arid misuse of memory; and the highest levels to which ordinary school
geography has attained are to be found in the little books of the late
Professor Meiklejohn. These two subjects are essentially "information"
subjects. They differ in prestige rather than in educational quality
from school chemistry and natural history, and their development marks
the beginning of that great accumulation of mere knowledge which is so
distinctive of this present civilization.

There are, no doubt, many minor subjects, but this revision will at
least serve to indicate the scope and chief varieties of school work.
Out of some such miscellany it is that in most cases the student passes
to specialization, to a different and narrower process which aims at a
specific end, to the course of the College. In some cases this
specialized course may be correlated with a real and present practice,
as in the case of the musical, medical, and legal faculties of our
universities; it may be correlated with obsolete needs and practices
and regardless of modern requirements, as in the case of the student of
divinity who takes his orders and comes into a world full of the
ironical silences that follow great controversies, nakedly ignorant of
geology, biology, psychology, and modern biblical criticism; or it may
have no definite relation to special needs, and it may profess to be an
upward prolongation of schooling towards a sort of general wisdom and
culture, as in the case of the British "Arts" degrees. The ordinary
Oxford, Cambridge, or London B.A. has a useless smattering of Greek, he
cannot read Latin with any comfort, much less write or speak that
tongue; he knows a few unedifying facts round and about the classical
literature, he cannot speak or read French with any comfort; he has an
imperfect knowledge of the English language, insufficient to write it
clearly, and none of German, he has a queer, old-fashioned, and quite
useless knowledge of certain rudimentary sections of mathematics, and