controversies afford the driest.

And after all, and though it be well worth while to strive that
the study of English (of our own literature, and of the art of
using our own language, in speech or in writing, to the best
purpose) shall take an honourable place among the Schools of a
great University, that the other fair sisters of learning shall

Ope for thee their queenly circle ...

it is not in our Universities that the general redemption of
English will be won; nor need a mistake here or there, at Oxford
or Cambridge or London, prove fatal. We make our discoveries
through our mistakes: we watch one another's success: and where
there is freedom to experiment there is hope to improve. A youth
who can command means to enter a University can usually command
some range in choosing which University it shall be. If Cambridge
cannot supply what he wants, or if our standard of training be
low in comparison with that of Oxford, or of London or of
Manchester, the pressure of neglect will soon recall us to our
senses.

_The real battle for English lies in our Elementary Schools, and
in the training of our Elementary Teachers._ It is there that the
foundations of a sound national teaching in English will have to
be laid, as it is there that a wrong trend will lead to incurable
issues. For the poor child has no choice of Schools, and the
elementary teacher, whatever his individual gifts, will work
under a yoke imposed upon him by Whitehall. I devoutly trust that
Whitehall will make the yoke easy and adaptable while insisting