uisites--we shall
understand that while they may be of value in securing the efficient
after-performance of certain social services, they play but a small part
in the furthering of any service which requires an exact knowledge of
the qualities of things and an accurate knowledge of the laws governing
the operations of nature.

In the second place, neglect of the fact that the aim of education is to
establish systems of means for the efficient after-performance of
actions has led us to neglect the fact that in the acquisition and
establishment of systems of knowledge we require to limit the scope of
our aims and to carry on the process of education during a period
sufficiently extended to admit of the stable establishment of the
systems. If, _e.g._, we attempt to establish too many systems, then as a
result we often stably establish none, with the further result that
after the school period has passed the knowledge gained soon disappears.
If, again, we attempt in too limited a time to establish an elaborate
and complex system of knowledge, as _e.g._ that of the Latin language,
then we never reach the stage when it can be self-applied intelligently
in the furtherance of any end. Hence, if a boy leaves the Elementary
School and enters upon a High School course with the intention of
leaving at the age of fifteen or sixteen and entering upon some
employment, the systems of knowledge which can be established during the
school period must be different from those of the boy whose education is
intended to be extended until twenty-one. If, then, a national system of
education is to make adequate provision for the efficient
after-performance of the various social services which the nation
requires at the hands of its adult members; if, in short, it is to be
organic to the life of the State as a whole, then there must be not one
type of higher education but several; for it is to her Higher Schools
that a nation must principally look for the preparation of citizens who
in after-life will discharge the more important services of the
community. This truth has already been realised in other countries,
notably Germany. We are only beginning to realise it, and to take
measures to carry it into practice.

Moreover, in a national system of education we shall need not one system
of advancing means but several; not merely an educational ladder that
may carry the boy to the University, but also educational steps by which
the individual may