with the words, "A greeting from | wore a rich satin domino, which fell Diana." about her in graceful drapery, and in The well-known writing impressed her hand she carried a nosegay of roses. me like the sight of a lost, believed-in, I stepped forward and met her. and recovered friend's face. In an in-"Diana!" I whispered. stant my dream-woman returned and She placed a trembling hand on my filled my mind, of late so distracted by arm, and stood beside me silently. Madame de Bowrowska. By and by, Her hand was not gloved, but lay as wearing my flower, I entered the draw-white as snow on my sleeve, and was ing-room as excited as on the previous the same, with its exquisite tapering day, and certain now that Diana was fingers, which in the photograph leaned here. The company was much more upon the balusters. numerous, and there were many pretty women I had never seen before; and yet there was no time for making their "Yes, I am Diana, Baron Emil." acquaintance, as dinner was shortly The answer was rather breathed than announced. I was again Frau Meier's spoken, and the lady trembled visibly. neighbor, and I fear my conversation I was myself so agitated that I could was not very edifying. She examined not say more. I led her out of the me as to my favorite occupations, and thronged room, through a number of also concerning my coat-of-arms. Nat- gay apartments, until we at length urally, if questioned on my employ-found ourselves alone in a small cabments, I think of my philosophic inet, richly adorned with rare plants studies, and feel I ought to explain I and flowers.

"Diana, Diana," I repeated, "say only one word to me!"

am not only a student, but aim at Near the hearth were two armchairs. founding a new school. True, Diana, Diana took her hand from my arm, sat when she heard this, called my author-down in one, and motioned me into the skip a harmless pastime; but women other. We were silent for a little, and do not understand such things. I have awkward. She presently roused hera dim recollection that in my answers self, as it were, and put her little satin'I mixed up philosophy and shields in covered foot on the fender. a wondrous manner. Frau Meier certainly shook her head in an astonished way at times. I may have told her my armorial bearings consisted of links and chains, and that my book would contain many lances and some oblique chevrons.

"Diana," I said at last,
alone here; let me see you.”
She shook her head.
she whispered unsteadily.

66

66 we are

"Not yet,"

Have you "the

"You seem afraid of me. lost your confidence," I said trust you breathed in your letters? Do you withdraw from myself the sympathy your letters gave me?"

On this occasion we gentlemen remained at table, English fashion, after the ladies, who left us earlier than She shook her head again. "No, it usual to prepare for the masked and is not that," she murmured. "But, fancy ball. Perhaps an hour or more do you see, the meeting of our souls in passed before we were all reunited. that imaginary lane, which enticed me Even our hostess, together with all the onwards into our strange correspondmothers and aunts present, wore dom-ence, is now transformed into the inos. The younger ladies were in ordinary intercourse of a lady and genevery variety of costume such as could tleman by a commonplace fireside; be hastily devised, for the whole thing and now the whole singularity — I was a somewhat impromptu affair. must say unseemliness — of our letters I knew now that my hour was come; has overwhelmed me, and I feel now or never would Diana approach ashamed almost miserable. If I and reveal herself. I had scarcely speak to you any further, I must retain thought this when a majestic and ele- my disguise. Behind it I feel some gant veiled woman drew near. She shelter-something like the cover of a

"I know more than that," I interrupted. "What is a name, a face, in comparison with such thoughtfulness," and I give you my answer. I know

Diana approached, and emboldened ex- by her affection, whispered softly: “I Diana, say a gracious word beg your pardon, but I have heard what

"Then you know my answer; my heart is not free."

"Fair domino, it is you who have fettered this gentleman's heart," Saalfeld said, bowing to her.

"Yes, it is I, and I take possession of it," she replied, slowly dropping her disguise as she spoke. She stood before me a lovely vision. "Elsbeth!"

I cried.

should be dealt with. I hope that I may thus furnish matter for thought and discussion to an audience eminently qualified to form a judgment on what concerns the art of teaching.

The subject of my lecture is "The Study of English Language and Literature as Part of a Liberal Education," and by this I mean, not simply professorial instruction in the English

"What mischief have I been at, I language and literature to classes or wonder?" sighed the count.

