be revised annually and reprinted annually, primarily for the use of the matriculated students of the University and incidentally for publication. His business would be not only to bring the work up to date and parallel with all the newest published research and to invite and consider proposals of contributions and footnotes from men with new views and new matter, but also to substitute for obscure passages fuller and more lucid expositions, to cut down or relegate to smaller type passages of diminishing importance and to introduce fresh and more efficient illustrations, and his work would be carried on in consultation with the General Editor of the University Press, who would also be a specialist in modern printing and book-making, and who would be constantly taking up, trying, and adopting fresh devices of arrangement, and newer, better, and cheaper methods of printing and illustration. It would not merely raise the general efficiency of the College work of adolescents very greatly to have this series of textbooks living and growing in each subject at one or (better) at several Universities or grouped Universities, but in each subject the periodic change in these books would afford a most valuable corrective to the influence of specialised work by keeping the specialist worker easily in touch with the current presentation of his science as a whole.

The text-book, however good, and the lecturer, however able, are only one of two necessary factors in College work, the reciprocal element is the students' activity. Unless the students are actively engaged not simply in taking in what they are told, but in rearranging it, turning it over, trying and testing it, they are doing little good. We recognise this quite abundantly in the laboratory nowadays, but we neglect it enormously in the more theoretical study of a subject. The facts of a subject if it is a science may be got at in the most thorough way by handling in the laboratory, but the ideas of a subject must be handled in discussion, reproduction and dispute. Examinations, examinations by teachers who understand this very fine art, in which the student is obliged to restate, apply, and use the principles of his subject, are of the utmost value in keeping the mind active and not simply receptive. They are just as good and as vitally necessary as examination papers which merely demand definitions and lists and bald facts are bad. And then there might be discussions-if the Professor were clever enough to conduct them. If the students of a class could be induced to submit propositions for discussion, from which a topic could be selected, and could then be made to prepare for a disputation to which all would have to contribute, with the professor as a controlling influence in the chair to check facts and logic and to conclude, it would have the value of a dozen lectures. But Professors who are under the burthen of perhaps ninety or a hundred lectures a year cannot be expected to do anything of this sort. Directed reading, conferences on knotty points, special lectures followed by the questioning of the lecturer, discussions upon matters of opinion, laboratory work when needful, fairly frequent test examinations, and a final examination for places, are the proper ingredients of a good modern College course, and in the necessity of leaving the Professor's energies free for

the direction of all this really educational work lies another reason for that complete, explicit, well-arranged text-book upon which I am insisting.

Coming back now from these general propositions about books and teaching, to our mass of young people about fifteen years old, our adolescent nation, who have accomplished their Schooling and are ready for the College phase, we have to consider what subjects they are to be taught and how far they are to go with these subjects. Whether they are to give all or part of their time to these College studies, whether they are going to pursue them in evening classes or before breakfast in the morning or during the livelong day is a question of secondary conveniences that may very well be disregarded here. We are concerned with the general architecture now and not with the tactical necessities of the clerk of the works.1

We need waste little time nowadays, I submit, in disposing of Encyclopædic conceptions of College Education, conceptions that played a part in almost all educational schemes-Bentham's stupendous Chrestomathia is the fearful example before the middle. nineteenth century. We are all agreed in theory, at any rate, that to know one subject or group of subjects exhaustively is far better than a universal smattering, that the ideal of education is more particularly "all about something" with "something about everything" in a very subordinate place. The fact remains that the normal curriculum of our higher schools and colleges is a pointless non-educational miscellany, and the average graduate in Arts knows something but not enough of science, mathematics, Latin, Greek, literature, and history; he has paid tribute to several conflicting schemes of education, and is a credit to none. We have to get rid of this state of affairs, and we have to provide (i) a substantial mental training which shall lead at last to a broad and comprehensive view of things, and which shall be a training in generalisation, abstraction, and the examination of evidence, stimulating and disciplining the imagination and developing the habit of patient, sustained, enterprising and thorough work, and (ii) we have to add a general culture, a circle of ideas about moral, æsthetic, and social matters that shall form a common basis for the social and intellectual life of the community. The former of these two elements must at some stage develop after two or five or seven or some such period of years, which may be different in different cases— into the special training for the definite function of the individual in the social body, whether as engineer, business manager, doctor, priest, journalist, public administrator, professional soldier, or what not. And before we ask what must constitute (i) it may be well to define

