o Abstract or fundamental, and
Concrete or derivative.

Those of the first class have a fixed order, the order of dependence.

The other class is represented by the Natural History Sciences, which
bring into play the Logic of Classification.

Each of these is allied to one or other members of the primary Sciences.

The Commissioners' Table misstates the relationships of the various
Sciences.

The London University Scheme a better model.

The choice allowed by the Commissioners not founded on a proper
principle.

The higher Mathematics encouraged to excess.

Amended scheme of comparative values.

Position of Languages in the examinations.

The place in education of Language generally.

Purposes of Language acquisition.

Altered position of the Classical, languages.

Alleged benefits of these languages, after ceasing to be valuable in
their original use.

The teaching of the languages does not correspond to these secondary
values.

Languages are not a proper subject for competition with a view to
appointments.

For foreign service, there should be a pass examination in the languages
needful.

The training powers attributed to languages should be tested in its own
character.

Instead of the Languages of Greece, Rome, &c., substitute the History
and Literature.

Allocation of marks under this view.

Objections answered.

Certain subjects should be obligatory.

* * * * *

IV.

THE CLASSICAL CONTROVERSY.

ITS PRESENT ASPECT.

Attack on Classics by Combe, fifty years ago.

Alternative proposals at the present day:--

1. The existing system Attempts at extending the Science course under
this system.

2. Remitting Greek in favour of a modern language. A defective
arrangement.

3. Remitting both Latin and Greek in favour of French and German.

4. Complete bifurcation of the Classical and the Modern sides.

The Universities must be prepared to admit a thorough modern alternative
course.

Latin should not be compulsory in the modern side.

Defences of Classics.

The argument from the Greeks knowing only their own language--never
answered.

Admission that the teaching of classics needs improvement.

Alleged results of contact with the great authors of Greece and
Rome--unsupported by facts.

Amount of benefit attainable without knowledge of originals.

The element of training may be obtained from modern languages.

The classics said to keep t