Page:Seventeen lectures on the study of medieval and modern history and kindred subjects.djvu/47

as it was, was sufficiently strong to bear the shock of division; whether the supply of teachers would be sufficient; whether each subject by itself was substantive enough to furnish the training for a class examination of high character; whether the separation would not produce a tendency to eliminate History from the Law teaching and Law from the History teaching, were questions which might well cause misgiving. Some of them have been solved in the process of experiment. Both Schools have increased their numbers and raised their standard since the division; as to the supply of teachers, what I have just said as to the increase and co-operation of the History teachers is a sufficient answer for them; the Law professors can, I believe, give a like answer. As to the third point, the substantive value of historical training, opinions will still differ; I for my part have no desire that, as an educational instrument, the History training should take the place of the classical and mathematical training, which must always form the chief part of the school education, and the strongest and favourite work of the University career. But as a further stage of training, I maintain that the reading of History may claim an equal place with all the other studies pursued here: I believe that a man who has taken a good Class in Moderations would, so far as mental training is concerned, do wisely in taking up a fresh subject, especially Modern History. As a piece of professional training for the work of a schoolmaster or a clergyman, it may not be so, at all events during the present state of school education; I only allege it as a means of mental culture. There is however a fourth question, which time will have to answer, and for which time must supply a remedy, if the mischief comes. It will be a fatal thing for the study of History here, if the study of Law should ever be quite eliminated from the History course; and as fatal for the study of Law if it should ever come to be read on its merely scientific or on its merely empiric sides. With our present Law teachers both of these are alike impossible. The lectures of Sir Henry Maine, Dr. Bryce, and Mr. Holland are to a great extent historical lectures, and are as great an advantage to the History students as they are