Now it is not too much to say that, for a University like Oxford to confer an honour degree in English Literature on a student who need never have read a line of the works to which we have referred, is to authorize not simply superficiality, but sheer imposture. How can a teacher deal adequately even with the subject which these regulations profess to include--the history of criticism--who need have no acquaintance with the _Poetic_ and _Rhetoric_, the _Treatise on the Sublime_, and the _Institutes of Oratory_? How could a teacher possibly be a competent exponent and critic of the masterpieces of our literature, who had not received a proper critical training, and how could he have any pretension to such a training when all that is best in criticism had been expressly excluded from his education? It may be urged that he would himself supply these deficiencies, that the study of our own Literature would naturally lead him to the study of other Literatures, that intelligent curiosity, ambition, or a sense of shame would induce him to supplement voluntarily, and by his own efforts, what he needed in his profession. In some instances this would undoubtedly be the case. In the great majority of instances such a supposition would be against all analogy. As a general rule, a high honour degree in any subject represented at the Universities is final. It winds a man up for life. It determines, fixes, and colours his methods, his views, his tone, in all that relates to the subject in which he has graduated. If he chooses teaching as a profession, he has no inducement to correct, to modify, or even materially add to what has been imparted to him, for his scholastic reputation has been made, and a comfortable independence is assured. To very many men, indeed, who go up to the Universities with the intention of following teaching as a profession, a high degree is a mere investment, the one instinct in them which is not quite banausic being the conscientious thoroughness with which they impart what they have been taught. Nothing, therefore, is of more importance to education than the sound constitution of the Honour Schools of Oxford and Cambridge, and nothing could be more disastrous than the toleration in those Schools of inadequate standards, and of palpably erroneous theories of study.