"Then you know my answer; my should be dealt with. I hope that I heart is not free." may thus furnish matter for thought "Fair domino, it is you who have and discussion to an audience emifettered this gentleman's heart," Saal-nently qualified to form a judgment on feld said, bowing to her. what concerns the art of teaching.

"Yes, it is I, and I take possession of it," she replied, slowly dropping her disguise as she spoke. She stood before me a lovely vision. "Elsbeth!"

I cried.

The subject of my lecture is "The Study of English Language and Literature as Part of a Liberal Education," and by this I mean, not simply professorial instruction in the English

"What mischief have I been at, I language and literature to classes or wonder?" sighed the count.

"Cela n'engage à rien," laughed the lady.

I

individuals, but a school for teaching and examination, subject to regulations as clear and precise as those governing the schools in our different universities

"Cela engage à tout," I answered. Saalfeld shook his head. "I don't of classics, mathematics, natural sciunderstand a word of it," he exclaimed. | ence, law, and history, which are at present recognized as forming part of a To-morrow is our wedding-day. liberal education. But before proceedhave laid aside my philosophy. We, ing to my main subject I must detain my Elsbeth and I, spend the winter in you for a few minutes with the cousidRome; and, in the spring, intend to eration of a preliminary question, betake possession of our newly purchased cause, as you will see, a definition of estate. Then I resume my work; and this preliminary point is necessary to you must confess that I have the best my argument. What do we mean by reason to be content with my theories. the phrase "liberal education"? How A chain of ideas, arising out of my own has our present system of liberal educawisdom, led me, through a concatena- tion been formed? The question is tion of circumstances, into the blessed-not without obscurity; but I think that est of all enchainments union with a beloved woman. I have every right to honor Links and Chains! I believe still in my philosophical work; and, that on its completion, I shall be one of the most honored of writers. The main point to consider, as I have before re-edge. This classification was, I think, marked, is, how to proceed after a wellarranged plan, advancing in regular order.

the answer to it is something of this kind. The words "liberal education" are derived from the septem artes liberales, the seven liberal arts or sciences, which, according to the schoolmen, cmbraced the whole circle of human knowl

introduced into the Latin language in the first century before Christ, by Varro, the antiquary, and Varro himself, no doubt, derived it from the Greeks of Alexandria. After the overthrow of pagan culture by the barbarians, the existing system of Græco-Roman education survived, as we find from Cassiodorus, in the Christian schools, and in time came to be regarded by the schoolmen as the curriculum through which the scholar must pass before proceeding to the study of the highest of all sciences, theology. The seven arts or sciences were grammar, rhetoric, logic, arithmetic, geometry, astronomy (or, as it was then called, astrology), and music. The first three made up the course called, by the schoolmen, tri

mind.

vium; the last four constituted the | philosophy, Hence these two sciences, quadrivium. together with grammar, became the Here, then, was the germ of our sys-foundation of the school of Literæ tem of liberal education. Assuming Humaniores at Oxford, and to some the truth of what was taught in these extent of the Classical Tripos at Camsciences, and assuming that the method bridge. On the other hand, arithmetic, of instruction was really scientific, it geometry, and astronomy remained as is plain that there were advantages in the nucleus of instruction in the maththe course of education pursued by the ematical schools of both universities. schoolmen. It was simple, it was com- Hence arose that two-fold system of plete, it was logical. Unfortunately, classical and mathematical training neither of the assumptions on which which for so long formed the ideal it was founded was altogether sound. of liberal education in the English The revival of learning forced men to revise their entire conception of art About the middle of the present cenand science; the discoveries of Coper- tury, men began to think that the base nicus and Columbus gave rise to new of liberal education was too narrow. ideas respecting the heavens and the In 1851 the University of Cambridge earth; the Reformation in England added a school of natural science, adrevolutionized the relations between mitting to a degree in arts; the Unitheology and the other sciences. Fi-versity of Oxford followed the example nally, the methods of scientific reason- in 1853. Oxford in the same year esing introduced by Bacon on the one tablished a school of law and modern hand, and by Descartes on the other, history, which in 1872 was divided into brought discredit on the logical methods two separate schools, one of law and employed by the schoolmen. Hence one of history, each admitting to the the system of education founded on degree in arts. At Cambridge final the regular procession of the seven examinations, admitting to the arts desciences fell gradually into decay. It gree, were established; in 1858 in law, may, I think, be confidently asserted in 1875 in modern history. Schools of that, by the middle of the eighteenth century, the ancient course of mental discipline, followed by the Greeks and Latins, and converted to the use of the Christian Church, had disappeared from the curriculum of the English universities.

the same kind in Oriental languages were instituted; in 1878 at Cambridge, and in 1887 at Oxford. Now, throughout this long and gradual development, I think, it may be observed that each school, before it has established its footing within the sacred circle of the liberal arts, has had to satisfy two requirements; that is to say, it has had to show, first, that it was likely to prove useful for the purposes of mental discipline; and, next, that its subject matter was capable of being scientifically

