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 their resources for the study of classical archæology and art.

In all these ways, the humanistic studies have, during this century, become wider and more real. They have gradually been drawn out of a scholastic isolation, and have been brought more and more into the general current of intellectual and literary interests. So far from losing strength or efficacy by ceasing to hold that more exclusive position which they occupied two or three generations ago, they have acquired a fresh vigour, a larger sphere of genuine activity, and a place in the higher education which is more secure, because the acceptance on which it rests is more intelligent.

There was, indeed, a moment in this century when the attack upon the humanities was somewhat formidable. It was rather more than thirty years ago, towards the end of the period during which the classics had enjoyed a virtual monopoly in literary education. The educational claims of science had been fully developed, and were being powerfully urged by champions of whom Professor Huxley was the most brilliant; but these claims had not yet been effectively recognised by adequate provision for the teaching of science in schools and Universities. Several able men, who had been trained in classical studies and had been successful in them, were discontented with the classical system, were conscious of personal needs which it had not satisfied, and felt a sort of resentment against it. In education, as in other matters, some of these men