expression that the classics have hitherto survived; as literature and models of expression they were taught in the days preceding the university system of departments. Cicero was a model of letter-writing, of essay-writing, of speech-making. He was chosen with a view to composition; he was graded with a view to composition. How can a department teacher preserve the former unity of system, where all literature was studied with one dominating purpose, self-expression? If the grade of the class is rhetoric or oratorical expression, will each department teach its own authors, Greek, Latin and English, following the same rhetorical precepts in the same order, or will each department follow its own terminology and its own order, or will, as has happened everywhere, the teaching of rhetoric be relegated to English or to a separate professor, leaving Cicero and Demosthenes to be taught as grammatical documents or historical documents or as legal documents, not as speeches, not as models of oratorical expression? Will the professor of Latin teach Virgil as epic poetry, and the professor of Greek teach Homer as epic poetry, and the professor of English teach Milton as epic poetry, or will the teaching of poetry be avoided by the Greek and Latin departments entirely? Cicero and Demosthenes survive because they are orators; Homer and Virgil live because they are epic poets, but the departmental system either forgets that fact entirely or has three professors teaching the same thing with confusion in the order and in the rules of art. The departmental system, which is a university device adapted for specialization, makes unity of education extremely difficult, and has taken all the interest out of literature by teaching it as everything else but literature! Besides, as art is the power of doing, and science is chiefly systematized information, the process of education for doing will be different from the process of acquiring information. Too many cooks may spoil the broth because cooking is an art, but too many sign-posts may not always confuse the traveler. It is far easier to divide information among various agents and impart it piecemeal than to apportion the different faculties used in an art to different individuals who will train them to act together harmoniously. Different teachers may very well teach the geography of different countries, but it would not be feasible to let one teacher have the right hand and another the left in teaching the art of piano-playing.