Industry, intellectual interests, the capacity for taking pleasure in deductive reasoning, in observation, in experiment, no less than in the highest works of imagination: where these qualities are present any rational system of education should surely be able to make something of them. Unfortunately for Darwin, the Shrewsbury Grammar School, though good of its kind, was an institution of a type universally prevalent in this country half a century ago, and by no means extinct at the present day. The education given was "strictly classical," "especial attention" being "paid to verse-making," while all other subjects, except a little ancient geography and history, were ignored. Whether, as in some famous English schools at that date and much later, elementary arithmetic was also left out of sight does not appear; but the instruction in Euclid which gave Charles Darwin so much satisfaction was certainly supplied by a private tutor. That a boy, even in his leisure hours, should permit himself to be interested in any but book-learning seems to have been regarded as little better than an outrage by the head master, who thought it his duty to administer a public rebuke to young Darwin for wasting his time on such a contemptible subject as chemistry. English composition and literature, modern languages, modern history, modern geography, appear to have been considered to be as despicable as chemistry. For seven long years Darwin got through his appointed tasks; construed without cribs, learned by rote whatever was demanded, and concocted his verses in approved schoolboy fashion. And the result, as it appeared to his mature judgment, was simply negative. "The school as a means of education to me was simply a blank." (I. p. 32.) On the other hand, the extraneous chemical exercises, which the head master treated so contumeliously, are gratefully spoken of as the "best part" of his education while at school. Such is the judgment of the scholar on the school; as might be expected, it has its counterpart in the judgment of the school on the scholar. The collective intelligence of the staff of Shrewsbury School could find nothing but dull mediocrity in Charles Darwin. The mind that found satisfaction in knowledge, but very little in mere learning; that could appreciate literature, but had no particular aptitude for grammatical exercises; appeared to the "strictly classical" pedagogue to be no mind at all. As a matter of fact, Darwin's school education left him ignorant of almost all the things which it would have been well for him to know, and untrained in all the things it would have been useful for him to be able to do, in after life. Drawing, practice in English composition, and instruction in the elements of the physical sciences, would not only have been infinitely valuable to him in reference to his future career, but would have furnished the discipline suited to his faculties, whatever that career might be.