studies—what, how much, and what order—carefully prescribed. Both of these great courses should include all the four kinds of knowledges and disciplines which are considered as indispensable parts of a liberal education, and as necessary preparation for the range and freedom of university studies. But these knowledges and disciplines should be taught in different proportions by the two courses. The course which leans toward, or places the emphasis upon, language and the humanities should comprise no less of mathematics, and even more of the physical and natural sciences, than it now contains. It should comprise more, not less, of the classical languages, of both Latin and Greek, and of the literature and antiquities which belong to these languages. But these languages should be taught very differently from either that petty but strict way or that pretentious but loose way which have too much predominated hitherto.
The other one of the two great courses in this bifurcated secondary education should place the emphasis upon mathematics and the physical and natural sciences. As a condition of entering the higher scientific school there should be required no less of mathematics and the natural sciences than is now required, but there should also be required much more knowledge of literature and of at least one of the classical languages. The thorough study
