school, he
is, or may be, exposed to educative influences of various kinds.[29]
But the broad fact remains that the _studies_ of the youthful
graduate, whether in school classroom or college lecture-room, have
been wholly unformative and therefore wholly uneducative.

But let us consider the education given in our Public Schools and
Universities, at what is presumably the highest of all its levels.
Let us see what is done for the boys who have sufficient ability to
win Scholarships and read for Honours at Oxford and Cambridge. It is
to the supposed interests of these brighter boys that the vital
interests of their duller schoolfellows are perforce sacrificed. Are
the results worth the sacrifice? The brighter boys fall into two main
groups,--those who have a turn for the "Humanities," and those who
have a turn for Mathematics and Science. Where the "Humanities" are
effectively taught,--where, for example, the scholar is allowed to
pass through the portals of Latin and Greek grammar and composition
into the wonder-world that lies beyond them,--the _communicative_
instinct receives a valuable training. It is, unfortunately, quite
possible for a boy, or even for a man, to be what is called a "good
scholar," and yet to take no interest whatever in the history or
literature of Greece and Rome; and the examination system undoubtedly
tends to foster this bastard type of humanism. But when, as a result
of his school and University training, a scholar has passed the
linguistic portals and found pleasure in the worlds beyond, we may
say of him that his education has fostered the growth of one of his
expansive instincts,--perhaps the most important of all, but still
only one. When Science is effectively taught, the growth of the
_inquisitive_ instinct is similarly fostered; but the inquisitive
instinct, though of great value, when trained in conjunction with
other instincts, has but little value as a "formative" when trained
by itself. From this point of view it compares unfavourably with the
communicative instinct, being as much less formative than the latter,
as the mysteries of the material world are less significant and less
able to inspire and vitalise their interpreter than the mysteries of
human life; and a purely (or mainly) scientific training is therefore
worth far less as an instrument of education than a purely (or
mainly) humanistic training.

But why should the boys at our Great Public Schools and the young
men at