“Our universities not only do not encourage such men; do not offer them positions, in which it should be their highest duty to do, thoroughly, that which they are most capable of doing; but, as far as possible, university training shuts out of the minds of those among them, who are subjected to it, the prospect that there is anything in the world for which they are specially fitted.--Imagine the success of the attempt to still the intellectual hunger of any of the men I have mentioned, by putting before him, as the object of existence, the successful mimicry of the measure of a Greek song, or the roll of Ciceronian prose!” Twelve years later Huxley was still waging his contest for the admission of science to the curricula of school and college against an opposition the obstinacy of which is a little difficult for us today to understand. “For I hold very strongly by two convictions--The first is, that neither the discipline nor the subject-matter of classical education is of such direct value to the student of physical science as to justify the expenditure of valuable time upon either; and the second is, that for the purpose of attaining real culture, an exclusively scientific education is at least as effectual as an exclusively literary education. “I need hardly point out to you that these opinions, especially the latter, are diametrically opposed to those of the great majority of educated Englishmen, influenced as they are by school and university traditions. In their belief, culture is obtainable only by a liberal education; and a liberal education is synonymous, not merely with education and instruction in literature, but in one particular form of literature, namely, that of Greek and Roman antiquity. They hold that the man who has learned Latin and Greek, however little, is educated; while he who is versed in other branches of knowledge, however deeply, is a more or less respectable specialist, not admissable into the cultured caste. The stamp of the educated man, the University degree, is not for him.” “The representatives of the Humanists, in the nineteenth century, take their stand upon classical education as the sole avenue to culture, as firmly as if we were still in the age of Renascence. Yet, surely, the present intellectual relations of the modern and the ancient worlds are profoundly different from those which obtained three centuries ago. Leaving aside the existence of a great and characteristic modern literature, of modern painting, and, especially of modern music, there is one feature of the present state of the civilized world which separates it more widely from the Renascence, than the Renascence was separated from the middle ages.