And yet I believed that the high honour in which Greek studies were long held had been exchanged for indifference, or even contempt, especially in America, where a hurried education planned for “practical life” was said to be taking the place of the old liberal education intended to breed gentlemen. But I found, during my actual visit to America, that I had been misled as to the completeness of this degradation of Greek. As is usual, the stranger begins by getting false impressions of the country he visits, and can only correct these gradually by detailed experience. There were many symptoms that public opinion in the States is by no means satisfied with the thought of an absolute reign of modern science, or of specialising education at the fancy of the ignorant youth or the more ignorant parent. Even employers in factories are beginning to find out, with that plain good sense which marks the solid core of American society, that young men who receive a liberal education are more intelligent and useful as tradesmen or mechanics than those who have mastered only one subject. The intellectual outlook tells even upon the handicraft of the apprentice. There is therefore some prospect that the mistakes of the last generation (possibly due to the influence of Harvard and other universities) will be corrected, and that a proper college education will again replace the bread-and-butter studies in the earlier years of all good courses of training. If such a recovery of sound education takes place, it is impossible that Greek shall not resume its old importance. We now know far more of Hellenic work than did our fore-fathers. We can vindicate Greek studies in a manner wholly strange to them, had they ever thought a vindication called for. But, on the other hand, the teaching of Greek must be reformed. It must be made a human and lively study, taught like a modern language by dictation and recitation, as well as by written composition and reading of authors. In many English public schools, there has been a fashion not only of teaching the old languages as if they were indeed dead, but of spoiling the teaching of modern languages by copying this mistake. Much of the prejudice against the learning of Greek has been created by this blunder, and by its radiation into kindred studies. But this also I trust will be mended, and we shall have a more intelligent method of teaching all languages as living vehicles of human expression. Among these, the Greek is far the most perfect. If this little book may help toward this great reformation, it will have amply succeeded in its purpose.