II.] SCHOLARSHIPS AND EXHIBITIONS. 45 The mention of these prizes leads on to the further point, the encouragement given to the study of History at this moment by scholarships, exhibitions and fellowships bestowed after a competitive examination in History. On this a very few words will suffice, and those shall not be dogmatic or even positive. I would not say a word to discourage the idea, or a word that might seem to show that I wished to determine in my own way the result of the experiment that is being at present tried. But, until public school education, until school education generally, has much more completely assimilated, and found a more comfortable place for historical teaching, I should deprecate any large increase of historical exhibitions for boys coming up to the University. Holding, as I do, that a sound classical training must be the foundation of successful historical study, and sure as I am that nothing but such training can prepare a man to be a good historical teacher, I should not give a historical exhibition to a boy who does not show some promise of taking good Honours in Moderations. In most instances I think it would be better not to give it until Moderations are over; of course, however, I am speaking with a view to the study of History, and not to the pecuniary interests of candidates for scholarships. Example has shown us that it is of little use to hope to promote a study like this by overnursing. One reason, I think, that we have had such success as we have had, is that we have had no such nursing; that the study itself, and such a modicum of honour as could be gained in the Class Schools, has been the main incentive to historical reading here. We are, I am quite willing to allow,—nay, I am most anxious that we should remember,—but at the beginning of our work ; we have very much to do still before the History School of Oxford can take its stand beside the historical schools of Paris, or Bonn, or Gôttingen, or Munich, or