, or perpetual bridge. Perhaps the greatest
blessing which a parent or a teacher can confer on a boy or girl is
discreet, unpriggish, and unpatronising, encouragement and guidance in
the discovery and development of hobbies: and if I may venture on a
piece of advice to anyone who needs it, I should say: "Try to secure
that everyone grows up with at least two hobbies; and whatever one of
them may be, let the other be literature, or some branch of
literature."

Dreams, books, are each a world; and books, we know,
Are a substantial world, both pure and good;
Round these, with tendrils strong as flesh and blood,
Our pastime and our happiness will grow.

(3) At this point I can imagine someone, who recognises the importance
of literary culture in the equipment of a man or woman of the world,
and perhaps feels even more strongly the truth summed up in these
lines of Wordsworth, expressing the doubt whether the second at least
of these objects can be secured, or will not rather be precluded, by
admitting the study of literature as such into the school curriculum.
This doubt, which I have heard expressed by many lovers of literature,
notably by the late Canon Ainger, is not lightly to be disregarded. It
is to be met, however, in my opinion, by keeping clearly before our
eyes the third of the objects which we assumed to be aimed at by
literary studies as a branch of education--the immediate pleasure of
the student. The two objects which we have already discussed are
ulterior objects, which should be part of the fundamental faith of
the teacher; but while the teacher is in contact with his pupils they
should be forgotten in the glowing conviction that the study of
literature is, at that very moment, the most delightful thing in the
world. Of course we all know, or should know, that this is the only
attitude of mind for the best teaching in any subject whatever. It
takes a great deal more than enthusiasm to make a competent teacher;
and it is easy to prepare pupils successfully for almost any written
examination without any enthusiasm for anything except success. But,
cramming apart, a bored teacher is inevitably a boring one: and while
unfortunately the converse is not universally true and an enthusiastic
teacher may fail to communicate his enthusiasm, yet it is quite
certain that you cannot communicate enthusiasm if you are not
possessed of it.

But this enthusiasm, indispensable for the best teaching of anything,
i