It is admitted on all hands by this time, I suppose, that the best way of learning is by eye, not by ear. Therefore the authorities that prescribe for us our education among all classes have decided that we shall learn by ear, not by eye. Which is just what one might expect from a vested interest.

Of course this superiority of sight over hearing is pre-eminently true of natural science—that is to say, of nine-tenths among the subjects worth learning by humanity. The only real way to learn geology, for example, is not to mug it up in a printed text-book, but to go into the field with a geologist\'s hammer. The only real way to learn zoology and botany is not by reading a volume of natural history, but by collecting, dissecting, observing, preserving, and comparing specimens. Therefore, of course, natural science has never been a favourite study in the eyes of school-masters, who prefer those subjects which can be taught in a room to a row of boys on a bench, and who care a great deal less than nothing for any subject which isn\'t "good to examine in." Educational value and importance in after life have been sacrificed to the teacher\'s ease and convenience, or to the readiness with which the pupil\'s progress can be tested on paper. Not what is best to learn, but what is least trouble to teach in great squads to boys, forms the staple of our modern English education. They call it "education," I observe in the papers, and I suppose we must fall in with that whim of the profession.

But even the subjects which belong by rights to the ear can nevertheless be taught by the eye more readily. Everybody knows how much easier it is to get up the history and geography of a country when you are actually in it than when you are merely reading about it. It lives and moves before you. The places, the persons, the monuments, the events, all become real to you. Each illustrates each, and each tends to impress the other on the memory. Sight burns them into the brain without conscious effort. You can learn more of Egypt and of Egyptian history, culture, hieroglyphics, and language in a few short weeks at Luxor or Sakkarah than in a year at the Louvre and the British Museum. The Tombs of the Kings are worth many papyri. The mere sight of the temples and obelisks and monuments and inscriptions, in the places where their makers originally erected them, gives a sense of reality and interest to them all that no amount of study under alien conditions can possibly equal. We have all of us felt that the only place to observe Flemish art to the greatest advantage is at Ghent and Bruges and Brussels and Antwerp; just as the only place to learn Florentine art as it really was is at the Uffizi and the Bargello.

These things being so, the authorities who have charge of our public education, primary, secondary, and tertiary, have decided in their wisdom—to do and compel the exact contrary. Object-lessons and the visible being admittedly preferable to rote-lessons and the audible, they have prescribed that our education, so called, shall be mainly an education not in things and properties, but in books and reading. They have settled that it shall deal almost entirely and exclusively with language and with languages; that words, not objects, shall be the facts it impresses on the minds of the pupils. In our primary schools they have insisted upon nothing but reading and writing, with just a smattering of arithmetic by way of science. In our secondary schools they have insisted upon nothing but Greek and Latin, with about an equal leaven of algebra and geometry. This medi?val fare (I am delighted that I can thus agree for once with Professor Ray Lankester) they have thrust down the throats of all the world indiscriminately; so much so that nowadays people seem hardly able at last to conceive of any other than a linguistic education as possible. You will hear many good folk who talk with contempt of Greek and Latin; but when you come to inquire what new mental pabulum they would substitute for those quaint and grotesque survivals of the Dark Ages, you find what they want instead is—modern languages. The idea that language of any sort forms no necessary element in a liberal education has never even occurred to them. The............