process of loading it with facts is more unpleasant. At this stage the
whole system of teaching should be different. One great evil of
examinations is that they prolong the stage of mere memorising to an
age at which it is not only useless but hurtful. Another valuable
guide is furnished by observing what authors the intelligent boy likes
and dislikes. His taste ought certainly to be consulted, if our main
object is to interest him in the things of the mind. The average
intelligent boy likes Homer and does not like Virgil; he is interested
by Tacitus and bored by Cicero; he loves Shakespeare and revels in
Macaulay, who has a special affinity for the eternal schoolboy.

My other principle is that since we are training young Englishmen,
whom we hope to turn into true and loyal citizens, we shall presumably
find them most responsive to the language, literature, and history of
their own country. This would be a commonplace, not worth uttering, in
any other country; in England it is, unfortunately, far from being
generally accepted Nothing sets in a stronger light the inertia and
thoughtlessness, not to say stupidity, of the British character in all
matters outside the domain of material and moral interests, than our
neglect of the magnificent spiritual heritage which we possess in our
own history and literature. Wordsworth, in one of those noble sonnets
which are now, we are glad to hear, being read by thousands in the
trenches and by myriads at home, proclaims his faith in the victory of
his country over Napoleon because he thinks of her glorious past.

We must be free or die, who speak the tongue
That Shakespeare spake, the faith and morals hold
That Milton held. In everything we are sprung
Of Earth's best blood, have titles manifold.