(1) But I may perhaps point out here how integral to a sane man-making scheme is the raising of the minimum age at which children may work. A day will come, I hope, when even the partial employment of children under fifteen will be prohibited, and when, as Mr. Sidney Webb suggested some time ago, employment up to the age of twenty-one will be limited to so few hours a week-his suggestion was thirty- -as to leave a broad margin for the more or less compulsory college work and physical training that are becoming essential to the modern citizen.

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the relation between the first and the second section of the College stage of education.

It is (i) that will constitute the essential work of the College, which will be the especial concern of the Professorial staff, which will "count" in examinations, and I conceive it as occupying typically four full working days in the week, four good, hard-driving days and no more, of the students' time. The remaining three, so far as they are not engaged by physical exercise, military training, and mere amusement, must be given to (ii), which I imagine an altogether more general, discursive, various, and spontaneous series of activities. To put the thing briefly, with the use of a convenient slang word, (i) is "grind," and (ii) is general culture, two elements that are altogether too greatly confused in adolescent education to-day. To a large number of people it will seem right and proper that (ii) on the seventh day of the week should become devotional exercise or religious thought and discussion. I would submit that under (ii) there should be formally recognised certain extremely valuable educational influences that are at present too often regarded as irregular or improper invasions of school and college work, the collegiate debating society, for example, private reading, experimental science outside the curriculum, and essays in various arts. It should be possible to provide a certain definite number of hours weekly in which the student should be required merely to show that he was doing something of a developmental kind, he would have his choice between the Libraryevery College ought to have a good and not too priggishly conceived Library, in which he might either read or write-or the music-master, the debating society, the museum, the art studio, the dramatic society, or any concern of the sort that the College authorities had satisfactory reason for supposing to be alive and efficient. In addition (ii) should include certain minor but necessary studies not included in (i), but pursued for all that with a certain insistence, taught or directed, and controlled perhaps by examinations. If, for example, the acquisition of a foreign language was a part of the preliminary schooling, it could be kept alive by a more fastidious study in the higher grade. For the making of the good, all-round, average citizen (i) will be the essential educational factor, but for the boy or girl with a dash of genius (ii) will rise from the level of culture to that of a great opportunity.

What subject or group of subjects is to constitute (i)? There are at least three, and quite probably beyond the very limited range of my knowledge there are other, arrangements of studies that can be contrived to supply this essential substantial part of the College course. Each suffices completely, and I would hesitate to express any preference for one or the other. Each has its special direction towards certain sorts of adult function, and for that reason it may be suggested that the secondary education of an English-speaking country might very well afford all three (or more) types of secondary course. small schools might specialise upon the type locally most desirable, the larger might group its triplicate (or quadruplicate) system of sustained

The

and serious courses about a common Library and the common arrangements for Section ii. of the College scheme.

The first of these possible College courses, and the one most likely to be useful and fruitful for the mass of the male population in a modern community, is an expansion of the Physics of the Schooling stage. It may be very conveniently spoken of as the Natural Philosophy course. Its backbone will be an interlocking arrangement of Mathematics, Physics, and the principles of Chemistry, and it will take up as illustrative and mind-expanding exercises, Astronomy, Geography, and Geology conceived as a general history of the Earth. Holding the whole together will be the theory of the Conservation of Energy in its countless aspects and a speculative discussion of the constitution of matter. A certain minimum of Historical and Political reading and of general "Library" would be insisted upon in Section ii. This could

