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So, too, M. Renan[124]
talks of the "superficial humanism" of a school-course which treats us
as if we were all going to be poets, writers, preachers, orators, and he
opposes this humanism to positive science, or the critical search after
truth. And there is always a tendency in those who are remonstrating
against the predominance of letters in education, to understand by
letters _belles lettres_, and by _belles lettres_ a superficial humanism
the opposite of science or true knowledge.
But when we talk of knowing Greek and Roman antiquity, for instance,
which is the knowledge people have called the humanities, I for my part
mean a knowledge which is something more than a superficial humanism,
mainly decorative. "I call all teaching _scientific_" says Wolf, the
critic of Homer, "which is systematically laid out and followed up to
its original sources. For example: a knowledge of classical antiquity is
scientific when the remains of classical antiquity are correctly studied
in the original languages.


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