Page:Seventeen lectures on the study of medieval and modern history and kindred subjects.djvu/57

 or Queen Anne. So research might be combined with teaching, the discipline of research might be itself inculcated, and the voice of research be made to attune itself to the work of teaching.

But whether we want a present reinforcement, or content ourselves with looking forward to a probable development, we must not let the opportunity escape. We must not ask too much, but we must ask the University to keep its eyes open to what we believe to be our certain and noble future, and not to make the modesty of our present petitions the limit of her prospective liabilities in our behalf. We must ask her to secure for us a competence for the moment and ample freedom for growth and expansion. As to any definite finality, any perfect and exhaustive division of periods and duties, any theoretically complete staff of professors of History, I confess that I am not disposed to be anxious. If the study flourishes and is not cramped for means, the completeness and the neatness of system will grow as it grows: and we may be content to let it grow so.

In conclusion, that is, of this part of my subject,—the condition and prospects of historical education, apart from the general subject of the bona fide development of historical study,—I should say a word or two about teaching in schools. And this I do with great diffidence, because I have no experience in such work; at the same time I trust that I shall not make any impracticable suggestions. For the growth and development of the study, as an instrument of education, we must look for much help to the public schools and other great feeders of University life. If they find it possible to incorporate it permanently with their course of work introductory to the University career, the men will come up better prepared for such training as we can give them, and so more and more ready to assist in the growth of the growing study. Now although this seems simple enough to say, in reality it involves a great deal. It means not only that the great schools should have History masters who can keep themselves abreast with the rising tide of knowledge, but a constant revision or provision of improved text-books. It seems to me