of grammar may be, when properly carried out, a valuable exercise, yet that it is easily converted into a worthless one, and can never in any case take the place of various other forms of mental training, such as the observation of natural objects, the following out of experimental demonstration of the qualities and relations of natural bodies, and the devising and execution of experiment as the test of hypotheses. Apart from 'training' there is the need for providing the mind with information as well as method. The knowledge of Nature is eagerly assimilated by young people, and no training in mental gymnastics can be a substitute for it or an excuse for depriving the young of what is of inestimable value and instinctively desired.
The prominence which is assigned to a familiarity with the details of history, more especially of what may be called biographical history, in the educational system favoured by Oxford, seems to depend on the same causes as those which have led to the maintenance of the study of Greek and Latin. To read history is a pleasant occupation which has become a habit and tradition. At one time men believed that history repeats itself, and it was thought to be a proper and useful training for one who would take part in public affairs to store his mind with precedents and picturesque narratives of prominent statesmen and rulers in far-off days and distant lands. As a matter of fact it cannot be shown that any statesman, or even the humblest politician, has ever been guided to useful action by such knowledge. History does not repeat itself, and the man who thinks that it does will be led by his fragmentary knowledge of stories of the past into serious blunders. To the fashionable journalist such biographical history
