for them. Great men of letters cannot avoid being humane and universal. The absence of the teaching of English literature in our schools is, when we come to think of it, an almost amazing phenomenon. It is even more amazing when we listen to the arguments urged by headmasters and other educational conservatives against the direct teaching of English. It is said, for example, that a vast amount of English grammar and literature is picked up in the course of learning Latin and Greek. This is perfectly true, but the topsy-turviness of the idea never seems to strike them. It is like saying that a baby picks up the art of walking in the course of learning to hop, or that a Frenchman may successfully be taught German by helping a Prussian to learn Ashanti. Surely the obvious foundation of all education is the language in which that education is conveyed; if a boy has only time to learn one thing, he had better learn that.
We have deliberately neglected this great heritage of high national sentiment. We have made our public schools the strongest walls against a whisper of the honour of England. And we have had our punishment in this strange and perverted fact that, while a unifying vision
