"_Amor ex Deo natus est, nec potest nisi in Deo requiescere._" FOOTNOTES: [25] There is of course an intermediate class of vicious tendencies, which may be described as apparent rather than actual, and which are caused partly by immaturity, partly by environment.
Many of the "naughtinesses" of school children belong to this class.
[26] The _physical_ aspect is, of course, of incalculable importance.

My only reason for ignoring it is that I am not competent to deal with it.

The _aesthetic_ aspect is also of incalculable importance; but I know so little about music or art, that I must limit my treatment of this aspect to pointing out that until the musical and artistic instincts of the masses are systematically trained in our elementary schools, through the medium of free self-expression on the part of the children, we shall have neither a national music nor a national art.
[27] Workshops, for the use of the engineering classes, are, I believe, attached to the "Modern Side" of some of our Great Public Schools; but I doubt if there is one among the Great Public Schools, or even among the Preparatory Schools which lead up to them, in which "hand-work" is part of the _normal_ curriculum.
[28] I know a youth who recently attended Science lectures for two years at one of the most famous of our Great Public Schools, and at the end of that time had not the faintest idea what branch of Science he had been studying.

Science is, I believe, seriously taught in the Great Public Schools to those who wish to take it seriously; but, if taught at all, it is certainly not taught seriously to the rank and file of the boys who belong to the "Classical side" of their respective schools.
[29] See also footnote 2 to page 270.
[30] When I was an undergraduate at Oxford, there was one at least of my friends who took a genuine delight in the literary masterpieces of Greece and Rome,--the delight, not of a fastidious scholar but of a born lover of good literature.

He got a "Third" in Classical "Mods," and was "gulfed" in "Greats." "Serve him right," his "dons" must have said, for I am afraid he cut their lectures.
[Greek: hos apoloito kai allos hotis toiauta ge rhezoi.] [31] _Stanzas on the Grande Chartreuse_, by Matthew Arnold.
[32] When I apply the epithet "irrational" to the outcry at Ephesus, I am thinking of the mob, not of the silversmiths.