be made a quite noble and spacious course of instruction extending over from three to five years, from fourteen or fifteen up to eighteen or twenty-one (or even longer in the case of those partially employed); its less successful products would drop out-it might be before completion to take up the work of more or less skilled artisans and technical workers, and its more successful ones would pass some of them into the technical colleges for special industries with a view to business direction, into special study for the engineering trades, for the profession of soldiering,1 or for the naval and mercantile services, or into research and the literature of science. Some also would pass on to study for the profession of medicine through more special work in Chemistry and Physiology, and some—with a proclivity for drawing and design—would become architects, designers of appliances, and the like. The idea of the ordinary development of this course is not so very remote from what already exists in Great Britain as the Organised Science School, but, as with all these courses, it would be done in varying degrees of thoroughness and extension under varying conditions. This is the first of my three alternative College courses.

The second course will probably seem less acceptable to many readers, but all who are qualified to speak will testify to its enormous educational value. It is what one may speak of as the Biological Course. Just as the conception of Energy will be the central idea of the Natural Philosophy course, so the conception of Organic Evolu

(1) I may perhaps explain that my conception of military organisation is a universal service of citizens-non-professional soldiers who will be trained, possibly in boyhood and youth, to shoot very well indeed, to ride either horses or bicycles, and to take up positions and move quickly and easily in organised bodies, and, in addition, a special graduated profession of soldiers who will be in their various ranks engineers, gunners, special-force men of various sorts, and, in the higher ranks, masters of all the organisation and methods necessary for the rapid and effective utilisation of the non-professional manhood of the country, of volunteers, militia, or short-service enlistment levies, drawn from this general supply, and of all the machinery of communication, provisioning, and so forth. They will not be necessarily the "social superiors" of their commands, but they will naturally exercise the same authoritative command in warfare that a doctor does in a sick room.

tion will be the central idea of the Biological Course. A general review of the whole field of Biology-not only of the Natural History of the present but of the geological record-in relation to the known laws and the various main theories of the evolutionary process will be taken, and in addition some special department, either the Comparative Anatomy of the Vertebrata chiefly, or of the plants chiefly, or of several Invertebrated groups chiefly, will be exhaustively worked out in relation to these speculations. The first of these alternatives is not only probably the most invigorating mental exercise of the three but bears also more directly upon the practical concerns of life. Physiology will be taken up in relation to this special exhaustive study, and the Elementary Physics" of the Schooling stage will be prolonged up into a treatment of Chemistry with especial reference to biological problems. Through such a course as this students might pass to the study of medicine just as well as through Natural Philosophy, and the medical profession would profit by the clash of the two types of student. The biological course, with its insistence upon heredity and physiological facts, would also give the very best and gravest preparation in the world for the practical concerns of motherhood. From it students would pass on illuminated to the study of psychology, philosophical science, and educational method. The training in the discussion of broad generalisation, and much of the fact involved, would be a most excellent preliminary to special theological study and also to the advanced study of economics and political science. From this course also artists of various sorts would escape through the avenue of Section ii. which, by the by, would have to involve Historical Reading. So much for my second suggested College course.

The third of these three alternative courses is the History course, done extensively in relation to general geography, economic theory, and the general evolution of the world, and intensively in relation to British or American history, and perhaps to some particular period. Out of it would spring a thorough study of the development of English literature and also of the legal systems of the English-speaking peoples. This course also would be a way of approach to philosophical science, to theology, to the thorough study of economic and political science, and possibly it would contribute a larger proportion of its students to imaginative literature than either of the two preceding courses. It would also be the natural preliminary course to the special study of Law and so a source of politicians. In the Section ii. of this course a light but lucid treatment of the great generalisations of physical and biological science would be desirable. And from this course also the artist would break away.

Conceivably there are other courses. The course in Mathematics as one sees it given to the Cambridge Tripos men, and what is called the Classical course, will occur to the reader. Few people, however, are to be found who will defend the exclusively mathematical "grind" as a sound intellectual training, and so it need not be discussed here. The case, however, is different with the classical course. It is alleged by those who have had the experience that to learn Latin and Greek