imagine that if something different had happened to us,
we can't say what, we should have been able to rival them. A little
honest examination of our powers shows how vain are such suppositions.
The right course is to make some provision for all sorts, since
unscientific teaching and unscientific persons will remain with us
always.

Teaching of this universal and undifferentiated sort, provided for all
in common, should be continued up to the age at which pupils begin to
show their tastes and aptitudes, in general about 16, after which
stage such latitude of choice should be given as the resources of the
school can provide.

Of what should the undifferentiated teaching consist? Coming from a
cultivated home a boy of 10 may be expected to have learned the
rudiments of Latin, and at least one modern language, preferably
French, _colloquially_, arithmetic, outlines of geography, tales from
Plutarch and from other histories. Going to a preparatory school he
will read easy Latin texts _with translations_ and notes; French
books, geography including the elements of astronomy, beginning also
algebra and geometry. At 12 dropping French except perhaps a reading
once a week, he will begin Greek, by means of easy passages again with
the translations beside him, continuing the rest as before.
Transferred at 14-1/2 to a public school he will go on with Latin,
starting Latin prose, Greek texts, again read fast with translations.
He will now have his first formal introduction to science in the guise
of biology, leading up to lessons and demonstrations in chemistry and
physics. At about 16-1/2 he may drop classics _or mathematics_
according as his tastes have declared themselves, adding modern
languages instead, continuing science in all cases, greater or less in
amount according to his proclivities.

Boys with special mathematical ability will of course need special
treatment. Moreover provision of German for all has avowedly not been
made. For all it is desirable and for many indispensable. But as the
number who read it for pleasure, never very large, seems likely to
diminish, German may perhaps be reserved as a tool, the use of which
must be acquired when necessary.

Such a scheme, I submit, makes no impossible demand on the time-table,
allowing indeed many spare hours for accessory subjects such as
readings in English or history. Note the main features of this
programme. The time for things worth learning is found by dropping