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.