=Education should give Knowledge touched with Emotion.=—To adapt a phrase of Matthew Arnold’s concerning religion,—education should aim at giving knowledge ‘_touched with emotion_.’ I have already quoted the charming episode in Frederika Bremer’s _Neighbours_, where two schoolgirls fight a duel on behalf of their heroes—Charles XII. and Peter the Great. Parents may be glad that we have no girl-duels to-day! The schoolgirl does not care for heroes, she cares for marks. Knowledge for her is not ‘touched with emotion,’ unless it be those of personal acquisitiveness and emulation. The boys and girls have it in them to be generous and enthusiastic; that they leave school without interests, beyond that of preparing for further examinations or the absorbing interest of games, is no doubt the fault of the schools. Perhaps the ‘unrest’ of the public mind at home and abroad about secondary education is due to the fact that young people are turned out from excellent schools _devitalised_ so far as their minds go. No ‘large draughts of intellectual day’ have been offered to their thirst; and yet the thirst was there to begin with. Mr Benson[20] speaks very frankly. He says: “I honestly believe that the masters of public schools have two strong ambitions—to make boys good and to make them healthy; but I do not think they care about making them intellectual: intellectual life is left to take care of itself. My belief is that a great many masters look upon the boys’ work as a question of duty—that is, they consider it from the moral standpoint and not from the intellectual.... It must be frankly admitted that the intellectual standard maintained at the English public schools is low; and, what is more serious, I do not see any evidence that it is tending to become higher.”