We look, therefore, to entirely different schools for the two kinds of preparation for the university which modern society demands--schools, which for the want of better distinctive names, we may call classical and scientific schools. In the classical school the aim should be, as it has always been, literary culture, and the end should be that power of clothing thought in words which awakens thought. Of course, the results of natural science must to a certain extent be taught; for even literary men can not afford to be wholly ignorant of the great powers that move the world. But the natural sciences should be studied as useful knowledge, not as a discipline, and such teaching should not be permitted in the least degree to interfere with the serious business of the place. In the scientific school, on the other hand, while language must be taught, it should be taught as a means, not as an end. The educated man of science must command at least French and German--and for the present a limited amount of Latin--as well as his mother-tongue, because science is cosmopolitan. But these languages should be acquired as tools, and studied no further than they are essential to the one great end in view, that knowledge which is the essential condition of the power of observing, interpreting, and ruling natural phenomena. In such a course as this it is obvious that the study of Greek would have no place, even if there were time to devote to it, and we can not alter the appointed span of human life, even out of respect to this most honored and worthy representative of the highest literary culture. Of course, no one will question that the scholar who can command both the literary and scientific culture will be thereby so much the stronger and more useful man; and certainly let us give every opportunity to the "double firsts" to cultivate all their abilities, and so the more efficiently to benefit the world. But such powers are rare, and the great body of the scientific professions must be made up of men who can only do well the special class of work in which they have been trained; and, if you make certain formal and arbitrary requisitions, like a small amount of Greek, obstacles in the way of their advancement, or of that social recognition to which they feel themselves entitled as educated men, those requisitions must necessarily be slighted, and your policy will give rise to that cry of "fetich" of which recently we have heard so much.