our Universities have to choose between a scientific and a
humanistic training? Why should these ancient and famous institutions
be content to train one only of the six expansive instincts instead
of at least _two_? Here, as elsewhere, the scholarship system blocks
the way. Some scholarships are given for Classics, others for
History, others for Mathematics, others for Natural Science. Not
a single scholarship is given, at either University, for general
capacity, as measured by the results of a many-sided examination.
Why should this be? The answer is that under any system of formal
examination many-sidedness in education necessarily means
_smattering_; and that against smattering the Universities have, very
properly, set their faces. But, after all, there is no necessary
connection between many-sidedness and smattering. In Utopia, where
the concentric rings of growth are formed by the gradual evolution of
an inner life, whatever feeds that inner life is a contribution,
however humble, to the growth of the whole tree; and many-sidedness,
far from being a defect, is one of the first conditions of success
in education. But in the Great Public Schools, where veneers of
information are being assiduously laid on the surface of the boy's
mind with a view to his passing some impending examination, the
greater the number and variety of such veneers, the more certain they
all are to split and waste and perish. Indeed the real reason why
specialising has to be resorted to in the case of the brighter boys,
is that in no other way can provision be made for the fatal process
of veneering being dispensed with, and for faculty being evolved by
growth from within.

But a heavy price has to be paid for the growth of these specialised
faculties. If Science is to be seriously studied the student must
give the whole of his time to it. This means that he must give up the
idea of educating himself. It is only by turning his back on history,
on literature, on philosophy, on music, on art, that he can hope to
meet the exacting and ever-growing demands which Science makes on
those who desire to be initiated into its mysteries. To say that when
he has "taken his degree" he is only half-educated, is greatly to
over-estimate the formative influence of his highly specialised
training. A sense has undoubtedly been developed in him, an instinct
has been awakened, one or two of his mental faculties have been
vigorously cultivated; but his training ha