not to have appeared in the Modern History School at all, we have a remainder of from 140 to 160 undergraduates, of whom only some ten or a dozen have any intention either of taking up historical teaching or of engaging in original research. The remainder are destined to the most various careers: some will become members of Parliament or diplomatists, many will be civil servants, some will take Holy Orders, others will be journalists, literary men, business men, barristers, schoolmasters, and what not. To all such a sound general knowledge of history—with the elements of economic history, political science, political geography, constitutional history—will be invaluable. Palaeography, the so-called 'study of methods of investigation and all the Hilfswissenschaften will be of comparatively little use. And—for here comes the difficulty—if the technical subjects are introduced, it can only be at the cost of teaching less of the general subjects. For the student's time during the two years that he has to devote to the Modern History School is quite sufficiently occupied by the present curriculum. New matter can only be introduced by evicting some of the old matter, or teaching it in a less thorough and solid fashion. Is there any section of the present prescribed work which we should like to cut down to any appreciable extent? I mean to cut down to such an extent that the time saved on it would be sufficient to allow of the introduction of several new elements—such as palaeography—into the curriculum. Personally I might be desirous of paying a little less attention to early constitutional antiquities than is done at present. But I must confess that if I was permitted to economize on that point, it would only be with the desire of increasing the quantity of foreign history required The present
