the eloquent words of Ruskin--"in raising our fancy to the height of what may be noble, honest and felicitous in actual life; in giving us, though we may be ourselves poor and unknown, the companionship of the wisest spirits of every age and country, and in aiding the communication of clear thoughts and faithful purposes among distant nations, which will at last breathe calm upon the sea of lawless passion and change into such halcyon days the winter of the world, that the birds of the air may have their nests in peace and the Son of Man where to lay his head." IX. Largely, if not entirely, owing to the expansion of our common school system--admirable in Ontario and Nova Scotia, but defective in Quebec--and the influence of our universities and colleges, the average intelligence of the people of this country is much higher than it was a very few years ago; but no doubt it is with us as with our neighbours--to quote the words of an eminent public speaker whose brilliancy sometimes leads one to forget his higher criticism--I refer to Dr. Chauncey Depew--"Speed is the virtue and vice of our generation. We demand that morning-glories and century plants shall submit to the same conditions and flower with equal frequency." Even some of our universities from which we naturally expect so much seem disposed from time to time to lower their standard and yield too readily to the demand for purely practical education when, after all, the great reason of all education is to draw forth the best qualities of the young man, elevate his intelligence, and stimulate his highest intellectual forces. The animating principle with the majority of people is to make a young man a doctor, a lawyer, an engineer, or teach him some other vocation as soon as possible, and the tendency is to consider any education that does not immediately effect that result as superfluous. Whilst every institution of learning must necessarily yield something to this pervading spirit of immediate utility, it would be a mistake to sacrifice all the methods and traditions of the past when sound scholars at least were made, and the world had so many men famous in learning, in poetry, in romance, and in history. For one I range myself among those who, like James Russell Lowell and Matthew Arnold, still consider the conscientious and intelligent study of the ancient classics--the humanities as they are called--as best adapted to create cultured men and women, and as the noblest basis on which to build up even a practical education with which to earn bread and capture the world. Goldwin Smith very truly says, "A romantic age stands in need of science, a scientific and utilitarian age stands in need of the humanities."[62] The study of Greek, above all others of the humanities, is calculated to stimulate the higher qualities of our nature. As Matthew Arnold adds in the same discourse from which I have quoted, "The instinct for beauty is set in human nature, as