The function of Latin literature is its expression of Rome. When to England and France your imagination can add Rome in the background, you have laid firm the foundations of culture. The understanding of Rome leads back to the Mediterranean civilisation of which Rome was the last phase, and it automatically exhibits the geography of Europe, and the functions of seas and rivers and mountains and plains. The merit of this study in the education of youth is its concreteness, its inspiration to action, and the uniform greatness of persons, in their characters and their staging. Their aims were great, their virtues were great, and their vices were great. They had the saving merit of sinning with cart ropes.

The ideal of mathematics should be to erect a calculus to facilitate reasoning in connection with every province of thought, or of external experience, in which the succession of thoughts, or of events can be definitely ascertained and precisely stated. So that all serious thought which is not philosophy, or inductive reasoning, or imaginative literature, shall be mathematics developed by means of a calculus.

The sense for style … is an aesthetic sense, based on admiration for the direct attainment of a foreseen end, simply and without waste. Style in art, style in literature, style in science, style in logic, style in practical execution have fundamentally the same aesthetic qualities, namely, attainment and restraint. The love of a subject in itself and for itself, where it is not the sleepy pleasure of pacing a mental quarter-deck, is the love of style as manifested in that study. Here we are brought back to the position from which we started, the utility of education. Style, in its finest sense, is the last acquirement of the educated mind; it is also the most useful. It pervades the whole being. The administrator with a sense for style hates waste; the engineer with a sense for style economises his material; the artisan with a sense for style prefers good work. Style is the ultimate morality of the mind.

There is only one subject matter for education, and that is Life in all its manifestations. Instead of this single unity, we offer children—Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory.

Very little of Roman literature will find its way into the kingdom of heaven, when the events of this world will have lost their importance. The languages of heaven will be Chinese, Greek, French, German, Italian, and English, and the blessed Saints will dwell with delight on these golden expressions of eternal life. They will be wearied with the moral fervour of Hebrew literature in its battle with a vanished evil, and with Roman authors who have mistaken the Forum for the footstool of the living God.