expression of the whole theory
and practice of modern trade. That theory and practice is being taught
in schools of commerce throughout the Union; and there are many, I
suppose, who would like to see it taught in English universities. But,
really, does anyone--does any man of business--think it a better
education than Greek?

Footnotes:

[Footnote 4: _Imagination in Business_ (Harper & Brothers).]

X

CULTURE

Scene, a club in a Canadian city; persons, a professor, a doctor, a
business man, and a traveller (myself). Wine, cigars, anecdotes; and
suddenly, popping up, like a Jack-in-the-box absurdly crowned with ivy,
the intolerable subject of education. I do not remember how it began;
but I know there came a point at which, before I knew where I was, I
found myself being assailed on the subject of Oxford and Cambridge. Not,
however, in the way you may anticipate. Those ancient seats of learning
were not denounced as fossilised, effete, and corrupt. On the contrary,
I was pressed, urged, implored almost with tears in the eye--to reform
them? No! to let them alone!

"For heaven's sake, keep them as they are! You don't know what you've
got, and what you might lose! We know! We've had to do without it! And
we know that without it everything else is of no avail. We bluster and
brag about education on this side of the Atlantic. But in our heart of
hearts we know that we have missed the one thing needful, and that you,
over in England, have got it."

"And that one thing?"

"Is Culture! Yes, in spite of Matthew Arnold, Culture, and Culture, and
always Culture!"

"Meaning by Culture?"

"Meaning Aristotle instead of Agriculture, Homer instead of Hygiene,
Shakespeare instead of the Stock Exchange, Bacon instead of Banking,
Plato instead of Paedagogics! Meaning intellect before intelligence,
thought before dexterity, discovery before invention! Meaning the only
thing that is really practical, ideas; and the only thing that is really
human, the Humanities!"

Rather apologetically, I began to explain. At Oxford, I said, no doubt
the Humanities still hold the first place. But at Cambridge they have
long been relegated to the second or the third. There we have schools of
Natural Science, of Economics, of Engineering, of Agriculture. We have
even a Training College in Paedagogics. Their faces fell, and they
renewed their passionate appeal.

"Stop it," they cried. "For heaven's sake, stop it! In all thos