ed head
masters, public school boys more and more realise that they are
beneficiaries of the spirit of a past day, not only in the sense of
the creation of a noble tradition but actually in regard to the
material provision of buildings and the financial support of
teaching.

There is likely to be an extension of university education in the near
future. The ancient universities of Oxford and Cambridge with their
great college system will be strengthened, as will be the universities
which were established at the end of the nineteenth and the beginning
of the twentieth centuries. The demand for the better training of
teachers will result inevitably in the creation of more universities.
The inadequate sum which this country has spent upon university
education up to the present will be greatly increased.

As a direct result of the opportunity which university life gives to
undergraduates for the development of self-governing institutions,
there can be little doubt that the university must be regarded above
all other schools and most institutions as powerful in the development
of good citizenship. The public school tradition will be carried
directly into the older universities and in increasing measure into
the new universities as the best spirit of the public schools
gradually permeates the whole system of our education even down to the
elementary schools themselves. When these opportunities so lavishly
provided for the development of student life in its self-governing
aspects are realised and when above it all there stand great teachers
in the lineage of those described by Cardinal Newman in his eulogy of
Athens--"the very presence of Plato" to the student, "a stay for his
mind to rest on, a burning thought in his heart, a bond of union with
men like himself, ever afterwards"--little else can be desired. In
every university there must be such teachers, or universities will
tend to fall to the level of the life about them. "You can infuse,"
said Lord Rosebery at the Congress of the Universities of the Empire,
"character, and morals and energy and patriotism by the tone and
atmosphere of your university and your professors."

From one point of view, all the old universities of Europe--Bologna,
Paris, Prague, Oxford, Cambridge, etc.--must be regarded as definite
and conscious protests against the dividing and isolating--the
anti-civic--forces of the periods of their institution. They represent
historically the development