isation is effected, is the
conviction on which Egeria's whole scheme of education may be said to
be pivoted. In Utopia self-expression is the medium through which the
expansive instincts are encouraged to unfold themselves. And this
life of self-expression has as its necessary counterpart the
continuous development of the perceptive faculties along the whole
range of the child's nature.

Hence the all-round capacity of the Utopian child. The development of
his perceptive faculties which his life of self-expression tends to
produce, takes many forms. One of these, and one which in some sort
underlies and interpenetrates all the rest, is the outgrowth of what
I may call the _intuitional_ faculty,--a general capacity for getting
into touch with any new environment in which the child may find
himself, of subconsciously apprehending its laws and properties, of
feeling his way through its unexplored land. It is by means of this
capacity for putting forth a new _sense_ in response to the stimulus
of each new environment, that the Utopian child is able to master
with comparative ease the various subjects which he is expected to
learn. And not with ease only, but with effect. It is, as we have
seen, through the action of an appropriate sense, and in no other
way, that the information which is supplied to the scholar, when he
is learning this or that subject, is converted into _knowledge_, and
is so made available both for the further understanding of the given
subject and for the nutrition of the scholar's own inner life.

From every point of view, then, the Utopian scholar has a marked
advantage, in respect of the things with which education is supposed
to be mainly concerned--the mastery of subjects and the acquisition
of knowledge--over the product of the conventional type of school.
Whatever the Utopian may have to learn, is a pleasure to him either
for its own sake or as a means to some desirable end. Whatever he may
have to learn, he learns with comparative ease, because his
perceptive faculties have been systematically trained, and he is
therefore at home, in greater or lesser degree, in any new
environment. And whatever he may have to learn, he learns with
effect, because he is able to digest the information that he
receives, and convert it into knowledge, and so retain it in the form
in which it will best conduce both to his further progress in that
particular branch of study and to the general building up of his
mi