Shortly after my arrival the Marquis of Salisbury distributed the prizes at King’s College, and his remarks on the occasion struck me forcibly. Owing to my connection with Queen’s University, Kingston, it had become my duty, however imperfectly I might have performed it, to approach the same question: the extent to which classical studies should form the basis of education. Lord Salisbury pointed out, with all the polish which marks his utterances, that intellectual capacity is as varied as any other of God’s creations; that many minds have little inclination for study: and that to devote the best years of life to the acquisition of an imperfect acquaintance with Greek and Latin was most unwise and barren of good results. Lord Salisbury proceeded to say: “I cannot but feel, in reading this list, how singularly privileged the present generation is in the studies they are invited to pursue. In my time, and before my time, for I was just at the end of the darker period, there were only two possible lines of study--classics and mathematics. Mathematics was looked upon in many quarters with considerable jealousy and doubt. Classics was the one food tendered to all appetites and all stomachs. I do not wish to say a word in depreciation of classics. It would be as sensible to speak in depreciation of wheat and oats because wheat will not grow in the North of Scotland and oats will not grow at the equator. But people are coming gradually, if they have not come fully, to the conclusion that the intellectual capacity is as various as any other of nature’s creations, and that there are as many different kinds of minds, open to as many different kinds of treatment, as there are soils on the surface of the earth; and that it is as reasonable to try to force all minds to grow classics, or to grow mathematics, or to grow history, as it would be to force all soils to grow fruit, or grass, or corn. This is an enormous gain to the present generation. For what happened in the last generation, or two generations ago, was this, that those minds which were fitted for education in classics received full development, while those minds not fitted for that treatment were stunted and turned from intellectual pursuits altogether. There is no greater privilege of the present generation than the full conception at which we have arrived of the fact that almost every intellect is, if it be properly treated, capable of high development. But whether that development be reached or not depends upon the judgment with which its capacities are nurtured and its early efforts encouraged. Now, in this list I am very glad to see that modern history and the English language and literature occupy a very distinguished position.