The prominence which is assigned to a familiarity with the details of history, more especially of what may be called biographical history, in the educational system favoured by Oxford, seems to depend on the same causes as those which have led to the maintenance of the study of Greek and Latin. To read history is a pleasant occupation which has become a habit and tradition. At one time men believed that history repeats itself, and it was thought to be a proper and useful training for one who would take part in public affairs to store his mind with precedents and picturesque narratives of prominent statesmen and rulers in far-off days and distant lands. As a matter of fact it cannot be shown that any statesman, or even the humblest politician, has ever been guided to useful action by such knowledge. History does not repeat itself, and the man who thinks that it does will be led by his fragmentary knowledge of stories of the past into serious blunders. To the fashionable journalist such biographical history furnishes the seasoning for his essays on political questions of the day. But this does not seem to be a sufficient reason for assigning so prominent a place in University studies to this kind of history as is at present the case. The reason, perhaps, of the favour which it receives, is that it is one of the few subjects which a man of purely classical education can pursue without commencing his education in elementary matters afresh. It would be a serious mistake[13] to suppose that those who would give a complete supremacy to the study of Nature, in our educational system, do not value and enjoy biographical history for what it is worth as an entertainment; or further, that they do not set great value upon the scientific study of the history of the struggles of the races and nations of mankind, as a portion of the knowledge of the evolution of Man, capable of giving conclusions of great value when it has been further and more thoroughly treated as a department of Anthropology. What seems to us undesirable is, that mere stories and bald records of certain peoples should be put forward as matter with which the minds of children and young men are to be occupied, to the exclusion of the all-important matters comprised in the knowledge of Nature.