uages, and drawing, and the
necessary knowledge of science, without either consuming all the leisure
of the boy or destroying his individuality, as it is destroyed by the
ignorant and pretentious blunderers of to-day; and there is an equally
manifest need of a new type of University, something other than a happy
fastness for those precociously brilliant creatures--creatures whose
brilliance is too often the hectic indication of a constitutional
unsoundness of mind--who can "get in" before the portcullis of the
nineteenth birthday falls. These new educational elements may either
grow slowly through the steady and painful pressure of remorseless
facts, or, as the effort to evoke the New Republic becomes more
conscious and deliberate, they may be rapidly brought into being by the
conscious endeavours of capable men. Assuredly they will never be
developed by the wisdom of the governments of the grey. It may be
pointed out that in an individual and disorganized way a growing sense
of such needs is already displayed. Such great business managers as Mr.
Andrew Carnegie, for example, and many other of the wealthy efficients
of the United States of America, are displaying a strong disinclination
to found families of functionless shareholders, and a strong disposition
to contribute, by means of colleges, libraries, and splendid
foundations, to the future of the whole English-speaking world. Of
course, Mr. Carnegie is not an educational specialist, and his good
intentions will be largely exploited by the energetic mediocrities who
control our educational affairs. But it is the intention that concerns
us now, and not the precise method or effect. Indisputably these rich
Americans are at a fundamentally important work in these endowments, and
as indisputably many of their successors--I do not mean the heirs to
their private wealth, but the men of the same type who will play their
_role_ in the coming years--will carry on this spacious work with a
wider prospect and a clearer common understanding.

The establishment of modern and efficient schools is alone not
sufficient for the intellectual needs of the coming time. The school and
university are merely the preparation for the life of mental activity in
which the citizen of the coming state will live. The three years of
university and a lifetime of garrulous stagnation which constitutes the
mind's history of many a public schoolmaster, for example, and most of
the clergy to-day, will