empty assertion; and “no languages are so good,” for the purpose of improving style, “as the exact and beautiful languages of Rome and Greece.” Is it not time at least that this last, this favourite but threadbare article of the schoolmaster’s creed was put away for good? Everyone who has given any attention to this question must be aware that the intellectual gesture is entirely different in highly inflected languages such as Greek and Latin and in so uninflected a language as English, that learning Greek to improve one’s English style is like learning to swim in order to fence better, and that familiarity with Greek seems only too often to render a man incapable of clear, strong expression in English at all. Yet Mr. Gilkes can permit this old assertion, so dear to country rectors and the classical scholar, to appear within a column’s distance of such style as this: “It is now understood that every subject is valuable, if it is properly taught; it will perform that which, as follows from the accounts given above of the aim of education, is the work most important in the case of boys—that is, it will draw out their faculties and make them useful in the world, alert, trained in industry, and able to understand, so far as their school lessons educated them, and make themselves master of any subject set before them.” This quotation is conclusive. § 3 I am haunted by a fear that the careless reader will think I am writing against upper-class schoolmasters. I am, it is undeniable, writing against their dullness, but it is, I hold, a dullness that is imposed upon them by the conditions under which they live. Indeed, I believe, could I put the thing directly to the profession—“Do you not yourselves feel needlessly limited and dull?”—I should receive a majority of affirmative responses. We have, as a nation, a certain ideal of what a schoolmaster must be; to that he must by art or nature approximate, and there is no help for it but to alter our ideal. Nothing else of any wide value can be done until that is done.