We could not well spare the scholars. On the contrary, those who believe with me that English contains all things necessary to culture will be most anxious to enlist for its service the finest scholarship of the day. Some will think the fare provided in such a course as I have outlined too rich in sugar or fat and wanting in the tougher constituents which produce bone and muscle. It is essential to require more and more precision and accuracy as the child passes through the phases of adolescence. This was the real virtue of the old classical training, and it is too often wanting on Modern Sides. We must contemplate something very like the best of classical teaching applied to English Classics for big boys and girls. I write as a Pharisee of the Pharisees, brought up at the feet of Gamaliel. A man like Robert Whitelaw loved the literature of Greece and Rome with such devotion that its very forms were sacred to him. A false quantity or a false concord was to him a personal affront: it caused him physical pain. Accents and particles mattered to him and so they mattered to us. There was a right and a wrong. We did not understand why, but we knew and felt his scorn of anything careless or superficial. He read Sophocles aloud with an intensity that at first puzzled and then infected us. Occasionally, but all too rarely, it was his task to do the same with Chaucer or Browning. Why not? But at this point I labour with a sense of unreality. Is it possible to capture for our language a tithe of that old classical fervour? We have buried our Grammarian upon his peak, fronting the sunrise. He settled _hoti's_ business. I have heard him lecture for an hour upon the future sense of the optative with an enthusiasm that was drawn from some pure source in the depths. Doubtless he survives in disciples. Is it the mere mystery and power of the Word that inspires them? I will not believe that it is any inherent virtue possessed by Propertius but denied to Shelley that inspires the classical scholar. But where are our inspired teachers of English? I have an impression of critical, quizzical gentlemen, deeply learned in Elizabethan drama or Saxon dialect, but all the same terribly mild. I cannot picture one of their disciples seriously moved by a misplaced "and which" or an unrelated participle in English. Something is missing. There are thousands of genuine lovers of English literature scattered up and down the country, people who feel the thrill of delight in verbal beauty quite as keenly as any classical scholar. But they want leaders and a voice. We suffer our fools too gladly in English studies. Any lunatic is allowed to criticise, traduce, misinterpret Dryden, Carlyle, Addison, even Shakespeare, as if they were our private playthings. They are not. They are worthy of their pedestals of worship just as much as Homer and Aristotle.