But though the connection between the secular sciences and theology was thus severed, the sciences themselves were retained as the basis of instruction in the university schools. The study of Latin grammar, which was found necessary by the schoolmen because taught. Latin was the language of the Church, The English language and literature was pursued after the Reformation, in has not yet obtained an entrance into combination with Greek grammar, be- our established system of liberal educause these languages were now seen cation. For though, in many of our to furnish the keys to the culture and younger universities and university colcriticism of the antique world. Logic leges, professorial chairs and courses. and rhetoric, which had been taught of instruction in this subject have been by the schoolmen mainly for the pur-instituted — and I know that University pose of theological disputation, were College, Liverpool, has set a shining found to be useful instruments for example, both in its English chair and training the mind in mental and moral in the person of its distinguished oc

And I would, therefore, ask you, in the first place, to get a clear view of these difficulties, before we proceed to consider the way in which the difficulties may be overcome.

cupant — yet, until Oxford and Cam-|plicated nature of the study itself. bridge have opened their gates, I think it will be generally admitted that the battle on behalf of English, as part of liberal education, has not been won. Now the gates of these two great universities still remain closed. It is true As regards the popular view of the that English as a sub-head is included subject, there is one objection which is in the medieval and modern language frequently advanced to the establishtripos at the University of Cambridge; ment of a school of English language but any one who looks at the ex- and literature, namely, that such a amination papers in this school will school would not be useful. A very see that what is dealt with is English large number of people seem to hold language, and not English literature. A vigorous attempt has recently been made to originate a separate school of English language and literature in the University of Oxford; but I believe I am correct in saying that the Hebdomadal Council of that university has decided that to establish such a school would at present be inexpedient.

the opinion about English that Dogberry held about reading and writing; they think that it comes by nature. They are anxious that their children should be taught French and German, because the knowledge of these languages will be of advantage to them socially, politically, commercially; but they fancy that instruction given them Now, I fear that I shall surprise, and in their own language is so much waste probably disappoint, many of my hear- of time. On this point my own official ers, when I say, that I am very far experience enables me to speak with from regretting this decision of the some authority, as my duties give me authorities of the great university of the opportunity of observing the perwhich I have the honor to be a mem-formance in examinations of thousands ber. I hasten, therefore, to assure all of boys from our public schools, of who may be so affected, that I look forward with confidence to the time when a school of English language and literature shall be a recognized part of English liberal education. But at the same time I hold that, if such a school be started prematurely that is to say, before we are sure that what is taught in it will be really useful as training for the mind, or that the methods of instruction employed in it will be really scientific mischief will be done, not only to the study of English language and literature, but to the system of liberal education as a whole, because many minds may be perilously diverted from other courses of study which experience has shown to be profitable. I report, or a clearly reasoned memorandoubt whether the question has yet emerged from its nebulous stage, and whether we have frankly faced all the difficulties arising from the vague notions of the public at large, from the objections to the proposed school entertained by the teachers of other branches of science, and from the com

hundreds of university men, and of others who have received what is called a liberal education. And I speak with moderation when I say that not only the faculty of expressing in English a train of ideas on any subject in a lucid and forcible manner, but even the simple art of writing a number of consecutive sentences without some grammatical error, are accomplishments, less common among the youth of this country than they ought to be. For if a man is to rise to any position of eminence in the army, the navy, or the civil service, nothing is more necessary for him than skill sufficient to write a terse despatch, an exhaustive

dum. And I need hardly insist before such an audience that he will be the better equipped for such tasks, if he is familiar with the vocabulary of Shakespeare and Milton, and understands the principle on which an Addison, a Johnson, or a Macaulay, is accustomed to frame his sentences and paragraphs.

Meeting, therefore, these objectors on | tion of this school into the university their own ground of more commercial system. utility, I think we may decide that it is desirable that the study of English language and literature should form part of a liberal education.

