be, but the method of treatment may be widely different in the two cases. Education is really one of the newest of the arts and sciences. The idea of particular, exceptional people pursuing _learning_ has been familiar to the world for scores of centuries, but the idea of preparing the minds of whole classes or whole communities for co-operations and common actions by a training in common ideas is comparatively a new one. The idea of education as learning still dominates us, and so it is that while we have numbers of teachers of history who are or who attempt to be, or who pose as historians who teach, we have comparatively few teachers of history who are teachers whose instrument is history. In relation to the science of history, and indeed to all the sciences, the importance of teacher as teacher is still insufficiently recognised. Now the virtues required of the historian as of the specialist in any other science are extreme accuracy, fulness, delicacy and discrimination within the department of his work. He is usually not concerned with a philosophical review of the whole field of his science and very chary of invading any unfamiliar provinces of his subject, because of the great risks he will run there of making, if not positive blunders, at least incomplete statements. The specialists will catch him out, and though the point may be an utterly trivial one, he will have been caught out, and that discredits the historian excessively. But the teacher’s concern is primarily with the taught and with giving them a view of their universe as a whole. It is only after undergoing such comprehensive teaching that a student should be handed over to learn, by example and participation in some definite specialisation of study, the finer precisions.