Many again think it useful to direct their instruction to the fostering of natural advantages and to guide the talents of their pupils along the lines which they instinctively tend to follow. Just as an expert gymnast, when he enters a gymnasium full of boys, after testing body and mind in every way, is able to decide for what class of athletic contest they should be trained, even so, they say,

a teacher of oratory after careful observation of a boy's stylistic preferences, be they for terseness and polish, energy, dignity, charm, roughness, brilliance or wit, will so adapt his instructions to individual needs that each pupil will be pushed forward in the sphere for which his talents seem specially to design him;

for nature, when cultivated, goes from strength to strength, while he who runs counter to her bent is ineffective in those branches of the art for which he is less suited and weakens the talents which he seemed born to employ.

Now, since the critic who is guided by his reason is free to dissent even from received opinions, I must insist that to my thinking this view is only partially true. It is undoubtedly necessary to note the individual gifts of each boy,

and no one would ever convince me that it is not desirable to differentiate courses of study with this in view. One boy will be better adapted for the study of history, another for poetry, another for law, while some perhaps had better be packed off to the country. The teacher of rhetoric will distinguish such special aptitudes, just as our gymnast will turn one pupil into a runner, another into a boxer or wrestler or an expert at some other of the athletic accomplishments for which prizes are awarded at the sacred games.

But on the other hand, he who is destined for the bar must study not one department merely, but must perfect himself in all the accomplishments which his profession demands, even though some of them may seem too hard for him when he approaches them as a learner. For if natural talent alone were sufficient, education might be dispensed with.

Suppose we are given a pupil who, like so many, is of depraved tastes and swollen with his own conceit; shall we suffer him to go his own sweet way? If a boy's disposition is naturally dry and jejune, ought we not to feed it up or at any rate clothe it in fairer apparel? For, if in some cases it is necessary to remove certain qualities, surely there are others where we may be permitted to add what is lacking.