ABSTRACT
I need not waste time in attempting to convince the reader of what we all know, that a liberal education is, like justice, religion, liberty, fresh air, the natural birthright of every child. Neither need we discuss the scope of such an education. We are aware that good life implies cultivated intelligence, that, according to the Platonic axiom, ‘Knowledge is virtue,’ even though there be many exceptions to the rule. Educated teachers are not slow to perceive the part the Humanities play in a worthy scheme of education, but they are faced by enormous difficulties which are admirably summed up in a recent work,— 1
“The tragedy of modern education has been the prolonged failure of Humanism to secure conditions under which its purpose might be realised for the people at large”
