from young men twenty years of age anything which they desire to learn, or to impose upon them anything whatever which the authority in question thinks they ought to know.
The tendency of classical studies is to exalt authority, and to inculcate reverence for what is written rather than for what is true. Men educated on classics are apt to be caught by the literary form, if it is attractive. They are fond of paradoxes, and will entertain two contradictory ideas, if only each come in a striking literary dress. They think that they prove something when they quote somebody who has once said it. If anyone wants to keep out "new ideas," he does well to cling to classical studies. They are the greatest barrier to new ideas and the chief bulwark of modern obscurantism. The new sciences have produced in their votaries an unquenchable thirst and affection for what is true in fact, word, character, and motive. They have taught us to appreciate and weigh evidence and to deal honestly with it. Here a strong contrast with classical training has been developed, not because classical training led men to be false, but because the scientific love of truth is something new and intense. Men of classical training rarely develop the power to go through from beginning to end of a course of reasoning on a straight line. They go on until they see that they are coming out at a result which they do not like. Then they make a bend and aim for a result which they do like, not regarding the broken continuity, or smoothing it over as carefully as possible. Classical training, in the world of to-day, gives a man a limited horizon. There is far more beyond it than within it. He is taught to believe that he has sounded the depths of human knowledge when he knows nothing about its range or amount. If anyone wants to find prime speci-
