Classical Education--Mental Discipline--Mental Fertilisation--Poetry--The August Soul--The Secret of a Star--The Voice of the Soul--Choice Studies--Alere Flammam Hugh found that, as he grew older, he tended to read less, or rather that he tended to recur more and more to the familiar books. He had always been a rapid reader, and had followed the line of pure pleasure, rather than pursued any scheme of self-improvement. He became aware, particularly at Cambridge, that he was by no means a well-informed man, and that his mind was very incompletely furnished. He was disposed to blame his education for this, to a certain extent; it had been almost purely classical; he had been taught a little science, a little mathematics, and a little French; but the only history he had done at school had been ancient history, to illustrate the classical authors he had been reading; and the result had been a want of mental balance; he knew nothing of the modern world or the movement of European history; the whole education had in fact been linguistic and literary; it had sacrificed everything to accuracy, and to the consideration of niceties of expression. It might have been urged that this was in itself a training in the art of verbal expression; but here it seemed to Hugh that the whole of the training had confined itself to the momentary effect, the ring of sentences, the adjustment of epithets, and that he had received no sort of training in the art of structure. He had never been made to write essays or to arrange his materials. He thought that he ought to have been taught how to deal with a subject; but his exercises had been almost wholly translations from ancient classical languages. He had been taught, in fact, how to manipulate texture, but never how to frame a design. The result upon his reading had been that he had always been in search of phrases, of elegant turns of expression and qualification, but he had never learnt how to apprehend the ideas of an author. He had not cared to do this for himself, and from the examination point of view it had been simply a waste of time. All that he had ever tried to do had been so to familiarise himself with the style, the idiosyncrasies of authors, that he might be able to reproduce such superficial effects in his compositions, or to disentangle a passage set for translation. He had not arrived at any real mastery of either Greek or Latin, and it seemed to him, reflecting on this process long afterwards, that the system had encouraged in him a naturally faulty and dilettante bent in literature. In reading, for instance, a dialogue of Plato, he had never cared to follow the argument, but only to take pleasure in beautiful, isolated thoughts and images; in reading a play of Sophocles, he had cared little about the character-drawing or the development of the dramatic situation; he had only striven to discover and recollect extracts of gnomic quality, sonorous flights of rhetoric, illustrative similes.