ght not all this be done without a view to examinations or payment by
results, simply for the sake of filling the little dull minds with one
sunbeam of joy, such sunbeams being more likely hereafter to call hidden
precious germs into life than the deadening weight of such lessons as, for
instance, that _th-ough_ is though, _thr-ough_ is through, _en-ough_ is
enough. A child who believes that will hereafter believe anything. Those
who wish to see Natural Science introduced into elementary schools
frighten school-masters by the very name of Natural Science. But surely
every school-master who is worth his salt should be able to teach children
a love of Nature, a wondering at Nature, a curiosity to pry into the
secrets of Nature, an acquisitiveness for some of the treasures of Nature,
and all this acquired in the fresh air of the field and the forest, where,
better than in frowzy lecture-rooms, the edge of the senses can be
sharpened, the chest widened, and that freedom of thought fostered which
made England what it was even before the days of compulsory education.

But in addressing you here to-night, it was my intention to speak of
higher rather than of elementary education.

All education--as it now exists in most countries of Europe--may be divided
into three stages--_elementary_, _scholastic_, and _academical_; or call it
_primary_, _secondary_, and _tertiary_.

Elementary education has at last been made compulsory in most civilized
countries. Unfortunately, however, it seems impossible to include under
compulsory education anything beyond the very elements of knowledge--at
least for the present; though I know from experience that, with proper
management, a well-conducted elementary school can afford to provide
instruction in extra subjects--such as natural science, modern languages,
and political economy--and yet, with the present system of government
grants, be self-supporting.(12)

The next stage above the elementary is _scholastic_ education, as it is
supplied in grammar schools, whether public or private. According as the
pupils are intended either to go on to a university, or to enter at once
on leaving school on the practical work of life, these schools are divided
into two classes. In the one class, which in Germany are called
_Realschulen_, less Latin is taught, and no Greek, but more of
mathematics, modern languages, and physical science; in the other, called
_Gymnasia_ on the Continent, classics form the c