But let me take one special instance. In a periodical, now no longer living, called the _Independent Review_, there appeared some years ago a very curious and typical contribution by the Headmaster of Dulwich, which I may perhaps use as an illustration of the mental habits which seem inseparably associated with modern scholastic work. It is called “English Ideas on Education,” and it begins—trite, imitative, undistinguished—thus:
“The most important question in a country is that of education, and the most important people in a country are those who educate its inhabitants. Others have most of the present in their hands: those who educate have all the future. With the present is bound up all the happiness only of the utterly selfish and the thoughtless among mankind; on the future rest all the thoughts of every parent and every wise man and patriot.”
It is the opening of a boy’s essay. And from first to last this remarkable composition is at or below that level. It is an entirely inconclusive paper, it is impossible to understand why it was written; it quotes nothing, it says nothing about and was probably written in ignorance of “Kappa” or any other modern contributor to English ideas, and it occupied about six and a quarter of the large-type pages of this now vanished _Independent Review_. “English Ideas on Education”!—this very brevity is eloquent, the more so since the style is by no means succinct. It must be read to be believed. It is quite extraordinarily non-prehensile in quality and substance, nothing is gripped and maintained and developed; it is like the passing of a lax hand over the surfaces of disarranged things. It is difficult to read, because one’s mind slips over it and emerges too soon at the end, mildly puzzled though incurious still as to what it is all about. One perceives Mr. Gilkes through a fog dimly thinking that Greek has something vital to do with “a knowledge of language and man,” that the classical master is in some mysterious way superior to the science man and more imaginative, and that science men ought not to be worried with the Greek that is too high for them; and he seems, too, to be under the odd illusion that “on all this” Englishmen “seem now to be nearly in agreement,” and also on the opinion that games are a little overdone and that civic duties and the use of the rifle ought to be taught. Statements are made—the sort of statements that are suffered in an atmosphere where there is no swift, fierce opposition to be feared; frill out into vague qualifications and butt gently against other partially contradictory statements. There is a classification of minds—the sort of classification dear to the Y. M. C. A. essayists, made for the purposes of the essay and unknown to psychology. There are, we are told, accurate, unimaginative, ingenious minds capable of science and kindred vulgar things (such was Archimedes), and vague, imaginative minds, with the gift for language and for the treatment of passion and the higher indefinable things (such as Homer and Mr. Gilkes), and, somehow, this justifies those who are destined for “science” in dropping Greek. Certain “considerations,” however, loom inconclusively upon this issue—rather like interested spectators of a street fight in a fog. For example, to learn a language is valuable “in proportion as the nation speaking it is great”—a most empty assertion; and “no languages are so good,” for the purpose of improving style, “as the exact and beautiful languages of Rome and Greece.”