“My aim will be to make them, generally speaking, as adequate as possible to playing a worthy part in the world.  I want them to be as open-minded on all subjects as possible, to have no fixed prejudices on any subject, and yet to have an adequate basis of knowledge on important matters, enough not to leave them at the mercy of any new book or theory on any subject which handles its facts in at all a one-sided way—­so that on reading a brilliant but narrow book on any point, they may be able to say, ’This and that argument have weight, they are valid; but he has suppressed this, and distorted that, which, if seen fairly and in a good light, would go far to contradict the other.’  Then they must be without prejudice; they must not close their eyes or turn their backs on any view, because it is ‘dangerous’ or ‘damaging’ or ‘subversive’ or ‘unpractical.’  They must not be afraid to face an idea because of its probable consequences if its truth is proved.  They must not call anything common or unclean.

“For this they must have a basis of knowledge on these points; history, political economy, philosophy, science.  The first three I am fairly competent to give them; that is to say, I am studying these hard myself now, and I can, at any rate, keep well ahead of them; and I have managed to win their educational confidence, which is a great thing.  They take for granted that a thing which is dull is necessary, and follow me with faith; while, I am thankful to say, they are keen enough not to want driving when a thing is interesting.

“Then they must know French and German, and a modicum of Greek and Latin.  These last I teach them by a free use of translations; rudiments of grammar first, and then we attack the books, and let grammar be incidental.  We don’t compose in any of these languages; it’s a mere waste of time.

“I teach them logic and Euclid, and get them taught some mathematics.  Then as to science, by reading myself with them we get on very well together.  And I have bought a few chemicals, and we try experiments freely, which is very satisfactory.

“Music I teach them both, and harmony.  They don’t much like it, but they will be glad some day.  I make them practise regularly.  I don’t believe any but very exceptionally gifted boys like that; but they are so awfully thankful when they get to my age if they have been kept at it.

“Then as to the external [Greek:  paideia], there is my difficulty.  I am not allowed to take any active exertion myself, and, indeed, it tells on me if I do, so that I have become a kind of thermometer, hopeless and headachy and listless the next day, if I overdo myself the very least; so that I have merely to encourage them by precept, not by example.  They have ponies and bicycles, and scamper about all over the country.  Edward has been brought home once in a cart, but not seriously damaged; and I like to leave them to themselves in these things—­they