esire no better comfort
than Homer's line which I quoted just now,

[Greek: tlaeton gar Moirai thnmontheoan anthropoisin--]

"for an enduring heart have the destinies appointed to the children of
men"!

And the more that men's minds are cleared, the more that the results of
science are frankly accepted, the more that poetry and eloquence come to
be received and studied as what in truth they really are,--the
criticism of life by gifted men, alive and active with extraordinary
power at an unusual number of points;--so much the more will the value
of humane letters, and of art also, which is an utterance having a like
kind of power with theirs, be felt and acknowledged, and their place in
education be secured.

Let us, therefore, all of us, avoid indeed as much as possible any
invidious comparison between the merits of humane letters, as means of
education, and the merits of the natural sciences. But when some
President of a Section for Mechanical Science insists on making the
comparison, and tells us that "he who in his training has substituted
literature and history for natural science has chosen the less useful
alternative," let us make answer to him that the student of humane
letters only, will, at least, know also the great general conceptions
brought in by modern physical science: for science, as Professor Huxley
says, forces them upon us all. But the student of the natural sciences
only, will, by our very hypothesis, know nothing of humane letters; not
to mention that in setting himself to be perpetually accumulating
natural knowledge, he sets himself to do what only specialists have in
general the gift for doing genially. And so he will probably be
unsatisfied, or at any rate incomplete, and even more incomplete than
the student of humane letters only.

I once mentioned in a school-report, how a young man in one of our
English training colleges having to paraphrase the passage in _Macbeth_
beginning,

"Can'st thou not minister to a mind diseased?"[133]

turned this line into, "Can you not wait upon the lunatic?" And I
remarked what a curious state of things it would be, if every pupil of
our national schools knew, let us say, that the moon is two thousand one
hundred and sixty miles in diameter, and thought at the same time that a
good paraphrase for

"Can'st thou not minister to a mind diseased?"

was, "Can you not wait upon the lunatic?" If one is driven to choose, I
think I would rather have a