"Cela n'engage à rien," laughed the lady.

"Cela engage à tout," I answered. Saalfeld shook his head. "I don't understand a word of it," he exclaimed.

I

individuals, but a school for teaching and examination, subject to regulations as clear and precise as those governing the schools in our different universities of classics, mathematics, natural science, law, and history, which are at present recognized as forming part of a To-morrow is our wedding-day. liberal education. But before procecdhave laid aside my philosophy. We, ing to my main subject I must detain my Elsbeth and I, spend the winter in you for a few minutes with the considRome; and, in the spring, intend to eration of a preliminary question, betake possession of our newly purchased cause, as you will see, a definition of estate. Then I resume my work; and this preliminary point is necessary to you must confess that I have the best my argument. What do we mean by reason to be content with my theories. the phrase “liberal education"? How A chain of ideas, arising out of my own has our present system of liberal educawisdom, led me, through a concatena- tion been formed? The question is tion of circumstances, into the blessed- not without obscurity; but I think that est of all enchainments — union with a the answer to it is something of this beloved woman. I have every right to kind. The words “liberal education ” honor Links and Chains! I believe are derived from the septem artes libestill in my philosophical work; and, rales, the seven liberal arts or sciences, that on its completion, I shall be one of which, according to the schoolmen, emthe most honored of writers. The main braced the whole circle of human knowlpoint to consider, as I have before re-edge. This classification was, I think, marked, is, how to proceed after a well-introduced into the Latin language in arranged plan, advancing in regular the first century before Christ, by Varro, order.

the antiquary, and Varro himself, no
doubt, derived it from the Greeks of
Alexandria. After the overthrow of
pagan culture by the barbarians, the
existing system of Græco-Roman edu-
cation survived, as we find from Cassio-
dorus, in the Christian schools, and in
time came to be regarded by the school-
men as the curriculum through which
the scholar must pass before proceed-
ing to the study of the highest of all
sciences, theology. The seven arts or
sciences were grammar, rhetoric, logic,
arithmetic, geometry, astronomy (or,
as it was then called, astrology), and
The first three made up the
music.
course called, by the schoolmen, tri-

mind.

vium; the last four constituted the | philosophy. Hence these two sciences, quadrivium. together with grammar, became the Here, then, was the germ of our sys- foundation of the school of Literæ tem of liberal education. Assuming Humaniores at Oxford, and to some the truth of what was taught in these extent of the Classical Tripos at Camsciences, and assuming that the method bridge. On the other hand, arithmetic, of instruction was really scientific, it geometry, and astronomy remained as is plain that there were advantages in the nucleus of instruction in the maththe course of education pursued by the ematical schools of both universities. schoolmen. It was simple, it was com- Hence arose that two-fold system of plete, it was logical. Unfortunately, classical and mathematical training neither of the assumptions on which which for so long formed the ideal it was founded was altogether sound. of liberal education in the English The revival of learning forced men to revise their entire conception of art About the middle of the present cenand science; the discoveries of Coper- tury, men began to think that the base nicus and Columbus gave rise to new of liberal education was too narrow. ideas respecting the heavens and the In 1851 the University of Cambridge earth; the Reformation in England added a school of natural science, adrevolutionized the relations between mitting to a degree in arts; the Unitheology and the other sciences. Fi- versity of Oxford followed the example nally, the methods of scientific reason- in 1853. Oxford in the same year esing introduced by Bacon on the one tablished a school of law and modern hand, and by Descartes on the other, history, which in 1872 was divided into brought discredit on the logical methods two separate schools, one of law and employed by the schoolmen. Hence one of history, each admitting to the the system of education founded on degree in arts. At Cambridge final the regular procession of the seven examinations, admitting to the arts desciences fell gradually into decay. It gree, were established; in 1858 in law, may, I think, be confidently asserted in 1875 in modern history. Schools of that, by the middle of the eighteenth century, the ancient course of mental discipline, followed by the Greeks and Latins, and converted to the use of the Christian Church, had disappeared from the curriculum of the English universities.

the same kind in Oriental languages were instituted; in 1878 at Cambridge, and in 1887 at Oxford. Now, throughout this long and gradual development, I think, it may be observed that each school, before it has established its footing within the sacred circle of the liberal arts, has had to satisfy two requirements; that is to say, it has had to show, first, that it was likely to prove useful for the purposes of mental discipline; and, next, that its subject matter was capable of being scientifically taught.