You will observe that the subject of my lecture is not the study of the English language alone, or of the English literature alone, but of the EnBut there are others who object to glish language and literature together. the establishment of a school of En- And yet the tendency of things is such glish language and literature from what that, wherever this study is at all systeI may call the academic point of view.matically cultivated, each branch of the While they allow that the study of the subject is pursued separately, as if one subject is useful in the highest sense of necessarily excluded the other. Thus the word,—that is, as providing food the study of the English language for the mind and the imagination, comes in practice to mean the study they contend that English, literature, at of English philology; and, from Proleast, cannot be scientifically taught. fessor Freeman's point of view, this is Thus, when, some few years ago, the quite just, because the subject thus establishment of a school of English viewed is at least capable of scientific literature was advocated in the Times treatment. There are some lovers of by a writer signing himself "Lectur- English literature who altogether deper," this reply was made by the late recate the study of philology. I do not Professor Freeman : "There are many share their opinion. I think, on the things fit for a man's personal study contrary, that those who study our litwhich are not fit for university exam-erature scientifically can no more disinations. One of these is 'literature' pense with the study of the language in the Lecturer's' sense. The corre in its early stages, than the scholar spondent tells us that it 'cultivates the who seeks to master the thought and taste, educates the sympathies, and en- style of the great writers of Greece and larges the mind.' Excellent results, Rome can dispense with the study of against which no one has a word to say. Latin and Greek grammar. Mr. ChurOnly we cannot examine in tastes ton Collins, who has done such exceland sympathies. The examiner in any lent service in the discussion of this branch of knowledge must stick to the question, thinks that philology is to duller range of technical and positive literature merely what the key is to information." Now, if it were seri- the jewel-casket. But it is something ously proposed that a school of English more. Philology is the science of lanlanguage and literature should mainly guage, and language is the instrument concern itself with questions of taste for the expression of thought; nay: and sympathy, I should admit Pro- language is as much the abode of fessor Freeman's argument to be con- thought as the body is the seat and clusive. For such a purpose at any habitation of the soul. Many of the rate it would be true that de gustibus grammatical forms employed by our non est disputandum. Nay; I myself greatest writers are of high antiquity. am strongly of opinion that the less The structure of sentences, and the criticism occupies itself with the analy-harmony of verse, in writers like Shakesis of taste and feeling, the better will it be for criticism and taste. But I cannot conceive that any sensible advocate of a school of English literature ever entertained such notions as the professor imagined. Hence I should prefer to put forward in a different, and, Philology, therefore, in my opinion, as it seems to me, a much more for- is an essential factor in the study of midable, shape the academic objection English; but it has a certain danger in that may be urged against the introduc-it; it has a tendency to become too VOL. LXXXIII. 4291

LIVING AGE.

speare and Milton can often only be explained by reference to the work of those early writers, who were lisping in numbers at the time when our language began to emerge from Anglo-Saxon into what is called middle English.

absorbing. That sometimes happens | into the study of particular authors and
to the philologist which befalls explor- specified books. The student would at
ers of another kind. Perhaps some of one time be directed to the plays of
you have been acquainted with a man Shakespeare, at another time to "Para-
who has been possessed with the pas-dise Lost," and again to the satires of
sion of wandering among the tribes of Dryden and Pope, and so on. He would
the desert, and you know how rare it is get up all that is to be known about the
for one who has accustomed himself to lives of these poets; he would make
this kind of life to return to the ways himself acquainted with the dates of
of civilized society. A like fascination their different works; he would be able
often seizes on the student who finds to furnish analyses of what he had been
himself in the solitudes occupied by the directed to read. But does any one
writers of early English. Sick of the pretend that such a course would pro-
frivolities of modern thought and lan- vide materials for a school equivalent
guage, he seems to regain a sense of in intellectual value to the great schools
freshness and freedom in the company now existing in our universities? And
of these primitive pioneers in the arts yet if you attempt at present to go
of expression. Questions of dialect, of beyond the study of the text of partic
grammar, of rhythm, of pronunciation ular authors, and to make English lit-
- all interesting, all deserving of in- erature, like Greek and Latin literature,
vestigation crowd upon him. He a school for the systematic training of
gives himself up to the study of these taste, you are at once exposed to a
antediluvian authors. Their modes of check. We are not agreed among our-
thought and diction become a second selves on the principles upon which
nature to him; and not seldom the man even our great poets should be judged.
who has mastered the peculiarities of There are, I believe, still critics who
Ormin and Layamon, of Robert of are unable to admit that Pope was a
Brunne and Robert of Gloucester, pre- poet. We are not agreed on the ques-
fers them to the perfections of Shake- tion which among our great authors are
speare and Milton.
entitled to the highest rank. For ex
ample, I open the calendar of one of
our university colleges, and I find a
distinguished professor announcing the
following course of lectures: "The Six
Great Poets of England: Their Lives
and Works." Now, who are the six
great poets of England? The pro-
fessor answers: "Chaucer, Spenser,
Shakespeare, Milton; so far, no doubt,
there has always been something like a
conventional agreement; but then as
to the other two? They are- - Dryden
and Wordsworth. But, as every reader
of Johnson's "Lives of the Poets"
knows, Johnson had much difficulty in
deciding the question of superiority he
tween Pope and Dryden; while Joseph
Warton, a very accomplished critic,
gave the preference to Pope. It is cer-
tain also that there are
a very large
number of readers who could maintain,
with a good show of argument, that
Byron was, at least, as great a poet as
Wordsworth. Yet the professor an
nounces his classification as confidently

Now, if English philology be pursued with such passion as this, the plea that the literature of England is as worthy as that of Greece or Rome to be the subject of liberal study must fall to the ground. A school of English language and literature, in which philology should be the predominating feature, would be a school- not for the encouragement of culture, but for the endowment of specialists.

If, on the other hand, you put philology into a subordinate place, and give your main attention to the great masters of expression in English, you are met by a difficulty of another kind. What is it exactly that you propose to teach? You may teach something positive, definite, and intellectually valuable, about the growth of our language; but what kind of scientific instruction about our literature would be given in such a school as it has been proposed to establish? I imagine that, practically, the curriculum would resolve itself