Mr. Hatch, in the passage quoted, takes a good deal of history for granted in saying that we have studied literature rather than nature because the Greeks, and the Romans whom they taught, did so. What is the link that spans the intervening centuries? The question suggests that barbarian Europe but repeated on a larger scale and with increased intensity the Roman situation. It had to go to school to Greco-Roman civilization; it also borrowed rather than evolved its culture. Not merely for its general ideas and their artistic presentation but for its models of law it went to the records of alien peoples. And its dependence upon tradition was increased by the dominant theological interests of the period. For the authorities to which the Church appealed were literatures composed in foreign tongues. Everything converged to identify learning with linguistic training and to make the language of the learned a literary language instead of the mother speech. The full scope of this fact escapes us, moreover, until we recognize that this subject matter compelled recourse to a dialectical method. Scholasticism frequently has been used since the time of the revival of learning as a term of reproach. But all that it means is the method of The Schools, or of the School Men. In its essence, it is nothing but a highly effective systematization of the methods of teaching and learning which are appropriate to transmit an authoritative body of truths. Where literature rather than contemporary nature and society furnishes material of study, methods must be adapted to defining, expounding, and interpreting the received material, rather than to inquiry, discovery, and invention. And at bottom what is called Scholasticism is the whole-hearted and consistent formulation and application of the methods which are suited to instruction when the material of instruction is taken ready-made, rather than as something which students are to find out for themselves. So far as schools still teach from textbooks and rely upon the principle of authority and acquisition rather than upon that of discovery and inquiry, their methods are Scholastic--minus the logical accuracy and system of Scholasticism at its best. Aside from laxity of method and statement, the only difference is that geographies and histories and botanies and astronomies are now part of the authoritative literature which is to be mastered.