of life” was the essence of culture; the second, that literature contained the materials which sufficed for the construction of such a criticism.  With the first proposition he had no dispute, taking the view that culture was something quite different from learning or technical skill.  “It implies the possession of an ideal, and the habit of critically estimating the value of things by comparison with a theoretic standard.  Perfect culture should supply a complete theory of life, based upon a clear knowledge alike of its possibilities and its limitations.”  Against the second proposition he urged in the first place that it was self-evident that after having learned all that Greek, Roman, and Eastern antiquity have thought and said, and all that modern literature has to tell us, it was still necessary to have a deeper foundation for criticism of life.  An acquaintance with what physical science had done, particularly in later years, was as necessary to criticism of life as any of the literary materials.  Next, following the biological habit of examining anything by studying its development, he shewed how the connection between “culture” and study of classical literature had come into existence.  For many centuries Latin grammar, with logic and rhetoric, studied through Latin, were the fundamentals of education.  A liberal education was possible only through study of the language in which all or nearly all the materials for it were written.  With the changes produced by the Renascence there came a battle between Latin and Greek, and Greek came to be part of a liberal education.  Later on, there came a similar battle between the classical and modern languages, and now the modern languages have included and absorbed all the necessary material for knowledge and criticism.  Those who cling to classics as the basis of culture and education are clinging to old weapons long after these have ceased to be effective, simply because at one time in history only these weapons were available in the struggle for knowledge.

CHAPTER XI

GENERAL PROBLEMS OF EDUCATION

     Establishment of Compulsory Education in England—­The Religious
     Controversy—­Huxley Advocates the Bible without Theology—­His
     Compromise on the “Cowper-Temple” Clause—­Influence of the New
     Criticism—­Science and Art Instruction—­Training of
     Teachers—­University Education—­The Baltimore Address—­Technical
     Education—­So-called “Applied Science”—­National Systems of
     Education as “Capacity-Catchers.”

In the last chapter, the special relation of Huxley to scientific education was described, and, naturally enough, it is in special connection with scientific education that his influence is best known.  But he was keenly interested in all the larger problems of general, university, and technical education, and he played a great part in shaping the lines upon which these problems have been solved in England.