We should be merciful to children. There is quite enough for them to learn, without their learning to read English in one lettering and write it in another. And they might be spared some spelling. Why should they have to ‘proceed’ with _e_ and _e_ together, and ‘recede’ with _e_ and _e_ apart? Both words are based upon the Latin ‘cedere.’ Its participle ‘cessus’ is the base of ‘process’ and of ‘recess’ and also of ‘decease’: yet they may not write ‘decess’ to match, though French has ‘décès’ matching ‘procès.’ Italian always treats the Greek _ph_ as _f_, and they may do the same in ‘fancy’ and in ‘frenzy,’ but may not do it in ‘philosophy.’ We might at least abolish all anomalies, and also downright blunders like the _h_ in anchor. There are difficulties enough about our spelling without increasing them capriciously. In early life the mind takes facts in and remembers them, but does not judge them critically, whereas it afterwards becomes more critical and less receptive. It would surely be good policy to feed the mind with facts in the years when it retains them, and leave the reasoning for the years when it can reason. But the policy has been to “make boys think”--at least, that was my experience at Harrow--and that policy defeats itself, as one cannot think effectively without a stock of facts to think about. Looking back on my eight years of Harrow and Cambridge and judging them by results, I find that Classics have supplied me with a mass of interesting and amusing facts to think about, whereas Mathematics only taught me how to think on abstract things. Hardly any Mathematics linger in my mind. Sometimes, when I am going to sleep, I think of Space and wonder whether it is circumnavigated by the curves that go away to Negative Infinity and come back again from Positive Infinity, as if the two Infinities met. Sometimes I snap at people for saying Two and Two make Four as if it were an axiom, instead of being a result attained by rigid proof. And I sometimes lose my temper when they talk of what would happen if there were a Fourth Dimension. I tell them they can get a Fourth Dimension by putting Tetrahedrals for Cartesians, and it makes no more difference than putting Centigrade for Fahrenheit and thereby getting 15° of cold instead of 5° of heat. Until I went to Harrow, I had a tutor at home, and he taught me to read Virgil as anyone reads Dante, not stopping over every word to consider it as grammar. But this did not assist me there. “Optative Future used where Indicative Future would be required in Direct Oration.” That is my note on Æschylos, _Persæ_, 360. I remember that my mind was far away at Athens, watching the gusts of passion sweep across the audience when the play recalled the battle they had fought at Salamis seven years before. And my mind came back to Harrow with a jerk at hearing the suave voice of Dr Butler addressing me by name, repeating this, and recommending me to note it down.