He insists in a passage which we quote at length in the chapter on the Prose of the Century, that if this training in logic had not been obtained at this time in European development, the results might have been serious for our modern languages and modern education. He says: "If at the outset of the career of the modern languages, men had thought with the looseness of modern thought, had indulged in the haphazard slovenliness of modern logic, had popularized theology and vulgarized rhetoric, as we have seen both popularized and vulgarized since, we should indeed have been in evil case." He maintains that "the far-reaching educative influence in mere language, in mere system of arrangement and expression, must be considered as one of the great benefits of Scholasticism." This is, after all, only a similar opinion to that evidently entertained by Mr. John Stuart Mill, who, as Prof. Saintsbury says, was not often a scholastically-minded philosopher, for he quotes in the preface of his logic two very striking opinions from very different sources, the Scotch philosopher, Hamilton, and the French philosophical writer, Condorcet. Hamilton said, "It is to the schoolmen that the vulgar languages are indebted for what precision and analytical subtlety they possess." Condorcet went even further than this, and used expressions that doubless will be a great source of surprise to those who do not realize how much of admiration is always engendered in those who really study the schoolmen seriously and do not take opinions of them from the chance reading of a few scattered passages, or depend for the data of their judgment on some second-hand authority, who thought it clever to abuse these old-time thinkers. Condorcet thought them far in advance of the old Greek philosophers for, he said, "Logic, ethics, and metaphysics {35} itself, owe to scholasticism a precision unknown to the ancients themselves." With regard to the methods and contents of the teaching in the undergraduate department of the university, that is, in what we would now call the arts department, there is naturally no little interest at the present time. Besides the standards set up and the tests required can scarcely fail to attract attention. Professor Turner, in his History of Philosophy, has summed up much of what we know in this matter in a paragraph so full of information that we quote it in order to give our readers the best possible idea in a compendious form of these details of the old-time education.