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 not very great. A small portion of natural science was introduced into the secondary schools; but, as the classical teaching was kept up as before, the pupils were simply subjected to a greater crush of subjects; they could derive very little benefit from science introduced on such terms. The effect on the universities was nil. They were true to Dugald Stewart's celebrated deliverance on their conservatism. The public, however, were not unmoved; during a number of years there was a most material reduction in the numbers attending all the Scotch universities, and the anti-classical agitation was reputed to be the cause.

The reasonings of Combe will still repay perusal. He puts with great felicity and clearness the standing objections to the classical system; while he is exceedingly liberal in his concessions, and moderate in his demands. "I do not denounce the ancient languages and classical literature on their own account, or desire to see them cast into utter oblivion. I admit them to be refined studies, and think that there are individuals who, having a natural turn for them, learn them easily and enjoy them much. They ought, therefore, to be cultivated by all such persons. My objection is solely to the practice of rendering them the main substance of the education bestowed on young men who have no taste or talent for them, and whose pursuits in life will not render them a valuable acquisition."

Before alluding to the more recent utterances in defense of classical teaching, I wish to lay out as distinctly as I can the various alternatives that are apparently now before us as respects the higher education—that is to say, the education begun in the secondary or grammar schools and completed and stamped in the universities:

1. The existing system of requiring proficiency in both classical languages. This requirement is imperative everywhere at present. The universities agree in exacting Latin and Greek as the condition of an Arts Degree, and in very little else. The defenders of classics say with some truth that these languages are the principal basis of uniformity in our degrees; if they were struck out, the public would not know what a degree meant.

How exclusive was the study of Latin and Greek in the schools in England, until lately, is too well known to need any detailed statement. A recent utterance of Mr. Gladstone, however, has felicitously supplied the crowning illustration. At Eton, in his time, the engrossment with classics was such as to keep out religious instruction!

As not many contend that Latin and Greek make an education in themselves, it is proper to call to mind what other things have been found possible to include with them in the scope of the Arts Degree.