of all Arts and Science," that is, Greek learning
which is "as profitable for the understanding as the Latin tongue for
speaking." In the study of ancient history, "deeds and not words" are
the prime interest. "In Plutarch pleasure is so mixed and confounded
with profit; that I esteem the reading of him as a paradise for a
curious spirit to walk in at all time." Bacon in his _Advancement of
Learning_ (1605) notes it as "the first distemper of learning when men
study words and not matter" (I. iv. 3); he also observes that the
Jesuits "have much quickened and strengthened the state of learning" (I.
vi. 15). He is on the side of reform in education; he waves the humanist
aside with the words: _vetustas cessit, ratio vicit_. Milton, in his
_Tractate on Education_ (1644), advances further on Bacon's lines,
protesting against the length of time spent on instruction in language,
denouncing merely verbal knowledge, and recommending the study of a
large number of classical authors for the sake of their subject-matter,
and with a view to their bearing on practical life. His ideal place of
education is an institution combining a school and a university. Sir
William Petty, the economist (1623-1687), urged the establishment of
_ergastula literaria_ for instruction of a purely practical kind. Locke,
who had been educated at Winchester and had lectured on Greek at Oxford
(1660), nevertheless almost completely eliminated Greek from the scheme
which he unfolded in his _Thoughts on Education_ (1693). With Locke, the
moral and practical qualities of virtue and prudence are of the first
consideration. Instruction, he declares, is but the least part of
education; his aim is to train, not men of letters or men of science,
but practical men armed for the battle of life. Latin was, above all, to
be learned through use, with as little grammar as possible, but with the
reading of easy Latin texts, and with no repetition, no composition.
Greek he absolutely proscribes, reserving a knowledge of that language
to the learned and the lettered, and to professional scholars.

Arnold.

Throughout the 18th century and the early part of the 19th, the old
routine went on in England with little variety, and with no sign of
expansion. The range of studies was widened, however, at Rugby in
1828-1842 by Thomas Arnold, whose interest in ancient history and
geography, as a necessary part of classical learning, is attested by his
edition of Thucydides; whil