But though the connection between the secular sciences and theology was thus severed, the sciences themselves were retained as the basis of instruction in the university schools. The study of Latin grammar, which was found necessary by the schoolmen because Latin was the language of the Church, The English language and literature was pursued after the Reformation, in has not yet obtained an entrance into combination with Greek grammar, be- our established system of liberal edu- · cause these languages were now seen cation. For though, in many of our to furnish the keys to the culture and younger universities and university colcriticism of the antique world. Logic leges, professorial chairs and courses and rhetoric, which had been taught of instruction in this subject have been by the schoolmen mainly for the pur- instituted — and I know that University pose of theological disputation, were College, Liverpool, has set a shining found to be useful instruments for example, both in its English chair and training the mind in mental and moral in the person of its distinguished oc

cupant

yet, until Oxford and Cam-plicated nature of the study itself.

first place, to get a clear view of these difficulties, before we proceed to consider the way in which the difficulties may be overcome.

bridge have opened their gates, I think And I would, therefore, ask you, in the it will be generally admitted that the battle on behalf of English, as part of liberal education, has not been won. Now the gates of these two great universities still remain closed. It is true As regards the popular view of the that English as a sub-head is included subject, there is one objection which is in the mediæval and modern language frequently advanced to the establishtripos at the University of Cambridge; ment of a school of English language but any one who looks at the ex- and literature, namely, that such a amination papers in this school will school would not be useful. A very see that what is dealt with is English large number of people seem to hold language, and not English literature. the opinion about English that DogA vigorous attempt has recently been berry held about reading and writing ; made to originate a separate school' of they think that it comes by nature. English language and literature in the They are anxious that their children University of Oxford; but I believe I should be taught French and German, am correct in saying that the Hebdom- because the knowledge of these lanadal Council of that university has guages will be of advantage to them decided that to establish such a school socially, politically, commercially; but would at present be inexpedient. they fancy that instruction given them Now, I fear that I shall surprise, and in their own language is so much waste probably disappoint, many of my hear- of time. On this point my own official ers, when I say, that I am very far experience enables me to speak with from regretting this decision of the some authority, as my duties give me authorities of the great university of the opportunity of observing the perwhich I have the honor to be a mem-formance in examinations of thousands ber. I hasten, therefore, to assure all of boys from our public schools, of who may be so affected, that I look hundreds of university men, and of forward with confidence to the time others who have received what is called when a school of English language and a liberal education. And I speak with literature shall be a recognized part of moderation when I say that not only English liberal education. But at the the faculty of expressing in English same time I hold that, if such a school a train of ideas on any subject in a be started prematurely that is to say, lucid and forcible manner, but even the before we are sure that what is taught simple art of writing a number of conin it will be really useful as training secutive sentences without some gramfor the mind, or that the methods of matical error, are accomplishments, less instruction employed in it will be really common among the youth of this counscientific mischief will be done, not try than they ought to be. For if a only to the study of English language man is to rise to any position of emiand literature, but to the system of nence in the army, the navy, or the liberal education as a whole, because civil service, nothing is more necesmany minds may be perilously diverted sary for him than skill sufficient to from other courses of study which ex- write a terse despatch, an exhaustive perience has shown to be profitable. I report, or a clearly reasoned memorandoubt whether the question has yet dum. And I need hardly insist before emerged from its nebulous stage, and such an audience that he will be the whether we have frankly faced all the better equipped for such tasks, if he is difficulties arising from the vague no- familiar with the vocabulary of Shaketions of the public at large, from the speare and Milton, and understands the objections to the proposed school en- principle on which an Addison, a Johntertained by the teachers of other son, or a Macaulay, is accustomed to branches of science, and from the com- frame his sentences and paragraphs.